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The learners’ needs analysis step is taken from Yalden’s model because Kemp’s model does not use this step. The next steps about considering goals,
topics, and learning objectives, listing subject content, selecting teaching and learning activities, evaluating and revising the designed materials are taken from
Kemp’s model. Basically, the reason for choosing Kemp’s model is because each step in the Kemp’s instructional design process is flexible. It means that the writer
could start and use any steps to make the designed materials which are ready and appropriate with the situation and condition. The further explanation of those
seven steps that are used by the writer is explained as follows:
a. Conducting the learners’ needs analysis Yalden’s model
The first step in this study is conducting the learners’ analysis to know the learners’ interest, needs, and difficulties in learning English vocabulary. Within
this step, the writer also wants to know the general condition of teaching learning in the second grade of elementary school. It is important for the writer, so that the
materials which are designed can be suitable with students’ needs.
b. Considering goals, topics, general purposes and learning objectives
Kemp’s model
Understanding the learners’ interest, needs and difficulties is important to decide the goals of the designed materials. The goal of this study is to help the
second grade of elementary school students in mastering vocabulary through teaching learning activities which are designed by the writer. The basis of
selecting the topics is from result of the interview with the second grade of Kanisius Notyudan
elementary schools’ instructors and the result of the
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questionnaire for ten elementary schools instructors who teach in the first up to the third grades.
After considering the goals and topics, the writer formulated the general purposes and the learning objectives in the form of students’ activities in order to
achieve the goals of the designed materials. In order to adjust to the new curriculum for elementary school students, the writer changes the terms of goals
to competency standard, general purposes to basic competency and learning objectives to achievement indicators.
c.. Listing Subject Content Kemp’s model
Listing the subject content is important to achieve the objective that is suitable with students’ needs. It will provide students learning experience Kemp,
1977: 43. The subject content for each topic is decided based on the objective and students’ needs.
d. Selecting teaching and learning activities Kemp’s Model
The next step after getting the information about learners’ characteristics and choosing the goals, topics, general purposes and learning objectives is
selecting the teaching-learning activities which can support the students in mastering the vocabulary.
Dealing with the task-based learning as the method in this study, the writer considers Willis’ theory that states that the task can be used as the interaction for
students with the second language that they have acquired. Therefore, the task- based learning framework for beginners and young learners are involved in
choosing the teaching learning activities in the designed materials.
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e. Designing the materials
