necessary equipment and facilities, as well as personnel’s time and schedules for preparing and implementing the materials.
h. Evaluate the accomplishment of objectives to revise the design plan
The purpose of evaluation is to measure if learners have achieved the learning objectives. There are two kinds of evaluation: formative evaluation and summative
evaluation. Formative evaluation is beneficial to monitor how well the instructional model serves its objectives as well as to determine the weaknesses of the model. This
evaluation takes place during developments and try-outs. Summative evaluation is useful for analyzing the results of a program when it is in full use, measuring
learners’ final achievement of the objectives, and also providing feedback for revisions and improvement of the instructional plan. This evaluation takes place
during implementation. One distinctive characteristic of Kemp’s model is its’ flexibility. The designer
may start the designing process with whichever step he is ready to start with and then move back and forth to the other steps Kemp, 1977. This model gives freedom to
the writer in choosing the order, because there is no fixed sequence to do this. However, since the eight steps are interdependent, and thus decisions related to one
step may affect the others; constant adjustments to all steps must be carefully made during the process of designing.
Revisions of the instructional program are important to attain an effective instruction. In Kemp’s model, the revisions of the steps are made necessary by
evaluating students’ accomplishment of objectives Kemp, 1977. 30
B. Theoretical Framework
This section discusses the synthesis of the theories discussed in the previous subchapters.
To find out the answer to the first objective of this study, the writer has to understand the underlying principles of ESP, speaking and task based learning. ESP
is an approach which is based on the learners’ needs. It means that all the decisions related to the designing of the materials will be based on the learners’ needs and
interests. The result of ESP is a kind of materials that match directly with the condition that they are going to encounter in their working field.
In teaching speaking, the writer should design classroom activities which are adjusted with the teaching of English as the Foreign Language. Therefore, the
activities should have balanced fluency and accuracy, provide learners with more opportunities to talk and limit the teacher talk, involve negotiation of meaning as well
as guidance and practice in transactional and interactional speaking. In task based learning, tasks are considered as the core unit of planning and
instruction. Tasks enable learners to discern, manipulate and interact in authentic language while their attention is principally paid to meaning rather than to form. This
is a kind of situation at which Krashen and Terrel 1983 argued the language is taught best. The framework of task based learning consists of three components: pre-
task, task-cycle, and language focus phase. In these phases both the teacher and the learners play various roles. The learners function as active language users, language
