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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents the theoretical reviews that are used to design the set of instructional writing materials. There are some parts that are
presented at this chapter. They are Instructional design model, the nature of writing, genre-based approach, and EGRA technique.
A. Theoretical Description
In this part, the researcher uses two models of instructional design. They are the model of Kemp 1977 and the model of Borg and Gall 1983. Those models
are explained as follows.
1. Instructional Design Models
a. Kemp 1977
In this research, the researcher used Instructional Design Model IDM of Kemp 1977 to be comb
ined to Borg and Gall’s model. Kemp 1977 states that the design model has interrelationship stages to simplify the process of design.
Kemp 1977 adds that the design process includes “the development of an overall plan incorporating the interrelated parts of an instructional process in a sequential
pattern” p. 6. In this case, the process is to examine the problems and needs, set the procedure, and evaluate the results for revising it. The designer is going to
choose the possible part which is acceptable to be done first. Because of the flexible
parts, every part does not operate in order.
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1 Step 1 : Identifying Goal , Topics, and General Purposes
The first step that has to be done is recognizing the broad goal of the school system. Basically, a school must have a goal. Kemps 1977 states that there are
three considerations why the school has the goal. They are the societies, students, and subject areas. According to Kemp 1977, to identify the goal, the planner
should consider eith er the changes of the students’ needs and interests or the
changes of the societies.
2 Step 2: Identifying Students’ Characteristic
The second step is identifying students’ characteristic. Kemp 1977 states that there are several fac
tors which diverge the students’ characteristics which are the academic factors academic background, social backgrounds age and
soc ioeconomic situation, learners’ learning conditions, and the learning styles.
Kemp 1977 adds that the planner can decide topics and a level at which topics are introduced, specify learning objectives, and select learning activities by identifying
the students’ characteristics.
3 Step 3 : Specifying Learning Objectives
The third step is specifying learning objectives. In this case, to promote learning, the objectives are written in the activities. Furthermore, Kemp 1977
states that the learning objectives have to be measureable.
4 Step 4 : Listing Subject Contents
The subject contents aim to empower the formulation of learning objectives. In other words, the learning objectives are what you want the subject contents to
do. The subject contents are organized into specific knowledge facts and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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