12
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents literature review of the study. It includes two main parts namely theoretical description and theoretical framework.
A. Theoretical description
This part elaborates some theoretical principles which underline the design of the listening materials. It includes discussion of Educational Research
and Development RD, Instructional Design Material, Syllabus Design, Listening, Vocational School, English for Specific Purposes ESP, Material
Development, and Task Based Language Teaching. Each of them would be further described below:
1. Educational Research and Development RD
According to Borg and Gall 1983:772 Educational Research and Development is a process used to develop and validate educational product which
refers to the RD cycle. The major steps of RD cycle are described as follows: a.
Research and Information Collecting This step includes reviewing literatures, conducting classrooms
observations, and preparing the report Gall, 1983: 775. The review of literatures aims to collect findings and other information relevant to the plan of designing the
product. Whereas direct observation or interview are used to complete information
of the literature review Gall, 1983: 777-778. Those all information becomes the basis to develop educational product.
b. Planning
According to Gall 1983: 775, in this step the designer starts to describe the skills, course objectives, course sequence, and small scale testing. The most
important aspect of planning is defining the objectives that would to be achieved by the product. The objectives also provide the basis for developing instructional
program because the program can be assessed and revised until it meets the objectives. The objectives should be formulated in terms of rank behaviors and
evaluated on the basis of their success in bringing about these rank behaviors Gall, 1983: 779-781.
c. Developing Preliminary Form of Product
This step includes preparation of instructional materials, handbooks, and evaluation devices Gall, 1983: 775. The procedure of developing the product has
many variations depending on the nature of the product. Moreover, Gall 1983: 781 states that one essential point that must be kept is that the developer should
attempt from the beginning to develop products that are completely ready to apply in the schools.
d. Preliminary Field Testing
In the fourth step, the designer conducts the product in 1-3 schools by using 6-12 subjects of the product. The designer also collects the data through
interview, observation, or questionnaires and then analyzes them Gall, 1983: 775. Moreover, Gall 1983: 782 states that the aim of preliminary field testing is