INSTRUCTIONAL DESIGN

MID TERM TEST Written by: Wahyuni Fitria

1.

Viewed from the instructional design, what effect does the instructional design have on the school in applying KTSP 2. There are 3 tasks in analyzing learner and context. Explain and give example! 3. In Indonesian educational context, compare those tasks with the one in Indonesia! 4. In Indonesia, big classes are common. How does it affect to the learner analysis? Answers and Explanations :
1.

Before identifying the effect, lets consider what the meeaning of instructional design is. Instructional design is the process of creating instructional experiences which make the
acquisition of knowledge and skill more efficient, effective, and appealing. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.

There are many

instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. Based on the explanation above we can say that instructional design gives positive effect to the schools in applying KTSP. Because, by mastering the instructional design the schools are given the freedom their own curricullum. It also helps the school to be more creative in analysing the learners need; designing the materials based on the learners need, developing the material, implementing good teaching and learning methodology; and it also helps to evaluate all the things that has already mentioned above. 2. As the designer we have to know who our students are first. After knowing them, we can design every thing that related to the teaching and learning process. Besides analyzing the learners, so we can choose the suitable materials for them. in analyzing the learners there are three steps based on the learners and context. They are:

a. Learner Analysis

As I said before in the previous paragraph, in the instructional design process we have to know a great deal about what is expected of our learners if our goal is to be accomplished. However, we may need to know more about the learners. Although we identified who was associated with the need and who should accomplish the goal, we should take a closer look at these learners in order to identify possible incompatibilities between the learners and the goals. In analyzing the learners, the questions below can be used as the guide lines:
1.

What are the general characteristics of our target population? Examples: include age, grade level, topic area, etc.

2. Are there any entry behaviors that are not specific to your goal, and yet you feel are required for your intended learners to possess? (Entry Behaviors) 3. Do the learners already know something about the topic? (Prior Knowledge) 4. Do they have a positive attitude towards the content and the delivery system? (Attitudes Toward Content and Potential Delivery System) 5. Is it reasonable to expect them to want to learn what needs to be learned? Is the topic likely to interest them? (Academic Motivation) 6. Is it reasonable to expect that they can learn what needs to be learned? (Educational and Ability Levels) 7. Do they have any general learning preferences? (General Learning Preferences) 8. Do they have a positive attitude regarding the organization providing the instruction? (Attitudes Toward Training Organization) 9. Are there any important group characteristics? How similar or diverse are they? (Group Characteristics) 10. How did you obtain this information regarding the learner characteristics? That may seem like a lot of information to collect about our learners, but it can aid us immensely in providing more meaningful learning experiences for the learners. We know some of them, but much of it should be culled by talking with learners, instructors, and managers, and by visiting classrooms, training facilities, and the learners' actual workplace. Other helpful methods include surveys, questionnaires, and pretests. Collecting this type of data may be much easier if we are a schoolteacher as we are already immersed in the environment, and thus may already know many of the students you will be teaching. b. Performance Context

Next step is, describe the context in which the learners will use their new skills and knowledge after the instruction is completed. Keep in mind that this is different from the context in which they will actually learn the skills. These following questions are the guidelines for the second step: 1. What type of organizational support can learners expect to receive when they use their new skills? (Managerial Support) 2. Will the use of their new skills depend on certain equipment, facilities, tools, or other resources? (Physical Aspects of the Site) 3. Will they work alone or in a team? Will they work independently in the field or as a supervisor? (Social Aspects of the Site) 4. How relevant are the new skills to the actual workplace? Will the new skills actually be used in the performance setting? Are there any physical, social, or motivational constraints to the use of the new skills? (Relevance of Skills to Workplace) 5. How did you obtain this information regarding the performance context? Based on the answers to the questions above, they describe the eventual performance context for our instruction and our learners. c. Learning Context The last step is to describe the context in which learning will take place. The context in which learning will occur may affect the accomplishment of our goal. Keep in mind that this may differ from the context in which the skills will actually be used. It can be began by briefly answering the following questions: 1. How many sites are there, and what are the characteristics of the sites? What equipment and resources are available? (Number and Nature of Sites)
2.

Does the site include any tools or other items that are necessary for the learning of the goal? Are there any personnel or time constraints that we can identify? (Compatibility of the Site With the Instructional Requirements)

3. Are the sites convenient to the learners, are there necessary conveniences available, and is there adequate space and equipment for the expected number of learners? (Compatibility of the Site With the Learner Needs) 4. Does the learning environment adequately simulate the eventual work environment? Is there anything that can be done to make it more like the work environment? (Feasibility for Simulating the Workplace)
5.

How did we obtain this information regarding the learning context?

3.

The explanation above draws the context of educational system in foreign country. If we saw from the educational context, it is quite different. Where, many designers do not consider some tasks that are mentioned above. If we compare with Indonesia, we can say that Indonesian educational system has less system than the other country especially in western country. Many designers in Indonesia do not consideer the there tasks. The goveernor in Indosia decides the curricullum based on a part place of Indonesia. So that many schools from rural areas can not follow the curriculum

4.

The schools in Indonesia are very different with the schools in the western countries, where the students in the class in Indonesia are about 40-50 students. Actually, this situation makes the students do not give their attention fully to the lesson. As we can see that, if there is too many students in the class with various behaviors can make the class noisier and not conducive anymore for studying there. As in Ur ( 1996) concludes, what is relevant to the class considered as large one is how the teacher perceives the class size in the specific situation, regardless of the exact number of the students in it. Therefore large class is one with more students than the teacher prefers to manage and available resources can support, from this point of view, large classes usually are considered to pose insurmountable problems for teachers. Ur also states the three things that become the problems of teaching in a large class, (1) situation in the class can be out of control, (2) hard to organize class activity, and (3) impossible to communicate. Hayes (1997) thinks the ideal size of language class is 30 at most, because only under such a scale can offer enough chances for the students to communicate with each other. According to many teachers views and complaints, Hayes (1997) classifies the problems associated with teaching in large classes into five categories: 1) Discomfort caused by the physical constraints; 2) Control problems (discipline aspects); 3) Lack of individual attentions; 4) Difficulty on evaluation; 5) Problems of charging learning effectiveness. If we take a look to the Hayes explanation above it is better for a class just to have 30 students at most. The small amount of the students can help students to have conducive learning environment. Besides that, the teacher can manage the class well without any specific problem while they are teaching. In the other hand, the small

amount of the students also can help the teacher to evaluate the learners goal and achievement. If the explanation above is talking about the disadvantages of the big class that come from Hayes (1997) and Ur (1996), this following explanation will talk about the opposite of the explanation in the previous page. The big classes also have the advantages, as the Xu Zhichang (2001) notices that more students mean more ideas, and therefore, provide more opinions and possibilities. Qi Li and Wang Jiana (2009) complement three more advantages in detail by saying that large classes can provide more opportunities for co-students interaction, foster an atmosphere of cooperation and encourage creativity and innovation. This table below describe about how big classes affect to the learner analysis Terms Advantages Disadvantages

a. In term of behavior of The students tend to have the good learners tend to students cooperative learning character dominate the classroom in a group working activities the slow learners tend to be ashamed and reluctant to share their ideas b. In term of prior knowledge The students can catch different ideas from their friends as they have different prior knowledge to transfer The students will get confused which idea that they have to absorb because of the various ideas from their friends

_ c. in term of motivation the students tend to be more enthusiastic in learning, There is always someone who is willing to answer questions even if they are just guessing.

d. in

term

of

The students tend to compete each other to be the best one education _

ability and levels

in the big classes, the students from all levels are gathered so There will be gaps between the high level students and the

low level students e. in term of learning The teacher should be creative Since there are big numbers of in designing teaching and students in one class, the students will have various learning materials that can learning needs and teacher cope the students will get difficulties to deal with this situation. Therefore the teacher should be wise to determine the learning objectives

preferences

f. In term of attitude toward In can form open minded The students tend to be noisy, so that the teacher get character of students the learning process difficulties in running The students will be more teaching and learning process supportive (helpful) The students will be more interested in the learning process