Definition of Terms INTRODUCTION

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b. Kemp’s Model

This method is taken because the structure by Kemp can be applied in all education levels. Kemp 1977 mentioned that there are three essential elements that should be considered in design material: 1 Objective what must be learned? 2 Activities and resources what procedures and resources will work best to reach learning level? 3 Evaluation how will know the required has taken place? According to Kemp 1977, the instructional design model consists of eight steps: 1 Goals, topics, and general purpose In this step, a designer should decide the goals of designing the material, select the most appropriate topics for the student, and make the general purposes of objectives. The goals can be derived from three sources i.e. students, subject area, and society. To achieve the goals, a designer should select the topics and organize them well form the simple one to the more complicated one. The next thing to do is listing general purposes which are made from the goals and explicitly express stude nts‟ expectation. 2 Learning Characteristic Learners‟ characteristic, needs, abilities and interests will take big consideration in constructing the material. The information on student‟s characteristic will affect the instructional design emphasized. 10 3 Learning objectives Learning objectives indicate especially what learners are required to learn and the objectives are any abilities or behavior that can be measured. Specifying the objectives is difficult but in making instructional design, it is very essential. 4 Subject content There are two elements in subject contents, “organizing content and task analysis”. Organizing content is process of organizing specific knowledge, skill, and attitudinal factors of any topic. Task analysis is managing the procedures of teaching in a well sequenced order. 5 Pre-assessment There are two kinds of pre-assessment that should be conducted in design material. There are prerequisite and pretesting. The function of the test becomes determination whether the students have the appropriate background for the topic. 6 Teachinglearning activities and resources In this step the designer selects teachinglearning activities and instructional resources that will treat the subject content. The designer should decide the most efficient and effective method to provide learning experiences. The selection of activities is close to the selection of supporting materials which effectively explain and illustrate the subject content. 11 7 Evaluating In this step, the designer evaluates the learners ‟ knowledge whether the learning objective had been achieved or not. The evaluation is also done to the whole components of the material. It helps in making any necessary adjustment. 8 Revising This step is done after the designer obtains the result from evaluation. This step is done to improve the design so that the design will be better. 1977