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On this occasion, the writer would like to explain how the writer uses Kemp’s Instructional Design Model in designing the listening materials. The
writer uses Kemp’s Instructional Design Model as a guideline in planning the listening materials design. The reason for choosing Kemp’s Instructional Design
Model is because it is a flexible model. It allows the writer to start from whichever step the writer wants and to
move back to the other steps. Kemp’s Instructional Design Model also supports the methodology of this study, namely
Research and Development RD by Borg and Gall 1983. It is used by the writer in
Chapter III. Moreover, Kemps’ Instructional Design Model allows the writer to revise the steps that the writer uses to develop appropriate listening
materials for the seventh grades students of
SMP Negeri 2
Yogyakarta. The steps in designing the listening materials are as follows.
1. Identifying the Students’ Characteristics
The students’ characteristics are identified in order to develop the design. In this step, the writer also obtains
the students’ needs and interests. In order to find the students’ characteristics, the writer gives questionnaires to the students
and interviews the teachers of
SMP Negeri 2
Yogyakarta. This step is the adaptation of the first step of Kemp’s Instructional Design model.
2. Stating the Goal and the Topics
In this step, the writer adapts the second step of Kemp’s Instructional
Design Model. The goal of the design is stated after obtaining the students’
characteristics. The goal itself is the purpose of making the design and it is elaborated in the Competency Standard and the Basic Competence of School-
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Based Curriculum. The topics are taken from the Basic Competence of School- Based Curriculum because the school uses School-Based Curriculum.
3. Listing the Subject Content
The subject content is the materials that must be included in the listening materials. The organization of the subject content is based on the Task-Based
Language Teaching and listening theory. The organized subject content will make the design easier to develop. The Task-Based Language Teaching theory that the
writer uses is the framework from Willis 1996 and it is to create the sections of the design. The listening theory is also used to decide the section and the activities
of the design. In order to do so, the writer uses the post-listening theory and the
example of the tasks or activities in the listening theory. 4.
Specifying the Learning Objectives
The learning objectives means the outcomes which have to be achieved by the students at the end of the lesson. The learning objectives have four
components: action verb, content reference, performance standard, and condition. In listing the learning objective the writer considers the syllabus used by the
school. Since the school uses School-Based Curriculum, the syllabus of the school contains the term “indicators”. Therefore, the learning objectives are stated as the
indicators in the writer’s syllabus.
5. Selecting the TeachingLearning Activities and Resources
