The Nature of Kemp’s Model

2 Learners characteristics The importance of knowing learners’ characteristics in the instruction is very important. The information will be a great help in implementing the instruction and to assist the students. Learning learners’ characteristics is by identifying learners’ characteristics, capabilities, needs, interests, etc. That information obtained from the students will affect the choice of topics and sequencing the objectives. Other factors which may affect the design are learning condition and learning style. Learning condition refers to groups of factors that can affect a person’s ability to concentrate, absorb, and retain information. Those learning conditions which are needed to be considered in designing the learning activities are physical environment light, sound, etc, the emotional environment responsibility and individual motivation, sociological environment preference of group work, etc, and students physiology need of food, weakness and strength. Learning style refers to the method used by students in their learning activities. 3 Learning Objectives The designer decides that the learning objectives are needed to plan the behavioral objectives that want to be achieved and to be determined in order to fulfill what we want to accomplish with the learning. Objectives are also important to make the students understand about the achievement and the performance of the learning activities. It is also to make the learning activities coherent with the purpose of the study. Objectives are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI the most important part in designing instructional design because it decides the instructional activities in class and roles as the main control of the activities. There are three Objectives in learning; they are cognitive domain, psychomotor domain, and affective domain. Cognitive domain mainly concerns at the area of knowledge or information, and thinking. This area covers the brain which learners use to save their knowledge or information they receive. Psychomotor domain covers the movement part and this part requires the use and coordination of skeletal muscle, and the physical activities hold the role of performing, manipulating, and constructing. While the affective domain concerns about attitudes, appreciations, values, and all emotions. 4 Subject Content The designer lists the subject content which is closely related to the objectives and the students’ needs. Subject content is considered as the traditional starting point for teachers. Kemp gives four questions to help selecting the subject content. The four questions are: first, what specifically must be taught or learned in this topic?. This question specifies the materials that the students need to gain the objective. Second, what facts, concepts, and principle relate to this topic?. The question contains about the basis for the process and to make sure that the process that we have is on the appropriate basis. Third, what steps are involved in necessary procedures relating to this topic?, the question implies the sequence of activities applied in the process and to give clear illustration PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI about the ‘track’ of the process. Fourth is what techniques are required in performing essential skills? After having all the three criteria above, the designer will have to state the technique or techniques to be used in the process. 5 Pre-Assessment The designer makes pre-assessment in order to know students’ achievement level on a subject. Pre-assessment is meant to identify students’ knowledge and to help planning the learning activities using the data gained from the pre-test. Pre-assessment also serves as a tool to help teachers organizing learning materials so the students will not waste their time on things they already know. Kemp suggests that it is important to consider on what extent each student has acquired the necessary prerequisites for studying the topic and what the students may have already mastered about the subject to be studied. The designer needs to know the level of the learners before continuing the process, whether they have the prerequisite requirement before stepping to the next level. The second is to make sure that the students will not learn the same thing twice which will be kind of wasting time. By knowing their background knowledge, designer can just simply reinforce the knowledge they already have. 6 Teaching Learning Activities and Resources The next step is deciding the teaching learning activities and resources that you are going to use in the activity. In the design, need to be noticed that it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. Choosing the methods and strategies may become something difficult because one method may work for particular students, but if it is used in other group of students, it might not work. Kemp provides 10 principles in learning taken from B.E Skinner and colleagues who both are psychologists. The principles are pre-learning preparation, motivation, individual differences, instructional conditions, active participation, successful achievement, knowledge of results, practice, rate of presenting material, instructors’ attitude 7 Support Services Support services are the supplementary elements in designing the learning activity. Some designers often neglect the use of services until they are ready to use it. Support services include funds, facilities, equipment, and personnel. Those services are very crucial in the implementation of the program so the program will not be a monotonous program. To use the support services, we need to consider the instructional plan. This is to create a supporting service which will work with the instruction. 8 Evaluation The designer sets the evaluation to judge students’ achievement on the subject. Evaluation is conducted when the students have finished the purposed materials and they are ready to do the evaluation. Evaluation also used to determine whether an instructor is teaching for high-level PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI objectives. Once you are satisfied with the extent and completeness of the learning objective, you are ready to work on ways to evaluate them. The eight 8 elements are related to one another and they are coherent in terms of the implementation in the instructional activity or learning activity. Evaluation Supporting services Teaching learning activities and sources Pre- Assessment Subject Content Learning objectives Learners’ characteristics Goal, topics and general purposes Revision use of Ke tional model to deal with th mp’s mo theoretical framework Figure 2.1: Diagram of Kemp’s Model In this study the writer made mp’s Instruc e materials which are presented in the design. Ke del is chosen for its flexibility since the writer may start from any cycle in the model. Further explanation about the implementation of Kemp’s model will be explained in the

2. Teaching and Learning Vocabulary

“The most fundamental guiding principle [for] those who are anxious to be this: Memorize perfectly the largest number ss attractive. Students often find th proficient in foreign conversation… is of common and useful word-groups” Palmer as cited by Nunan, 2003, p.130. The statement states that vocabulary teaching and learning is important in the acquisition of any language because of by having sufficient vocabulary, students will be able to acquire the intended language better. The same way will also happen in learning English language, we need to learn the English vocabulary since it is the central point in acquiring the English language and by doing so learners will have greater chances to acquire English language. By understanding the vocabulary used in English, students will find it easier to absorb the materials and if they do, it will motivate them to learn English. The problem faced in teaching and learning vocabulary is that the materials used in teaching and learning materials are le at their vocabulary learning activities are boring since the materials and media used are less attractive to students, this situation creates students with less motivation. When students have little motivation toward the activities that they are working with, they will tend to put less attention to the activities. Another problem which is being faced is the lack of exposure. In class, students seldom have vocabulary exercise activities as their vocabulary exposure and they also have little time to practice themselves learning vocabulary during their English learning.

a. Background to the Teaching of Vocabulary.

In teaching vocabulary, we need to consider four 4 strands of teaching vocabulary; the four strands are Nunan, 2003, p.133-134: at least three-quarter that does not include in the three-q 2. Del unds, r, etc. Knowing the language feature 3. Lea ing the speaking and writing skill. Acquiring the context, but also can be done t 1. Learning from meaning- focused input This involves the ability to know most of the words that are going to be used in the activity. By knowing of the words, the other words uarter part will be understood by guessing from its context. This first steps involves learning from listening and reading. iberate language-focused learning Deliberate learning is the activity of focusing the vocabulary learning to factors outside the context, like so pronunciation, spelling, gramma s will help learners to understand, especially to memorize words easily. rning from meaning-focused output Learning from meaning-focused output involves the activity of us vocabulary is not just reading from hrough the implementation of the words. When we learn vocabulary by producing it, the words that we are learning will stay in our memory better, because by doing the words in spoken or