Instructional Design Review of Related Theories
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Unit and Course Development 1977 stated that there are three essential elements of instructional technology, that is, objectives what to be learned, method what
procedures and resources will work best to reach the learning levels, and evaluation how will we know the learning we prepared to occur. Furthermore, Kemp’s design
emphasizes the contribution of each step in the process, shows the importance of evaluation, and recognizes more environmental factors in an educational setting, i.e.
the resources and the support such as time, equipment, personnel, and materials Kemp, 1985: 8.
In order to maintain the three essential elements, there are eight steps that must be accomplished in the design plan Kemp, 1977, they are:
1 Consider goals, list of topics, and state the general purposes for each topic 2 List the important characteristics of the students
3 Specify the learning objectives in terms of behavioral outcomes 4 List the subject content that supports each objective
5 Conduct a pre-assessment to know the students’ background of knowledge 6 Choose some teaching-learning activities and resources
7 Determine some supports services such as budget, facilities, personnel, equipment, and schedule to implement the instructional plan
8 Evaluate the students’ achievements to do some revising and re-evaluating in the instructional plan that needs to be improved
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Goals, Topics
and General
Purpose
Learner Characteristic
Learning Objectives
Subject Content
Pre ‐Assess
ment
TeachingLearnin g
Activities, Resources
Support Services
Evaluation
Revise
In this study, the writer conducts the steps of Kemp’s design in composing the listening materials for the Eleventh grade students of SMK Pius X Magelang. The
goals and purposes of Kemp’s design refer to a system that controls the particular process of educational program. The objectives are aimed to specify how the learner
is expected to learn and perform as a result of the instruction.
Figure 1: Kemp’s Design Kemp’s: 1977
The strength of Kemp’s design is that the process could be started at any steps wherever the designers are ready. This means that the designer could select the steps
and place them as their own creativity in designing the materials. This design also focuses on the materials resources, goals, uses, and the choice of learning resources
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Soekamto, 1993: 22-28. Another strength of Kemp’s design is that this design could be applied to all level of education which could be used as the design system
for a small unit and as a whole subject for university Soekamto, 1993: 21.