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a. Kemp’s Model of Instructional Design Model
Kemp 1977, p. 6 says that instructional process is complex. Instructional process is composed of many interrelated parts and functions that must operate in
a coherent manner in order to achieve success. According to Kemp 1977, p. 8, there are three questions of planning in instructional design, namely:
1. What must be learned? objectives
2. What are procedures and resources that will work best to reach the
desired learning levels? activities and resources 3.
How will we know when the required learning has taken place? evaluation
Kemp‟s model also has eight parts of instructional design, namely:
1. Goals, Topics, and General Purposes
In this study, goals are derived from three sources, namely society, students, and subject area Kemp, 1977:14. Topics or unit headings are the scope
of the course or program, the basis for the instruction which is usually sequenced according to a logical organization, most often from simple or concrete levels to
complex and more abstract level. General purpose is what students generally are expected to learn as a result of instruction.
2. Learner Characteristics
In this study, to serve individual and group means, the teacher must obtain information about the learner‟s capabilities, needs, and interests. It will affect the
emphases in instructional planning, including the selection of topics and the level PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10 at which topics are introduced, the choice and sequencing of objectives, the depth
of treatment, and the variety of learning activities Kemp, 1977: 18.
3. Learning Objectives
The teacher is concerned with learning as the outcome of instruction. Learning requires active effort by the students. In this study, learning objectives
tell the students the goals that they must attain, the ideas and skills that will be included in the upcoming instruction, and the types of behavior that will be
expected during evaluation Kemp, 1977: 23.
4. Subject Content
In this study, subject content is closely related to the objectives and to the student‟s need. It comprises the selection and organization of the specific
knowledge facts and information, skills step-by-step procedures, conditions, and requirements, and attitudinal factors of the topic Kemp, 1977:43-44.
5. Pre-Assessment
In this study, there are two kinds of pre-assessment. The first is prerequisite testing which determines whether students have the appropriate
background preparation for the topic. The second is pretesting which aims to determine that students have already achieved. Besides pretesting is also pretest of
the topic that is planned Kemp, 1977:51.
6. TeachingLearning Activities Resources
In this study, teacher should select the teachinglearning activities for students‟ instructional plan. Teacher must determine the most efficient and
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