CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents the discussions of the theories which are related to this thesis. There are two parts of the discussions. The first part is theoretical
description which discusses the related theories used in this study. The second part is theoretical framework which discuses the framework of the research.
A. Theoretical Description
In this part, the researcher explains theories on instructional designs, characteristics of young learners, the principles of
young learners’ learning, multiple intelligences and developing syllabus for young learners.
1. Instructional Design
Instructional design is related to designing materials and teaching-learning activities for the learners. The models of instructional design are taken from
Kemp ’s and Dick’s model.
a. Kemp’s Instructional Design
Kemp’s 1977 instructional design plan is designed to answer three questions considered as
“essential elements” of the design p.8. These questions asked about the objectives of the instructional design, the activities and resources
being used in the instructional design and the evaluation of the design itself. In designing the instructional design, Kemp proposes eight parts. The eight
parts are explained as follows:
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1 Considering Goals, Listing Topics, and Stating the General Purposes for Teaching Each Topic
Goals might be derived from society, students, or subject areas. Goals related to society are those which establish learners’ personal values. Goals
derived from the students are related to students’ educational goals which are related to the subject matter. Goals which are derived from subject area are related
to the specific purposes of the subject matter. Goals which have been stated will be a foundation of selecting topics of
teaching-learning materials. After the topics have been selected, the general purposes of topics are listed. The purposes are the wants of what students should
accomplish in the topics pp. 13-16. 2 Enumerating Characteristics of the Learners
Learners’ important characteristics are considered for whom the instruction is to be designed.
These characteristics include learners’ capabilities, needs, and interests. Besides, academic and social factors in the school should also
be considered. Academics factors are those related to academic environment such as number of students, students’ academic background, students’ level of
intelligence, students’ study habits, and students’ motivation to learn. Social factors of students involve their age, maturity, talents, relation with others, and
socioeconomic situation. Learning condition are also important considerations. These conditions involve factors that can affect students’ ability to concentrate,
absorb, and retain from learning activities pp. 18-21.
3 Specifying Learning Objectives Learning objectives are grouped into three categories, namely cognitive,
psychomotor, and affective. Objectives related to cognitive aspect are those which related to students’ knowledge and thinking process. Psychomotor aspect is
related to students’ ability of kinesthetic activities such as physical activities. Affective aspect concerns on students’ attitudes, appreciations, and values pp. 23-
30. 4 Listing Subject Content
The subject content should support each learning objectives. The content should also relate to the
objectives and students’ needs. This stage deals with selecting and organizing students’ knowledge, skills, and attitudinal factors of the
topics pp. 43-47. 5 Developing Pre-assessments to the Students
Pre- assessment is used to determine students’ background and present
students’ level knowledge about the topic. The pre-assessment is used to find out to what extent the students have acquired the necessary prerequisites for studying
the topics and to find out what students have mastered the topics pp. 50-52 6 Selecting TeachingLearning Activities and Instructional Resources
Teachinglearning activities and instructional resources will treat the subject content so that students will accomplish the learning objectives. The
teaching-learning activities must be efficient and effective. This means that the activities must enable students to master the objectives of the topics pp. 55-60.
7 Coordinating Support Services Support services cover budget, personnel, facilities, equipments, and
schedules. These components are for carrying out the instructional plan pp. 84- 85.
8 Evaluating S tudents’ Learning
Students’ accomplishment of learning objectives is evaluated. The evaluation is done in order to provide a view to revising and re-evaluating any
phases of the plan that need improvement pp. 91-92.
b. Dick’s Instructional Design
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