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CHAPTER II LITERATURE REVIEW
This chapter presents the literature review of the study. This includes two main parts, namely theoretical description and theoretical framework.
A. Theoretical Description
This part elaborates seven key points used in this study. They are Instructional Design Models, English for Specific Purpose ESP, Integrated Materials, the 2006
Edition of School-Based Curriculum, Communicative Tasks, Communicative Language Teaching CLT, and Scaffolding.
1. Instructional Design Models
According to Kemp 1977: 7, instructional design is defined as “the process of systematic planning that establishes a way to examine instructional problems and
needs, sets a procedure for solving them, and then evaluates the results”. This instructional design is planned to supply answers to three essential questions: 1
What must be learned? Objectives, 2 What procedures and resources will work best to reach the desired learning levels? Activities and Resources, and 3 How
will we know when the required learning has taken place? Evaluation. This study adapted two instructional design models. They are Kemp’s Model
and Banathy’s Model. Each will be discussed further. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a. Kemp’s Instructional Design Model
Kemp 1977: 8 states that the instructional design model consists of eight parts. The first part is considering goals, and then listing topics; stating the general
purposes for teaching each topic. It determines what the teacher wants to accomplish in teaching each topic. The second part is enumerating the important characteristics
of the learners for whom the instruction is to be designed. It indicates factors that the teacher wants to know about the students group or individual learners will affect
plans for their learning. The third part is specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. It determines what the
students should know or be able to do, or in what ways the students should behave differently after they have studied the topic. The fourth part is listing the subject
content that supports each objective. It includes what subject content should be treated or what subject content, which supports each objective.
Besides four parts above, there are other four parts in Kemp’s Instructional Design Model. The fifth part is developing pre-assessments to determine the
student’s background and presenting level of knowledge about the topic. It determines whether each student has the background preparation to study the topic
and heshe may already be proficient in what is to be taught. The sixth part is selecting teachinglearning activities and instructional resources that will treat the
subject content so students will accomplish the objectives. It determines the instructional methods and resources that will be most appropriate for accomplishing
each objective. The seventh part is coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. It
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