Research Objectives Research Benefits

10 Figure 2.1. Kem p’s instructional design cycle a. Goals, Topics, and General Purposes In this step, there are three actions which have to be done by the writer. First is defining the goals which are derived from society, students, and subject areas Kemp, 1977, p. 14. After that, the writer would use the goals as consideration in selecting topics and it is followed by listing general purposes. Based on Kemp 1977, “Topics are usually sequenced according to a logical organization, most often from simple or concrete levels to complex and more abstract levels ” p. 15. b. Learners ’ Characteristics Since the instructional design would be used by learners, the writer should recognize the characteristics of the learners. According to Kemp 1977, the characteristics of the learners can be influenced by some factors such as academic factor, social factor, learning condition, and learning style pp. 19-20. 11 c. Learning Objectives Learning objectives should be stated in order to know what the learner should achieve in the end of the activities. Kemp 1977 states that objectives of learning can be categorized into three major types – Cognitive, Psychomotor, and Affective p. 24. d. Subject Content In selecting the subject content, the writer should consider the objectives and students’ needs Kemp, 1977, p. 43. The objectives and students needs become the basis to select the instructional materials. e. Pre-assessment Based on Kemp 1977, pre-assessment can give two kinds of information namely prerequisite testing and pre-testing p. 51. f. TeachingLearning Activities and Resources In this step, the writer would select the teachinglearning activities for the instructional plan. There are so many resources that can be used by the teachers to motivate the learners in the class activities. g. Support Services The writer needs support services to achieve a success in instructional plan. According to Kemp 1977, support services consist of fund, facility, equipment, and personnel whose time must be prepared for participation in an instructional plan p. 84.