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1. Instructional Material Design Models
There are two instructional design models that will support the design of reading materials using intermediate level novels. They are Jerold A. Kemp’s model
and Yalden’s model.
a. Kemp’s Instructional Materials Design Model
Kemp states that instructional process is complex. Many interrelated parts and functions that must operate in a coherent manner in order to achieve success compose
the instructional process. What is expected in this process is the improvement of the key outcome of education – learning by students. 1977: 6
According to Kemp 1977: 8, the instructional design plan is designed to supply the answer of three questions, which are considered as the essential elements
of instructional technology: 1. What must be learned? objectives
2. What procedures and resources will work best to reach the desire learning levels? activities and resources
3. How will we know when the required learning has taken place? evaluation There are eight steps in Kemp’s model of instructional material design.
Kemp’s instructional material design model is shown in figure 2.1.
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Figure 2.1: Kemp’s Instructional Materials Design Model Kemp, 1977: 9
Kemp proposes a development program consisting of eight interdependent elements 1977: 8-9. The steps of Kemp’s development program are as follows:
Goals, Topics,
and General
Revise
Pre- Assessment
Subject Content
Teaching Learning
Activities, Resources
Evaluation
Support Services
Learner Characteristic
Learning Objective
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1. Goals, Topics, and General Purposes In this study, goals are the bases of all educational programs, which can be
derived from three sources – society, students, and subject areas Kemp, 1977:14. Topics, which become the scope of the course or program, are usually sequenced
according to a logical organization, from simple or concrete levels to complex and more abstract levels Kemp, 1977: 15.
2. Learner Characteristics In this study, Kemp states that to serve both group and individual means that
teacher must obtain some information about the students’ capabilities, needs, and interests Kemp, 1977: 18.
3. Learning Objectives Teacher concerns with learning as the outcome of instruction. Learning
requires an active effort from the student. Learning objectives tell the student about the goals he must attain, the ideas and skills that will be included in the upcoming
instruction, and the types of behavior that will be expected during evaluation Kemp, 1977: 23-24.
4. Subject Content In this study, subject content is must closely related to the objectives and the
student’s need. Subject content comprises the selection and organization of the
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specific knowledge facts and information, skills step by step procedures, condition, and requirements, and behavioral factors of any topic Kemp, 1977: 44.
5. Pre-Assessment In this study, Pre-Assessment is carried out in order to plan learning activities
for which students are prepared, and at the same time to ensure that the students do not waste their time on the things they have already known. There are two kinds of
test in this step. They are prerequisite testing and pre-testing Kemp, 1977: 51. 6. Teaching learning activities and resources
The designer selects teaching learning activities and resources that help the students to accomplish the learning objectives through the subject content.
Nevertheless, Kemp argues that there is no formula for matching activities to objectives. Therefore, the teacher needs to know the strengths and weaknesses of
alternative methods and of various materials. They can make their selection in terms of student’s characteristics and need that will best serve the objectives they have
established Kemp, 1977: 55-56. 7. Support Services
The designer coordinates support services, such as; personnel, facilities, and schedules to carry out the instructional materials into effect. Support services must be
considered effective at the same time that the instructional plans are being made and materials being selected Kemp, 1977: 84.
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8. Evaluation The designer makes evaluation of students’ learning. Evaluation is needed to
control and decide the results of the design that have been constructed. The teachers are ready to measure the learning outcomes relating to the objectives that indicate
what the evaluation should be. By stating them clearly, teachers have assured measuring directly what they are teaching Kemp, 1977: 91.
According to Kemp, a plan is flexible. There is interdependency among the eight elements; decision relating to one may affect others. The planers may begin any
step and then move back and forth to the other steps. The sequence and order are the planner’s choice. However, they should eventually treat most of the eight.
b. The Nature of Yalden’s Model
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