11 7
Evaluation This stage contains the evaluation of the students, the evaluation of the
program, and the evaluation of the teaching. The evaluation enables the designer to revise the types and the content of the syllabus.
b. Kemp’s Instructional Design Model
Jerold Kemp in his book Instructional Design 1977 mentions that in making instructional design there are three questions that should be considered
as essential elements: 1
What must be learned? objectives 2
What procedures and resources will work best to reach the desired learning levels? activities and resources
3 How will we know when the required learning has taken place?
evaluation According to Kemp, the instructional design model consists of eight parts:
1 Considering goals, listing the topics, and then stating the general
purposes for teaching each topic. In this stage, a designer should decide the goals of designing the
materials, select the most appropriate topics for the students, and draw the general purposes of objectives. According to Kemp 1977: 14,
goals can be based on three factors. They are “society, learners, and subject areas”. To achieve the goals that have been drawn, a designer
should select the topics and organize them well from the simple one to
12 the more complicated one. Stating what the teacher expects the students
to achieve from every topic will also help to accomplish the objectives. 2
Enumerating the important characteristics of the learners for whom the instruction is to be designed.
Learners’ characteristics, needs, abilities and interests will take big consideration in constructing the materials.
3 Specifying the learning objectives to be achieved in terms of
measurable student behavioral outcomes. Learning objectives indicate specifically what learners are required to
learn and the objectives are any abilities or behavior that can be measured and observed clearly. Due to that, the designer should specify
the objectives of each topic explicitly and clearly so that the learners are able to understand and achieve them.
4 Listing the subject content that supports each objective.
There are two elements included in subject content, there are “organizing content and task analysis”. Organizing content aims to put
the content in a good order so that it will be learnable for the learners. Task analysis is conducted to manage the procedures of teaching in a
well sequenced order so that the procedures can support the learning. 5
Developing pre-assessments to determine the student’s background and present level of knowledge about the topic.
There are two kinds of pre-assessment that should be conducted. They are prerequisite testing and pretesting. Prerequisite testing is conducted
13 to obtain the information about the learners’ background knowledge
toward the topic. Meanwhile, pretesting is conducted to find out how far the students achieve the objectives.
6 Selecting teaching learning activities and instructional resources that
will treat the subject content so students will accomplish the objectives. The designer should use the appropriate teaching methods and
techniques in order that the objectives will be achieved in time. 7
Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
Support services such as “fund, facilities, equipment, and personnel” Kemp, 1971: 84 influence much to the design plan. The absence of
one element will really affect the other elements. Therefore, a material designer should not ignore these factors in the process of designing
materials. The material designer should prepare any facilities which are likely to help the designing of the materials.
8 Evaluating students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
The last step is evaluating the learners’ knowledge whether the learning objectives had been achieved or not. Furthermore, the designer will do
some revision and reevaluation to any stages which need improvement.
14 The writer decided to apply this model because it is flexible so that the
process of designing and developing the supplementary materials can be done from any step.
Figure 2.2 Kemp’s Instructional Design model 1977: 7
2. Vocabulary
