procedures that the material designers should do in developing their own materials.
a. Kemp`s model
Kemp 1977: 8 argues that the instructional plan is designed to supply answers to the question which may be considered the essential
elements of instructional design: 1
What must be learnt? 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 placed?
evaluation Kemp 1977: 7 also suggests an instructional material design
which consists of eight parts, namely: 1
Consider goals, and then list topics, stating the general purposes for each topic.
All educational programs are based on broadly stated goals. Those goals may be derived from three sources- society, students, and
subject areas. After recognizing or establishing its goals, a planning team should list the major topics to be treated within the
content area. Those topics, or unit headings, would become the score of the course program, the basis for the instruction. Topics
are usually simple or concrete levels to complex or more abstract levels. General purposes are important as an initial expression,
signifying broadly what the teacher wants to accomplish in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
topic. General purposes usually express the planer’s own aim or purpose for the topic or unit.
2 Enumerate the important characteristics of the learners for whom
the instruction is to be designed. To best assure an individual’s success in his or her educational
program, we should recognize and respect the students as an individual learner. Ideally, each person should be assisted in
pursing learning at his or her own pace, on his or her schedule, and with his or her own selection of learning experiences and materials.
To serve both group and individual mean that we must obtain information about the learners’ capabilities, needs, and interests.
There are four factors to be considered when designing an instructional plan. They are: academic factors, social factors,
learning conditions, and learning styles. 3
Specify the learning objectives to be achieved in terms of measurable student behavior outcomes.
A learning objective is a precise statement that answers the question, ‘What does the student have to do in order to show that
he or she learned what you want the students to learn?’. All objectives must be stated in terms of activities that will promote
learning. Each objective – to the degree possible – should be unambiguous. It must mean exactly the same thing to all other
teacher, and it must also clearly communicate to all students who will use it.
4 List of the subject content that supports each objective.
Subject content comprises the selection and organizing of the specific knowledge facts and information, skills step-by-step
procedures, conditions, and requirements, and attitudinal factors of any topic. A student’s learning experiences must involve subject
content. The content, in turn, must closely relate to the objectives and to the student’s needs. Several sources which teachers might
have to consider as subject content are journal articles documentary films, and experienced consultants.
5 Develop pre-assessment to determine the students` background and
present level of knowledge about the topic. Executing pre-assessment is important to find out specifically 1
to what extent each student has acquired the necessary prerequisites for studying the topic and 2 what the students may
have already mastered about the subject to be studied. 6
Select teaching learning activities and instructional resources that will treat the subject content so students will accomplish the
objectives. The selection of instructional materials is closely associated with
the planning of teaching and learning activities, both of which should be considered together. Closely associated with the
selection of teacher and student activities is the selection of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
supporting materials that can motivate students and cab effectively explain and illustrate subject content, these resources include
printed materials of many kinds, audiovisual media, and other items for group and individual uses.
7 Coordinate such support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. Support services include funds, facilities, equipment, and personnel
whose time must be scheduled for participation in the instructional plan are being made and materials, being stated. Moreover,
consideration must be given to coordinating the planned program with other operational aspects of the institution.
8 Evaluation of students` learning in terms of their accomplishment
of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
Moreover Kemp 1977: 9 states that the process above is a flexible process. There is interdependence among the eight elements
and designers may develop whichever elements they are ready to start with and then move back and forth to the other steps in order to keep
plan in line with the objectives. Revision on the elements is conducted every time it is needed, based on the evaluation data from students`
accomplishment of the objectives. It is indicated by the broken line in the following diagram.
Figure 2.1: Kemp`s Instructional Design Model 1977: 8
Pre - Assessment
Subject Content
Learning Objectives
Learner Characteristics
Goals, Topics, and
General Purposes
Evaluation
Support Services
Teaching Learning
Activities, Resources
b. Dick Carey’s model
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