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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the related theories as base to conduct this study. There are two sub chapters which are the theoretical description and the
theoretical framework. The theoretical description discusses the related theories used in this study. The theoretical framework limits the discussion on synthesis of
the theories and the process of conducting this study.
A. Theoretical Description
Theoretical description stands for the Kemp ‟s instructional design model,
the Yalden‟s language program development, the writer‟s instructional design
model, the contextual materials for designing the relevant materials, the task- based approach for selecting the interactive learning tasks, the nature of reading
materials for improving reading skills, the nature of writing materials for improving writing skills, the integrated reading and writing skills, and the KTSP
2006 for identifying the goal, topics and general purposes.
1. Kemp’s Instructional Design Model 1977
The writer adapts Kemps‟ 1977 Instructional Design Model IDM to get
the practical steps to design the materials. Kemp 1977 produces an effective instructional design model for educational field to create an efficient and effective
process of design. Kemp‟s 1977 IDM has been re- formulated by Morrison,
Rossa and Kemp in 2004 and 2011. The reason to use the old IDM of Kemp
10 1977 is to have the simple and practical stages. Kemps 1977 provides
intercorelleting stages to simplify the process of design. This design process involves
“the development of an overall plan incorporating the interrelated parts of an instructional process in a sequential
pattern ” Kemp, 1977, p. 6. The process includes a way to examine instructional
the problems and needs, set the procedure to solve them and evaluate the results for revising it.
Kemp‟s 1977 IDM is conditional ID Instructional Design which is adaptive to a context. The designer is going to choose the possible part which is
acceptable to be done first. Because of the flexible parts, every part does not operate in order. Accordingly, Kemp 1977 mentions some fundamental reasons
essential elements of instructional design which are objectives, activities, resources and evaluation. Kemp 1977 uses intercorelating and incorperating
steps of instructional design plan. Figure 2.1 illustrates the relation between each step in instructional plan.
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Figure 2.1: Diagram of Kemp’s 1977 IDM
The eight steps are explained in details as follows:
Step 1 : Identifying Goal , Topics, and General Purposes
An instructional design plan starts with recognizing the broad goal of the school system or institution. A school is developed to serve a goal. The school has
the goal based on three conderations which are the societies, students and subject areas Kemp, 1977. According to Kemp 1977, to identify the goal, the planner
should consider either the changes of the stude nts‟ needs and interests or the
changes of the societies. Kemp 1977 states that in curriculum of the course “… topics are choosen
for study, for each of which the teacher explicitly express the general purposes ”
p. 13. The major topics or unit headings are decided as scopes of the course or program. The topics are usually sequenced according to a logical organization,
R evi
se
Goal, Topics, and
General Purposes
Support Services
Learning Objectives
Pre- Assessment
Students‟ Characteristi
cs Evaluation
TeachingLea rning
Activities, Resources
Subject Contents
Kategori