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instructional design models namely Kemp’s model and Yalden’s model. Those two models complete each other. The writer combines the three similar or the same
stages, namely description of purposes, evaluation, and revision. Then, the writer adapts four steps of Kemp’s model. They are determining goals, topics, and purposes,
stating learning objectives, stating subject contents, and selecting teaching learning activities and materia ls. The writer also takes two important stages of Yalden’s model
which could not be found in Kemp’s model, namely needs survey and development and implementation of classroom procedures. In brief, the writer sets eight stages
resulting from the adaptation and combination of two instructional design models namely 1 Conducting Needs Survey, 2 Determining Goals, Topics, General
Purposes, 3 Stating Learning Objectives, 4 Listing Subject Contents, 5 Selecting Teaching Learning Activities and Materials, 6 Designing Materials, 7 Evaluating,
8 Revising.
1. Conducting a Needs Survey
The writer uses the first step of Yalden’s model as an initial step in developing supplementary reading materials which suits the students’ needs. At this
step, the writer collects the information about the students’ needs, interest, and difficulties in learning by distributing a questionnaire to the seventh grade students of
SMP N 8 Yogyakarta. The information about students’ characteristics also supports the production of the designed materials. To attain this purpose, the writer interviews
their English teacher.
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2. Determining Goals, Topics, General Purposes
The next step is taken from the first step of Kemp’s model, “Considering goals, list topics, and stating the general purpose” and also the second step of
Yalden’s model, “Description of Purposes”. The writer determines the goals as the basis for developing a set of reading materials for the seventh grade students of SMP
N 8 Yogyakarta. Then, the topics should be chosen to meet the achievements of the goals. The topics are selected based on the needs survey. After all, the writer
determines the general purpose of each topic.
3. Stating Learning Objectives
This step is adopted from Kemp’s model. After determining the purposes, the writer specifies the purpose to formulate objectives of what students should achieve
after each meeting.
4. Listing Subject Contents
The writer adopts Kemp’s model. In this step the writer make a list of the subject contents that can help the students to achieve the objectives.
5. Selecting Teaching Learning Activities and Materials
This step is taken from Kemp’s model. To enhance students’ reading motivation, the selected activities should draw students into enjoyable learning
environment. The writer applies Language Experience Approach in which students are freely creating the text based on their real experience so that they can learn in a
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comfortable situation. The materials given should also attract the students’ interest. The arrangement of activities and materials can be based on the results of the needs
survey that the writer already carried out.
6. Designing Materials
