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CHAPTER II REVIEW OF RELATED LITERATURE
There are two major points that will be discussed in this chapter. The first is about the theoretical description of related theories to the study and the second
point is on the theoretical framework where it will be used as the guideline in designing the exercises.
A. Theoretical Description
In this section, there are five topics to discuss. They are Instructional Design Models, Theory of Computer Assisted Language Learning, Theory of
Blended Learning, and Theory of Hot Potatoes Software.
1. Kemp’s Instructional Design Model
In this study, the writer employed Kemp’s model in order to answer the questions presented in the previous chapter. In this model, the designer may start
designing at any stage whenever the designer is ready. This model also can be applied at any educational level.
In the design presented by Kemp 1977: 8, there are three essential elements of the instructional technology. These elements are objectives what
must be learnt, method what procedures and resources will work best to reach desired learning level, and evaluation how we will know if the desired learning
level happens. Furthermore, the design can be implemented at any educational
10 level. It can be treated to single topics and then to units and then to the whole
courses Kemp, 1977: 8. There were eight steps offered by Kemp in order to sustain the three
essential elements. The eight stages are:
1 Determining the Goals, Topics, and General Purposes
The school board determined the goals and topic for English Tenses Review which is held at the school. The topics are selected to serve the goals.
Finally, the general purposes are stated for each topic to know what objectives that the students should achieve.
2 Identifying the Learners’ Characteristics
By identifying the learners’ characteristics, the writer can select the objectives and learning activities in the instructional material design. The learners’
characteristics include the information about the learners’ capabilities, needs, and interests.
3 Specifying Learning Objectives
In specifying the learning objectives, there are three categories that should be considered, namely cognitive, psychomotor, and affective. Furthermore, those
three categories should be clearly stated in terms of activities that best promote learning. In other words, the activities as the realization of learning objectives
must be measurable. In addition, the learning objectives usually start with an action verb that describes learners’ specific behaviour or activities.
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