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CHAPTER II LITERATURE REVIEW
This chapter discusses related literature as a theoretical base in doing the study in chapter I. This chapter is divided into two sections, theoretical description
and theoretical framework.
A. Theoretical Description
This section concerns with the theories that are used to the accomplishment of the study. This section is divided into four parts; they are Instructional Design
Model, English for Specific Purposes, Communicative Language Teaching and Speaking Skill.
1. Instructional Design Models
In designing an instructional material, the writer needs some models of instructional material design. This study applies the models presented by Kemp and
Yalden. The writer chooses these three models because they are flexible and communicative. After discussing the models, the writer combines them by
considering the strengths and weaknesses of each model.
a. Kemp’s Model
Instructional process is complex. It is composed of parts and functions that operate in a coherent manner in order to achieve success.
This method can be applied on any educational level – elementary, secondary or college. An instructional design plan is designed to supply answer to the following
three questions which are considered as the essential elements of instructional technology Kemp 1977:8
1. What must be learned? objectives
2. What procedures and resources will work best to reach the desired learning
levels? activities and resources 3.
How will we know when the required learning has taken place? evaluation The diagram that follows illustrates the relationship of each step in the
plan to the other steps.
Figure 2.1 Kemp’s Instructional Models Kemp, 1977: 9
Based on the diagram, it is a flexible process. There is interdependence among the eight elements; decisions relating to one may affect each others. A teacher
Goals, topics and general purposes
Learners’ characteristics
Revise Learning
objectives
Subject content
TL activities resources
Evaluation
Support service
Pre- assessment
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