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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. Therefore, I divide this chapter
into two major sub-headings namely theoretical description and theoretical framework. The theoretical description provides the theoretical issues related to
the problem, whereas the theoretical framework explains the thread of the theories to formulate the orientation of the study.
A. Theoretical Description
The study aims to develop teaching strategies based on Reflective pedagogy for integrated reading and writing. Therefore, there are some theories
discussed in this part, namely Research and Development theory, Instructional Design Theory, Reflective Pedagogy, Theory of Teaching Reading, Theory of
Teaching Writing, The Integrated of Teaching Reading and Writing and The 2006 edition of School- Based Curriculum.
1. Research and Development Theory Borg and Gall 1983: 772 explains that education Research and
Development RD is a process used to develop and validate educational products. The steps of this process are usually referred to as the R D cycle,
which consists of studying research findings pertinent to the product to be
developed, developing the product based on these findings, field testing in the setting where it will be used eventually, and revising it to correct the deficiencies
found in the field testing stage. In contrast, the goal of educational research is not to develop products but rather to discover new knowledge through basic
research or to answer specific questions about practical problems. The major steps in the RD cycles based on Borg Gall are:
a. Research and information collecting
This stage includes review of literature, classroom observations, and preparation of report of state of the art.
b. Planning
It includes defining skills, reviewing the English syllabus, determining goals, topic, and general purposes.
c. Develop Preliminary form of Product
It includes preparation of instructional materials, handbooks, and evaluation devices.
d. Preliminary Field Testing
It can be conducted by using interview, observational and questionnaire data collected and analyzed.
e. Main Product Revision
Revision of product as suggested by the preliminary field-test results.
f. Main Field Testing
Conducted in 5 to 15 schools with 30 to 100 subjects Quantitative data on subjects’ pre course and post course performance are collected. Result is
evaluated with respect to course objectives and is compared with control group data, when appropriate.
g. Operational Product Revision
Revision of product as suggested by main field-tests result.
h. Operational Field Testing
Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and analyzed.
i. Final Product Revision
Revision of product as suggested by operational field-test result.
j. Dissemination and implementation
The contribution of RD in our education is to finding generated by basic and applied research and uses them to build tested products that are ready for
operational use in the schools.
2. Instructional Design Theory
In the theory of instructional design there are many models of instructional design. Each model has some stages which can be used as a step-by-step guidance
to develop the teaching strategies.
a. Kemp Design Model
The Kemp 1977 design model takes a holistic approach to instructional design. Virtually all factors in the learning environment are taken into
consideration including subject analysis, learner characteristics, learning objectives, teaching activities, resources computers, books, etc., support services
