11 i.
Final product revision It is revision of product as suggested by operational field-test results.
j. Dissemination and implementation
It is report on product at professional meetings and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide
quality control.
2. Instructional Design Models
a. Kemp’s Instructional Design Model
The first instructional design model that the researcher used as the related literature is Kemp’s instructional design model. Kemp 1977: 8 states that his
method can be applied on any education levels namely elementary, secondary, or college. It can be best applied first to individual topics, and then to units, and finally
to complete courses, initially involving one or few teachers. The designers are supposed to seek out information about the objectives of the instructional design, the
activities and resources, and the evaluation of the instructional design. The plan is designed to supply these questions:
1 What must be learned? Objective
2 What procedure and resources will work best to reach the design learning
levels? Activities and resources 3
How will we know when the required learning has taken place? Evaluation Kemp 1977: 8 offers eight elements to design the program development.
The followings are the stages designed by Kemp:
12 1
Goals, Topics, and general purposes A goal means something that someone expected to achieve. The educational
program is developed to serve these goals. Within curriculum areas, topics are chosen for study, for each of which the teacher explicitly expresses the general
purposes Kemp, 1977: 13. Planning for instruction often starts with teacher- oriented statements of general purposes for topics. General purposes means what
students generally are expected to learn as a result of instruction. Goals may be derived from three sources – society, students, and subject
areas Kemp, 1977: 14. After establishing goals, the next step is listing the topics. Topics are usually sequenced according to a logical organization, from simple to
complex level or from concrete to more abstract levels. 2
Learner’s Characteristics In order to assure a student’s success in his educational program, the teacher
should recognize and respect the student as an individual learner. Kemp states that to serve both group and individual means obtaining information about the learners’
capabilities, needs, and interests 1997: 18-19. There are two factors of learner characteristics; academic factors and social factors 1977: 19.
Academic factors consist of number of students, academic background, grade point average, level of intelligence scores on standard achievements and aptitude test,
background in the subject or topic, motivation for studying the subject, expectations of the course, vocational and aspirations. Social factors include age, maturity, special
talents, physical and emotional handicaps, relation among the students, and socio- economic situation.
13 3
Learning Objectives Learning objectives concern to learning as the result of instruction. Therefore,
in order to be the learning guideline, all objectives must be stated in the forms of activities that will guide the learning process. In short, objectives tell the goals that
they have to achieve, the type of behavior that is expected from them and the ideas and skill that are included in the upcoming instruction.
4 Subject Content
Students’ learning experience must involve subject content. The content, in turn, must closely relate to the objectives and to the student’s needs Kemp, 1977:
43. Subject content includes the organization of the content and the organization of the task analysis.
Organizing the subject content includes the selection and organization of the specific knowledge facts and information, skills step-by-step procedures,
conditions, and requirements, and attitudinal factors of any topic. 5
Pre-Assessment Pre-assessment is carried out in order to plan learning activities for which
student is prepared and at the same time to ensure that the student does not waste his time on things he already knows.
There are two kinds of test in this step. The first one is prerequisite testing. It is done to determine whether the students already have the background or
preparation for the topic or they have to start at a lowest level. The second one is pre- testing. It is aimed to determine which objective the students have already mastered
or achieved Kemp, 1977: 51-55.
14 Instead of conducting a formal test, the use of questionnaire or even an
informal, oral questioning and having the students reply can also be applied to indicate the level of the topics and objectives Kemp, 1977: 53.
6 Teaching Learning Activities and Resources
A teacher should determine the most efficient and effective methods. Then select the materials to provide learning that will relate with each objective. As a
matter of fact, there is no exact formula for matching activities to objectives Kemp, 1977: 56. A teacher needs to know the strength and weakness of alternative methods
that heshe will use. 7
Support Services This step includes funding, personal, facilities, equipment, tools and time for
the schedule of the instructional plan Kemp, 1977: 85. Support service should be
well prepared to avoid any possible constrains in designing the plan.
8 Evaluation
The evaluation is used to test whether the materials are successfully implemented or not, and whether the materials are appropriate for the students or not
Kemp, 1977: 91. This step should be done in order to revise and re-evaluate any phase of the plan that needs improvement.
Kemp remains that this process of developing program is flexible since among the sixth elements are interdependent. The designer therefore can start from
whichever element and should treat most of the eight elements. Revisions of elements are necessary through evaluation of students’ accomplishment of
objectives.
15
Figure 2.1 Kemp’s Instructional Design Model Kemp, 1977: 9
b. Yalden’s Language Program Development
