Selecting Teaching-Learning Activities and Instructional Resources Coordinating Support Services Conducting Evaluation

e. Pre-assessment

This step aims to know the background knowledge of the students on the topics. Pre-assessment has two kinds of test, namely pre-requisite testing and pre- testing. The first kind of test aims to determine whether the students have already had the basic knowledge of the topic. Meanwhile, the second aims to find which objectives the students have already mastered Kemp, 1977: 51.

f. Selecting Teaching-Learning Activities and Instructional Resources

The designer selects the teaching learning activities and instructional resources that treat the subject content so that the students could accomplish the objectives. The designer could adjust the materials and methods to support the creation of an effective and efficient teaching-learning process Kemp, 1977: 55.

g. Coordinating Support Services

The designer coordinates support services such as budget, facilities, personnel, equipments, and schedules to carry out the instructional plan. The support services should be well prepared to prevent any possible constraints in designing the plan Kemp, 1977: 84.

h. Conducting Evaluation

The designer evaluates the learner’s learning in terms of their accomplishment of objectives in order to revise and re-evaluate any phases of the plan that need improvement. The evaluation is conducted to check whether the materials are successfully implemented for the students Kemp, 1977: 91. In Kemp’s model, those eight elements are interdependent. It means that the decisions related to one element may affect others. The process of designing and developing materials can be started with whichever element the designer is ready to start with and can be moved back and forth to the other steps. The designer can start at any point in the process that makes sense for a particular project and change the order of steps and revisions as they make sense in the project Kemp, 1977: 9. The figure of Kemp’s model is presented in Figure 2.1. Figure 2.1: Kemp’s Instructional Design Model Kemp, 1977: 9 Evaluation Learners’ characteristics Pre- assessment Support service Learning objectives Goal, topics, and general purposes Teaching- learning activities and resources Subject content Revise Having an overall view of Kemp’s instructional design model, the writer concluded that it emphasizes on the formulating objectives and achievement of the instruction. Therefore, in designing the instructional reading materials, the adaptation of Kemp’s instructional design model is employed.

2. School-Based Curriculum