Kemp’s Model Instructional Design Models

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CHAPTER II LITERATURE REVIEW

This chapter deals with some theories that become the bases for the discussion. The discussion will be divided into two major parts as the bases for the design of a set of English speaking instructional materials. They are theoretical description and theoretical framework. The theoretical description discusses some related theories concerning instructional design models, English for Specific Purpose ESP, syllabus, task- based learning, and speaking. The theoretical framework discusses a framework based on the theoretical description that has been discussed.

A. Theoretical Description

This section discusses the instructional design models, English for Specific Purpose ESP, syllabus, task- based learning, and speaking.

1. Instructional Design Models

Instructional design is very important as the basic steps to develop the instructional materials. There are two models of instructional design presented. First is Kemp’s model, and second is Yalden’s model.

a. Kemp’s Model

According to Kemp 1977:8, the instructional design plan is a design to answer three questions as the important elements of instructional technology. Those questions are: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 9 1 What must be learnt? Objectives 2 What procedures and resources will work best to reach the desired learning levels? Activities and resources 3 How will we know when the required learning has taken place? Evaluation In order to answer those three questions, which are considered as the essential elements of instructional technology, there are eight parts of program development that must be accomplished in the design plan of Kemp Kemp, 1977:8-9. The eight parts of Kemp’s program development are: 1 Consider the goal, list the topics, and state the general purposes for teaching each topic. 2 Enumerate the important characteristics of the learners for whom the instructional materials are to be designed. 3 Specify the learning objectives in terms of behavioral outcomes. 4 List the subject contents that support each objective. 5 Develop the pre-assessment to determine the students’ background and to present the level of knowledge about the topic. 6 Select the teaching-learning activities and the instructional resources that will be treated as subject contents so that the students accomplish the objective. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 10 7 Coordinate such support services as budget, personnel-facilities, equipment, and schedule to carry out the instructional plan. 8 Evaluate the students’ learning in terms of their accomplishment of the objectives with view to revise and reevaluate any phases of the plan that need an improvement. Figure: 2.1. Kemp’s Model Kemp, 1977: 9 Kemp’s model provides a flexible process 1987:9. The designer may start with whichever element he or she is ready to start and then move back and forth to the other steps. The oval shape of Kemp’s model figure shows that there is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 11 interdependence among the eight elements. The decisions relating to one element may affect other elements. Kemp’s model can be applied in all educational levels, from the elementary school up to the university Kemp’s, 1977: 8.

b. Yalden’s Model