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CHAPTER II THEORETICAL REVIEW
This chapter discusses the theories underlying this research. There are two major points of discussion. The first deals with the theoretical description that
covers five m ain points, namely Kemp’s Model, reading works of literature,
models of reading processes, and Cloze procedure SMK BOPKRI 1 Yogyakarta. Second, the researcher describes the theoretical framework employed in designing
English instructional reading materials using Interactive Models.
A. Theoretical Description
This part explains the theories relate d to Kemp’s Model, model of
reading processes called Interactive Model, reading works of literature, and vocational high scho
ol students. The theories related to Kemp’s model help the process of designing materials and providing an illustration of how the
instructional materials should be presented. The theories related to reading provide information about the importance of reading skills for the tenth
grade students of SMK BOPKRI 1 Yogyakarta. Next, the theories related to the model of reading processes called Interactive Models. This section
provides information about what Interactive Model is. Thus, those theories are discussed as follows.
1. Kemp’s Model
Kemp 1977: 8-9 proposes a program development consisting of eight interdependent elements. These steps of Kemp’s program development are
as follows: a
Formulating goals, topics and general purposes The researcher identifies goals and then lists topic for teaching
learning activities. These goals will be derived from three sources: society, students and content areas. Topics are chosen in this research
within curriculum areas. For each of these the teacher explicitly expresses the general statements of purposes to achieve goals.
b Obtaining learner characteristics
The researcher identifies the important characteristics of the students for the design. Knowing their characteristics, the teacher
must obtain information about capabilities, needs and interests. This information should affect the emphasis on instructional planning,
including the determination of topics and the levels at which topics are introduced, the choice of sequencing objectives, the depth of
treatments and the variety of learning activities. c
Stating the learning objectives The researcher identifies the learning objectives to achieve in
terms of measurable students’ behaviour outcomes. All objectives must be stated in terms of activities that will best promote learning.
Objectives tell the students: what goals they must attain, what ideas PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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