10 1979 state that, “Instruction is a set of events which affects learners in such a
way and support learners to develop in their own direction” p. 3. Therefore, the ideas proposed by Reigeluth and Gagne and Briggs about instructional design
theory, strengthens the writer to construct an instructional design model as the guidance in helping the writer to have a good designing process.
Since the instructional design model is various, the writer applies two of the models, namely Kemp’s instructional design model and Yalden’s instructional
design model. Those two instructional design models are considered by the writer having similar phases and completing each other. Thus, both Kemp’s and
Yalden’s design models become the principles of designing the listening materials. However, although the writer uses Kemp’s and Yalden’s design models
as the principles in designing the listening materials, the writer also uses Kalman, Kemp, Morrison and Ross’ design model to support Kemp’s and Yalden’s design
models. The writer finds Kalman, Kemp, Morrison and Ross 2011, pp. 14-17 share the same idea with Kemp and Yalden.
a. Kemp’s Instructional Design Model
Kemp has a concept that the designing process can be started from any phase and it is possible to go back and forth to the other phases. Besides, Kemp’s
model can be applied in all levels of education Kemp, 1977: 8-9. The application of the Kemp’s model can be used in elementary school, secondary
school, or even college. Thus, the writer becomes more confident to use Kemp’s instructional design model in designing listening materials for junior high school
of SMP Negeri 2 Yogyakarta as it has two strengths which are mentioned above.
11 Kemp 1977: 8 claims that instructional design model has eight phases.
They are: determine the goals, topic, and general purposes, mention learners’ characteristics, specify learning objectives, list the subject content, develop pre-
assessment, select teaching learning activities, coordinate support services, evaluate learners’ learning. Each of the phases is respectively elaborated as
follows. The first phase is to determine the goals, topics, and general purposes.
Kemp 1977: 15 says that in this phase the writer should decide the goals which are going to be achieved. The writer then selects the topics for teaching the
students. After that, list the general purposes is needed as the key to know what the teachers want to fulfill in the topics.
The second phase is to mention learners’ characteristics. Kemp 1977: 18 states that gaining the information about the learners’ capabilities, needs, and
interests is important in instructional planning. In addition, Kalman, Kemp, Morrison and Ross 2011 in their design model state that “defining the
characteristics of the target audience” as well as “identifying the need or performance problem the client wishes to solve” p. 15 are the important
components of instructional design. Based on the ideas above, it can be concluded that knowing what is truly needed by the learners is important as the guidance to
design the appropriate materials. Furthermore, the third phase, namely to specify learning objectives is
needed in order to achieve performances that promote learning as the outcome Kemp, 1977, p. 23. Supporting this standpoint, Kalman et al. 2011 state
