process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation”. The
instruction, according to Reigeluth 2009: 5-6, must include clear information, thoughtful practice, informative feedback, and strong intrinsic or extrinsic
motivation. The researcher agrees with the experts and sees the instructional design as the systematic and reflective process for designing instruction including
instructional material, thoughtful practice, informative feedback, and motivation based on principles of learning and instruction.
The instructional design model that is employed in this study is ASSURE model promoted by Heinich, Molenda Russell 1982. ASSURE model is the
abbreviated of Analyze learner characteristics, State objective, Select, modify, or design material, Utilize material, Require learner response and Evaluate. The goal
of constructing this instructional design model was to assure effective use of media in instruction Heinich et. al. 1982: 34.
a. Analyzing Learner Characteristics
Analyzing learner characteristics is the first step suggested in ASSURE model. Heinich et. al. 1982 claimed that the between the learner characteristics
and the content of the learning materials and its presentation must meet the fitness. At least there are two types of characteristics that must be considered in
this step: a general characteristics, and b specific entry characteristics such as knowledge, skills, and attitudes about the topic.
General characteristics identified the learners’ age, gender, grade level, intellectual aptitude, and cultural or socioeconomic factors. There is no relation to
the content of the lesson in general characteristics. On the other hand, the content- related qualities are seen under the specific entry characteristics. The content-
related qualities will affect the learning model designer to decide about the media and method. Some qualities that are discussed in the specific entry characteristics
are prerequisites skills, target skills, study skills, and attitudes.
b. State Objectives
Stating objectives is the second step in the ASSURE model to design instructional learning model. Heinich et. al 1982: 37 stated that objectives is “a
statement not of what the instructor plans to pun into the lesson, but of what the learner ought to get out of the lesson”. They suggested that to state the objectives
of designing instruction may be obtained from the course syllabus, stated in a textbook, taken from a curriculum guide, or derived by the teacher. A well-stated
objective must include; a performance, b conditions, and 3 criterion. Performance should be stated in terms of what the learner is expected to be
able to do, not what the teacher is going to do. Besides, Heinich et. al. 1982 considered that “a statement of objectives should include the conditions under
which performance is to be observed. Lastly, criteria should be included as well in stating the objectives by which acceptable performance will be judged.
The classification of objectives may be derived from learning outcome that are intended to achieve. Mostly, the major category is set from three domains of
learning promoted by Bloom 1956 such as cognitive learning, affective learning, and psychomotor learning. Cognitive learning involves intellectual assimilation of
information and knowledge. The performances of cognitive learning include
knowledge, comprehension, application, and creation. Affective learning involves attitudes, feelings and emotions. The performances of affective learning contains
of receiving, responding, valuing, and characterization. Psychomotor learning involves muscular or motor skills. The performances included in this domain of
learning are imitation, manipulation, precision, and articulation. Through those three categories of domain learning, learning objectives can be well-stated.
c. Select, Modify, or Design Materials
