29 the desired learning levels, and evaluation how to know when the required
learning has taken place. There are eight interdependent steps in Kemp’s instructional design process. The eight steps are mentioned and summarized
bellow.
a. Consider Goals, Topics, and General Purposes
In instructional planning, stating goals is very important since every educational programme is based on broadly stated goals. These goals may be
developed from society, students, and subject areas. Then, the educational programme creates courses in order to serve the goals. Within the courses area,
topics are chosen. For each topic, teacher then mentions the general purposes or what students are expected to learn.
b. Identify Learner Characteristics
The second step is identifying the learners’ characteristics. To ensure the effectiveness of a programme, it is very important to understand learners’
characteristics during the designing process. Knowing the learners’ characteristics means knowing their capabilities, needs, and interests as well as their academic
factors, social factors, learning condition, and learning styles. Such information can be obtained through several ways, namely reading students’ cumulative
records, consultation with other teachers, pre-assessment tests, as well as distributing questionnaires and attitudinal surveys.
c. Specify the Learning Objectives
In Kemp’s instructional design learning is perceived as the instructional outcome that requires learners’ active efforts. Thus, all learning objectives have to
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30 be stated in terms of activities that will best promote learning. They must indicate
precise behavioral objectives. Only by stating measurable objectives will the teacher know specifically what to teach and determine whether or not the
objectives have been accomplished. However, writing objectives is a developmental activity that requires refinements, changes, and additions as the
writer develops the next planning steps.
d. List the Subject Content
Subject content comprises the selection and organization of the specific knowledge facts and information, skills step-by-step procedures, conditions,
and requirements, and attitudinal factors of each topic. Due to the flexibility of Kemp’s model, designer may start either from stating the objectives first or listing
the subject contents first, as long as the subject contents lead to the attainment of the learning objectives and students’ needs. Then, teaching is series of activities
that have to be done in sequence. Ideally, sequencing the contents should be started from lowest level of learning behaviour to the highest.
e. Conduct Pre-assessment
