INTRODUCTION Teacher and teaching carry different connotation. Teacher is a personality or a job title.

Therefore, everyone can be a teacher but talk about teaching, there are some added values that shall be equipped in to realize an effective teaching outcomes. Good teaching ability is some kind of gift yet, in the absence of appropriate guideline, the process of teaching would be in vain. The idea to improve a teaching skill is embarked not solely focusing at producing an interesting lessons but fostering an interactive atmosphere. In this case, the core upshot of the teaching is optimizing participation of students as to enrich the teaching and learning process. This scenario gives rise on the need of having an instructional product to enhance the process of learning. Consequently, one of the Instructional Model that beneficial at accelerating students learning is ADDIE Model. The aim of this instructional prototype is to help students in learning. The application of this model is clarified in this write up, emphasizing on its employment in teacher daily lesson plan. In doing so, relevant examples, explanations, justifications and rationalization of the said model are being illustrated in the following sections. ANALYSIS Before constructing a lesson plan, the first thing that need to do is identify the learning problem, the goal and objectives, the students needs, the existing knowledge of the students, and any other relevant characteristics. We must also considers, the learning environment, any constraints, the delivery options, and the timeline for the project if necessary. In ADDIE Model, this is called the Analysis Phase. In the lesson plan we have constructed, the subject that we are going to teach is Music Education which involved 30 pupils of 6 Anggun (learners). The instructional goals for the lessons are students will be able to define Melody high pitch and low pitch. From the instructional goal, we come out with the instructional objective which is;

Instructional Objectives By the end of the lesson, pupils should be able to: a. b. State 4 sounds of vehicles that related to high pitch and low pitch correctly from 5 vehicles sounds given. Identify the high and low pitch according to score sheets given.

It is important for the students to learn MELODY which includes high pitch and low pitch so that they can relate it to what they hear daily. For examples, the sound of a vehicles, animals, natures or even human voices. These are also the existing knowledge of the students before they learn the topic. In delivery options, we decide to use CD player, music keyboard, audio CD, Book and Web. We will use the CD player to play the sound of the vehicles (ambulance, lorry etc), keyboard to play the high pitch and low pitch, web to show some activities for pupils to follow and book to write or sing a song. Music studio is the best place for students to learn music as learning music involves musical instruments, a space to move around (dancing / moving activity) and it will not disturb other classes. (Learning environment) The constraints identified in this lessons are, time and the pupils behaviour. We all know that, for music subject, we can only teach for one hour in a week, one hour in teaching music is not enough to cover all the topics because we need the students to understand, sing, move and write. It is really fun learning music, but sometimes pupils behavior will spoil the learning as some of them likes to play a lot and disturb other friend, and some of them even talk of other things that are not related to the subject.

DESIGN Design is the systematic method of research, planning, developing, evaluating and managing an instructional process. According to Kemp (1999, p. 8) the design process must be both systematic and specific. Systematic means an orderly, logical method of identifying, developing and evaluating a set of strategies aimed at attaining a particular instructional goal. Specific means each element of the plan must be applied with attention to precise details. By applying systematic procedures and being attentive to specific details, one can design effective instruction. In designing our lesson plan, we have taken these views as our guide; Gagne (1992, p. 21) stresses that all models of instructional design have three common functions: (1) identifying the outcomes of the instruction, (2) developing the instruction, and (3) evaluating the effectiveness of the instruction. The design phase of the ADDIE instructional design model suggests (2001, http://www.hsl.unc.edu/mla/systems.htm) five steps: (1) continue with subject matter analysis, (2) apply instructional strategies according to the content type, (3) create storyboards, (4) design the user interface, and (5) collect needed materials. Another interpretation (2001, http://et.sdsu.edu/wschutt/addie/addieindex.htm) of the design phase of the ADDIE model also offers five considerations: (1) what are your objectives, (2) what skills, knowledge and attitudes are you trying to develop, (3) what resources and strategies will you use in your instruction, (4) how will you structure the content of your learning material, and (5) how will you assess the learner's understanding and whether or not they have met the objectives of the instruction. Hannafin and Peck (1988, p. 61) say that the first step of design is to determine the sequence in which the objective will be met. After the sequence has been determined, a solution for each objective identified during the analysis phase is selected. The

objectives, solutions, and descriptions of activities are then transferred to storyboards (Activities). Smith and Ragan (1999, p. 2) define instructional design as the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. Understanding all the views above is important in designing the lesson plan.

DEVELOPMENT The development stage in the ADDIE model of instructional design addresses the tools and processes used to create instructional material. In the lesson plan, we decide to include: Audio CD, CD player, music keyboard, books and web. Teacher uses the web in searching the sound of vehicles; High pitch ambulance siren Low pitch sound of lorry The instrument or sounds found in the web then transferred to Audio CD. After transferring the instruments to audio CD, it can now be tested using the CD player and to determine either it is functioning or not. We have also includes music keyboard, which we use to discriminate the high pitch and low pitch. For example, teacher would play the high pitch (C) and low pitch (C) by using keyboard. Next, we have the books. Students may need to write the songs they learn. We also recognize that, development phase is the process of deciding and producing the materials needed to meet the objectives. It is clear that, all the materials or instrument used in this lesson will help to attain the objectives. Possible Development Problems in learning Melody (high pitch and low pitch)

The learning outcomes are unrealistic because of time constraints. The expectations of the lessons are unrealistic because of students negative behavior. The teacher did not checked if the instruments or materials functioning or not.

IMPLEMENTATION In the implementation phase of the ADDIE model the so called lesson plan is developed. This plan establishes the implementation timeline and procedures for training the facilitators and the learner, and delivering the final product. The final product is developed based on needs and errors discovered while utilizing a prototype product with members of the target audience. With the project ready for delivery, the learning environment is prepared by training the facilitators and learners, and employing all tools for full implementation (instruction). The training of facilitators covers -- the curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes -- preparing students for the topics which includes the existing knowledge of sounds, student recognizing the instruments used by teachers, advising students on cooperating with teachers trough out the learning periods. Placing all tools includes -- making sure the learning space is adequate for the curriculum tools, the chairs and tables well arranged, students putting all books needed on the tables, keyboard and CD player placed at strategic location, and making sure any external links (e.g., Internet) are live. In colloquial language, the implementation phase of the ADDIE model is where the "rubber hits the road." It is conceivable that a well-designed multimedia product could fail if instructors and learners are not prepared and/or the learning tools are not put into place. It is important that a solid groundwork is laid for the smooth and satisfactory implementation of any instructional materials.

EVALUATION In the ADDIE model, evaluation is a systemic process that determines the quality and effectiveness of the lesson as well as the final product. Evaluation is an ongoing activity conducted at each phase of the ADDIE model. Evaluation consists of two parts: formative and summative. Formative evaluation is part of each proceeding phase and determines effectiveness and quality of each stage. Summative evaluation consists of tests for criterion-related referenced items and provides opportunity for feedback from the users and assesses learner outcomes. Formative Evaluation Formative evaluation involves gathering information during the early stages of the design process with the focus on finding out whether efforts are unfolding as planned, uncovering any obstacles, barriers or unexpected opportunities that may have emerged, and identify the weaknesses of the students. Corrections can be made to help insure the success of the objectives or outcomes. The feedback gathered during formative evaluation is designed to fine-tune the implementation of the lesson, gather reaction and identify what is not working. Six Stages of Formative Evaluation 1. Evaluation Goal Specification Specify the goals of the lessons for which the evaluation is performed 2. Preparation Necessary test sheet prepared for the students to identify their understandings. 3. Data Collection From the test or quiz given, marks will be collected and recorded. 4. Data Analysis

Tabulate statistical data 5. Revision Based on the marks, teacher should modify product to improve effectiveness and efficiency. 6. Recycling Retest the students or topics, move to summative evaluation and dissemination after removing weaknesses Summative Evaluation Summative Evaluation is the process of collecting data following implementation of the project in order to determine its effectiveness and satisfies the instructional objectives. In the lesson we constructed, we will evaluate the students with practical singing of high pitch and low pitch, and test sheet will be given at the end of the lessons.