7 comprehending, manipulating, producing or interacting in the target language
while their attention is mostly focused on meaning rather than form p. 4. It can be concluded that task-based language teaching is an approach in which the
learners are encouraged to learn and to use language they already have by completing meaningful tasks given. In this study, the principles of TBLT are used
as an approach in designing the content of the materials for the Junior KYM Sisters. Also, task and activity types of TBLT are used to create exercises in the
designed materials.
8
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.
