Instructional Design Theoretical Description

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter deals with theories related to this study. This chapter consists of two parts namely, the theoretical description and the theoretical framework.

A. Theoretical Description

This section discusses the theories of the instructional design, the listening skill, the task-based language teaching, and the school-based curriculum.

1. Instructional Design

Developing a set of listening materials needs a system of instructional program to be followed. In this study, the writer applies Kemp’s design in developing the listening materials. Kemp’s method can be applied in any educational level therefore this is a suitable method for the writer to develop the listening materials. Kemp offers instructional technology which means the systematic design of instruction, based on knowledge of the learning process and on communication theory, taking into consideration as many factors and variables of the particular situation as possible, so that successful learning will result Kemp, 1977, p. 7. According to Kemp 1977, there are three essential elements of instructional technology p. 8. They are what must be learned? objectives, what procedures and resources will work best to reach the desired learning levels? 8 activities and resources, and how will we know when the required learning has taken place? evaluation Kemp 1977 states in maintaining the essential elements, there is design plan which consists of eight parts and shows how each one can be developed in actual practice p. 8. The first part is considering goals, and then listing topics, stating the general purposes for teaching each topic. Second, enumerating the important characteristics of the learners for whom the instruction is to be designed. Third, specifying the learning objectives to be achieved in terms of measure student behavioral outcomes. Fourth, listing the subject content that supports each objective. Fifth, developing pre-assessments to determine the student’s background and present level of knowledge about the topic. Sixth, selecting teachinglearning activities and instructional resources that will treat the subject content so that students will accomplish the objectives. Seventh, coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. Eighth, evaluating students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. There is interdependence among the eight elements; decisions relating to one may affect others. The writer applied Kemp’s design because this is a flexible process Kemp, 1977, p. 98. This is the strength of Kemp’s model. The diagram in Figure 1 illustrates the relationship of each step in the plan to the other steps which supports the instructional design as a flexible process. 9 Figure 1: Kemp’s Design 1977, p. 9 The diagram shows that Kemp’s instrcutional design model is a cycle. The writer can start the steps which are suitable and move back and forth to the other steps. Kemp 1977 reveals that it may be possibe to simplify or reorder phases of this plan and still improve learning p. 10. Another strength of Kemp’s design is that this design could be applied to all level of education.

2. Listening