Figure 2.2. iSpring Quiz Maker In terms of drilling productive skills such as speaking, TalkMaster tool
within includes a library of backgrounds and characters might be used to create conversation simulations. This allows students to practice in team’s communication
skills. Another beneficial feature is that teacher can create learning materials more
visual with iSpring e-Learning interactions for creating 3D books, timelines, references, glossaries, catalogs, and FAQs. The variation of delivery learning
material can be in the form of e-book by simply placing the text in the book then adding images and characters.
Figure 2.3. Book-iSpring Visuals The use of Timeline interaction is also possible to visualize the chronology of
historical events. The scale can be divided into several periods.
Figure 2.4. Timeline Interactions The availability of the Directory template, teacher can create interactive glossary or
index with images, audio, and video to be combined into a list with an alphanumeric index. This feature supports to create vocabulary learning as well.
Figure 2.5. iSpring Directory iSpring Suite application can be a toolkit to help learners acquire
foreignsecond language. Because teachers use iSpring for learning activities, this software also belongs to CAI Computer Assisted Instruction process. Moreover, it
is very possible to be applied for creating vocabulary learning mediated with computer.
7. Instructional System Design Models
Instructional system design ISD models are systematic process applied to create any effective design projects. According to Seels and Glasgow 1997, it is a
visualization of the process followed when conducting instructional design. It provides guidelines what instructional designers or teachers need to do. It guides
them to work more effectively in order to produce more effective and attractive instruction which is suitable with a certain learning environment. Morrison et al
2011 also state that the goal of instructional design is to make learning less difficult and to help instructional designers conceptualize a process or system. ISD
models figure out the process by showing the main elements or phases which are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interrelated. Smaldino et al 2004 state that each component in an ISD is interrelated and works together effectively and reliably within a framework to
provide learning activities needed in order to accomplish a learning goal. According to Dick and Carey 2009, interacting components which are made up together
produce instruction to satisfy needs expressed in the goal of its instruction. A leading definition of ISD describes
it as “a systemic process that is employed to develop education and training programs in consistent and reliable fashion”
Gustafson Branch, 2007, p.11. Dick and Carey 2009 argue that using systematic approaches to instructional design is effective since the interlocking
connection between each component, especially the relationship between instructional strategy and desired learning outcomes.
a. A Taxonomy of Instructional Development Models
There are number of ISD models which have similarity and differences. Therefore, instructional designers or teachers need to be selective in choosing or
adapting the suitable ISD models to design a learning program. It should not only meet the requirements of the discipline, but also strategic evaluations concerning
the learning effectiveness of the design and any possible improvements. To response this situation, Gustafson created taxonomy of instructional design models
in 1981 Gustafson and Branch, 2002. It aims to help instructional designers or teachers in clarifying the assumptions of each model and identifying the condition
so that the model chosen might be most appropriate used. Gustafson’s taxonomy
contains three categories where those models can be placed into each category. The categories are classroom orientation, product orientation, and system orientation.
The following table presents the characteristics of each category. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
