Review of Related Study

32 chooses first step from the Morrison et al. because they suggest the writer to search first the problem of the learners. This step is relevant to the characteristics of ESP which the materials should be based on learners’ needs. 2. Listing the Topics as a Part of Task Analysis Morrison et al. The second step is the writer identifies subject content for learners. This step aims to decide topics or knowledge will be taught for the learners. The writer chooses this step because Morrison et al. define clearly what the designer should do in determine a topic. Also, they suggest the designer to use a topic analysis to identify objectives, design the instructional strategies, and create instructions. 3. Writing Instructional Objective Morrison et al. The next step is the writer has to write the objectives or what learners will be able to do after the learning process in a clear statement. In this step, the writer should consider cognitive, psychomotor, and affective domains. The reason in choosing this step is also to use the domain aspects as a guideline to create the content of the materials. 4. Developing Instructional Material Strategy Dick Carey This step is used to determine what kind of learning activity will be used to teach the materials. It is important in order to help learners practice during the learning process. The writer chooses this step because Dick and Carey give steps to develop instructional material strategy to teach the materials for learners. 5. Designing the Message Morrison et al. In this step, the writer decides to design the materials in the pattern of words. The reason in choosing this step is because the writer is suggested to 33 provide appropriate pictures to convey messages to the learners. The role of pictures in this step is to grab learners’ attention in learning. 6. Designing and Conducting Evaluation of Instruction Dick Carey This step is aimed to develop a set of draft evaluation to collect data. The writer chooses the evaluation step from Dick and Carey because they give clear explanation on what the writer should do to evaluate the existing materials. Thereafter, the data is used to revise the existing instructions and materials. The stages of th e writer’s model can be shown as follow: Figure 2.5: The W riter’s Model of Instructional Design Conducting instructional problem Listing the topics as a part of task analysis Writing instructional objective Developing instructional material strategy Designing the message Designing and conducting evaluation of instruction