Problem Formulation Problem Limitation

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. Therefore, the researcher divides this chapter into two major sub-headings namely theoretical description and theoretical framework. The theoretical description provides the theoretical issues related to the problem, whereas the theoretical framework explains the thread of the theories to formulate the orientation of the study.

A. Theoretical Description 1. Instructional Design Models: Jerrold S. Kemps Model

Kemp states that in building a successful program, there must be an approach called the systems approach which involves the development of an overall plan incorporating parts of a process in a sequential pattern 1977:6. Thus, there are three questions which are considered as the essential elements to construct an Instructional Design Plan 1977: 8. They are objectives what must be learned?, activities and resources what procedures and resources will work best to reach the desired learning levels?, and evaluation how will we know when the required learning has taken place?. There are eight steps in Kemp’s Instructional Design Models. The steps are: Step 1. Consider Goals, List the Topics, and Stating General Purposes. Kemp’s models start with recognition of the broad goals of the school 9 system or institution. The educational program is then developed to serve these goals. Topics are chosen for study within curriculum area or courses that are used to state the general purposes. Step 2. State the Learner Characteristics Enumerate the important characteristic of the learner for whom the instruction is to be designed. Each learner should be recognized and respected the student as an individual. Each person should be assisted in pursuing learning at his or her own pace, on his or her schedule and with his or her selection of learning experiences and material. The planner should obtain information about the learners’ capabilities, needs, and interest. Step 3. Specify the Learning Objectives Specify the learning objectives to be achieved in terms of measurable student’s behavioral outcomes. Learning objectives is concerned with learning as the outcome of instruction. Step 4. List the Subject Content List the content which has close relationship to the objectives and to the student’s needs. Subject content is the traditional starting point for teaching that is usual in subject-centered teaching. Content in most subject areas is dynamic and changing, and is being recognized as traditional courses are combined around contemporary “theme topics”. Step 5. Develop Pre-assessment Develop Pre-assessment to determine the student’s background and present level of knowledge about topic. Pre-assessment is to determine which of