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a. The Nature of Kemp’s Model
Based on Kemp’s theory there are eight steps which are used to design material. The eight steps are flexible process. The teacher can start from any step
that is ready. However, the teacher should do most the eight steps in instructional design process.
Kemp’s model of instructional design is explained as follows.
Step 1. Defining Goal, Topic, and General Purpose
Instructional design planning starts with the recognition of goals in a certain school or institution. All educational programs are stating their goals. The
goals may come from the society, students, or subject areas. Kemp 1977: 14 states students’ educational goals may include “job-preparedness”, “problem-
solving skills,” or “constructive use of leisure time”. After defining the goals, then the teacher chooses the topic to be implemented in a school or institution. The
teacher also expresses the general purpose in choosing certain topic. It is needed for teacher to measure the knowledge of the students.
Step 2. Find out Learners’ characteristics
In teaching – learning process, students are considered as individuals and groups. To serve both group and individual, we must obtain information about the
learners’ characteristics, including learners’ capabilities, needs, and interests. There are two factors that should be considered in finding learners’ characteristic;
those factors are academic and social factors. Academic factors include number of students, academic background, grade-point average, level of intelligence,
reading level, scores on standardized achievement and aptitude test, study habit,
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ability to work alone, motivation for studying the subject, background in the subject or topic, expectations of the course, vocational and cultural aspiration.
Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relation among students and socioeconomic situation. Other
factors such as learning conditions and learning styles should be taken into account of designing process.
Step 3. Specifying Learning Objectives
All learning objectives must be stated in terms of activities that will best support learning
. Kemp 1977: 24 states that there are three learning objectives
categories; cognitive, psychomotor, and affective. The first category is cognitive domain; cognitive domain includes objectives concerning knowledge,
comprehension, application, analysis, synthesis, and evaluation. The second category is psychomotor domain. It treats the skills of the coordination of skeletal
muscles, like in the physical activities performing, manipulating, and constructing. The third category is affective domain. This domain involves the
objectives regarding attitudes, appreciations, values, and all emotions-enjoying, conserving, respecting and so on.
Step 4. Organizing Subject Content
A student’s learning experiences must involve subject content. The content must relate closely to the objectives and the students’ needs. According to Kemp
1977: 44, subject content is “comprises the selection and organizing of the specific knowledge facts and information, skills step-by-step procedures,
conditions, and requirements, and attitudinal factors of any topic”.
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Step 5. Developing Pre- Assessment
According to Kemp, there are two questions to obtain the pre-assessment: 1 is the student prepared to study the topic or unit? 2 Is the student already
competent in some of the stated objectives? To answer these two questions, a test is needed. Kemp used two types of test which are placement and diagnostic test.
As Kemp 1977: 50 stated that placement and diagnostic test are the ways to determine the students’ background in the subject and guides to group them.
Step 6. Planning Teaching Learning Activities and Resources
To plan teaching learning activities and resources, the teacher has to determine the most efficient and effective methods and select the materials
selectively to provide learning experience suitably to the objectives. As Kemp 1977: 55, explains the terms most efficient and most effective, along with the
best way, are often used in education to describe what should be done.
Step 7. Organizing Support Service
Kemp 1977: 84 defines that there are some elements include in support service; they are funds facilities, equipment, and personnel whose time must be
scheduled for participation in the instructional plan. Kind of services above are
needed to support gathering and designing the materials.
Step 8. Evaluating Students’ achievement
Evaluating students’ achievement is the step in which the teacher is ready to measure the learning outcomes of the students whether it is related to the
objectives or not. There are two types of evaluation; they are formative evaluation and summative evaluation. Formative evaluation takes place during development
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and tryouts. This kind of evaluation is very useful. As Kemp explains that determining any weakness in instructional plan is very useful, therefore, the
teacher can improve the students before full-scale use 1977: 98. While
summative evaluation is concerning to the evaluation of the degree of the students’ final achievement of the objectives, as shown by the unit, course, or
module post-test Kemp, 1977: 98. Summative evaluation also means following up on the students after the course is completed to determine how the students are
using and applying the knowledge and skills in the learning process. According to Kemp 1977: 98, there are several ways to evaluate the developed program,
namely 1 test results, 2 reaction from students, 3 observations of students at work, 4 suggestions from colleagues. The steps of Kemp model are represented
in Figure 2.1
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Figure 2.1. Kemp’s Instructional Model Kemp, 1977: 9
Kemp has given clear construction about the instructional materials. However, the writer will employ another instructional model to complete the
stages of previous instructional model. The next instructional model is Yalden’s model.
b. Yalden’s Model Yalden, 1983
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