12 7
Coordinating support services In this step, the teacher coordinates support services which include budget,
facilities, personnel, and equipments. The support services should be listed to carry out the instructional plan.
8 Evaluating the students’ learning
The evaluation is conducted to find whether the materials are successfully implemented or not.
The Kemp’s model can be summarized in figure 2.1
Goal, Topics, and General
Purposes Evaluation
Learner Characteristics
Revise
Figure 2.1: Kemp’s Model Kemp, 1977: 9
b. Dick and Carey’s Model
There are ten elements in the system approach model for instructional design. The following are the components of system approach model from Dick
and Carey’s model Dick and Carey, 1978: 8-11:
Support Service
Teachinglearn ing activities,
resource Pre-
Assessment Subject
Content Learning
Objective
13 1
Identifying and Instructional Goal The first step is used to determine what the students should achieve after
completing the instructions. The goals may be derived from the curriculum. 2
Conducting an Instructional Analysis In this step, the goals should be analyzed in order to identify the concepts,
rules, and information which must be earned by the students in order to achieve the goals.
3 Identifying Entry Behaviors and Characteristics
Besides identifying the content which must be included in the designed materials, it will be necessary to determine the specific knowledge and skills
which the students must have and identify the general characteristics of the learners which may be important to design the materials.
4 Writing Performances Objectives
An objective is what the students will be able to do after completing the materials. The objectives are determined in accordance to the instructional
analysis and the statements of entry behaviors and characteristics. 5
Developing Criterion-Referenced Tests In this step, the teacher develops the assessment instruments which can be
used to measure the students’ ability in achieving the objectives. The teachers must focus on the behaviors which describe in the objectives which are provided
in the assessments.
14 6
Developing an Instructional Strategy In this step, the teacher identifies the instructional activities and describes
how these activities will facilitate the achievement of goals and objectives. The instructional strategy should include pre-activities, whilst-activities, assessments,
and post activities. The instructional strategy is developed based on the research, knowledge of the learning process, contents to be taught, and characteristics of the
students. 7
Developing and Selecting Instruction In this step, the teacher produces the instructional materials which include
students’ manual, teacher’s manual and test items. 8
Designing and Conducting the Formative Evaluation There are three types of formative evaluations, those are individual
evaluation, small group evaluation and field evaluation. The evaluations are conducted to determine how effective the materials works and to collect data and
information which may be useful to improve the materials. 9
Revising Instruction The data from formative evaluations are interpreted to identity the
difficulties experienced by the students in achieving the objectives. After identifying the difficulties, the teacher revises the designed materials and revises
the objectives and test items. 10
Conducting Summative Evaluation After implementation, the teacher determines whether the designed
materials are compatible with the goals and objectives or not.
