Definition Instructional Design Models

29

a. Definition

According to Dick and Reiser, instructional design is a systematic process of designing, developing, implementing, and evaluating instruction 1989: 14. It is such a process for selecting and arranging the instructional materials by which the students are helped to learn more effectively and efficiently than in the normal way or situation. The instructional material design is a part of an instructional program design, which is a beginning of an instructional process. Dick and Reiser 1989: 67 – 72 state that the instructional material design is carried out in order to set the content of instruction. Instructional program design itself involves designing instructional materials and selecting method and media. It is known that an instructional material design is based on the learning goal and objectives. As the consequence, designing the instructional is also based on the instructional goal and objectives. According to Hutchinson and Waters 1994: 164, material design is one of the most characteristic features of English for specific purpose in practice. Designing materials for instruction is not the same as choosing and using existing textbooks or other materials. Instead, it is the same as creating a new set of materials, which fit the learning objectives, and specific subject area of particular learners.

b. Instructional Design Models

There are some instructional models used in the research. The brief explanation of the theory will be elaborated in the following. 30 1 Kemp’s Model In designing the instructional material, Kemp has offered the eight elements 1977: 6 – 100. The eight elements are as follows: Step 1 Considering the topics and stating the general purpose for teaching each topic. Step 2 Identifying the characteristic of the learners for who he instructional material is to be designed. Step 3 Finding the learning objectives to be achieved. Step 4 Listing the subject content to support each objective. Step 5 Developing the pre- assessment to know the students‘ background and present levels of knowledge about the topics. Step 6 Selecting teaching-learning activities and instructional resources that will determine the subject content so that the students will accomplish the subject. Step 7 Conducting such support services as budget personnel, facilities, and equipment and schedules to carry out the instructional plan. Step 8 Evaluating the student‘s mastery of the subject. Findings are to be revised or evaluated. Kemp offers a flexible model on the process of designing the instructional system. The writer applies this model because the eight elements above are independent upon each other. Although they are independent elements, they have close relationship to one another and the decision relating to one may affect other. The figure of Kemp‘s Instructional Design Model can be seen on the next page. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 31 2 Yalden’s Model Yalden considers seven stages in designing materials. The seven stages will be elaborated in this following explanation. The short explanation will be given for each step. Step 1 Needs Survey Need s survey is done to identify as much as possible of the learners‘ needs in the designing of the program in order to establish acceptable objectives. Step 2 Description of Purpose Description of purpose will be done if the needs survey is completed or at least well under way, in order to clarify the purpose of the language program. Figure 2.2. Kemp’s Model Kemp, 1977: 9 Goal, Topics, and General Purposes Teaching Learning Activities resources Support Services Learner Characteristic Learning Objectives Subject Content Pre assessment Evaluation Revise PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 32 Step 3 Selection of Development of Syllabus Type There is no single model of syllabus design that is universally agreed upon. A modification of existing structural syllabuses to a completely learner-centered approach is one of the solutions. Step 4 Production of Proto Syllabus This stage gives information of the description of the content that the syllabus will have. However, in order to gain the description of the syllabus content, the writer should work to select the most effective syllabus. Step 5 Production of Pedagogical Syllabus This stage describes the pedagogical syllabus, which is providing a chosen repertoire of words and phrases based on the function and the topics. Step 6 Development and Implementation of Classroom Procedure In the sixth step, there will be exercises type and teaching techniques, prepares the lesson plan, and weekly schedules. Step 7 Evaluation The evaluation has two broad aspects; those are the students in the program and the teaching as well as the over-all design. Then, this is labeled as the recycling stage because the whole cycle can be begun again at this point. The stages are presented as follow: Needs survey Description of purpose Selection development of syllabus type Production of a proto-syllabus Production of a pedagogical syllabus Development and implement- ation of classroom procedures Evaluation Figure 2.3. Yalden’s Model Yalden, 1987: 88 33 3 Dick and Carey ’s Model According to Dick and Carey, the instructional model stressing on the identification of the learners‘ need to learn and the collection of data from the learners to revise the instructional. Dick and Carey‘s instructional model has different steps. It consists of several components that can be included in the plan. All of the steps or components then work together into an instructional plan. The step of making instructional material design according to Dick and Reiser is described as follows: Selectreview texts Set Write Develop Develop Choose goal object. test instruct. instruct activities media Implement instruction Analyze students‘ Characteristics Revise Instruction Figure 2.4. Dick and Carey’s Instructional Design Model 1979:9 Step 1 Setting an instructional goals Step 2 Determine the objec tives for each goal to know the learners‘ characteristic Step 3 Developing test items for each objective Step 4 Developing instructional activities 34 Step 5 Choosing instructional media Step 6 Implementing the instructional Step 7 Revising instruction and evaluation

B. Theoretical Framework

The three models of instructional design above are almost similar each other. However, each model has certain steps that are excluded by the other models. Therefore, the writer picked up the suitable steps from both models to be used as the writer design‘s model. The design‘s models that became the framework of this research are described in nine steps as follows: Step 1 Holding Need Analysis Need analysis provides important information about the materials to be learnt. I t also helps the materials‘ designer to formulate the learning objectives. For this step, the writer conducting needs survey by distributing questionnaires to the staff of Bantul Community-Based Rehabilitation and also interviewing some of them to obtain some information about what is needed, what is wanted and what is not available. In other words, this stage is to find information about lacks, necessities, and wants. The gathered information are the basis for selecting topics, materials, and appropriate goals. Step 2 Identifying Learners characteristic After conducting needs survey, the writer classifies the characteristics of the learners to know their English‘s ability. In other words, the writer determines what level of learners the materials should be. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI