15 1 Considering goals, listing topics, and stating general purposes for teaching
each topic. 2 Enumerating the important characteristics of the learners for whom the
instruction is to be designed. 3 Specifying learning objectives to be achieved in terms of measurable
students behavioral outcomes. 4 Listing the subject content that supports each objective.
5 Developing pre-assessment to determine the students’ background and present level of knowledge about the topic.
6 Selecting teachinglearning activities and instructional recourses that will treat the subject content to accomplish the objectives.
7 Coordinating support services such as budget, personnel, facilities, equipments, and schedules to carry out the instructional plan.
8 Evaluating students’ learning especially of their accomplishment of objectives, with a view to revise and reevaluate any phases of the plan that
need improvement.
b. Yalden’s Language Program Development
Language program development is a name given by Yalden to elaborate the overall stages of planning a second-language program. It consists of seven
stages of program development. Those stages are needs survey, description of purpose, selectiondevelopment of syllabus type, production of a proto syllabus,
production of pedagogical syllabus, development and implementation of classroom procedures, and evaluation. Each of them is elaborated on the
next page
.
16
Figure 2.1 Kemp’s Instructional Design Model Kemp, 1977, p. 9
1 Needs Survey A needs survey is conducted to obtain information as much about the
learners as possible such as communication requirements, personal needs and motivations, and relevant characteristics of learners, as well as those of their
partners’ for learning to establish realistic and acceptable objectives. Furthermore, a needs survey covers two broad categories; who the learners are what they bring
with them and what their purposes, needs, and wishes are in learning the
Teachinglear ning
Activities and
Resources Goals,
Topics, and General
Purposes
Learning Objectives
Pre- assessment
Support Service
Evaluation Learner
Characteris- tics
Subject Content
Revision
