The seven steps above derive from the way of approaching curriculum theory and practice. The choice of the sequences is organized and systematic where the
focus of the instruction is on the formulation of the objectives. Furthermore, the determination of objectives may promote the outcomes of the students and support
the formulation of the contents, the method of teaching, and the evaluation.
b. The Nature of 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
learnt, method what procedures and resources will work best to reach desired learning level, and evaluation how we will know if the desired learning level
happens. Furthermore, this design can be implemented at any educational level. It can be treated to single topics and then to units and then to the whole courses
Kemp, 1977: 8. There are eight stages offered by Kemp in order to sustain the three essential
elements. The eight stages are: 1
Consider goals, list topics, and state general purpose for each topic. 2
List the important characteristics of the learners. 3
Specify the learning objectives in terms of behavioral outcomes. 4
List the subject content that support each objective. 5
Develop pre-assessment to determine the students’ background knowledge. 6
Select teaching learning activities and resources. 7
Choose some support services such as budget, equipment, facilities to maintain the design.
8 Evaluate the students’ accomplishment to do revision and reevaluation of the
design in order to make improvement.
Kemp stated that this design plan is a flexible process in view of the fact that the designer may start the planning from any stage he is ready to do but it is
recommended that the designer should treat most of the eight stages to get the desired result. There is interdependence among the eight stages since any decision
made for one stage will affect others. The broken lines indicate that each step has its connection with a central focus, that is, revision. 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 follow:
Figure 2.2 Kemp’s Instructional Design Plan Kemp, 1977: 9
3. Theory of Reading
