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presented in content area study. The teaching plan is based on the student ’s dictated story. The teacher then helps the students reconstruct ideas so that the story presents
the common English usage standards. Reading skill and oral language ability are developed together.
3. Instructional Design Models
In the theory of instructional design there are many models of instructional design. Each model has some stages which can be used as a step-by-step guidance to
develop the materials. The writer presents two instructional design models proposed by Kemp and Yalden. The discussion of the two models is presented below.
a. Jerrold E. Kemp’s Model
There are three questions which are considered the essential elements to construct an Instructional Design Plan Kemp, 1977: 8. They are:
1 What will be learned?
2 What procedures and resources will be applied in order to reach the goal?
3 How will we know when the education program has worked well?
The first question refers to the formulation of objectives. The second question regards the selection of teaching learning activities and resources. The last one focuses on the
evaluation to measure the effectiveness of the whole activities. Kemp performs a flexible process in which each element interacts with each
other. Simplifying and reordering phases of the plan are possible to do. The sequence
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and order are fully teacher’s choice. It means the teacher can start with any element by considering that decisions relating to one may affect others.
The instructional design plan proposed by Kemp is claimed to be applicable for any level of education-elementary, secondary and college. It consists of eight
parts as follows 1997: 8-9. 1
Establishing goals as the foundation of all education programs, and then listing the major topics which would become the scope of the program and the basis for
instruction. Then, the designer should state general purposes of each topic. 2
Obtaining the information about the learning characteristics for whom the instructions are to be designed. It covers academic factors, social factors, learning
conditions and learning styles as well. 3
Specifying the learning objectives which are measurable, unambiguous, and realistic. The objectives for learning can be grouped into three major categories,
namely cognitive, psychomotor, and affective. 4
Listing subject contents which support each objective. Subject contents refer to sub topics or sub themes. The designer should consider the selection and logical
organization of materials. In selecting subject contents, Kemp offers four questions: What specifically must be taught or learned in this topic? What facts,
concepts and principles relate to the topic? What steps are involved in necessary procedure relating to the topic? What techniques are required in performing
essential skills?
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5 Developing pre-assessments to determine the students’ background and present
level of knowledge about the topic. Two kinds of testing can be administered in order to obtain an effective assessment. The first is pre-requisite testing which
determines whether the learners possess the appropriate background preparation for the topic. The second one is pre-testing which is employed to recognize which
objectives the learners may have already achieved. 6
Selecting teaching learning activities and instructional resources which support the subject content. Therefore, the students can accomplish objectives.
7 Coordinating support services. These services include budget, personnel, facility,
and equipment which are needed to carry out the instructional plan. 8
Evaluating students’ learning whether they achieve the objectives, with a view to revising and re-evaluating any phases of the plan that need improvement.
Kemp’s Instructional Design Model is illustrated in Figure 1.
Figure 1 Kemp’s Instructional Design Model Kemp, 1977: 9
Learner Character-
istics Evaluation
Revise Learning
Objectives
Subject Content
Teaching Learning
Activities, Resources
Support Services
Pre- assessment
Goals, Topics, and
General Purposes
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b. Janice Yalden’s Model
