7 Coordinating Support Services Support services cover budget, personnel, facilities, equipments, and
schedules. These components are for carrying out the instructional plan pp. 84- 85.
8 Evaluating S tudents’ Learning
Students’ accomplishment of learning objectives is evaluated. The evaluation is done in order to provide a view to revising and re-evaluating any
phases of the plan that need improvement pp. 91-92.
b. Dick’s Instructional Design
Dick 1989 defines instructional design as “a process to develop a wide
variety of instructional materials ” p.3. The examples of instructional materials
are printed materials, computer-assisted instruction, and televised instruction. He classifies nine stages in designing materials. These steps are explained as follows:
1 Setting Goals The goals of instruction are based on where they come from, how they are
used, how they can be categorized and how they influence the instruction. The goals are grouped into four aspects which
are students’ knowledge, intellectual skills, motor skills, and attitudes pp. 8-13.
2 Writing Objectives The objectives are more specific than the goals. The objectives indicate
what students should be able to do the instruction. The objectives describe what the students should demonstrate as a result of the instruction and what students
will be expected from demonstrating the instruction pp. 17-19.
3 Analyzing Student s’ Characteristics
In defining the objectives, students’ characteristics such as their skills and knowledge are analyzed. These skills and knowledge are used as a prerequisite
that the students must have before they get the instruction pp. 30-33. 4 Developing Test
The purpose of developing tests for students is to measure their progress whether they have achieved the objectives or not. For the teachers, developing
tests can provide them information regarding the quality of their instruction pp. 37-38.
5 Selecting Textbook and Other Printed Materials The selection of textbook and other printed materials enables the teacher to
select materials as well as to identify the strengths and weaknesses of each text. The materials should also reflect the st
udents’ needs and skills pp. 53-55. 6 Developing Instructional Activities
The development of instructional activities is to enable students to attain particular objectives. These instructional activities describe what will be presented
to students, how the activities will be presented and the order of presenting the instruction pp. 69-74.
7 Choosing Instructional Media The instructional media that will be used have to meet practical use,
appropriateness for the students, and suitability to present particular instructional activity pp. 87-88.
8 Implementing Instruction After the materials are ready, they then can be implemented to the
classroom p. 103. The implementation, then, could result materials revision. 9 Revising Instruction
The materials are revised after the teacher implements them. If students do not achieve the goals and objectives, the instructional materials have to be revised
p. 112. The instructional design which was applied in this research was
combination between Kemp ’s and Dick’s theory. The combination was taken
from some steps from Kemp ’s and Dick’s theory. Some steps were not included in
this research because the researcher adjusted the instructional design to the results of needs analysis conducted in the school. The combination of instructional design
of those theories were conducting needs analysis; listing topics, stating goals and learning objectives; listing subject content; selecting teaching-learning activity
and learning sources; developing syllabus; evaluating materials; and revising materials. After revising the materials, the step was back to the previous steps if
there were feedbacks to revise the materials. The combination of Kemp ’s and
Dick’s instructional design is shown in the following figure:
Figure 2.1. Combination of Kemp’s and Dick’s Instructional Design
Conducting needs analysis
Listing topics, stating goals, and stating learning objectives.
Listing subject content
Selecting teaching-learning activity and learning sources
Developing syllabus
Evaluating materials
Revising materials
2. Characteristics of Young Learners
