9
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the theories and quotations used as the background knowledge of the research will be explained one by one clearly. This chapter is divided into 2
parts. The first part i s the “Theoretical Description” and the other one is the
“Theoretical Framework”. The researcher obtained the theories and quotations from some books and resources from the internet.
A. Theoretical Description
In this section the fields which were chosen to be concerned would be explained
for the readers clearly. These fields were all related to the study. They were used to choose the background theories of this study so that the theories could cover all the
aspects which were needed to design the module.
1. Instructional Design
The first thing to be explained was about the theories related to the Instructional Design. This study used a book about Instructional Design which was
written by Gagne and Briggs 1992. They were from Florida State University. They clearly defined
the word “instruction” as “… a set of events which affect learners in such a way that learning is facilitated
” p.3. It meant that the instruction was a set of activities to facilitate the learners in teaching-learning process. Gagne and Briggs
1992 also said that instruction was usually prepared before the teaching-learning
10
activities were conducted. It meant that the instruction must be planned and designed first.
Another researcher who conducts a study of instructional design was Borg and Gall 2007. They said
that, “Research and development is an industry-based development model in which the findings of research are used to design new products
and procedures, which then are systematically field-tested, evaluated, an d refined…”
p. 589. Thus the purpose of this research was to develop and validate an effective educational product used in school, not to formulate or test theories.
Another related theory about instructional design was the theory from Yalden 1987, who said that in preparing the description of the purpose to be produced for a
given course, the language program design will accordingly work in terms of broadly or narrowly focused purposes, and occupational or educational categories pp.107-
108. It meant that, in designing a language course, the purpose of the program should be determined from the beginning. It this research, the purpose of the program
was to help the elementary school students to improve their English educational purposes.
He also offered some stages to follow in designing an Instructional design product as stated in Table 5, stages in language program development p. 89. The
stages he offered were: a.
Needs Survey
This stage was needed in designing instructional materials, because by conducting this needs survey, the researcher would be able to obtain all the
11
information about the learners such as their personal needs, strengths, weaknesses,
and the motivation to study.
b. Description of Purpose
Describing the purpose of the program was a stage where the program designer should determine the purpose in terms of students
‟ characteristics and skills
before and after joining the language program.
c. Selection Development of Syllabus Type
In this stage the language program designer should create an appropriate syllabus to be used to achieve a completely learner-centered approach.
d. Production of a Proto Syllabus
The language program designer should select and combine the materials as the content of the syllabus. In such syllabus, general objectives, specific topics, the
language functions, and the vocabulary are shown. e.
Production of Pedagogical Syllabus In producing a pedagogical syllabus stage, the language program designer should
develop the teaching materials as far as possible and testing instruments. f.
Development of the Classroom Procedure Developing classroom procedures here include the selection of exercises types,
teaching techniques, lesson plan, and weekly schedules. g.
Evaluation In this stage the language program designer evaluated the learners, the programs,
and the teaching process of the language program.
12
In order to make the Yalden‟s instructional model clearer, the following figure
was made to help the readers to understand the instructional steps easier.
Figure 2. 1. Language Program Development Yalden, 1987
2. English for Young Learners
Kategori