a. Kemp’s Model
As stated by Kemp 1977: 8 the instructional design plan is designed to supply answers to three questions, they are:
1 What must be learned? objectives 2 What procedures and resources will work best to reach the desired learning
levels? activities and resources 3 How will we know when the required learning has taken place? evaluation
Kemp’s instructional design plan consists of nine parts, they are: 1 Consider goals, and then topics, stating the general purposes for teaching each
topic. Instructional design planning starts with a recognition of the broad goals
of the school system or institution. Those goals may be derived from the society, students, and subject area. Statements of goals should recognize changes in
learners’ needs and interest, as well as changes in the needs of society and its institution. Then, a planning team should list the major topics to be treated within
the content area. Those topics, or unit headings, would become the scope of the course or program, the basis for the instruction. General purposes are important as
an initial expression, signifying broadly what the teacher wants to accomplish in the topic. They usually express the planners’ own aims or purposes for the topic
or unit. 2 Enumerate the important characteristics of the learners for whom the
instruction is to be designed.
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To best assure an individual’s success in his or her educational program, we should recognize and respect the student as an individual learner. Ideally, each
person should be assisted in pursuing learning at his or her own pace, on his or her own schedule, and with his or her own selection of learning experiences and
materials. To serve both group and individual means that we must obtain information about the learners’ capabilities, needs, and interest. In designing an
instructional plan, there are four factors to be considered. They are academic, social, learning conditions, and learning styles.
3 Specify the learning objectives to be achieved in terms of measurable student behavioural outcomes.
Objectives must be stated in terms of activities that will best promote learning. It can be grouped into cognitive, psychomotor, and affective domain. A
learning objective is a precise statement that answers the questions, “What does the student have to do in order to show that he or she has learned what you want
the student to learn?” Each objective – to the degree possible – should be unambiguous. Objective must mean exactly the same thing to all other teachers,
and it must also clearly communicate to all students who will use it. 4 List the subject content that supports each objective.
A student’s learning experiences must involve subject content. The content, in turn, must closely relate to the objectives and on the students needs.
Subject content comprises the selection and organizing of the specific knowledge facts and information, skills step-by-step procedures, conditions, and
requirements, and attitudinal factors of any topic.
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5 Develop pre-assessment to determine the student’s background and present level of knowledge about the topic.
It is important to find out specifically 1 to what extent each student has acquired the necessary prerequisites for studying the topic and 2 what the
student may have already mastered about the subject to be studied, in order to plan learning activities for which students are prepared and at the same time to
ensure that learners do not waste their time on things they already know. 6 Select teachinglearning activities and instructional resources that will treat the
subject content so students will accomplish the objectives. The designer must determine the most efficient and effective methods and
then select materials to provide learning experiences that will utilize the content associated with each objective. The selection of instructional materials is closely
associated with the planning of teaching and learning activities, both of which should be considered together. Closely associated with the selection of teacher
and student activities is the selection of supporting materials that can motivate students and can effectively explain and illustrate subject content, these resources
include printed materials of many kinds, audiovisual media, and other items for group and individual uses.
7 Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
Support services include fund or budget, facilities, equipment, time and schedule. It must be considered at the same time instructional plans are being
made and materials, being selected. Consideration must be given to coordinate the
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planned program with other operational aspects of the institution student’s schedules, guidance services, and so forth.
8 Evaluate student’s learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that needs
improvement. In this step, the teacher is ready to measure the learning outcomes relating
to the objectives. In order to measure students’ achievement, the teacher should determine standards of achievement. The measurement can be in the form of
evaluation. There are two kinds of evaluation, namely formative and summative evaluation. Formative evaluation takes place during developments and tryouts,
while summative evaluation takes place at the end of the course. Evaluation also refers to the evaluation of the program to know how well the program serves the
objectives. 9 Revision
Revision on the elements is conducted every time it is needed, based on the evaluation data from students` accomplishment of the objectives which is
indicated by the broken line in the diagram above. Besides, Kemp’s model can be applied to all levels of education. These are the strengths of Kemp’s model.
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Figure 2. 1 Kemp’s Instructional Design Model
Kemp’s 1997: 8-9 model presents a flexible process and there is interdependence among the eight elements, decisions relating to one may affect
others. Kemp’s model is a flexible process which means in designing an instructional program, a designer does not need to start from part one, the designer
can start with whichever element they are ready to start with and then move back and forth to the other steps in the eight parts of Kemp’s model. The circular shape
of the model gives a sense that the design and the development process is a continuous cycle that requires constant planning, design, evaluation and
assessment, to insure effective instruction. Revise
Pre- assessment
Subject Content
Learning Objectives
Support Services
Teaching Learning
activities, resources
Evaluation
Goals, Topics and
General Purposes
Learner Characteri
stics
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In this study, there are some steps chosen by the writer, they are formulating goals, topics and general purposes, formulating learning objectives,
selecting teaching or learning activities and resources, evaluating, and revising. Those chosen steps are not a complete model yet because the writer also has to
know the needs of the subjects of this study. The step of the needs survey can be found in Yalden’s model. That step will be combined with Kemp’s model. Before
combining the step, the writer will explain the procedure of Yalden’s model.
b. Yalden’s Model
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