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CHAPTER II REVIEW OF LITERATURE
In this chapter, the researcher is going to present some related theories to the research. The theories are going to be categorized as two sub-chapters,
Theoretical Description and Theoretical Framework.
A. Theoretical Description
In this section the researcher would like to discuss some related theories in this research. The theories are Instructional Design Model, Reading, Writing, the
Integration of Reading and Writing Skills, Communicative Language Teaching, and Task-Based Learning. The description of each theory is as follows.
1. Instructional Design Model
The instructional design model which the researcher decided to use in this research
is Kemp’s Model. In order to design material, the researcher needs to find information about the objectives in the instructional design, what kinds of
activity and resources used, and the evaluation of the instructional design. Therefore, there are three main questions related to instructional design in this
research; the questions are 1 What must be learned? 2 What are the appropriate activities and resources can be used in the design? and 3 How does the
researcher know when the designed material is appropriate to the learner? In his model, Kemp 1977 has described that there are eight steps in
instructional design. The following steps by Kemp are as follow:
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a. Goals, topics, and general purposes: identifying goals, selecting topics, and listing general purposes based on each topic.
b. Learning characteristics: obtain informati on about the learners’ capabilities,
needs, and interests. c. Learning objectives: stating measurable objectives that the researcher knows
specifically what he is trying to teach and can later determine whether the researcher has accomplished it.
d. Subject content: closely relate to the objectives and the student’s needs.
e. Pre-assessment: develop pre-test to measure in what extent the student has acquired the necessary prerequisites for studying the topic and what the
student may has already mastered about the subject to be studied. f. Teaching learning activities and resources: selecting the teaching learning
activity for the instructional plan to achieve objectives’ accomplishment. g. Support services: considering support services such as funds, facilities,
equipment, and personnel to carry out the instructional plan. h. Evaluation: measure the learning outcomes relating to the objectives and
evaluate any phase of the plan that needs improvement. Kemp’s model can be summarized in figure 2.1:
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Figure 2.1 Kemp’s Instructional Model Kemp, 1977:9
2. Reading Skills
Kategori