7 Evaluation In this stage, there are two steps in conducting evaluation. First, evaluation
toward the students in the program; next, the teaching as well as the over-all design of the course should be assessed. In general, the evaluation is conducted to test or
evaluate the students, program and teaching.
Figure 2.3: Language Program Development Yalden, 1987, p. 88
b. Kemp’s Model
Kemp 1970, pp. 8-9 offers eight elements in designing the program development. An interdependent is found among eight elements. Kemp’s model is a
flexible process. It can move back and forth to the other steps. The steps are: 1 Goals, Topics and General Purposes
Instructional design planning starts with a recognition of the broad goals of the school system or institution. Within curriculum areas or courses, topics are
chosen for study, for each of which the teacher explicitly expresses the general purposes what students are generally expected to learn as a result of instruction. In
identifying goals, the goals in educational programs may be derived from three sources; society, students and subject areas. In addition, statement of goals should
Production of proto
syllabus
N eeds
survey
Description of purpose
Evaluation Development
and implementation
of classroom procedure
Selection development
of syllabus type
Production of a
pedagogical syllabus
recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institution.
After recognizing or establishing its goals, a topic must be selected. Topics are usually sequenced according to a logical organization most often from simple or
concrete levels to complex and more abstract levels. In the general purposes, the decision to select one or more purposes to represent a topic to be taught is the
responsibility of the teachers or the members of the teaching team and planning for instruction often starts with teacher oriented statements of general purposes for
topics, selected in relation to the broad goals of an institution or program. 2 Learner Characteristics
This part discusses factors that will affect the instructional planning. As stated by Kemp 1977, p. 18, to best assure an individual’s success in his or her
educational program, we should recognize and respect the student as an individual learner. Students’ academic and social factor should be well recognized.
Nevertheless, there are other factors that can affect learning process and must be taken into account, they are learning condition, and learning style. Learning
condition refers to groups of factors that can affect a person’s ability to concentrate, absorb and retain information, while learning style refers to certain learning
methods more appealing and effective than others do. 3 Learning Objectives
In this stage, Kemp insisted that a good teacher is supposed to tell the students what performance and achievement levels are to be expected. In stating
learning objectives, the objectives must be measurable. As the result, the objective PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
can be known and determined well. The determination of the objective is to see whether or not the objective has been accomplished.
4 Subject Content A student’s learning experiences must involve subject content. The content,
in turn, must relate to the objectives and to the student’s needs. Subject content comprises the selection and organization of the specific knowledge facts and
information, skills step-by-step procedures, conditions and requirements, and attitudinal factors of any topic. Subject content helps in the formulation of the
learning objectives, at the other times, objectives are stated first and they are evident from the topic’s general purpose. It is clear then, that subject content is
related to the objectives and learners’ needs. 5 Pre-Assessment
In traditional instruction, if people pay attention to such questions at all, they answer those questions by using placement and diagnostic tests. The tests are
for determining students’ background in the subject and as guides for grouping them. Those two types of tests are included in the pre-assessment. Pre-Assessment
gives information about students’ prerequisite for studying the topic and about students’ background knowledge about the subject to be studied. The pre-
assessment is divided into two types. First, is the prerequisite test, the test is to determine whether students have appropriate background preparation for the topic.
Second is pre-testing, such a test is to determine which of the objectives students may have achieved.
