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Kemp’s instructional design model is a flexible process and there is an interdependence among the elements; decisions relating to one may affect others.
We can begin with whichever element we are ready to and then move back and forth to other steps. The sequence and order are our choice Kemp, 1977:9. While
in Yalden’s instructional design model, she states the possibility to include consideration of socially appropriate and communicative use of language, as well
as linguistic structure and general usage Yalden, 1987: 85. She uses a communicative syllabus since Yalden’s instructional design
model is to ensure that the learners acquire the ability to communicate in a more appropriate and efficient way Yalden, 1987:86
2.1.1.1 Kemp’s Instructional Design Model
Kemp 1977: 6-8 states that the system approach involves the development of an overall plan, incorporating the interrelated parts of an instructional process in
a sequential pattern. When problem solving is applied to instructional planning, the term of instructional technology which contains resources of instruction and
material is used. It means the systematic design of instruction, based on knowledge of the learning process and on communications theory, taking into consideration as
many factors and variables of the particular situation as possible, so that successful learning will result. Besides, something that is more important is understanding the
term as the process of systematic planning, that establishes a way to examine an instructional problem, needs and sets a procedure for solving them, then evaluates
the results.
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According to Kemp 1977: 8, an instructional design plan is designed to answer three questions, which may be considered the essential elements. They are:
something that must be learnt and it deals with the objectives of the program, then, procedure and resources which work best to reach the desired learning level, it deals
with activities and resources, next is evaluation about the required program. The figure 2.1 illustrates the relationship of each step in the plan to the other
step.
Figure 2.1: Kemps Instructional Design Model Kemp, 1977: 9
Kemp 1977: 8 suggests eight steps that are included in the instructional design. The eight steps are: first are considering goals, a goal means something
that someone expected to achieve. The educational program is developed to serve
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those goals. Next steps is listing the topics, topics are usually sequenced according to logical organisation from simple to complex or from concrete to more abstract
level. After that, stating the general purpose for teaching each topic is needed. Second, enumerate the important characteristics of the learners for whom the
instruction is to be designed. The information can be obtained from students’ cumulative record and from consultations with other teachers, students’ counsellors
and adviser. Third, specify the learning objectives to be achieved in terms of
measurable students’ behavioural outcomes. List the subject content that supports each objective is the fourth step. Continued with developing pre-
assessments to determine the students’ background and presenting the level knowledge about the topic as the fifth step and select the teachinglearning
activities and instructional resources that will treat the subject content so students will accomplish the objectives as the sixth step of Kemp’s models.
It is important to co-ordinate the support services as the seventh step and the last is evaluating of learners learning in terms of their
accomplishments of objectives, with a view to revising and revaluating any phases of the plan that need improvement.
2.1.1.2 Yaldens Model
