c. Identifying the learning objectives
Specifying the objectives is the essential part as it is the outcome of the instruction. The objectives must be maintained in activities that best promote
learning. That is why the designer has to beware in indicating objectives before selecting learning activities. The objectives should be measurable, and stated
clearly and specifically in order to students are able to achieve it. Yet, identifying objectives requires refinements, changes, and additions as developing subsequent
planning steps Kemp, 1997: 24.
d. List the subject content
Subject content is closely related to the objectives and students’ needs. It contains content organization and task analysis. Content organization is to prepare
an outline of what will be taught, while task analysis is a process to identify and specify subject content.
e. Develop pre-assessment
Pre-assessment is occupied in order to determine whether the students prepare to study the topic or not and what they have already mastered in the
subject to be studied Kemp, 1997: 50. Pre-assessment is done by conducting prerequisite testing and pretesting. Prerequisite test determines the students’
background and indicates the readiness to study the topic. Other, pretest is done to determine which of the objectives students may already have achieved. Pretesting
is a pretest to the topic that is going to learn. Experiencing the topic they will
learn, the students are able to get familiar with the material as their interest may be aroused.
f. Select teaching-learning activities and resources
There is no fixed formula for corresponding activities to objectives. The designer should know the weakness and strength of alternatives method and
various material Kemp, 1997: 56. Thus, the designer selects teaching-learning activities and resources which enable students to accomplish the objectives with
greatest possibility and in reasonable amount of time. The planning of teaching- learning activities and resources is closely related to the selection of the
instructional material. The activities and resources are in the form of materials, which are selected to provide learning experience that will use the content
associated with each objective.
g. Coordinate support services
There are cohesive elements in any instructional situation. Each of it needs careful consideration during planning step and so do the support services. Support
services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan Kemp, 1997:84. Support
services have to be considered at the same time the instructional plans are being made and materials being selected to prevent any constrains in developing design.
h. Evaluate students’ learning
It deals with measuring the learning outcomes relating to the objectives. Since this designed material is not implemented, the evaluation is done to measure
whether the designed material is acceptable or not. Evaluate students’ learning is done with the consideration to revise and reevaluate any part of instructional
design that needs improvement. The evaluation process is presented in figure 2.1 below.
2. Integrated Materials
In developing English integrated material, first the writer should understand the nature of integrated materials. Integrated materials covers four
Figure 2.1: Kemp’s Instructional Design Model
Support Services
Evaluation
Learning Objectives
Goals, Topics,
General Purpose
Learner Characteristic
Teaching Learning
Activities Resources
Pre Assessme
nt Subject
Content Revise
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