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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the review of related literature which is used to answer the question in the problem formulation. This chapter is divided into three
sections. They are the theoretical description, the review of related study, and the theoretical framework. In the theoretical description, the writer discusses the
basic theories of instructional design model, speaking skill, English for specific purposes, and task-based language teaching. The theories are used as references to
create the framework of the design materials. In the review of related study, the writer discusses relevant research to the study that is the implementation of
English for Specific Purposes. In the theoretical framework, the writer discusses the framework of the design materials used in the study briefly.
A. Theoretical Description
1. Instructional Design Model
In this study, the writer confers two kinds of instructional design models. The two models are Dick and Carey model 2009 and Morrison, Ross, Kalman,
and Kemp model 2011. The brief discussions of these two instructional design models are presented as follows:
a. Dick and Carey’s Instructional Design Model
Dick and Carey 2009 develop nine components in designing instructional materials through the system of an approach model.
9 The components are identifying instructional goals, conducting instructional
analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing instructional strategy, developing
and selecting instructional materials, designing and conducting formative evaluation of instruction, and revising instruction. The stages of the Dick and
Carey’s model can be depicted in the following figure:
Figure 2.1: Dick and Carey’s Instructional Design Model 2009:1
The following is the explanation of the systems approach model: 1.
Identifying Instructional Goals The first step in this model is to determine what new information and skills
should be able to do by learners in the end of the instruction. On the other hand, instructional goal describes what learners will be able to do after they complete a
set of instructional design materials. It defines what learners should be able to do in a real-world context, outside the learning situation, using the skills and
knowledge.
10 2.
Conducting Instructional Analysis An instructional analysis is a set of procedure to identify relevant steps for
learners to reach the goal. In this step, it is important to examine each step to determine what skills and knowledge are necessary for learners. Thereafter, a
designer is required to identify the major clusters of information that learners must recall.
3. Analyzing Learners and Contexts
In this step, the designer needs to search for information of learners’
characteristics such as behavior, motivation, attitude, prior knowledge, and also learners’ skills. The designer could administer questionnaire and survey to obtain
information about learners’ interest, goal, attitude, and self-reported skills. This step aims to help the
designer understand learners’ characteristics and adjust contexts in which learners will learn the skills and use the contexts.
4. Writing Performance Objective
The designer writes the objectives, specific statements, and detail descriptions of what learners will be able to do after they complete a unit of
instruction. The objectives should begin with the behaviors that are described in the skill statements.
5. Developing Assessment Instruments
The n ext step is to develop assessment to measure learners’ ability and
performances based on previous objectives. There are four types of tests the designer can create in this section, for instance entry skill test, pretest, rehearsal
tests, and posttests.
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