12 Each class only has one meeting per week and two lessons time per meeting.
13
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter consists of two major sections. They are the theoretical description and theoretical framework. The theoretical description discusses the
basic theory of the instructional design materials, speaking, games, KTSP, and the phases of language teaching. The theoretical framework focuses on how those
theories relate to each other in order to underline and base this research.
A. Theoretical Description
Designing speaking instructional materials using games for the fourth graders of SD Negeri Turi 1 Sleman involves some theories to consider. Those are
the instructional design models, speaking, games, KTSP, and the phases of language teaching theory. Each of them is elaborated as follows.
1. The Instructional Design Models
Hutchinson 1994 defines the term designing materials as “creating a set of materials that fits the specific subject area of particular learners p. 106.”
Moreover, there are several considerations in designing materials. They are Hutchinson and Waters, 1987, pp. 55-56:
a The designed materials must be based on target needs a The designed materials should pay attention to the significant potentialities
and constrains such as experience, finance, facilities, competence, background
know
ledge, and time.
14 a The designed materials are supposed to develop the language centered
approach, the skill-centered approach, and learning-centered approach. In addition, Hutchinson and Waters 1987 say that designing materials
focuses on providing “a reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching, and evaluation p. 21.” The two
common theories of instructional design materials are Kemp’s and Yalden’s theory. Each of them is elaborated below.
a. Kemp’s Instructional Design Model
Instructional design plan is a name given to the approach and procedures of designing materials arranged by Kemp. Kemp 1977 states that on any
educational levels such as elementary, secondary and college this instructional design can be applied to individual topic, units, and to complete courses which
involve one or a few teachers p. 8. There are three essential elements in the form of questions that should be considered in this instructional design. They are:
a What must be learned? objective a What procedures and resources will work best to reach the desired learning
levels? activities and recourses a How will we know when the required learning has taken place?
evaluation Those three essential elements are described into eight parts of the
instructional design plan. There is a relationship and interdependence among those elements; decisions relating to one may affect other elements. Those eight
elements are elaborated and shown on the next page and ilustrated in Figure 2.1.
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