evaluation. Kemp’s instructional design Kemp, 1997: 8-91 consists of eight parts, as follows:
a. Determine goals, topics, and the purposes for teaching each topic
In determining instructional design, the designer should consider goals, list the topics, and state the general purposes for teaching each topic. The goals
relate to broad competencies that will help learners to participate satisfactory in society Kemp, 1997: 14. Topics are listed in sequence from simple to complex
level which also considers learner’s prior knowledge and its correlation with another course. General purpose does not state precise learning objective. It
expresses students’ expectation and teachers’ accomplishment.
b. Enumerate characteristics of the learners
The designer has to obtain all information about learners’ characteristics that will affect the emphases in instructional planning. The learners’
characteristics are identified as the learners’ capabilities, needs and interests Kemp, 1997: 18. The information influences the topic selection, level, objectives
choices and sequences, and learning activities variety. Other factors such as learning conditions and learning styles should be taken when planning as well. All
of the information can be obtain from students’ history, teachers and counselor’s consultation, questionnaires
and pre-assessment
test Kemp, 1997:
19. Enumerating characteristics of the learners to discover how the learners prefer to
learn brings the pleasant and effective learning process.
c. Identifying the learning objectives
Specifying the objectives is the essential part as it is the outcome of the instruction. The objectives must be maintained in activities that best promote
learning. That is why the designer has to beware in indicating objectives before selecting learning activities. The objectives should be measurable, and stated
clearly and specifically in order to students are able to achieve it. Yet, identifying objectives requires refinements, changes, and additions as developing subsequent
planning steps Kemp, 1997: 24.
d. List the subject content
Subject content is closely related to the objectives and students’ needs. It contains content organization and task analysis. Content organization is to prepare
an outline of what will be taught, while task analysis is a process to identify and specify subject content.
e. Develop pre-assessment
Pre-assessment is occupied in order to determine whether the students prepare to study the topic or not and what they have already mastered in the
subject to be studied Kemp, 1997: 50. Pre-assessment is done by conducting prerequisite testing and pretesting. Prerequisite test determines the students’
background and indicates the readiness to study the topic. Other, pretest is done to determine which of the objectives students may already have achieved. Pretesting
is a pretest to the topic that is going to learn. Experiencing the topic they will
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