a. Determining the Goals, Topics, and General Purposes
The designer considers the goals, lists the topics and states the general purpose of teaching. It is intended to figure out what the students generally
expected to learn because of instruction. The selection of the topics should be from the simple to complex level, and should also consider the correlation with
the subject content Kemp, 1977: 15. Explicit
b. Learners’ Characteristic Identification
The designer finds out the characteristics of the learners from whom the instructions are designed. This step is very important because students’
characteristics influence the emphasis in deciding the instructional design. The characteristics include learners’ capabilities, needs, and interests Kemp, 1977:
18.
c. Specifying Learning Objectives
The designer specifies the learning objectives so that what performances students are expected to achieve are clearly known. The objectives should be
measurable and unambiguous Kemp, 1977: 23.
d. Listing Subject Content
The subject content supports each objective. It includes the organization of the content and task analysis. In organizing the content, the designer prepares the
outline of the information that will be taught. Meanwhile, in analyzing the task, the designer lists the procedural elements that will be employed in teaching
Kemp, 1977: 44.
e. Pre-assessment
This step aims to know the background knowledge of the students on the topics. Pre-assessment has two kinds of test, namely pre-requisite testing and pre-
testing. The first kind of test aims to determine whether the students have already had the basic knowledge of the topic. Meanwhile, the second aims to find which
objectives the students have already mastered Kemp, 1977: 51.
f. Selecting Teaching-Learning Activities and Instructional Resources
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