2. Instructional Design Model
In this research, there are two instructional designs to discuss. The writer employs Taba’s and Kemp’s models in order to answer the questions presented in
the previous chapter. The models of Taba’s and Kemp’s designs are explained as follows:
a. The Nature of Taba’s Model
Taba 1962: 12 offers planning in which it is suited to view curriculum as product. The main concern of this planning is on the students’ outcomes; therefore,
the stating of objectives becomes the main focus of the planning. There are seven stages in this planning. The explanation is as follows:
1 Diagnosis of Needs
The function of diagnosis of needs is to analyze the problems, the conditions, and the difficulties of the students as they come from different background of
knowledge. Furthermore, the diagnosis of needs is conducted by drawing together the existing knowledge with the new information to get the new
improvement for the new approach. In this study, the data analysis results are used to design the suitable reading instructional materials for the tenth grade
students of SMA STELLA DUCE 1 Yogyakarta. 2
Formulation of Objectives The formulation of specific objectives is determined by the results of the needs
analysis since it will give clear direction to which aspects to emphasize and from the general objectives of the school.
3 Selection of Content
The selection of content is influenced by the analysis of needs and the formulation of objectives for the reason that both stages provide guidance to
determine which aspects to put emphasis on. This stage encompasses three steps. The first step is the selection of topics. The second step is the selection of
basic ideas. The last step is the selection of specific content. 4
Organizing of Content The aim of organizing the content is to arrange the content according to the
feasible learning sequence. The topics, the basic ideas, and the specific contents should be arranged from the known to unknown, from the concrete to
the abstract, or from the easy to the difficult. 5
Selection of Learning Experiences The important rule in selecting the learning experiences is that each learning
experience should provide some definite functions. Therefore, it is important to visualize what the students need to do or experience in order to achieve some
behavioural competencies and what the order of these experiences should be. Furthermore, the success of the students achieving the objective depends on the
learning experiences which are used in the study. 6
Organizing of Learning Experiences The next stage to conduct is to organize the learning experiences. The most
important point in organizing learning experiences is that it follows a sequence to create continuous and accumulative learning. This learning sequence should
include the generalization and abstraction, the development of central ideas, and the appropriate steps to attain concepts and attitudes.
7 Determination of what ways to evaluate and of the ways and means of doing it
The purpose of conducting evaluation after the program completed is to check the overall consistency among the components. The evaluation among its
components is important to do in order to correct some errors which may occur. Furthermore, it can be used to re-examine the total plan to see that there are no
serious inconsistencies among the components. The results of the evaluation can be used to revise and make improvement on the designed materials. By
establishing the suitable means of evaluation, the designer may design appropriate reading materials in this study.
The seven steps of Taba’s design model are as follows:
Figure 2.1 Taba’s Instructional Design Plan Taba, 1962: 12
Diagnosis of need
Formulation of objectives
Selection of learning experiences Organization of content
Determination of what to evaluate and of what ways and means of doing it
Organization of learning experiences Selection of content
The seven steps above derive from the way of approaching curriculum theory and practice. The choice of the sequences is organized and systematic where the
focus of the instruction is on the formulation of the objectives. Furthermore, the determination of objectives may promote the outcomes of the students and support
the formulation of the contents, the method of teaching, and the evaluation.
b. The Nature of Kemp’s Model
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