Instructional Design Model Theoretical Description

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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