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the objectives students may already have achieved. It is called as ‘pretest’ and the final evaluation called a ‘posttest’.
Step 6. Select Teaching Learning Activities and Resources
Select teachinglearning activities and instructional resources that will treat the subject content so students will accomplish the objectives. You determine the
most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective.
Step 7. Coordinate Support Service
These services include funds, facilities, equipment, and personal whose time must be scheduled for participation in the instructional plan. There are many
interrelated elements in any instructional situation and each needs careful consideration during the appropriate planning step.
Step 8. Evaluate Student’s Learning
Evaluate student’s learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that need
improvement. Each element affects others and the process is flexible. Hence, the designer
can start with which element the designer wants to begin first. The relationship of the eight plans above is illustrated in the following diagram.
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Figure 2.1: Kemp’s Instructional Design Model Source: Kemp, 1977:9
2. Research and Development
Educational Research and Development R D is a process used for developing and validating educational products. The goal of educational research
is not to develop products, but rather to discover new knowledge or to answer specific questions about practical problem Borg and Gall 1983: 772. Based on
Borg and Gall, the steps in research and design are: 1
Research and information collecting-includes review of literature, classroom observations, and preparation of report of state of the art.
2 Planning –includes defining skills, stating objectives determining course
sequence, and small scale feasibility testing.
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3 Develop preliminary form of product – includes preparation of
instructional materials, handbooks, and evaluation devices. 4
Preliminary field testing – conducted in from 1-3, using 6-10 subjects. Interview, observational and questionnaire data collected and analyzed.
5 Main product revision – revision of product as suggested by the
preliminary field-test results. 6
Main field testing – conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performance are
collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.
7 Operational product revision – revision of product as suggested by main
field test results. 8
Operational field testing – conducted in 10-30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and
analyzed. 9
Final product revision – revision of product as suggested by operational field test results.
10 Dissemination and implementation – report on product at professional
meetings and in journals.
3. Communicative Language Teaching CLT a. The Principles of CLT
The researcher uses Communicative Language Teaching as the approach
