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e Have the students memorize in isolation those facts which may occur in any number of combinations.
In addition, teacher should understand that children in the elementary school are also language learners who try to make sense of things without
understanding everything Willis, 1996:127. Children enjoy playing games and doing activity-based learning. Children also like to play the same games and to
hear the same stories by repetition. Therefore, providing a lot of variety of activities to keep children’s interest and to build their motivation in learning
language is important because they are still difficult to concentrate.
3. Instructional Design Models
In conducting this study, the writer puts two instructional models in order to make the material effective and successful. Thus, this sub-chapter explains two
instructional design models from Kemp and Yalden that are used by the writer. This sub-chapter consists of two parts; those are Kemp’s Model and Yalden’s
Model.
a. Kemp’s Model
The first model is taken from Kemp’s model. Kemp 1977: 6 considers instructional design process is a complex process which must operate in a
coherent manner to achieve success in implementing the design. Hence, he
suggests eight parts of instructional design plan as follows: Part 1: Consider goals, topics and general purposes for teaching each topic.
All educations programs are based on broadly stated goals. The goal is important to recognize changes in the needs and interests of the learners. After recognizing
the goals of the program, listing topics are important. The topics become the scope
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of the program and the basis for the instruction. Then, general purposes are listed to express the planners’ aims of each topic.
Part 2: Enumerate the important characteristics of the learners for whom the instruction is to be designed.
In this part, recognizing students as individual learners is important. Thus, teachers should know the characteristics of the learners both physically and
psychologically as a group of individual. Teachers must obtain as much information about the learners’ capabilities, needs and interests.
Part 3: Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes.
This part explains that learning is outcome of the instruction. It requires active efforts by the learners. Therefore, objectives must be stated in the terms of
activities that will help students in their learning process. Objectives tell students goals that must be attained, ideas and skills involved in the instruction given and
the expectation of behavior types during evaluation. Part 4: List the subject content that supports each objective.
Subject content is a part of students’ learning experience. The content must closely relate to the objectives and students’ needs. The subject content consists of
the selection and organizing of specific knowledge, skills, and attitudinal factors of any topic.
Part 5: Develop pre-assessment to determine the students’ background and present level of knowledge about the topic.
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Determining the student’s background and presenting level of knowledge about the topic are important. It is necessary to eliminate, modify or add objectives after
analyzing the result of pre-assessment. The pre-assessment is also used to know what extent each student has acquired for studying each topic and what students
have mastered about the subject to be studied.
Part 6: Select the teaching learning activities
Selecting the learning and teaching activities will treat the subject content in order to help the students meet the objectives. In this part, it is important to determine
the most efficient and effective methods and then select the materials to provide
learning experience for students to achieve the objectives.
Part 7: Coordinate such support services
There are many interrelated elements in any instructional design that should be considered carefully and each needs careful consideration during the appropriate
planning step. For instance, budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. These supporting services must be
considered at the same time when the instructional plan and the materials are made.
Part 8: Evaluation student’s learning
This is the result of the instructional design plan. Measurement of the learning outcome is done here. Evaluation student’s learning in terms of their
accomplishment of objectives, with a view to revising and reevaluating any phases of plan that is significant in order to make improvement.
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Those eight parts above are a flexible process Kemp, 1977: 9. A designer does not need to start from the first part. Beginning the process with whichever
part which is ready can be done by the designer. Every part is interrelated and cannot be spitted up because there is interdependence among each element. This
model is a unity. The diagram of Kemp’s models is elaborated in the figure 2.1.
Evaluation
Support Services
Teaching Learning
Activities, Resources
Pre- assessment
Subject Content
Learning Objectives
Learner Characteristics
Goals, Topics, and General
Purposes
Revise
Evaluation
Support Services
Teaching Learning
Activities, Resources
Pre- assessment
Subject Content
Learning Objectives
Learner Characteristics
Goals, Topics, and General
Purposes
Revise
Evaluation
Support Services
Teaching Learning
Activities, Resources
Pre- assessment
Subject Content
Learning Objectives
Learner Characteristics
Goals, Topics, and General
Purposes
Revise
Evaluation
Support Services
Teaching Learning
Activities, Resources
Pre- assessment
Subject Content
Learning Objectives
Learner Characteristics
Goals, Topics, and General
Purposes
Revise
Figure 2.1 Kemp’s Model of Instructional Design Kemp, 1977:9
b. Yalden’s Model
