30 be stated in terms of activities that will best promote learning. They must indicate
precise behavioral objectives. Only by stating measurable objectives will the teacher know specifically what to teach and determine whether or not the
objectives have been accomplished. However, writing objectives is a developmental activity that requires refinements, changes, and additions as the
writer develops the next planning steps.
d. List the Subject Content
Subject content comprises the selection and organization of the specific knowledge facts and information, skills step-by-step procedures, conditions,
and requirements, and attitudinal factors of each topic. Due to the flexibility of Kemp’s model, designer may start either from stating the objectives first or listing
the subject contents first, as long as the subject contents lead to the attainment of the learning objectives and students’ needs. Then, teaching is series of activities
that have to be done in sequence. Ideally, sequencing the contents should be started from lowest level of learning behaviour to the highest.
e. Conduct Pre-assessment
The purposes of pre-assessment are to find out whether the students have acquired the necessary background to learn the topic and whether they have
achieved the learning objectives of the lesson.
f. Select Teaching Learning Activities and Resources
The selection of instructional materials is closely associated with the planning of teaching and learning activities. The teaching learning activities and
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31 resources must treat the subject contents and motivate students to accomplish the
learning objectives.
g. Consider the Necessary Support Services
In instructional design, support services include funds, facilities, equipment, and personnel whose time must be scheduled to involve in the
instructional plan. Support services must be considered at the same time when the designer makes the instructional plan and selects the material. In addition, in
coordinating the planned programme with other operational aspects of the institution students schedule, guidance services, etc, consideration must be
given.
h. Conduct Evaluation
This is the final step of the instructional plan. In this phase, the designer is ready to measure the learning outcomes relating to the objectives. There are two
phases of evaluation: formative and summative evaluation. Formative evaluation takes place during development and tryouts, and is useful for determining the
weaknesses in the instructional plan. Meanwhile, summative evaluation occurs when the programme has fully implemented and provides feedback for revisions
and improvement of the instructional plan. The diagram shows a flexible process. The relationship among the eight
elements is interdependent where decisions relating to one element may affect the other elements. Each element can be used as the starter before the other elements.
On the other words, a researcher can start with whichever element she is ready to start with and then move back and forth to the other steps. Moreover, the sequence
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32 mentioned before is the ideal one. Then, the broken lines in the diagram indicate
that revisions of elements were made based on the data gathered on students’ accomplishment of objectives.
Figure 2.2. Kemp’s Instructional Design Model
B. Theoretical Framework
This section discusses the synthesis of the previous subchapter and the relation to support this study.
To achieve the first objective of the study – to find out how a set of vocabulary supplementary material is designed – the writer has to understand the
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