15 should be considered because students learn at various rates. Next, instructional
conditions also take a role in deciding the activities. Learning will be successful when objectives are clearly stated for students and when learning activities are
carefully sequenced. Then, the content should be organized sequentially from simple to complex. Another learning principle is active participation. It means that
learning must be performed by students and not by the teacher through some kind of transmission. Next principle is practice. Students should be provided by
opportunities for them to use their newly acquired knowledge and skills in many situations. Finally, the rate and amount of material to be learned at any one time or
in any one lesson must be related to the complexity and difficulty or the material in terms of the abilities of the students.
g. Support Services
It is the element of coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
Support services can limit a new planned program when the support services, like funds and facilities, are neglected. Therefore, support services must be considered
when the instructional plans are being made and materials being selected.
h. Evaluation
It is the activity of evaluating students‟ learning in terms of their
accomplishment of objectives, with a view to revising and reevaluating any
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16 phases of the plan that need improvement.
The cycle of Kemp‟s model of Instructional design is illustrated in Figure 2.1.
Figure 2.1 Kemp’s Model of Instructional Design 1977, p. 9
This study employed Kemp‟s model of instructional design since the
process of designing the materials based on Kemp‟s Model is flexible. Each
element of the model is independent of each other. Kemp 1977 stated that there is interdependence among the elements; decisions relating to one may affect
others. And material designers can star with whichever element they are ready to
Goals, Topics, and
General
Purposes
Revise Learning
Objectives Learner
Characteris- tics
Pre- Assessment
Subject Content
Support Services
Evaluation
TL Activities,
Resources
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 start with and then move back and forth to the other steps. The sequence and order
are also flexible. The researcher can start from any element which is needed, just like it is shown on the circular diagram Figure 2.1.
Besides, the elements in Kemp‟s model state specific steps of the designing process. This study excludes the support services since this element
becomes the authority of the school when the materials being applied. Then, the pre-assessment will also be excluded for the reason that assessment includes in
revision of each element.
3. Vocational High School
