6. Instructional Design Model
As previously mentioned in chapter I, this research aims to design a competence-based English learning material model for technology divisions of
vocational high school which is a part of an instructional program design. Instructional design refers to the systematic and reflective process of translating
principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation Smith Ragan, 2005. There
are some models exist for use by different levels of instructional designers and for different instructional purposes. In this part, the researcher discusses three of the
instructional designs; ADDIE, Kemp‟s, and Yalden‟s instructional models. Then, after discussing those three instructional design models, in the end of this part the
researcher chooses the most effective instructional design which is appropriate for the researcher‟s designed model. The information will be explained as follow.
a. ADDIE Instructional Design Model
In this research, ADDIE instructional design models are presented by Dick Carey 1996 developed a stage of development learning known as
Instructional Design Model. It has five main stages are commonly referred to ADDIE Analysis
Design Development Implementation Evaluation.
1 Performing a Need Analysis Analyze
In the analysis phase, the learning problems and learner characteristics are identified. First of all, the researcher gathers the information and analyzes the
broad goals for the lesson or unit. Obviously, the goals will vary, depending on PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the subject of the course. Analysis also considers the audience‟s needs, learning environment, any constrains, the delivery options, existing knowledge, and any
other relevant characteristics.
2 Identifying Instructional Goals and Analyzing Tasks, and Writing the
Assessment Design
This phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection.
The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating a set of planned
strategies targeted for attaining the project‟s goals. Specific means each element of the instructional design plan needs to be executed with attention to details.
Detail content and user-interface are determined here.
3 Choosing Teaching Strategies and Instructional Media Development
Materials are written and produced according to specifications derived during the design phase. The purpose of this phase is to generate the lesson plans
and lesson materials. During this phase the materials and all media that will be used in the materials will be developed. This may include hardware e.g.,
simulation equipment and software e.g., computer-based instruction.
4 Teaching the Course Implementation
Implementation is the presentation of the learning experiences to the participants utilizing the appropriate media. Materials are delivered or distributed
to the student group, whether it is classroom-based, lab-based, or computer-based. After delivery, the effectiveness of the training materials is evaluated.
5 Doing Evaluation and Revision Evaluation
This phase consist of 1 formative and 2 summative evaluation. Formative evaluation is presented in each stage of the ADDIE process.
Summative evaluation consists of tests designed for criterion-related items and providing opportunities for feedback from the users. Revisions are made as
necessary. The five steps ADDIE‟s design model proposed can be seen in the
following figure:
Figure 2.1: ADDIE Model Braxton, Bronico, Looms, 2000
b. Kemp’s Instructional Design Model
Kategori