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First is the instructional design model of Kemp, and the second is the instructional design model of Yalden.
a. Kemp’s Model
The first instructional design model used by the writer is Kemp’s model. It offers an effective instruction in which this instruction design model is based on
the learners’ needs and characteristics. Kemp 1977: 8 stated that there are three questions which are considered
as the essential elements of instructional design plan: 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
In order to be able to answer those three questions, Kemp 1977: 8-9 stated that the plan consists of eight steps which must be carried out in the design
process. The eight steps are specified below: 1.
Considering goals, listing topics, and then stating the general purposes for teaching each topic.
2. Enamurating the important characteristics of the learners for whom the
instruction is to be designed. 3.
Specifying the learning objectives to be achieved in terms of measurable behavior outcomes.
4. Listing the subject content that supports each objective.
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5. Developing pre-assessment to determine the students’ background and
presenting level of knowledge about the topic. 6.
Selecting teachinglearning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
7. Coordinating such support services as
budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. 8.
Evaluating students’ learning in terms of their accomplishment of objectives, with a view to revise and reevaluate any phases of the plan that need
improvement. The eight steps design model proposed by Kemp can be seen in the
following figure:
Figure 2.1 Kemp’s Model: The relationship of each step in the plan to the other steps Kemp, 1977:9
Evaluation
Learner Characteristics
Teaching Learning Activities,
Resourcee
Support Service
Subject Content
Pre-Assesment
Learning Objective
Revision
Goals, Topics, and General
Purposes
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Kemp presents a flexible process. We can start from any step that we are ready to start with and then move back and forth to the other steps because those
eight steps are interdependence. It means that the plan relating to one element may effect others and directly with “revision”.
According to Soekamto 1993: 28, Kemp’s model has strengths and weaknesses. The strengths are:
1. There is a concept that the process of designing and developing can be started
from any step. 2.
There is an emphasis on the materials, the objectives and application, and also the choice of learning resources.
On the other hand, the weaknesses are that there is no clear description of the process in determining the teaching learning activities and in choosing the
resources. Considering that in the Kemp’s isntructional design model there is no need
analysis and description of a syllabus development in order to validate the materials, the writer needs to adapt another instructional design model which can
fit the writer purpose in designing the material. The next instructional design adapted by the writer is Yalden’s model.
b. Yalden’s Model
There are seven stages in planning a syllabus based on Yalden in the book entitiled: The Communicative Syllabus: Evolution, Design and Implementation
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1987: 89. A diagram of the stages in language program development can be seen in the figure and table below:
Figure 2.2: Yalden’s Language Program Development Yalden, 1987: 88 Table 2.1 Yalden’s Stages in Language Program Development Yalden, 1987: 89
Stage Description
I Needs Survey
II Description of purpose to be prepared in terms of
1. student characteristic 2. student skills on entry to and on exit from the program
III Selection or development of syllabus type in terms of IV and
physical contraints on the program. IV
The proto-syllabus: description of language and language use to be covered in the program
V The pedagogical syllabus: development of teaching, learning and
testing approaches. 1. development of teaching materials as far as possible
2. development of testing sequence and decisions on testing instruments.
VI a Development of classroom procedures
1. selection of exercise types and teaching techniques 2. preparation of lesson plans
3. preparation of weekly schedules b Teacher training: briefings or workshops on
1. principles 2. desired outcome
3. exploitationcreation of teaching material
Description of Purpose
Needs Survey
Production of a proto-
syllabus Selection
Development of Syllabus
type Production
of a pedagogical
syllabus Evaluation
Development and
implementa- tion of
classroom procedures
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