12
Kemp in 1977 which enables the designers to use the model flexibly to suit their own needs Kemp, 1996. This model can also be applied in all education levels.
a. Kemp’s Model
According to Kemp 1977, p. 8, a plan is designed to answer these three primary questions.
1 What must be learned? Objective
2 What procedures and resources will work best to reach the desired learning
level? Activities and resources 3
How will we know when the required learning has taken place? Evaluation Kemp 1977 offers eight elements in designing the program development
p. 8. Each element is connected in an oval shape and it shows the flexibility of the model figure 2.1. Those eight elements are:
1 Identifying Goal, Topics, and General Purpose
A designer should decide the goals of the system, select the topics to be taught by the teacher, and specify the general purpose of each topic in making
instructional design. In the design, the goals are obtained through society, students, and subject areas. Then, topics in the system should be arranged
from the simplest level to the complex level. In addition, general purpose is taken from the topic which also expresses students’ expectation.
2 Analyzing the Learners’ Characteristics
In order to have a good design which is exactly effective for students’ success, the designer should analyze the students’ need, students’ lacks,
students’ wants, students’ characteristics through the need analysis. The result
13
of the need analysis determines the design result, such as in planning, in selecting topics, and in identifying the learning objectives.
3 Identifying Learning Objectives
Identifying learning objective is difficult but it is essential in making instructional design. Learning acquires active efforts from the learner so that
the designers should determine the objectives that are measurable to be achieved by the students.
4 Listing Subject Content
Subject content is closely related to the objectives and students’ need. The designer decides the content which is suitable and needed to achieve the
objective of each topic. 5
Developing Pre-Assessment The designer develops pre-assessment to determine students’ background
knowledge about the topic. In order to plan the activities, the designer finds what the students really need and what topics that they have already mastered
through the pre-assessment. 6
Selecting Teaching Learning Activities and Resources The designer selects teaching learning activities, methods, and instructional
resources that is most appropriate for accomplishing each objective through subject content. The designers should know the strengths and the weaknesses
of various methods or material. They can select the methods and activities based on the students’ characteristics and students’ needs.
14
7 Coordinating Support Services
The designer coordinates the support services required to implement the design plan, for example, budget, facilities, equipments, and schedules to
carry out the instructional plan. 8
Evaluating Students’ Learning This is the last part of the Kemp’s model. The designer evaluates the
students’ learning related to the accomplishment of the objectives. The evaluation is used to determine whether the material is successfully
implemented or not. Figure 2.1 that follows illustrates the relationship of each step in the plan to
the other steps.
Figure 2.1 Kemp’s Model of Instructional Design Kemp, 1977, p. 8
Goals, Topics, General
Purpose
Learner’s Characteristic
s Learning
Objectives
Subject Content
Pre- Assessment
Teaching Learning Activities and
Resources Support
Services Evaluation
REVISE
15
According to Kemp 1977, developing an instructional system is a continuous process. Each step in the diagram always needs a revision. Therefore,
the changes in one element will influence other elements because they are interdependent. This model has a flexibility process that enables the designer to
start with whichever element you are ready to start with and then move back and forth to the other steps Kemp, 1977, p. 9.
2. Syllabus
