16 The criteria for product selection used include the following:
1 Does the proposed product meet an important educational need?
2 Is the state of the art sufficiently advanced so that there is a reasonable
probability that a successful product can be built? 3
Are personnel available who have the skills, knowledge, and experience necessary to build this product?
4 Can the product be developed within a reasonable time?
This planning provides the foundation upon which later revisions are built.
2. Instructional Design Model
In this study, the writer adopts Kemp’s instructional design model to design a set of web-based multiple-choice reading test for Grade XII students of
senior high school in Kecamatan Cibinong. The writer decided to adopt Kemp’s model because it has a flexible process and can be applied in any educational
level. According to Kemp 1977:6 the method can be applied on any educational level: elementary, secondary, or college. In Kemp’s book, he states that the
instructional design plan is designed to supply answers to three questions, which may be considered as the essential element of instructional technology Kemp,
1977:8: a
What must be learned? Objectives b
What procedures and resources will work best to reach the desired learning level? Activities and resources
17 c
How will we know when the required learning has taken place? Evaluation
In order to answer those questions, Kemp forms an instructional material design which consists of eight steps 1977: 13-100 that can be applied to individual
topics and then to units and then to complete courses, involving one or few teachers. The eight steps are described as follows:
Step 1: Goal, Topics, and General Purposes Kemp’s model starts with recognition of the broad goals of teaching
learning process. Those goals may be derived from three sources: society, students, and subject areas. The next step is selecting the topics for teaching
learning process. Those topics will become the scope of the course program, the basis for the instruction. Then, the next is listing general purposes of teaching
learning process. Step 2: Learner Characteristics
It deals with information about the learner’s capabilities, needs, and interests. According to Kemp 1977: 18-21, there are some factors affecting
learner characteristics. They are academic factors, social factors, learning conditions and learning style.
Step 3: Learning Objectives This part is specifying learning objectives. It is achieved in the terms to
measure student behavioral outcomes. The objectives can be grouped into three major categories: cognitive, psychomotor, and affective. In this step, the writer
should consider the objectives first before designing the test items. Since the test
18 in this study is a multiple-choice reading test, the writer categorizes the objectives
into cognitive group which includes objectives concerning knowledge, comprehension, application, analysis, synthesis, and evaluation Kemp, 1977: 25.
Step 4: List the Subject Content According to Kemp 1977:43, student’s learning experiences must
involve subject content. The content should close-relationship to the objectives and to the student’s needs. In this designed test, the writer listed test contents in
line with the learning objectives. However, the test-materials adjust Competence
Standard and Basic Competence.
Step 5: Pre-Assessment The goal of this step is to gain information whether the student prepared to
study the topic or unit and the student already competent in some of the stated objectives or not Kemp, 1977: 50. Pre-assessment is divided into two:
prerequisite testing and pretesting. Prerequisite test determines whether students have appropriate background preparation for the topic. While pretesting
determines which of the objectives that students may already have achieved. In contrary, this study does not conduct pre-assessment to measure students’
preparation, but it conducted the product verification to measure the feasibility of the design from the experts.
Step 6: Teaching Learning Activities and Resources Selecting teaching learning activities and resources treat the subject
content, so students will accomplish the objectives. After getting the pretest result, a teacher has to determine the most efficient and effective methods and then select
19 the materials to provide learning experiences that will utilize the content
associated with the objectives. The writer skips teaching learning activities because the focus is conducting test. Hence, the writer determined the activity as
implementing the web-based test to the students. For the activities of the test, the writer applied three tasks classified into reading comprehension passage, multiple-
choice grammar task, and multiple-choice cloze vocabulary task. Step 7: Support Services
Teachers need to coordinate the service including funds, facilities, equipments, time, and schedule. In this study, the writer designed a web-based test
which required support services such as web-based test program, computer laboratory and the Internet facility.
Step 8: Evaluation This is the payoff step in instructional design plan for students, teacher,
and designer. In this step, the writer evaluates students’ learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phase
of the plan that need improvement Kemp, 1977: 91. This step became the important part of the study because the test was implemented to evaluate the
designed test and students’ achievement. After implementing the test, the writer analyzed the students’ data through questionnaire and test for the improvement of
the design test. The diagram of Kemp’s instructional design model is included in the next page.
20
Figure 2.1: Kemp’s Instructional Design Model Source: Kemp, 1977:9
3. Language Testing
