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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter is aimed to review some theories related to the study. Hence, the researcher divides this chapter into two major sub-headings namely
Theoretical Description and Theoretical Framework. Theoretical Description provides the theoretical issues related to the problems, while the Theoretical
Framework explains further about theories in order to formulate the orientation of the study.
A. Theoretical Description
In this section, the researcher discusses some related theories in designing integrated reading writing materials of Self-Access Centre in
SMK Negeri 2 Depok
. The review on the related literature covers Instructional Design Model, Reading, Writing, Integrated skill, Task-Based Learning and Self-Access Center.
1. Instructional Design Model
The instructional design model used by the researcher as the related literature is Kemp‟s model. It is used to find out the goals, topics, learning
objectives of instructional design, teaching learning activities and resources, and evaluation. There are some approaches and procedures described here that will be
called as instructional design. According to Kemp 1977, this model is designed to answer three questions; they are What must be learned? Objective, What
procedures and resources will work best to reach the desired learning levels? Activities and resources, and How will we know when the required learning has
14 taken place? Evaluation p. 8. Kemp 1977: 8 offers eight parts of the plan that
will be explained as follows. a.
Stating the Goals, Topics and General Purposes In this first step, the researcher has to identify the broad goals of the school
system and then select the appropriate topics in order to make those goals work appropriately. Further, the researcher states the generals purposes based on each
topic. b.
Learner Characteristics After stating the goals, topics and general purposes, the researcher obtains
information about the learners‟ capabilities, needs, and interests. c.
Learning Objectives In this step, the researcher specifies the learning objectives, which is
concerned with learning as the outcome, to be achieved in terms of measurable student behavioral outcomes.
d. Subject Content
After specifying the learning objectives, the researcher lists the subject content that supports each
objective and learners‟ needs. e.
Develop Pre-Assessments Before selecting teachinglearning activities and resources, the researcher
develops pre- assessments to determine the students‟ background and present
levels of knowledge of the topic.
15 f.
Teaching Learning Activities and Resources In this step, the researcher selects teaching learning activities and
resources that will treat the subject content so students will accomplish the objectives.
g. Support Services
Before evaluating students‟ learning, the researcher coordinates such support services as budget, personnel, facilities, equipment, and schedules to carry
out the instructional plan. h.
Evaluation This is the last step of the plan to develop instructional design. The
researcher evaluates students‟ learning in terms of their accomplishment of
objectives, with a view to revising and revaluating any phases of the plan that need improvement.
The following is the illustration of the Kemp‟s model.
Figure 2.1: Kemp’s Instructional Model Design 1977: 9
16 Figure 2.1 shows the relation of one step to the other steps in the plan.
This cycle is considered as a flexible process. It means that the researcher might choose which step will start the plan. Moreover, there is interdependence among
those eight elements in which each step affects the other steps. In this study, the researcher chooses some steps in the Kemp‟s
instructional model design. Those steps are stating goals, topics and general purposes, stating learning objectives, listing the subject content, selecting teaching
learning activities, evaluating, and revising.
2. Reading