Instructional Design Model Theoretical Description

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the writer would like to explain some theories related to the study. The writer divides this chapter into two parts: Theoretical Description and Theoretical Framework. The Theoretical Description provides the explanation about Instructional Design Model, Task-Based Language Teaching, Listening, and School-Based Curriculum. The Theoretical Framework provides the summary of the theories that has been revealed in the theoretical description.

A. Theoretical Description

The theoretical description is aimed to review the theories which are related to the study. This part consists of Instructional Design Model, Task-Based Language Teaching, Listening, and School-Based Curriculum. The explanations about Instructional Design Model are presented below.

1. Instructional Design Model

In this study, the writer uses Instructional Design Model by Kemp 1977. According to Kemp 1977, Instructional Design Model is a method to develop an overall plan using interrelated parts of instructional process in a sequential pattern. He also reveals that the Instructional Design Model can be applied on any educational level, individual, topic, unit, or complete course involving one or a few teachers. The Instructional Design Model also consists of three essential elements: objectives, activities, and evaluation. Those essential elements are 10 designed to support each other Briggs, 1977. In order to maintain those three essential elements, Kemp 1977 proposes eight steps in developing the unit planning. a. Determine Goals, Topics, and General Purposes Goals are related to broad competency that will help the students participate in society. They also become the basis to transmit the understanding and skills that the society expects and to indicate the changes of the students ’ needs and interests. After determining the goals, it is important to select the topics as the scope of the course program. The topics can be arranged based on logical organization or teacher preferences. The general purposes are listed to derive objectives that will serve as specific learning outcome. In this case, the teachers have to clarify and translate the general purposes into detailed behavior terms. b. Enumerate Characteristics of the Learners In order to provide a good design, it is required to obtain the information about the l earners’ capabilities, needs and interests. The information should affect instructional planning including the topic, objectives, treatment, and the variety of learning activity. The information of the learners’ characteristics can be from students’ cumulative records, consultation with the teachers, the student counselor, and the adviser. c. Specify the Learning Objectives The learning objectives must be stated in terms of activities that are used to promote the learning. Writing a learning objective is a developmental activity that requires refinements, changes, and additions and for some teachers, objectives 11 become clear only after the subject content has been stated. The learning objectives must mean the same thing for the students and the teachers and they clearly communicate to all students and teachers who will use them. A good objective must possess some essential parts, such as action verb, content reference, performance standard, and conditions. d. List the Subject Content The subject content is related to the objectives of the product and students’ needs. Listing subject content means making or preparing an outline of information for a lesson, a speech, or a report. After listing the subject content, it is important to organize the subject content. The organization of the content depends on the topic and what the teacher wants. e. Develop Pre-Assessment The purpose of the pre-assessment is to plan earlier learning activities and to ensure that the students do not waste their times on things they already know. There are two kinds of testing: prerequisite testing and pretesting. The aim of the prerequisite testing is to determine whether the students have appropriate background preparations of the topics and the aim of the pretesting is to determine which objective the students may already achieve. f. Select TeachingLearning Activities and Instructional Resources In selecting the teachinglearning activities, it is important to determine the most efficient methods and then select materials to provide the learning experiences that employ the content associated with each objective. The thing that should be considered in determining the teachinglearning activity is also the 12 resources which are used in the teachinglearning activities. The selecting of the learning activities and the instructional resources must offer the students to master the objectives at an acceptable level of achievement in a reasonable amount of time. g. Coordinate Support Services The services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. If some supports cannot service well, they can restrict the plan that has been made. Kemp 1977 argues that this procedure can limit a new planned program especially if certain supports, like funds or facilities are not available. h. Evaluate Students’ Learning If the designer is already at this step, it means that the instructional design is already measured. The measurement of the instructional design is related to the suitability of the objectives, the subject content, the learning method, the materials, the role of personnel, the use of facilities, the schedules and the other factors that affect the optimum performance and the achievement of the objectives. There are two kinds of evaluation: formative evaluation and summative evaluation. The formative evaluation is taken during the development of the product and the summative evaluation is taken when the product is fully used. The diagram below presents the relationship among the steps in Kemp’s Instructional Design Model 1977. 13 Figure 2.1 Diagram of Instructional Design Model Kemp, 1977, p. 9 Based on the diagram, Kemp’s Instructional Design Model is flexible and it does not have a starting point. The designers can start from whichever step suitable for them and move back and forth to the other steps. Kemp 1977 also reveals that it is possible to simplify or reorder the phases of Kemp’s Instructional Design Model. The following part is the explanation of Task-Based Language Teaching. It is divided into four parts. They are the definition of task, the component of task, the variety of task, and the Task-Based Language Teaching components.

2. Task-Based Language Teaching TBLT