characteristics, an instructional designer should plan the learning activities. In order to plan learning activities for which students are prepared and not wasting time for
what they already know, Kemp 1977 suggests that the planners should find out specifically:
a. To what extent each student has acquired the necessary prerequisites for
studying the topic b.
What the student may have already mastered about the subject to be studied
f. Select teaching activities and instructional resources
Kemp 1977 suggests that the designer must determine the most efficient and effective methods and then select materials to provide learning experiences that
will utilize the content associated with each objective.
g. Coordinate support services
According to Kemp 1977, there are four support services that are required to implement the design plan. They are budget, facilities, equipment, and time and
schedules. Teachers and teaching teams frequently neglect to request these necessary services. If certain support such as budget or facilities is not available,
this procedure will be not suitable for an instructional design plan because it can limit a new planned program severely. Support services must be considered at the
same time instructional plans are being made and materials are being selected, since there are many interrelated elements in any instructional situation and each needs
careful considerations. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
h. Evaluate students’ learning
By reaching this step, it means that the design planners are ready to measure the learning outcomes related to the objectives. These objectives indicate what the
evaluation should be. According to Kemp 1977, most teachers prepare a final examination for a topic, unit, or course as the measurement. Teachers usually
develop essays or objectives questions that refer to the subject content covered in the course or unit. The steps of Kemp’s instructional design model can be seen in
the following figure.
Figure 2.1: The Steps of Instructional Design Model by Kemp 1977, 9
Kemp 1977 states that this is actually a flexible process. Design planners can set their own pattern, however, they should use most of the eight steps
because there is an interdependence among them and each elements are related to the revision.
B. Theoretical Framework
The researcher would like to discuss the connection of the theories mentioned above
the instructional design’s model of Kemp, the nature of Carolyn Graham’s jazz chant, and speaking skill by Brown and Yule, with the research
questions. To answer the first research question, the researcher used some of the Kemp’s model due to the time limitation. The researcher believes that the model is
the simplest way and it describes the steps clearly which helped the researcher in designing a set of speaking materials by using jazz chant for the English club of
grade eight in SMP Pangudi Luhur 1 Yogyakarta. The steps are as follows:
Figure 2.2: Researcher’s Model
R E
V I
S E
Set Goals, Topics, and General Purposes
Know the Students’ Characteristics
Set the Learning Objectives
List the Subject Content
Select TeachingLearning Activities PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
