Type of Research and Development

39 instructional design will focus on the broad goals as what every educational program has. The goals can be taken from three sources, namely society, students, and subject areas. Since goals are usually broad, there is a need to specify it in the form of general purposes. Moreover, major topics are also needed to be treated within the content area. The second step is finding out learner characteristics. To create such a successful learning process, it is important to pay attention on the learners’ uniqueness as an individual. They will be succeeded if they have the chance to learn in their own pace. In designing the instructional model, looking for learners’ characteristics is important and it could cov er the information on students’ academic and social factors, their learning conditions, and also their learning styles. The third step of Kemp’s instructional design is specifying learning objectives. In writing down the learning objectives, course designer should know categories of objectives which are classified into three major categories, namely cognitive, psychomotor, and affective. The domain for educational program is the cognitive domain. Cognitive domain consists of categorization, from the simple up to the complex one. It is usually called with Bloom’s taxonomy which consists of knowledge, comprehension, application, analysis, synthesis, and evaluation. In writing the objectives, it is needed to select the appropriate action verb to represent the objective. However, the most important thing is that, the objective should be measurable and being written in sequence. The fourth step is organizing subject content. Organizing content refers to the process of organizing specific knowledge. It includes organizing facts and information. Moreover, it will also cover how to organize skills which includes 40 step-by-step procedures, conditions, and requirements, and also attitudinal factors of any topics. The fifth step of Kemp’s instructional design model is developing pre-assessment. Pre-assessment is definitely needed to find information on to what extent each student has acquired the necessary prerequisites for studying the topic and what the student may have already about the subject to be studied. In the other word, pre-requisite test means to check whether the students have the appropriate background preparation for the topic being discussed. The result of the test will give information which students are ready to learn the topic, which ones need more remedial work and which ones need to learn from the lower level. Another reason why pretesting should be conducted is that to know which objectives that have been achieved. Moreover, the results of pretesting will affect the instructional design, whether it needs to be modified, eliminated, or added something to make the course perfectly complete. The sixth step is planning the teachinglearning activities and resources. Planning the learning activities and resources would be better if the designer recheck it with the information gathered from previous data gathering about the students’ need and the pre-assessment result. Through the data, designer would get the better vision in selecting learning activities and resources to achieve the course objectives. The next step is organizing support services. Another important point in designing a course is that designer should take into account other support services that will support the course. Support services include anything that really supports the teaching learning process. Support services include budget, facilities, equipment, time and schedules. The last step of Kemp’s instructional model is evaluating students’ achievement. The last step of the instructional design is to