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5. Instructional Design Models a. Kemp’s Model
This model is taken because the structure of the instructional design by Kemp can be applied in all education levels elementary to colleges. The model
can also be used to design a single unit of instructional material. According to Kemp 1977: 8, a plan is designed to answer these three
primary questions: 1. What must be learned? objectives
2. What procedures and resources will work best to reach the desired learning level? activities and resources
3. How will we know when the required learning has taken place? evaluation Kemp 1977: 8-9 offers eight elements in designing the program
development. An interdependent is found among eight elements. Kemp’s model is a flexible process. It can move back and forth to the other steps. The steps are:
Step 1 Goal, and then list topics, and general purpose.
In making instructional design, a designer should decide the goals of the system, select the topics to be taught by the teacher, and specify the general
purposes of each topic. The goals can be obtained from society, students, and subject areas. When the designer selects the topics, he should arrange the topics
into chronological order from simple levels to complex levels. The general purposes are made from the topics and explicitly express students’ expectation.
Step 2 Learner Characteristics
In order to assure students’ success in his educational program, the designer should
find the
students’ needs,
interests, and
abilities. The students’ characteristics will affect the instructional design emphasized.
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Step 3 Learning Objectives
Specifying learning objectives is difficult but essential in making instructional design. In this step, teacher is concerned with learning as the
outcome of instruction. Learning requires active efforts by the learner. Therefore, objectives should be measurable and unambiguous so that students are able to do
objectives.
Step 4 Subject Content
Subject content must be closely related to the objectives and to the students’ need. The subject content includes the organization of the content and
task analysis. In organization of the content, the designer prepares the outline of the information that will be taught. Meanwhile, in task analysis, the designer lists
all procedural elements that will be taught.
Step 5 Pre-assessment
Pre-assessment is used to find the students’ background and present knowledge about the topic. Therefore, the students do not waste their time on
things they already know. There are two kinds of pre-assessments’ tests. They are pre-requisite testing and pre-testing. The designer uses pre-requisite testing to find
whether the students have already had a basic knowledge of the topic. In order to find which of the objectives the students have already mastered, the designer can
use pre-testing.
Step 6 TeachingLearning Activities Resources
In this step, teachers should determine the most effective methods to be used in the teaching learning process and then select the materials to provide
learning experiences that will utilize the content associated with each objective. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Step 7 Support Services
The support
services are
budget, personnel,
facilities, equipment
and schedules to carry out the instructional plan. If there is one element that cannot be fulfilled, it will influence the other elements.
Step 8 Evaluation
Evaluation is the pay-off step in the instructional design plan-for both the students and the teacher Kemp, 1977: 91. The evaluation is conducted to find
whether the materials are successfully implemented. The summary of the steps proposed by Kemp can be seen in the following figure:
Figure 2.2 Kemp’s Instructional Design Model
In Kemp, developing an instructional system is continuous process. Each step in the diagram always requires revision. Therefore, the changes made in one
Goal, Topics,
and General
Teaching Learning
Activities resources
Support Services
Learner Characteri
stic
Learning Objectives
Subject Content
Pre assessmen
t Evaluation
Revise
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element will influence other elements because they are interdependent. Developing an instructional system Kemp’s model begins with the objective as a
starting point and evaluation as the end. The writer considered that this model is appropriate for designing reading
material. The model is more flexible to be applied and the material is selectively chosen based on the learners’ needs and interest.
B. Yalden’s Model
In Yalden’s model, the syllabus emphasizes the communicative function. This means that it is important to ensure that learners acquire the ability to
communicate in a more appropriate way. According to Yalden 1987: 89, there are eight stages offered in language program development.
1 Needs Survey
The purpose of this step is to find the learners’ need and the objectives that are suitable for the learner.
2 Description of the Purpose
The information gathered from the first step was used to determine and to describe the purpose of the program.
3 Selection of Syllabus Types
In this step, a syllabus designer should choose a syllabus that will be used in the language program. The syllabus which is used is the functional syllabus. It
means that objective of learning is described in terms of communicative function.
4 Production of Proto-syllabus
In this step, the syllabus designer will determine the description of the content of a syllabus. The selection and combination of the content should fit with the
type of the syllabus. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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