Theoretical Framework REVIEW OF RELATED LITERATURE
37 grammar by Nunan 2003, the theory of vocabulary learning by Nation 1990,
the theory of writing, principles of teaching wiriting by Nunan 2003, content- based instruction by Nunan 2003 and Brinton, Snow Wesche 1989 as well
as instructional design by Kemp 2011 are employed. The
researcher implements Kemp‟s instructional design 2011. In the first step, namely, identifying instructional problem, the researcher identifies the
students‟ English level, learning style, appropriate teaching strategies as well as the suitable materials for the students of the History Department. This step is
carried out by conducting classroom observation in Bahasa Inggris 1 class and interviewing the head of the curriculum of the History Department and the vice
chairperson of the History Department. Th e next step is analyzing learners‟
characteristics. In this step, the researcher distributes pre-design questionnaires to the students of the History Department to gain specific information about
students‟ characteristics, needs, interests, and academic record. The third step is analyzing tasks in which the researcher lists and selects
the topic based on the data collection from the classroom observation, interviews and pre-design questionnaire result. Then, the next step is determining
instructional objectives. In this step, the researcher determines the objectives of each topic selected to meet the targets of English learning set by the History
Department. After that, in the step of content sequencing, the researcher decides the
appropriate content for each topic and gathers data needed for the designed materials. The sixth step is developing instructional strategies in which the
38 researcher creatively designs the materials. Learning strategies and activities are
also developed in this step. The researcher s elects materials based on the students‟
needs and interest which also related to their field of study any forms of historical data, tourism objects which contain history, tourism websites, and etcetera. The
next step is designing the message. The researcher plans and templates the material unit effectively. Pictures, interesting fonts and appropriate colors are used
to make the design more interesting. Then, the eighth step is development of the instruction. In this step, the researcher develops instructional design and combines
each material all together into a complete unit. After that, the materials are printed into a book.
The last step is developing evaluation instrument which involves validation from the experts whether the materials are suitable for the students and
meet the said goals of the study programs. The researcher distributes the evaluation questionnaires to an English lecturer of the History Department and
two lecturers of English Language Education Study Program Sanata Dharma University. The feedback comments, opinions, suggestions are later used to
revise the materials.
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