10 The instructional design plan is produced to answer three questions which
are considered as the essential elements Kemp, 1977: 8. The three questions are as follows.
1. What must be learned? 2. What procedures and resources will work best to reach the desired learning
levels? 3. How will we know when the required learning has taken place?
The first question focuses on the designed plan objectives. The second focuses on the activities and resources of the designed material while the last
question focuses on the evaluation to assess the teaching and learning activities. Kemps proposes a development program to answer those three questions
which consists of eight parts 1977: 8-9. They are as follows.
1. Considering goals, topics, and the general purposes for teaching each topic
All educational programs are based on broad stated goals. Kemp’s instructional design planning begins with the formulation of the goals before
designing the materials. After considering the goals, the next step is listing the major topics for the study. The topics are sequenced from simple to the
complicated level. Then, the general purposes are determined to be accomplished for each topic. It is possible for a single topic to have more than one purpose.
2. Enumerating the learners’ characteristics
In this part, the designer should gain information on the learners’ characteristics. According to Kemp, there are four factors that influence the
learners’ characteristics, namely academic factors, social factors, learning
11 conditions and learning styles. Knowing the learners’ characteristics is important
since it will be useful for instructions determination.
3. Specifying the learning objectives
The designer should specify the learning objectives to be achieved by the students as the behavioural outcomes. The learning objectives are grouped into
three major categories: cognitive, psychomotor, and affective. Kemp states that objectives tell the students what goals they have to achieve.
4. Listing the subject content
This part is performed in order to clarify the learning objectives. Therefore, the subject content has to reflect the learning objectives and learners’ needs. The
designer must organize and sequence the subject content in various ways depends on the topic. Kemp proposed questions that should be asked by the designer in
listing the subject content; those are: 1 what specifically the students must learn in the topic, 2 what facts, concepts, and principles relate to the topic, 3 what
steps that the teacher should do in teaching the topic, 4 what techniques that the teacher should use in teaching the topic 1977: 45. By answering these questions,
the designer is able to list the subject content.
5. Developing pre-assessments
Pre-assessments development is aimed to determine the learners’ background and present the students’ achievement in some stated objectives. Pre-
assessment can be done through a placement and diagnostic test. The test will be beneficial to reschedule and reorganize the subject content into maximum
12 efficiency. It will also be helpful in assisting the designer to group the learners
based on their background.
6. Selecting teachinglearning activities and instructional resources
The activities and resources help the learners to accomplish the learning objectives through the subject content under the teaching learning activities. The
designer must establish the most effective and efficient methods. Then, choose materials in order to provide learning experiences.
7. Coordinating support services
The designer should consider the support services such as budget, facilities, equipment, time and schedules to carry out the instructional plan, and
coordination with other activities. These services must be considered at the same time as instructional plans are being selected and being made. In other words,
instructional design plan cannot be formed without support services.
8. Evaluating the students’ learning
This last part is used to measure the learning outcomes related to the objectives. The evaluation leads the instructional material designer to revise any
phase of the plan that needs improvement. Kemp’s instructional design model has strengths and weakness Soekamto,
1993: 28. The strengths are as follows. 1 The process of instructional design and development may begin anywhere.
2 There is an emphasis on goals, uses, and also on the choice of resources. While the weakness is that there is no clear description of the process in
determining the teaching learning activities and in choosing the resources.
13 Kemp’s instructional design model is illustrated Figure 2.1.
b. Yalden’s Model
The writer utilizes Yalden’s instructional model since its model provides clear stages on needs survey. This instructional model has been designed to
identify the students’ needs in learning. Thus, improvement in learning outcome might be done. Yalden’s model emphasizes on communicative functions, which
Goals, Topics,
and General
Purposes
Learner Charac-
teristics
Learning Objectives
Support Service
Teaching Learning
Activities, Resources
Subject Content
Pre- Assess
ment Evaluation
REVISE
Figure 2.1. Kemps Instructional Design Model Kemp, 1977: 9
