c. Walt Dick’s and Lou Carey’s Model
Similar to Kemp, Dick and Carey 1978: 7 also explain that their model is flexible. They explain that a designer can change the sequences of the model if it is
in different circumstances or with regard to the different experiences. Dick and Carey propose nine steps in developing a language program. The explanation of
each step is discussed as follows 1978: 8: 1
Identify Instructional Goals Identify the instructional goals which are used to determine what the
learners are expecting to be able to do and perform when they have completed all the instructions knowledge, skills, and attitudes. The
instructional goals can be derived from a list of goals, a performance analysis, and need analysis.
2 Conduct Instructional Analysis
After identifying the instructional goals, the next step is to determine the subordinate skills involved in reaching the goals. It means to decide
what the learners are doing when they perform the goals. It can also be in the form of the identification of concepts, rules, and information
needed by the learners. 3
Identify Entry Behaviors and Learners’ Characteristics The aim of this stage is to determine the required skills needed for the
learning task. In this step the designer identifies the general characteristics of the learners. The general characteristics can be age,
attention span, interest, sex, grade level, previous experience, vocabulary, reading level, general motivations that the learners have
before they acquire the new skills. 4
Write Performance Objectives. The purpose of performance objective is to interpret the goals and needs
into specific objectives. Performance objectives are what the learners will be able to do when they have completed the instruction.
Performance objectives will also identify the skills to be learned, the conditions under which the skills must be performed, and the criteria for
successful performance. Briefly there are four functions of performance objectives; determining the correlation between the instruction and
goals; focusing on lesson plan toward appropriate condition of learning; guiding the learners’ performance; and assisting learners in their study
efforts. 5
Develop Criterion-Referenced Test Items. There are three purposes consisted in this stage. They are to diagnose the
learners’ ability the individual possession concerning with the new skills, to find out the result of the learners’ learning during the process of
the previous lesson, and to provide documents of their progress for administrators and parents. It is very useful for the early determination
of the learners’ measurement before the development of the instructional materials and lesson plan.
6 Develop an Instructional Strategy
Develop an instructional strategy which has the function as a guideline to develop instructional materials, a set of criteria to evaluate the
existing materials, an outline to revise the existing materials, or as
framework for teacher in conducting teaching learning activities. The steps to develop instructional strategy are by determining the time
allocation from the behavioral objectives and grouping all the sub skills into some units and objectives to be learned during one instructional
period. 7
Develop and Select Instructional Materials In this step the instructional strategy is used to produce the instruction,
including the guidance for learners, instructional materials, and assessments. The content of the module will be the learners’ manual,
instructional materials, tests and teacher guide. 8
Design and Conduct Formative Evaluation of Instruction It is used to provide data for revising and improving instructional
materials in order to make it effective and efficient for a large number of the students. The designer can choose one of the types of formative
evaluation, one-to-one evaluation, small-group evaluation, and field- trial evaluation, because each type of evaluation gives a different type of
information that can be used to improve the instruction. 9
Revise Instruction This is the final step in Dick and Carey’s model. In this step the designer
revise the instruction in order to find the effectiveness of the whole instructional system. The data from the formative evaluation are
summarized and interpreted to identify difficulties experienced by the learners in achieving the objectives, but the data itself is not simply used
to revise the instruction, but is used to re-examine the validity of the
instructional analysis and the assumptions about the entry behaviors and characteristics of the learners.
There is still a step left in Dick and Carey’s model. It is ‘Conducting Summative Evaluation’. However, it is not part of the design process done by the
instructional designer because it is usually done by an independent evaluator. This evaluation occurs only after the formative evaluation and revision has been done to
meet the standard of the designer.
The diagram of Dick and Carey’s instructional design model is elaborated as follows:
Identify Instruct.
Goal Conduct
Instruct. Analysis
Identify Entry
Behavior Write
Perform. Objectives
Dev. Criterion-
Ref
Test
Dev. Instruct.
Strategy Dev. and
Select Inst. material
Dev. Cond. Formative
Evaluation Dev. and Cond.
Summative Evaluation
Revise Instruction
Figure 2.3. Dick and Carey’s Instructional Model 2005: xx
B. Theoretical Framework
The values developed in short stories materials are based on the students’ needs. The researcher stands on the principle of middle-childhood characteristics in
their developing stage. In the design the writer combines the three instructional models adopted from Kemp’s, Borich’s, and Dick and Carey’s model as the
framework. Kemp’s model is chosen because of its feasibility to be used in achieving the goals and mainly Kemp’s model is flexible. Borich’s model is chosen
because of its concern both in developing students’ language ability and students’ behavior by giving consideration on developing value in their step. Dick and
Carey’s model is chosen because in the instructional model Dick and Carey placed the designing materials process as an important step.
The new framework is composed of several elements namely, gaining knowledge of some inputs, determining goals, topics and general purposes,
recognizing value assumption, listing subject contents, selecting teaching learning
activities and sources, designing the learning materials and evaluating and revising.
1. Gaining knowledge of some inputs
The writer adopts this step from Borich’s model as it is considered an important step in order to know and to consider the student’s needs, interests,
problems, motivations, and also consider the society condition and cultures, and curriculum guide. In this step, the writer does two activities; first, gain
information about curriculum, the learners’ character, instructional models and society characteristics. The writer has done some library research and class
surveys. Second, the writer distributes questionnaires to the sixth grade students
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