6. Instructional Design Model
Learning may happen without any designed instruction, but the effect of designed instructions on learning are often beneficial and easy to observe. A well-
planed instruction is advantageous for the teachers, students, and also other components respectively. As said by Mukarto 1989: 56, the benefits of having
well-planed instruction are: 1.
The material to be learned is well organized. As a result, it is easier for the teacher to teach and for the student to learn.
2. The teacher will not omit important information.
3. The instruction is consistent from learner to learner and from class to class.
4. All the human components know what to do during the instructional processes
and all the non-human components are available on time they are needed. In this study the writer adopts and adapts three instructional models as the
framework in designing a set of supplementary English instructional materials using
short stories to promote the students’ values of life for the sixth grade of elementary school students. The three instructional models are Kemp’s, Borich’s and Dick and
Carey’s models. The explanations of the three models can be seen as follows:
a. Kemp’s Model
The instructional design is a complex process. It is composed of many interrelated parts and functions that must operate in a coherent manner in order to
gain success. Kemp 1977: 6 proposes a method called the system approach to
problem solving to relate all elements of the instructional process in developing a successful program. The Kemp’s instructional design model as illustrated in figure
2.1 consists of eight parts:
1 Considering goals, listing topics, and stating the general purposes for
teaching each topic. 2
Specifying the significant characteristics of the learners. 3
Formulating the learning objectives to be achieved in terms of measurable student behavioral outcomes.
4 Listing the subject content that supports each objective.
5 Developing an analysis to determine the student’s background and present
level of knowledge. 6
Selecting learning activities and instructional resources that will treat the subject content, so students will accomplish the objectives.
7 Coordinating support services such as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. 8
Evaluating students’ learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan
that need improvement Kemp, 1977: 87
Figure 2.1. Kemp’s Instructional Model
Goals, Topics,
General Purposes
Evaluation Learner
Characteristics
Learning Objectives
Revise Support
service
Teaching learning
activities, Resources
Pre-Assesment Subject
Content
Kemp 1977: 9
The process as shown in figure 2 is flexible. It allows an instructional designer to start with whichever element and then move back and forth to the others
steps. However, there is interdependence among the eight elements, and decisions relating to one may affect others.
As quoted by Soekamto, Kemp 1922: 21 explains that developing instructional system is an unbreaking continuity or a cycle. Each step of the
development has a direct relation with an activity, which is called revision. Therefore, teachers and instructional designers can start developing their
instructional system from any point and can go to any direction. This process can possibly happen because an instructional program is regarded as a system in which
its component is interdependent.
b. Borich’s Model
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