c. Instructional Design Model
Instruction is a systematic process of delivering knowledge to improve a certain condition. A design is needed to provide a good instruction. According to
Berger and Kam 1996, instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the
quality of instruction. It is the process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of
Instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
There are many models of instructional design have been developed suitable for various instructional purposes and by differing levels of expertise of instructional
designers. Some of them will be discussed as the consideration in this study. Dick and Cary Design model is suitable for variety of context areas. Taylor
states that Dick and Cary Design Model is suitable for primary, secondary schools as well as business and government uses. The model is presented as follows.
Figure 2.1 Dick and Cary Design Model 1990 in Tylor
This model does not require a formal need analysis to be performed, but instead allows for the knowledge and skills of particular attending group to be analyzed.
Criterion reference phase allows for the instructional objectives to be developed from what is required of the participant in their environment. Thus, the needs of the
participants can be obtained from the observation and related documents. Different from Dick and Cary, Hannifen Peck Design Model defines the goals
and objectives of the instruction through conducting needs analysis. Basically, this model uses three phases of ADDIE namely, needs assessment phase, design phase,
and the development and implementation phase. The model can be seen in the following figure.
Figure 2.2. Hannafin Peck Design Model in Tylor
The above figure shows that needs assessments are an important aspect in an instructional model.
However, basically instructional design models consist of five generic phases. These are 1. Analyse, 2. Design, 3. Develop, 4. Implement, and 5. Evaluate. The
phases have dynamic and flexible guidelines which are used for effective and efficient instruction. This generic design is also known as the ADDIE Model.
In designing the application, ADDIE instructional design models are used as the basis design. The ADDIE models are developed by Rogers 2002 from a stage of
development learning known as Instructional System Design ISD. ISD consists of five main phases which are commonly referred to ADDIE Analysis-Design-
Development-Implementation-Evaluation. In the analysis phase, the analysis of learning problems and learner
characteristics are conducted. Analysis also considers the audience’s needs, learning
environment, any constraints, the delivery options, existing knowledge, and any other relevant characteristics.
In the design, this phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media
selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating a set of planned
strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details. Detailed
content and user-interface are determined here. In the development phase, materials are written and produces according to
specifications derived during the design phase. The purpose of this phase is to generate the lesson plans and lesson materials. During this phase you will develop the
instruction, all media that will be used in the instruction. This may include hardware e.g, the simulation equipment and software e.g, App inventor.
Implementation is the presentation of the learning experiences to the participants utilizing the appropriate media. Materials are delivered or distributed to
the student group, whether it is classroom-based, lab-based, computer-based, or outside the classroom. After delivery, the effectiveness of the training materials is
evaluated. The evaluation phase consists of 1 formative and 2 summative evaluation.
Formative evaluation is presented in each stage of the ADDIE process. The objective is to evaluate whether the steps have served its best to produce the best version of the
learning model. Summative evaluation consists of tests designed for criterion-related
items and providing opportunities for feedback from the users. Revisions are made as necessary. The five steps ADDIE’s design model proposed can be seen in the
following figure.
Figure 2.3 ADDIE Model Rogers, 2002
3. Speaking
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