Kemp’s Classroom Oriented Model

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4. Instructional Design Model

In this section the researcher discusses some basic considerations in making the instructional material design. The researcher discusses Kemp’s classroom Oriented Model and Yalden’s Instructional Materials Design Model. The researcher chooses these two models, because these models have the same characteristics in the process of analyzing learning needs, goals and development of the system to meet the needs of the learners.

a. Kemp’s Classroom Oriented Model

The model is chosen because it brings an approach to plan and to revise an instructional development. This model also offers an effective instruction, which is based on the learners’ needs and characteristic. Kemp 1977 has proposed an Instructional Design Model to answer three important questions in the instructional technology. The questions are: 1 What must be learned objectives? 2 What procedures and resource will work best to teach the desired learning level activities and resources? 3 How will we know when the required learning has taken place evaluation? In order to be able to answer the questions, there are eight steps that must be carried out in the design process. The eight steps are: 1 Consider the goals, and then list the topics, state the general purpose for teaching each topic. 2 Enumerate the important characteristics of the learners for whom the instruction is to be designed. 26 3 Specify the learning objectives to be achieved in terms of measuring students’ behavior outcomes. 4 List the subject content that supports each objective. 5 Develop pre-assessment to determine students’ background and present level of knowledge about the topic. 6 Select teaching activities and instructional resources that will treat the subject content so the students will accomplish the objective. 7 Coordinate such support services, which are required to implement the design plan. 8 Evaluate the students’ learning of their accomplishment of objectives. This evaluation is needed to revise and re-evaluate any phrases of the plan and that need improvement. 1 Goals, Topics and General Purposes Determining goals may be the basic aspect for the understandings and skills the society expects the institution to transmit. To achieve the expected goal, there should be major topics in the content area become the scope of the course or program. The basic of instructional planning often starts with teacher-oriented statements of general purpose for topics Kemp, 1977: 13. It means that teacher should determine what are generally expected to be learned to achieve the goals of the course program. 2 Learner Characteristic In making instructional planning, including selecting topics, determining objectives, and choosing learning activities, an instructional designer should consider learner’s capabilities, learner’s needs and also learner’s interest in order 27 to adjust the instructional material design with learner’s condition Kemp 1977: 19. According to Kemp, there are two factors that need to be considered in designing instructional material. They are academic factor and social factor. Academic factor consists of number of students, academic background, grade point average, level of intelligence scores on standard achievements and aptitude test, background in the subject or topic, motivation for studying the subject, expectations of the course, vocational and aspirations. Social factor includes age, maturity, special talents, physical and emotional handicaps, relation among the students, and socio-economic situation. 3 Learning Objectives Learning objectives concern to learning as the result of instruction. Therefore, in order to be the learning guideline, all objectives must be stated in the forms of activities that will guide the learning process. In short, objectives tell the students the goal that they have to achieve, the type of behavior that is expected from them and the ideas and skill that are included in the upcoming instruction. 4 Subject Content Determining the subject content is the next step after goals and topics have been stated. In details, subject content includes the organization of the content and organization of the task analysis that will be explained in the next paragraph Kemp, 1977: 44. Organizing the subject content includes the selection and organization of the specific knowledge facts and information, skill step-by-step procedures, condition, and requirement. 28 5 Pre-Assessment This step has two kinds of test. The first one is pre requisite testing. It is done to determine whether the students already have the background or preparation for the topic or they have to start at a lowest level. The second one is pre testing. It is aimed to determine which objective the students have already mastered or achieved Kemp, 1977: 51-55. Beside conducting a formal test, the use of questionnaire or even an informal, oral questioning and having the students reply can also indicate the level of the topics and objectives Kemp, 1977: 53 6 Teaching Learning Activities Teachers have skill and right to decide what kind of activities and methods for their learning activities Kemp. 1977: 56. Traditionally teaching learning pattern are presentation to a group, individualized learning and teacher-student interaction as the basic methods of teaching learning. But now there is a development of teaching-learning activities. First, it may be more efficient for certain purposes to present information to a group of students at one time than to have each student study the materials independently. Besides saving times, this pattern can lessen the wear and tear on equipment and materials that are caused by repeated use. Second, many students can learn quite satisfactory on their own, at their own pace, whereas other students prefer highly structured teaching learning situation in which they are systematically guided through a lesson. This variation among students required that various methods of instruction be employed. 29 Third, in order to assure some opportunity for face-to-face teacher-student relationship, it is important to make use of small group interaction in learning Kemp, 1977: 58. The importance of interaction and give-and-take discussion in the class are to provide as much opportunities as possible for the students to involve actively in teaching learning process. 7 Support Services This step includes funding, personal, facilities, equipment, tools and time for the schedule of the instructional plan Kemp, 1977: 85. Support service should be well prepared to avoid any possible constrains in designing the plan. 8 Evaluation The evaluation is used to test whether the materials are successfully implemented for the students or not, and whether the materials are appropriate for the students or not Kemp, 1977: 91. To measure the learning outcomes, teacher may refer to certain testing criteria that are made by the teacher himself. The eight steps design model suggested by Kemp can be seen in the figure 4. Figure 4: Kemp’s Instructional Design Model Goal, Topics and General Evaluation Learner Support Service Learning Objectives TeachingLearning A i i i R Subject Content Pre-Assessment Revision 30

b. Yalden’s Instructional Materials Design Model