a. Jerrold S. Kemp’s Model
As Kemp 1977: 6 said, to build a successful program there is an approach which involves the development of an overall plan incorporating the
interrelated parts of an instructional process in a sequential pattern. It is called a system approach.
Kemp‟s model starts by answering to four questions Kemp, 1989. The first is the nature of the learners for whom is the program being
developed. Second is the objective what must be learned. Third are the methods and activities with resources how the subject content or skills best learned.
Fourth is the evaluation of how to determine the achievement of the learning. There are eight steps in designing the
program development in Kemp‟s instructional design model 1977: 8-9. Considering goals, listing topics, and
stating the general purposes as the first step require a designer to recognize the broad goals of the school system or institution. The educational program is then
developed to serve these goals. Topics are chosen for studies based on the curriculum that is used to state the general purposes.
Enumerating the learner characteristic is the second step which each person should be assisted in pursuing learning at his or her own pace, on his or her
schedule and with his or her selection of learning experiences and material. The planner should obtain information about the learners‟ capabilities, needs, and
interests. Specifying the learning objective is the third step. Here, the learning
objective is concerned with learning as the outcomes of instruction. Listing the subject content which has close relationship to the objectives and to the students‟
needs is the fourth step. Subject content is the starting point for teaching that is usually in subject-centered teaching. Content in most subject areas is dynamic and
is being recognized as traditional courses are combined around contemporary „theme topic‟.
Developing pre-assessment is the fifth step which its purpose is to determine which of the objectives students may already have been achieved. It is
called as „pre-test‟ and the final evaluation is called a „post-test‟. Selecting teaching - learning activities and instructional resources that will
treat the subject content so students will accomplish the objectives is the sixth step. Here, the designer determines the most efficient and effective methods and
then select materials to provide learning experiences so the students will accomplish the objectives.
Coordinating such support services budget, personnel, facilities, equipment, and schedules to carry out the instructional plan is the seventh step. It
is because there are many interrelated elements in any instructional situation and each needs careful consideration during the appropriate planning step.
Evaluating students‟ learning is the last step. The evaluation is in terms of
their accomplishment of objectives, with revision and reevaluation of any phases of the plan that need improvement.
The steps described on the previous page can be illustrated in the following figure:
Figure 1: The Diagram of Kemp’s Model
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