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Instructional design is the entire process of analysis of learning needs and goal and the development of delivery system to meet the needs; also
includes development of instructional materials and activities, try out, and revision of all instruction and learners assessment activities p. 89.
In addition, Borg and Gall 1983 state that designing materials product means developing and evaluating the product to be more effective. Therefore, in this
study, there are two models of instructional design used by the researcher.
a. Kemp’s Model of Instructional Design
Based on Kemp 1977, the instructional design plan is a design to support and answer three basic questions, the objective, activities and resources, and
evaluation. Instructional design involves the development of an overall plan incorporating the interrelated parts of an instructional process in systematic steps.
In addition, Kemp 1977 suggests eight interdependence elements in designing process. They are as follows.
1 Considering goals, listing the topics, stating the general purposes for teaching
each topic. In this step, the researcher tries to design the contents of the materials
design. The researcher uses the first background data to compose the learning topics, goals, and objectives. Those elements have correlations each other to carry
a meaningful materials design.
2 Enumerating the important characteristics of the learners for whom the
instruction is to be designed.
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The researcher considers the learner characteristics in designing the materials. The researcher uses the need analysis to decide which materials are
going to be discussed and designed. The researcher enumerate the needs of the subject briefly.
3 Specifying the learning objectives to be achieved in terms of measurable
student behavioral outcomes. Before designing the materials, the researcher needs to compose and
decide the measurements used to measure the students’ outcomes. The researcher needs to have a clear measurement and grading system to clarify whether the
learning objectives are achieved or not. The researcher has to corelate the measurement with the learning goals and objective.
4 Listing the subjects content that supports each objective.
The next step is to list the subject requirements of the content. The researcher needs to list the subjects based on t
he leraners’ needs. The subjects need to be clearly arranged and staged.
5 Developing pre-assessment to determine the students’ backgrounds and
present level of knowledge about the topics. The researcher needs to do pre-assessment to know the students level of
knowledge. This pre-assessment can be in the form of materials testing or class
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simulation. The materials are tested to the students to know whether it fulfills the students’ needs or not.
6 Selecting teaching and learning activities and instructional resources that will
treat the subject content so students will accomplish the objectives. In this step, the researcher selects and composes some teaching and
learning activities which are accomplished with the learning objectives. The teaching and learning activities should help the students to improve their
performances in speaking skill.
7 Coordinating such support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. Budget, personel, facilities, equipment, and schedules should be
considered well. The researcher needs to make a good plan dealing with those elements of teaching. The instructional plan will run effectively if those elements
support each other.
8 Evaluating students’ learning in terms of their accomplishment of objectives,
with view to revising and reevaluating any phases of the plan that need improvement.
In this step, the researcher evaluates the materials and revise the incorrect part. The researcher revaluates the final revisions of the materials and some parts
that need some improvements. Then, the final material design is ready to be used.
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Figure 2.1. Kemp’s Model Kemp, 1977
Kemp’s model of learning is a flexible model because each step is independent step. Therefore, the researcher can start the research from any step.
The researcher can repeat the previous stage when the researcher finds problems or dissatisfaction in the certain stage. However, since the researcher can go back
to the previous stage, the research seems invalid because the researcher has opportunities to control and manipulate the data or result in the previous stage.
The weakness is the researcher gets lack of information about the background information of the students. It is because the researcher focuses on the content of
the design rather than the data collecting process. In addition, it is time-consuming if the researcher repeats the stage before. In order to decide and make clear
Revise
Teaching Learning
Activities, Resources
Subject Content
Learner’s Characteri
stics
Pre- Assessment
Support Service
Learning Objectives
Goals, Topics, and
General Purposes
Evaluation
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justification about the model of learning, the researcher needs to examine another model of instructional design. It is Yalden’s model of instructional design.
b. Yalden’s Model of Instructional Design
