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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents a discussion upon which the study was developed. There are two parts of discussion namely theoretical description and theoretical
framework. The theoretical description presents a detailed description of concepts related to the research. In the theoretical framework, the writer relates the theories
discussed to the research.
A. Theoretical Description
The theoretical description presents the theories which are the basis of this study. Those theories consist of theories about instructional design models,
foreign language learning for children, multiple intelligences theory, and theory on vocabulary.
1. Instructional Materials Design Models
In this subsection, the writer describes two instructional design models that are Kemp’s model and Yalden’s model.
a. Kemp’s Model
Kemp’s instructional design model provides clear explanation in forming objectives, activities and resources. Besides, it offers flexibility. So, it is possible
to move back and forth in designing materials. This model also can be applied in all educational levels, from elementary school up to university. Thus, the writer
chooses Kemp’s instructional design model as the theory of designing materials.
10 The instructional design plan is produced to answer three questions which
are considered as the essential elements Kemp, 1977: 8. The three questions are as follows.
1. What must be learned? 2. What procedures and resources will work best to reach the desired learning
levels? 3. How will we know when the required learning has taken place?
The first question focuses on the designed plan objectives. The second focuses on the activities and resources of the designed material while the last
question focuses on the evaluation to assess the teaching and learning activities. Kemps proposes a development program to answer those three questions
which consists of eight parts 1977: 8-9. They are as follows.
1. Considering goals, topics, and the general purposes for teaching each topic
All educational programs are based on broad stated goals. Kemp’s instructional design planning begins with the formulation of the goals before
designing the materials. After considering the goals, the next step is listing the major topics for the study. The topics are sequenced from simple to the
complicated level. Then, the general purposes are determined to be accomplished for each topic. It is possible for a single topic to have more than one purpose.
2. Enumerating the learners’ characteristics
In this part, the designer should gain information on the learners’ characteristics. According to Kemp, there are four factors that influence the
learners’ characteristics, namely academic factors, social factors, learning
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