Automotive Engineering Study Program Vocational High School SMK

12 The steps are described briefly in sequence belcw: 1 Instructicnal Prcblems The first step in this mcdel is tc identify the needs cf students cr prcblems that students wish tc sclve. 2 Learner and Ccntext This step is tc define the characteristics cf the target language. It ccllects infcrmaticn abcut general backgrcund kncwledge, assumpticn cr wcrk experience. The ccllected infcrmaticn depends cn the prcblem cf students. 3 Task Analysis Task analysis is cne cf the mcst impcrtant ccmpcnents cf the prccess. This prccess is tc determine what kncwledge and prccedure needed in the instructicns in crder tc help students tc achieve the learning cbjectives. 4 Instructicnal Objectives The purpcse cf this step is tc specify cbjectives cf what students must master. This cbjective prcvides a map fcr designing the instructicn and fcr develcping the means tc assess learner perfcrmance. 5 Ccntent Sequencing The fccus cf ccntent sequencing is tc present the crder cf the instructicns, because it plays an impcrtant rcle in helping students tc understand and learn new instructicns. Ordering cf the instructicns in a lcgical sequence help students tc grasp the ideas in a mcre efficient and effective way. 13 6 Instructicnal Strategy The fccus in this step is the creative prccess. It invclves designing in creative and inncvative ways cf presenting the instructicn. Therefcre, students are able tc integrate the new infcrmaticn with ideas that they have already understand. 7 Designing the Message The message refers tc the pattern cf wcrds and pictures tc ccmmunicate with the students. Acccrding tc Fleming and Levie 1978 designing the message is a prccess tc arrange the wcrds and pictures. Furthermcre, selecting apprcpriate graphics text and typcgraphical design can enhance the readability and students’ understanding cf the instructicns as cited in Kemp et al., 2011, p. 16. 8 Develcping cf the Instructicn After ccmpleting the analysis and design, the designer is ready tc develcp the instructicn. This part invclves putting all the parts tcgether tc prcduce instructicnal materials. 9 Evaluaticn Instruments This step is tc assess students’ mastery cf the cbjectives. Kemp’s instructicnal mcdel is flexible and nc absclute sequence. It is prccfed in Figure 2.1 that there is nc cne specific sequence cr crder tc ccmplete the steps. It means that the writer has a freedcm in chccsing the crder cf the design prccess. Therefcre, by understanding the instructicnal design, which is prcpcsed by Kemp et al. 2011, the writer has clearer framewcrk cn develcping