b. Kemp’s Model
In the design presented by Kemp 1977: 8, there are three essential elements of the instructional technology. These elements are objectives What must be learned?,
activities and resources or method What procedures and resources will work best to reach the desired learning levels?, evaluation How will we know when the required
learning has taken place?. Kemp 1977: 8 stated that this design can be implemented at any educational level. It can be treated to single topic and then to
units and then to the whole course. There are eight stages offered by Kemp in order to sustain the three essential
elements. The eight stages are as follows. - Consider goals, and the list of topics, stating the general purpose for teaching each
topic. - Enumerate the important characteristics of the learners for whom the instruction are
to be designed. - Specify the learning objectives to be achieved in terms of measurable students’
behavioral outcomes. - List the subject content that supports each objective.
- Develop pre-assessments to determine the student’s background and presents level of knowledge about the topic.
- Selecting teaching or learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
- Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
There is interdependence among the eight stages since any decision made for one stage will affect others. Moreover, Kemp said that this design still takes the
objectives as the starting point and the evaluation as the end of the stages. The eight steps of Kemp’s design model are as follows.
Figure 2.2: Instructional design by Kemp 1997:9
2. Theory of Reading
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