Subject and Respondents of the Research
categories, it might be claimed that Kemp model might be suitable for a systems focus rather than classroom. The Kemp model could be considered as a classroom
orientation model since it leads to an output of one or few hours of instruction, whereas systems-oriented models lead to an output of a whole course or
curriculum. Although the model is also mostly used to develop an instructional
program, it can also be adapted to develop learning materials for additional program like Vocational English in the school this research was conducted.
However, the system approach model was adapted to The adapted Kemp Model is described in the table below:
Table 3.2. The Adapted Model KEMP MODEL
KEMP ADAPTED MODEL
1. Identify instructional problems, and
specify goals for designing an instructional program.
2. Examine learner characteristics that
should receive attention during planning.
3. Identify subject content, and analyze
task components related to stated goals and purposes.
4. State instructional objectives for the
learner. 5.
Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that
each learner can master the objectives. 7.
Plan the instructional message and delivery.
8. Develop evaluation instruments to assess
objectives. 9.
Select resources to support instruction and learning activities.
Need Analysis
1. Identifying instructional problems, and
specifying goals for developing instructional materials for additional
program Vocational English 2.
Examining learners’ characteristics, their target need, and their learning
need
Developing Materials
3. Identifying subject content, and
analyzing task components related to stated goals and purposes,
4. Stating instructional objectives for the
learner, 5.
Sequencing content within each instructional unit for logical learning,
6. Designing instructional strategies so
that each learner can master the objectives
7. Select resources to support instruction
and learning activities
Try out
8. Planning the instructional message and
delivery
Evaluation and revision
9. Evaluating the developed materials for
revision
This research was then conducted in the following 4 main steps:
Step 1. Need Analysis
The needs analysis was administered on September, 2015. Its purpose was to gather the information of learners
’ target and learning needs. The data were analysed as the basis of developing English learning materials for the ten
grade students of Hotel Accommodation Program at SMK Negeri 1 Metro, academic year 20152016.
A survey by distributing questionnaires on the students’ need was
conducted to find out the lack, need and want. An informal interview was conducted to ten senior students eleventh grade having returned from their
apprentice program to get input for the developed materials matching to hotel’s
need. Step 2. Developing Materials.
The first step was conducted to observe some references related to the designed materials, like the theory of instructional development, and the theory of
English Language Teaching ELT. The writer analyzed the existing materials from the school’s vocational English syllabus to state the instructional goals and
objectives of teaching and learning English for the tenth year students of Hotel Accomodation Program of Vocational High School.