Kemp’s Instructional Design Models

CHAPTER II LITERATURE REVIEW

This section includes theories and concepts that support this study. It consists of two parts; the first part is the Theoretical Description which concerns with the review of related literature and the second part is the Theoretical Framework.

A. Theoretical Description

Theoretical description discusses Theories of Instructional Design Models according to Kemp, Foreign Language Teaching to Very Young Children, Early Childhood’s Characteristics, Theory of Multiple Intelligences, and The Application of Multiple Intelligences Theory to Kindergarten Classes.

1. Kemp’s Instructional Design Models

Instructional design must take into account some principles of human learning, especially the condition under which learning occurs. In other words, the instructional material design is an essential part of an instructional program design. Since instructional design is very crucial, it needs some considerations in choosing a design model which will be adapted in this study. A model should be simple and have clear steps to be followed. Additionally, it should also be flexible in order to facilitate the designers to be able to do the adaptation between the instructional objectives and the strategy to accomplish the objectives. 8 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 9 There are several instructional program design models. However, the researcher adapts Kemp’s model because it mostly fits to be applied to develop English instructional materials in this study. According to Kemp 1979, p.8, “instructional design is the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, supplies, applies them and then evaluates the results”. Kemp also argues that the instructional design plan is designed to supply answers to the three questions which can be considered the important elements of instructional technology. Those are, what to learn objectives, what procedures and resources work best to reach the desired learning levels activities and resources, and how we know when the required learning has taken place evaluation. The model proposed by Kemp has eight parts as follows: 1. Consider goals, and then lists the topics and states the general purposes for teaching each topic. 2. Enumerate the important characteristics of the learners for whom the instruction is to be designed. 3. Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes. 4. List the subject content that supports each objective. 5. Develop a pre-assessment test to determine the students’ background and present the level of knowledge about the topic. 10 6. Select learning or teaching activities and instructional resources that will treat the subject content so that the students will accomplish the objectives. 7. Coordinate support services such as budget, personnel, facilities, equipment and schedules to carry out the instructional plan. 8. Evaluate students’ learning in terms of their accomplishment of objectives; with a view to reviewing and reevaluating any phases of the plan that need improvement. The Kemp’s diagram of steps can be seen as follows: Revision Teaching Learning Activities, Resources Subject Content Learner Character- istics Learning Objectives Evaluation Support Services Goal, Topic, and General Purposes Pre- assessment Figure 2.1 Kemp’s Instructional Design Model PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 11 Additionally, Kemp’s instructional model is a flexible process. There is interdependence among the eight elements: decisions related to one can affect others. Therefore, the benefit of using Kemp’s model is that it can be applied for an instructional unit or for a single subject. The design can begin with any element.

2. Foreign Language Teaching for Young Learners