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a. Jerrold E. Kemp’s Model
Figure 1 Kemp’s Instructional Design Model Kemp, 1977: 9
There are three reasons why the writer uses Kemp’s model as one of the theories of designing instructional materials. First, this model gives a clear explanation about
forming objectives, activities and resources, and also evaluation. Second, this model can be applied to all levels of education, from the elementary school up to the
university. The writer’s respondents are elementary school students; therefore, this model is suitable. Last, this model has a flexible process. The writer can move back
and forth in her steps for designing the materials.
Goals, Topics, and
General Purposes
Learner Characteris -
tics Evaluation
REVISE
Learning Objectives
Subject Content
Pre- assesment
Teaching Learning
Activities, Resources
Support Service
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Kemp states that instructional design plan is constructed to answer three questions that are considered to be the essential elements 1977: 8. They are:
1 What will be learned? 2 What procedures and resources will be used to achieve the goals?
3 How will we know when the required learning has taken place? The first question focuses on the objectives of the designed plan because the
materials and objectives are related to each other. The second one focuses on the activities and resources of the designed materials. The last one focuses on the
evaluation to measure the effectiveness and efficiency of the teaching learning activities.
In order to answer the three questions above, Kemp 1977: 8-9 offers a program development which consists of eight parts in it. The steps are:
1. Considering the goals, listing topic, and stating the general purposes for teaching
each topic. 2.
Obtaining information about the characteristics of the learners for whom the design is made. The characteristics cover academic factor, social factor, learning
condition and learning styles. 3.
Specifying the learning objectives to be achieved by the students as the behavioral outcomes. The objectives for learning can be grouped into three major categories,
namely cognitive, psychomotor, and affective. 4.
Listing the subject contents in order to clarify the learning objectives. 5.
Developing the pre-assessment to determine the learners’ background and present a level of knowledge about the topic.
6. Selecting teaching-learning activities and instructional resources. The activities
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and resources will help students to achieve the learning objectives through the subject content.
7. Coordinating such support services. These services include budget, personnel,
facilities, equipment and schedules to carry out the instructional plan. 8.
Evaluating students’ learning in terms of their achievement of objectives. Revision and re-evaluation of any phase requiring improvement are necessary to be done.
Kemp’s Instructional Design Model is illustrated in Figure 1.
b. Janice Yalden’s Model
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