16 b. Increasing the student’s skill as the society in establishing interrelationship
with socio-cultural environment and the nature. c. Increasing the student’s skill to develop themselves in line with the
development of science, technology, and art.
2.1.6 Instructional Design Model
In designing instructional materials, Hutchinson and Waters 1987, proposed a theory of need analysis, which consists of three important points. The
first is necessities. It is what the learners need learn to achieve the target situation. The second is lacks. It is something that has not been mastered by the learners so
they need to learn about it. The last is wants. It is the learners’ perception about their needs and lacks that have not been mastered yet.
In designing the materials, the researcher tries to discuss Kemp’s model. The researcher prefers those model because the flexibility and clearly procedures.
2.1.6.1 Kemp’s Instructional Design Model
Kemp 1977 proposes a program development. It consists of eight interdependence elements which are related to others and affected each other. The
Kemp’s programs were as follow: 1. Consider goals, and then list topics, stating the general purposes for teaching
each topic. 2. Enumerate the important characteristics of the learners for whom the
instruction is to be designed. 3. Specify the learning objectives to be achieved in terms measurable student
behavioral outcomes.
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17 4. List the subject content that supports each objective.
5. Develop pre-assessments to determine the student’s background and present level of knowledge about the topic.
6. Select teachinglearning activities and instructional resource that will treat the subject content so students will accomplish the objectives.
7. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need
improvement.
Figure 1: Kemp’s model: the Relationship of Each Step in the Plan to Other Steps Kemp, 1977.
This is a flexible process, because it can be started with whichever element that is ready to start with and than move back and forth to other steps. In some
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 cases, it can be simplified or reordered phases of this plan and improved Kemp,
1977.
2.2. Theoretical Framework
Kemp’s theory would be used to answer the two problems in this thesis. To provide guidance in designing speaking instructional material for first grade
students of SMK Paramitha 2, there are steps adapted from Kemp’s instructional design.
The steps in Developing the Model of Instructional Speaking Materials: 1. Learner Characteristics
This step was conducted to recognize and respect the individual learner. It has been done by obtaining the information about the learners’ capabilities, need,
and interests. 2. Considering Gals, and Listing the Topics, Stating the General Purposes
This step included defining skills, stating objectives based on the curriculum and the syllabus that is used in the school. The researcher prepared the
materials and developed the product in this step. 3. Learning Objectives
The step was conducted to make the clear objectives. The steps include making and stating clear objectives.
4. Select Teaching or Learning Activities and Instructional Resource This step included preparation of instructional materials and evaluation
devices. After collecting the data from the two previous steps, the researcher was making the form of product based on the gathered data.
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