16 Yalden’s model is described in the chart below.
Figure 2.1 Yalden’s Model
b. Kemp’s Model
Kemp’s model is developed from three major elements in teaching technique. They are what must be learned objectives, what procedures and
resources will work best to reach the desired learning level activities and resources, and how we will know when the required learning has taken place evaluation.
Those three elements are developed into a model, which has 8 components elaborated as follows:
1
The first element is determining goals, listing topics, and stating the general
purposes for teaching each topic. 2
The second element is identifying the important characteristics of the learners
for whom the instructional is to be design. 3
The third element is specifying the learning objectives to be achieved by the
students in terms of measurable behavior outcomes. 4
The fourth element is listing the subject content in order to support each of the
learning objectives. 5
The fifth element is developing pre-assessment.
6 The sixth element is selecting teaching-leaning activities and instructional
Need Survey
Description of Purpose
Selection Development
of a Syllabus Type
Production of a Proto-
syllabus Production
of Pedagogical
Syllabus Development
Implementation of Classroom
Procedures Evaluation
17 resources that will help the students to accomplish the learning objectives
through the subject content. 7
The seventh element is coordinating the support services such as budget,
personal facilities, equipment, and schedules to carry out the instructional plan. 8
The last element is giving evaluation to the students toward their
accomplishment of objectives, with a view to revise and re-evaluate any phases of plan that need an improvement.
Kemp’s model is described in the chart below.
Figure 2.2 Kemp’s Model The relationship of each part to the others in the design process is described
in the chart above. It can be seen from the diagram, that the instructional design process in Kemp’s model is in a continuous circle. Each step in the development is
directly related to the revision. The broken line in the diagram implies the dynamic
Pre- Assessment
Goal, topics and general
Purposes
Support Service
Learning Objective
TeachingLearn ing
ActivitiesReso urces
Evaluation Learners
Characteristic
Subject Content
Revise
18 characteristics of the model and the case that every element or component involved
in the development process should always be monitored in order to make necessary improvement.
3. Materials Development
Kategori