Course Design Models Course Design

work that encourages students to integrate those opinions and experiences with external sources of information and argument.’

2. Course Design

a. Course Design Models

Two course design models are used based on their applicability and practicality to a language course design. The instructional design is a complex process that is composed of many interrelated parts and functions that must operate in a coherent manner in order to achieve success. Dick and Reiser 1989:62-67 point out that instructional materials simply mean that the materials are planned or designed by the instructor. Instructional material design is done in order to set the context of instruction. The models of instructional design that will be presented in this study are designed by Kemp and by Hutchinson and Waters. The models of instructional design that are presented include: 1 Kemp’s Model Jerold E. Kemp 1977:8 states that the instructional design plan is designed to supply an answer to three questions: • What must be learnt? Objectives • What procedures and resources will work best to teach the designed learning levels? Activities and resources. • How will we know when the required learning takes place? Evaluation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Kemp 1977: 8 proposes an instructional design model, which consists of eight parts, namely: • Consider the goals, list the topics, and state the general purposes for teaching each topic. • Enumerate the characteristics of the leaner for whom the instruction is to be designed. • Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes. • List the subject content that supports each objective. • Develop pre-assessments to determine the students’ background and present their level of knowledge about the topic. • Select teaching and learning activity and instructional resources that will address the subject content in order that students will accomplish the objectives. • Coordinate such support services such as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. • Evaluate students’ leaning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. The eight steps suggested by Kemp are flexible and clear. There is interdependence among eight elements. A designer can start whichever step they choose. It is because all steps are interrelated. The strength of Kemp’s model lies on the existence of the concept of design and development process that may start from any of the steps, whenever the designer is ready. Therefore the steps are interdependent on each other however they can also stand by themselves. The relationship of each step in the plan to the other step can be seen below: Figure 2. 1 Kemp’s Instructional Model: then relationship of each step in the plan to the other step Kemp 1977:9. Goals, topics, General Purposes REVISION Pre- assessment Subject Evaluation Support services Teachinglearning Activities, Resources Learning Objectives Learner Characteristic 2 Hutchinson and Waters’ Model Hutchinson and waters 1987:72 offer a learning centered approach to course design. Hutchinson and Waters 1987:21 state that course design is “the process by which raw data about a learning need is interpreted in order to produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge.” This approach holds on to the principle that the learner is the one who determines the learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI There are two reasons why this approach should be used. First, learning, as an internal process, is seen as a process where the learners use their existing knowledge and skills to process the information being presented to them. Therefore, learning depends on the knowledge that the learners already have and their ability and motivation to use it. Secondly, a learning centered approach to course designs considers the learners at every step of the design process. Figure 2. 2 A Learning Centered Approach to Course Design. Hutchinson and Waters 1987:74 Identify learners Theoretical view of language Analyze learning situation Theoretical view of learning Analysis of target situation Identify skills and knowledge needed to function in the target situation Write syllabusmaterials to exploit the potential of the learning situation in the acquisition of the skills and knowledge required by the target situation Identify students’ attitudeswantspotential Identify needspotentialconstraints of learningteaching situation Course Evaluation Course Evaluation Teach course Teach course

b. Needs Analysis