2.1.5 Instructional Design Model
In designing the instructional material, Hutchinson and Waters 1987:55-65 suggest some importance considerations to be taken into
account as presented below: a.
Instructional Materials design must be based on the target need that is what the learners have to know in order to function
effectively in the target situation, the learner’ wants and the learning needs.
b. Instructional materials design should pay attention to the
significant potentialities and constraints such as experience, finance, facilities, competence, background knowledge, and time,
which exist in the learning situation in order to adjust what is possible and what is impossible to be done in the system.
c. Instructional design is supposed to develop either language-
centered approach, the skill approach, or learning centered approach.
In designing the materials, the researcher attempts to discuss three models. They belong to Kemp, Banathy, and Yalden. The researcher prefers
those three models because they describe step by step procedures of designing the materials clearly.
The brief discussion of each instructional design models are presented below:
2.1.5 .1 Kemp’s Instructional Design Model
Kemp 1977 states eight steps of the instructional design plan, the steps are as follow:
1. Considering goals, the list topics, stating the general purposes for teaching each topic.
2. Enumerate the important characteristics of the learner for whom the instruction is to be designed.
3. Specify the learning objectives to be achieved in terms of measurable students’ behavioural outcomes.
4. List the subject content that supports each objective. 5. Develop pre-
assessments to determine the student’s background and present level of knowledge about the topic.
6. Select teaching learning activities and instructional resources that will treat the subject content so the students will accomplish the
objectives. 7. Coordinate such support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. 8. Evaluate the stud
ents’ learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phase
of the plan that need improvement.
The stages of Kemp’s instructional materials design model can be clarified in the following figure:
Figure 1 The Instructional Design from Kemp
2.1.5 .2 Banathy’s Instructional Materials Design Model
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