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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter is divided into two main parts, namely theoretical description and theoretical framework. Theoretical description discusses some theories related
to the study. Theoretical framework discusses major relevant theories which help to answer the problems of the study.
A. Theoretical Description
The section is aimed at giving foundation from related literatures and written sources to conduct this study. Four major areas are discussed; they are
instructional material design models, language laboratory, elementary school, communicative approach and video.
1. Instructional Material Design Models
Teaching needs a plan. The plan covers selecting and arranging materials, method, and media which are suitable for the students. The expectations in
designing instructional materials are to facilitate the teacher in preparing materials and to given an alternative source Indrawan, 2002:7. By preparing plan, students
are stimulated to learn more effectively and efficiently. There are a lot of numbers of instructional design models. Each model has
its own characteristics. Basically, the models present some steps for designing instructional materials. In this part, the writer reviews two models of designing
instructional materials from Kemp and Yalden. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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a. Kemp’s Model
According to Kemp 1977: 8, the instructional design must supply answer to at least three questions, they are:
1. What must be learned? objectives
2. What procedures and resources will work best to reach the desired learning
levels? activities and resources 3.
How will we know when the required learning has taken place? evaluation The instructional design plan presented by Kemp 1977: 8 also consists of eight
elements. They are considering goals, topics, general purposes; characteristics of the learners; specify the learning objectives; list the subject content; develop pre-
assessments; select teachinglearning activities; support services; evaluation. The model of Kemp’s eight interdependence elements is presented below:
Goals, Topics, and General
Purposes
Evaluation
Learner Characteristics
Support Learning
Services Objectives
Teaching Subject
Learning Content
Activities, Pre-
Resources Assessment
Figure 2.1: Kemp’s Model Kemp 1977: 9 REVISE
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