22 knowledge, or working experience. This information depends on the problem and
who is the target audience is. It is important that the designer should understand the learners’ characteristics so that he can design an appropriate design that will give
impact on the instructional outcomes.
3. Task Analysis
The third step is one of the most important elements of the instructional design. In the task analysis step, the designer identifies the subject content and
analyzes the task component related to stated goals and purpose. From this activity, the designer can determine what knowledge and procedure needed to help the
learners master the objectives.
4. Instructional Objectives
In instructional objectives, the designer states the instructional objectives for the learner. After that, the designer can solve the performance problem with the
appropriate strategies and assessments. In this step, the designer can also start to design the test.
5. Content Sequencing
The fifth step, which is the content sequencing is the process of sequencing the content within each instructional unit for logical learning. The purpose of this
activity helps the learner to receive the ideas in a more efficient and effective manner.
23
6. Instructional Strategies
In this step, the designer needs to create an innovation and be more creative in presenting the test. The goal is that each learner can integrate the new information
with the ideas they have already understood.
7. Designing the Message
Designing the message is the seventh step in designing the instructional design. Designing the message means the designer needs to form a meaningful
pattern of words and pictures to create communication with our learners. Selecting appropriate graphics, text and typographical design can further improve the
readability and the learners’ understanding of the instruction.
8. Development of the Message
The eighth step is the process of developing evaluation instruments to assess the instructional objectives. These instruments can be a form of video recording,
web page, printable material, or audiotape. This step can be done once the designer completed the analysis of the learners and designing the instructional strategies into
one part.
9. Evaluation Instruments
The last step is evaluating instruments. This is the process of developing the evaluation instruments in order to assess learners’ mastery of the objectives. This
step is very useful for the development of the learning activities since it can inform whether the materials are effective.
24 Those nine steps above give the complete steps in designing instructional
design. They overlap and are presented in an oval shape as seen in the Figure 3.2.
Figure 3.2 Instructional Design Model Morrison, Ross, Kalman, and Kemp, 2011
The oval shape of the model gives the researcher the sense that design and development process is a continuous cycle that requires constant planning, design,
development, and assessment. This cycle is required to make sure that the instruction is effective and efficient. The model is systemic and nonlinear. They are
not connected with lines or arrows, which means that the researcher may use the model flexibly to suit with the objectives. This statement is also supported by
Morrison et al. 2011 that there is no one specific sequence or order to completing the steps. Hence, the researcher only used three steps in order to design the test
namely 1 Learners and Contexts, 2 Development of the Instrument, and 3 Evaluating Instrument.
