10 objectives Dick Carey, 1978:127. The writer will combine two design models
from Kemp’s model and Dick and Carey’s model to become the writer’s model design. The explanations of the two models are as follows:
a. Kemp’s Model
Kemp’s model can be applied on any educational level from elementary to college. The model is designed to answers three questions which may be
considered as the important elements of instructional technology Kemp, 1977: 8. Those are 1 What must be learned? 2 What procedures and resources will
work best to reach the learning levels? 3 How will we know when the required learning has taken place?
Kemp design consists of eight parts which can be summarized as follows Kemp, 1977: 8-9:
1 Considering goals, listing topics, and stating the general purposes for teaching
each topic. The goals can be obtained from the society, students, and subject areas.
After considering the goal, the designer listed the topics based on the students needs. The topics should be arranged from the simple to the complex one. The
general purposes are formulated in accordance with the goals and the topics. 2
Identifying the important characteristics of the learners In this step, the teacher identifies the characteristics of the learners
including the learners’ capabilities, needs, and interests. The students’ characteristics will affect the instructional design emphasized.
11 3
Specifying the learning objectives to be achieved. After indentifying the learners’ characteristics, the teacher specify the
learning objectives. The learning objectives are formulated in accordance with the goals, topics, general purposes, and learners’ characteristics. The objectives also
should be measurable and unambiguous so that the students are able to do the objectives.
4 Listing subject contents that support each objective.
Subject contents must be closely related to the students’ need and the objectives. The subject contents should include the selection and organizing of the
specific knowledge, skills, and attitudinal factors of any topics. 5
Developing pre-assessments Pre-assessment is used to find the students’ background and present
knowledge about the topics. There are two kinds of pre-assessments tests. Those are pre-requisite testing and pre-testing. Pre-requisite testing is used to find
whether the students have already had a basic knowledge of the topics. The pre- testing is used to find which objectives that the students have already mastered.
From pre-testing, the students know what subjects are going to be learned. 6
Selecting teachinglearning activities and instructional resources. In this step, the teacher should determine the instructional methods which
will be used in the learning process. The teacher selects teachinglearning activities and instructional resources which will be appropriate for accomplishing
the learning objectives.
