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The following explanation presents to explain each step of the writer‟s model.
a. Analyzing Learners and Contexts
The design materials were started by analyzing learners and context. This step is used to identify the skills and knowledge to be taught. Dick and Carey 2005
suggested, “Not only must the designer determine what is to be taught, but also the characteristics of the learners, the contexts in which the instruction will be delivered,
and the contexts in which the skills will eventually be used p. 99.” Moreover, Dick and Carey suggested that through learner analysis, designers need to know
information about the target population includes entry behaviors, prior knowledge of the topic area, attitudes toward and potential delivery system, academic motivation,
educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics 2005: 101.
Due to the previous suggestions, the writer collected data about the participants by distributing a questionnaire for 22 students in Theology Study
Program semester 1. It was conducted to gain the information about entry behaviors, prior knowledge of the topic area, attitudes toward and potential delivery system,
academic motivation, educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics.
The data from the questionnaire was enriched by conducting informal interview for an English lecturer of the TSP. The lecturer was chosen to clarify the
students‟
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answer in the questionnaire. The information gained was used to design the instrumental design.
b. Identifying Instructional Goals
According to Dick and Carey 2005, there are four common methods to identify instructional goals. They are the subject-matter expert approach, the content
outline approach, the administrative mandate approach, and the performance technology approach. The writer applied the performance technology approach in this
study. As Dick and Carey stated, “Performance technology approach is used to
respond to the problems or opportunities within an organization. p. 16” This is the
reason why the writer chose the performance technology approach. The writer identifies instructional goals by covering the problems and the best solutions for
students in learning writing. The result of the identification formulated in goals which are presented in each unit of the English writing materials.
c. Writing PerformancesObjectives
Dick and Carey 2005 defined a performance objective as a detailed description of what students will be able to do when they complete a unit of
instruction p. 125. Moreover, it describes instead the kinds of knowledge, skills, or attitudes that the students will be learning.
There are three major components of an objective based on Mager 1975 as cited by Dick and Carey 2005, p. 126. The first component describes the skill or
behavior what the learner will be able to do identified in the instructional analysis. It
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