Instructional Materials Definition of Terms

9 Based on figure 2.1., there are four elements which are included in the analysis process. They are Instructional Problem, Learner Characteristic, Task Analysis and Instructional Objective. The following is the explanation of those elements: 1 Instructional Problem Instructional problem as the first element requires the designer to identify problems and specify goals. According to Kemp 2011, instructional designer can use three different approaches to identify instructional problems: needs assessment, goal analysis, and performance assessment p. 31. Needs assessment is used as a tool to identify the problems in an organization. The designer can first identify aims, and then establish, refine, and prioritize the goal in goal analysis. 2 Learner Characteristic. In this element, learners’ characteristic and background knowledge are examined. Kemp 2011 stated three categories of learner traits are general characteristics gender, age, ethnicity, specific entry characteristic prerequisite skill for the instruction, and learning styles preferred ways of learning p. 69. The understanding of learners’ characteristics can be used as valuable basis in designing the materials. 3 Task Analysis This third element allows the designer to identify subject content and analyze task components related to the stated goal and process. The designer focuses 10 on determining learning context and performance context in this third element. 4 Instructional Objective The last element in this analysis process is Instructional Objective. Objectives has an important function for instructional designer as Kemp 2011 stated they offer a means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning p. 108. There are another three elements which focus on designing process. They are namely: Content Sequencing, Instructional Strategies and Designing the Message. Those three elements are defined as follows: 5 Content Sequencing Posner and Strike 1976 as cited by Kemp 2011, suggested three sequencing strategies based on how objects or events occur in the real world, concepts and their relationships to other concepts, and the interests and needs of the learner p. 144. By organizing the content based on those strategies, it can help the designer to meet the learners’ expectations. 6 Instructional Strategies The designer decides how to present material in this section. Kemp 2011 explained a well-designed instructional strategy prompts or motivates the learner to actively make these connections between what the learner already knows and the new information p. 150. A good instructional strategy can encourage learners to master the objectives well.