11
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses some relevant literatures which are used to answer two main problems in the problem formulation. It was divided into two parts: the
theoretical description and the theoretical framework. The theoretical description states some related literature which are useful in document analysis and designing
the material. The theoretical framework puts the researcher’s concepts based on the theoretical description conducting in this study.
A. Theoretical Description
There are some theories which are related to this study. Some of them are discussed on the theoretical description which can help the writer to do this study.
The theories are discussed in this chapter are instructional design models, syllabus, the principles of teaching speaking, and the nature of MI.
1. Instructional Design Model
Designing speaking instructional material for students, the writer needs models which can guide her to make a good material design. In this study, the
writer uses Kemp’s models to be the basic guideline in designing speaking instructional material. The speaking instructional material in this study is based
on MI theory proposed by Gardner 1993.
12
a. Kemp’s Instructional Design Model
According to Kemp 1977, p. 8, instructional design plan is designed to provide answers of three questions in instructional design. Those three questions
are considered to be the essence of instructional design. The three are as follows. 1 What must be learnt? 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
To provide answers for those three questions, Kemp 1977 proposes program
development. The
program development
is consisting
eight interdependence parts. The eight parts of Kemp’s program development Kemp,
1977, pp. 8-91 are as follows.
1 Determine Goals, Topics, and the Purpose for Teaching Each Topic
In determining instructional design, the designer should consider the goals, list of the topics, and also state the general purpose for each topic. Goals are the
bases of all educational programs, which can be derived from three sources – society, students, and subject areas Kemp, 1977, p. 14. The topics, which
become the scope of the source or the program, are usually sequenced according to a logical organization, from the simple one or concrete levels to the complex
and more abstract levels Kemp, 1977, p. 15. The general purpose does not state precisely the learning objective. In shorts, general purposes are what the students
Kategori