Figure 2.2: Kemp’s Instructional Model Kemp, 1977: 9
After knowing the two models explained previously, the writer combined them into a new model which was then used by the writer in
constructing an instructional design. However it was not enough to know the models of instructional design. The writer also needed to know the theories of
vocabulary. It was for the reason that it can help the writer to develop well- designed vocabulary materials.
2. Educational Research and Development RD
According to Borg and Gall 1983:772, the educational research and development RD is a process used to develop and validate educational
products. The objective of this educational research is not to develop products,
Goals, topics, and
general purposes
Learner Character
-istics
Learning Objectives
Subject Content
Pre- Assesment
Evaluatio n
Support Services
Teaching Learning
Activities
Resources
Revise
but rather to discover new knowledge through basic research or to answer specific questions about practical problems through applied research. All three
research strategies –basic, applied, and RD- are required to bring about educational change.
Borg and Gall state that there are some cycles or characteristics describing the RD. they are stated as the following:
1. Research and information collecting
It includes review of literature, classroom observation, and preparation of report of state of the art.
2. Planning
It includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
3. Develop preliminary form of product
It includes preparation of instructional materials, handbooks, and evaluation devices.
4. Preliminary field testing
It is conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.
5. Main product revision
The revision of the product is suggested by the preliminary field-test results. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6. Main field testing
It is conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ pre-course and post-course performance are collected. Results are
evaluated with respect to course objectives and are compared with control group data, when appropriate.
7. Operational product revision
The revision of product is suggested by main field-test results. 8.
Operational field testing It is conducted in 10 to 30 schools involving 40 to 200 subjects. Interview,
observational and questionnaire data collected and analyzed. 9.
Final product revision The revision of product is suggested by the operational field-test results.
10. Dissemination and implementation
The report on product is at professional meetings and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide
quality control.
3. Teaching Vocabulary
