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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the writer presents several theories supporting the designing of materials for the tenth grade of vocational high school. In order to
have a good material design several theories are needed. This part contains two 2 subparts. The first is theoretical description which contains some citations
from the relevant theories and the second is theoretical framework which contains summary and synthesis of the writer about the relevant theories which will help
the writer to solve the research problems.
A. Theoretical Description
This part discusses the elements that are useful to design the instructional speaking materials. As the basis of the research, the writer uses some theories.
Those theories are theories about Instructional Design Models, Teaching Speaking Skills, School Based Curriculum Vocational High School and Task-Based
Language Teaching.
1. Instructional Design Models
Instructional materials are content to be learned which are written in a textbook or papers. In this study Instructional materials are a set of materials
which are planned by the designer in order to help the students and the teachers in teaching learning process. Instructional materials refer to any material containing
information which will be used by teachers and students to achieve the learning
10 objectives Dick Carey, 1978:127. The writer will combine two design models
from Kemp’s model and Dick and Carey’s model to become the writer’s model design. The explanations of the two models are as follows:
a. Kemp’s Model
Kemp’s model can be applied on any educational level from elementary to college. The model is designed to answers three questions which may be
considered as the important elements of instructional technology Kemp, 1977: 8. Those are 1 What must be learned? 2 What procedures and resources will
work best to reach the learning levels? 3 How will we know when the required learning has taken place?
Kemp design consists of eight parts which can be summarized as follows Kemp, 1977: 8-9:
1 Considering goals, listing topics, and stating the general purposes for teaching
each topic. The goals can be obtained from the society, students, and subject areas.
After considering the goal, the designer listed the topics based on the students needs. The topics should be arranged from the simple to the complex one. The
general purposes are formulated in accordance with the goals and the topics. 2
Identifying the important characteristics of the learners In this step, the teacher identifies the characteristics of the learners
including the learners’ capabilities, needs, and interests. The students’ characteristics will affect the instructional design emphasized.
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