Goals, Topics, and General Purposes Learner Characteristics Learning Objectives

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2. Kemp’s Model of Instructional Design

The instructional design that was ada pted in this research is Kemp‟s model of instructional design. In Kemp‟s model, there are eight steps of instructional design 1977. Each step is relation to one another. The followings are the review of those eight steps. However, not all of them were used in this research. Those eight steps are:

a. Goals, Topics, and General Purposes

Goals are the broad purpose of learning. Goals involve philosophical and ethical considerations derived from the perceived wishes or demands of the community, the nature of the institution, or other direction-establishing elements that control the particular educational program Kemp, 1977. When the goals have been stated, the topics and general purposes are listed. According to Kemp 1977, topics were selected and sequenced in relation with other subjects, and in correlation with that of another course. They are also selected in any restrictions set by learner characteristics and by the limitations of budget, facilities, resources, and personnel of the teaching institutions. After topics have been selected, the general purposes are listed. General purposes do not state precise learning objectives. They signify broadly what the teacher wants to accomplish in the topic Kemp, 1977. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 12

b. Learner Characteristics

Enumerate the important characteristics of the learners for whom the instruction is to be designed. Learner characteristics affect the emphasis of instructional planning, treatment, and the variety of learning activities Kemp, 1977. It is important to obtain information about learners‟ capabilities, needs, and interests. The information about learners characteristics can be obtained from student cumulative records, consultations, teachers, advisors, questionnaires, and survey Kemp, 1977.

c. Learning Objectives

It is the element of specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. Learning objectives are precise statements that answer the question of what the student have to do in order to show that he or she has learned what he or she is required to learn Kemp, 1977. According to Kemp 1977, there are two essential parts and two optional parts in stating learning objectives. The essential parts are the action verb and content reference. The optional parts are the performance standard in measurable terms and criteria or conditions under which learning must take place. There are three domains of objectives for learning according to Kemp 1977. They are cognitive, psychomotor, and affective. The cognitive domain includes objectives concerning knowledge, or information, and thinking naming, recognizing, predicting, and so on. The psychomotor domain treats the skills requiring use and coordination of skeletal muscles, as in the physical activities of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13 performing, manipulating, and constructing. Then, the affective domain involves objectives concerning attitudes, appreciations, values, and all emotions enjoying, conserving, respecting, and so on.

d. Subject Content