language development and academic achievement while providing students with worthwhile and interesting subject matter. It also enhances both language and
concept development and promotes positive attitudes. The models also provide students with opportunities to learn conversation and conversation skills which
may not be practiced as effectively in the more traditional literature-based curriculum. Giauque, 1987 as reviewed by Brinton et. al, 1989.
Peachey 2002 states that by taking information from different sources, re-evaluating and restructuring that information can help students to develop very
valuable thinking skills that can then be transferred to other subjects. The inclusion of a group work element within the framework given above can also
help students to develop their collaborative skills, which can have great social value.
5. Instructional Material Design Models
There are two models that will be presented in this section. The first model is Kemp’s model and the second one is Yalden’s. Those two models will be
combined and used as the basis in developing the instructional materials.
a. Kemp’s Instructional Design Models
Kemp 1977 proposes a program development which consists of interdependent elements in it. According to kemp, this plan is designed to answer
three questions which are considered to be essential elements of instructional technology. The first question is about what must be learned. The second one is
about what procedures and resources will be applied to reach the desires learning
levels. The last question is about how to notice that the required learning has taken place.
Kemp’s instructional design plan consists of eight parts: 1. Considering goals, and then listing topics, stating the general purposes for
teaching each topic. 2. Enumerating the important characteristics of the learners for whom the
instruction is to be designed. 3. Specifying the learning objectives to be achieved in terms of measurable
students behavioral outcomes. 4. Listing the subject content that supports each objective.
5. Developing pre-assessments to determine the student’s background and present level of knowledge about the topic.
6. Selecting teachinglearning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
7. Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
8. Evaluating student’s learning in terms of their accomplishment of objectives, with a view to revising reevaluating any phases to the plan that need
improvement.
The relationship of each element is illustrated in the diagram as follows:
Figure 2.1. Kemp’s Instructional Design Model
The circular shape of the model gives a sense that the design and the development process is a continuous cycle that requires constant planning, design,
development and assessment to insure effective instruction. Revision line encircles all elements of the model shows that changes in the content or treatment
of elements are allowed at any time. The idea is to improve any weak parts of the program to better insure learners to accomplish the instructional objectives at a
satisfactory level. Yet, Soekamto 1993 proposes weakness of this model which is there is no explanation about what should be done in the steps which related
with the decision of learning-teaching activities and instructional resources.
b. Yalden’s Instructional Design Models
