Eighth Graders Definition of Terms

11 Kemp 1977: 8 claims that instructional design model has eight phases. They are: determine the goals, topic, and general purposes, mention learners’ characteristics, specify learning objectives, list the subject content, develop pre- assessment, select teaching learning activities, coordinate support services, evaluate learners’ learning. Each of the phases is respectively elaborated as follows. The first phase is to determine the goals, topics, and general purposes. Kemp 1977: 15 says that in this phase the writer should decide the goals which are going to be achieved. The writer then selects the topics for teaching the students. After that, list the general purposes is needed as the key to know what the teachers want to fulfill in the topics. The second phase is to mention learners’ characteristics. Kemp 1977: 18 states that gaining the information about the learners’ capabilities, needs, and interests is important in instructional planning. In addition, Kalman, Kemp, Morrison and Ross 2011 in their design model state that “defining the characteristics of the target audience” as well as “identifying the need or performance problem the client wishes to solve” p. 15 are the important components of instructional design. Based on the ideas above, it can be concluded that knowing what is truly needed by the learners is important as the guidance to design the appropriate materials. Furthermore, the third phase, namely to specify learning objectives is needed in order to achieve performances that promote learning as the outcome Kemp, 1977, p. 23. Supporting this standpoint, Kalman et al. 2011 state 12 learning objectives are used to make sure the students have something to be mastered through the lesson p.16. It means the learning objectives specify what to achieve by the students after studying the lesson. The next phase is to list subject content. Kemp states that the subject content can be listed by outlining the information of what to be taught Kemp, 1977, p. 44. To support Kemp’s idea, Kalman et al. 2011 also suggest this phase to be used by the designer as this phase enables the designer to “determine what knowledge and procedures needed to help the learners master the objectives” p. 15. It clearly means that subject content has to support the achievement of the learning objectives. The fifth phase is to develop pre–assessment. The pre-assessment aims to know the learners’ background about what they have known. Kemp 1977: 51 clarifies that pre-assessment will be helpful in determining the exact topic to be learnt in order to avoid the learners waste their time by studying the topic they have already mastered. The sixth phase is to select teaching learning activities and resources. In this phase, the focus must be put on knowing the plus and minus of various methods and materials to get the best one which is appropriate for the learners’ needs Kemp, 1977, p. 55. The seventh and the eighth phases in Kemp’s model are to coordinate supporting services and evaluate the learners’ learning. The support services are budget, facilities, equipment, time and schedule, and even coordinating with other activities, which should be prepared well to prevent any possible constraints in designing the plan Kemp, 1977: 85-88. Finally, evaluating the learners’ learning