b. Identifying Learners’ Characteristics
In this step, the designer should obtain information about the students’ capabilities, needs and interests Kemp, 1977: 18. Knowing the learners’
characteristics is very important because it influences the instructional planning.
c. Specifying Learning Objectives
The designer has to specify the learning objectives to be achieved by the students. Kemp 1977: 34 states that objectives tell students about what goals
they must obtain so that they can better prepare their work. It means that all activities in teaching learning process must be able to support the achievement of
the learning objectives.
d. Listing the Subject Content
The subject content supports each objective. In other words, objectives are what you want content to do. In organizing the content, the designer should
prepare the outline of the information that will be taught Kemp, 1977: 44.
e. Developing Pre-assessments
Kemp 1977: 50 states that the designer develops pre-assessment in order to know whether the students are ready to study the topic or not. The other reason
is to know the students’ competence in some of the stated objectives. Pre- assessment can be done through a placement and diagnostic test.
f. Selecting Teaching Learning Activities and Instructional Resources
The designer must determine the most efficient and effective methods. Then, the designer selects the teaching learning materials to provide learning
experiences in order to accomplish the objective Kemp, 1977: 55. The materials must be related with the teaching method chosen.
g. Considering the support services
The designer should also consider the support services such as budget, personnel, facilities, equipment, and schedules. Kemp 1977: 84 explains that
those support services are used to carry out the instructional plan
h. Conducting Evaluation
The last step should be done by the designer is conducting evaluation. According to Kemp 1977: 91, evaluation is used to measure the learning
outcomes relating to the objectives. It is important as the basic to make revision. Kemp’s instructional model is a flexible process since there is an
interdependence among the eight elements above. When the designer chooses one step, it may affect others Kemp, 1977: 9.
Figure 2.1 Kemp’s Instructional Model Kemp, 1977: 9
2. Teaching Reading and Writing
Reading and writing are two important skills but difficult to learn. Cohen and Plaskon 1980: 273 describe that written expression is one of the most
Revise
Subject Content
Learning Objectives
Teaching learning
Activities, Resources
Support Services
Pre- Assess
ment Evaluation
Learner Charac-
teristics Goals,
Topics, General
Purposes
Kategori