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e. Learn to use PowerPoint efficiently and have a back-up plan in case of
technical failure. f.
Give yourself enough time to finish the presentation. Trying to rush through slides can give the impression of an unorganized presentation and may be
difficult for student to follow.
B. Theoretical Framework
The related literatures above give us the understanding of instructional design, computer assisted language learning, reading skill, and PowerPoint. All review of
literatures become the base of clarifying the theoretical framework of this study. In this study, the writer uses two kinds of instructional models, those are Dick
and Carey‟s and Kemp‟s. Not all of the theories are applied in this study. The writer use Kemp‟s theory in design material and Dick and Carey‟s theory as a supported
theory. All of the theories give contribution in designing a set of English reading instructional materials using PowerPoint program for eighth grade students of SMP
Negeri 2 Mlati .
As it is stated in previous part, in designing material, the writer applies Kemp‟s Instructional Design Models. The reason why the writer uses that
instructional design models is that it could be easily understood and are suitable. The steps done by the writer were as follows:
1 Conducting need survey. The writer would find out information about the
students‟ needs and also students‟ characteristic by distributing questionnaires to
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the eighth grade students of SMP Negeri 2 Mlati and interviewing English teacher of SMP Negeri 2 Mlati
2 Identifying goals, topics, and general purposes. The writer adapted this step from
Kemp‟s model. In this step, the writer identified the goals and also stated the general purposes of each topic. The topic should express the general purposes
which provided lists and exercise of reading. 3
Specifying the learning objectives. By specifying the learner objectives, the writer considered what should be given to the students in order to develop their
reading skill. The writer made a list of what the learners had to be learn in every meeting.
4 Making list of subjective contents. The writer decided the content of the subject
which was relevant with the learning objectives of each topic that will be listed. 5
Selecting teaching learning activities. In this step the writer selects the activities for the teacher and the students. The materials were designed to improve the
students‟ reading skill. Selecting equipment which helps the writer to designing reading materials. In this case, the writer use PowerPoint as media.
6 Evaluating. The writer evaluated the materials to see whether the items of the
design material need to revise or not. 7
Revising. It was done after the writer obtained the feedback from evaluation. This stepwas done to improve the designed materials.
