c. Core and Supplementary Materials
The designed materials in this research refer to supplementary materials. Tomlinson 1998 defines supplementary materials as materials which is designed
to be used to the core materials of a course. Another definition, McGrath 2002:80 defines supplementary materials as the materials taken from another
source or any other materials which is designed for learning purposes. It means that adding something new to provide additional materials in order to supplement
the coursebook or textbook. When teachers find out that there are no suitable or relevant materials that can be found in published textbooks, they might use
supplementary materials to be used in teaching and learning process. Supplementary materials are designed to help the learners understand better.
McGrath 2002 explains the reasons why teachers use other materials rather than the textbook. First, teachers try to span the gap between textbook and
syllabus or students‟ needs. Second, teachers use supplementary materials since the students need to expose the wide range of textual materials or have more
practice. Last, teachers need to supplement a coursebook in order to provide various language competence levels or different needs. In addition, Richard
2005 cited in Vinh 2011 explains the significance of supplementary materials by claiming that when a textbook has some limitations, it should be modified or
supplemented to help teachers use them effectively.
4. Instructional Design Model
Instructional design model is used to design the learning media in this research. The theories of instructional design were needed to help the researcher
to design the materials and media. As stated by Berger and Kam 1996, instructional design is the systematic development of instructional specifications
using learning and instructional theory to ensure the quality of instruction. In this study, the researcher chose an instructional design model proposed
by Rogers 2002, namely ADDIE model. He develops model into five stages. They are performing a need analysis Analysis, identifying instructional goals
and analyzing tasks, and writing the assessment Design, choosing teaching strategies and instructional media Development, teaching the course
Implementation, doing evaluation and revision Evaluation. The ADDIE model is chosen because it is a dynamic and flexible guideline to build the effective
teaching and learning activities. The five phases of the model is presented as follows.
Figure 2.4. The Adapted Rogers’ ADDIE Model 2002
In this study, the researcher also implemented the Research and Development R D method which focused on developing educational product.
Borg and Gall 1963 described that R D is a research method which consists of a cycle in which a version of the product is developed, implemented, field
ANALYSIS conduct
need analysis
DESIGN identify
goals and course
content DEVELOPME
NT develop the
learning model
IMPLEMENTA TION
implement the model
EVALUATION formative
and summative
evaluation
tested and revised on the basis of the field-test data. There are ten major steps in R D cycle, those are 1 research and information collecting, 2 planning, 3
develop preliminary form of product, 4 preliminary field-testing, 5 main product revision, 6 main field-testing, 7 operational product revision, 8
operational field-testing, 9 final product revision, and 10 dissemination and implementation. Due to some limitation, only the seven stages out the ten major
stages will be conducted in this study, namely 1 research and information collecting, 2 planning, 3 develop preliminary form of product, 4 preliminary
field-testing, 5 main product revision, 6 main field-testing, 7 final product revision.
In this research, the researcher combined the stages of ADDIE model with the research method of R D cycle proposed by Borg Gall 1983. The
objective of combining the two models is to obtain the appropriate model of this research. Therefore, the researcher formulated those models into five main stages,
namely: 1 Information Collecting, 2 Planning, 3 Development, 4 Main Field Testing, and 5 Evaluation. The following is a figure showing the combined
stages between R D cycle and ADDIE model. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 2.5. The Combined Research Design between R D and ADDIE model
The first step was Information Collecting Analysis. In the analysis stage, the learning problems and learners‟ characteristics are identified. Richard
2007 asserts that different types of students have different language needs and what they are taught should be restricted to what they needs. Analysis considers
the audience‟s needs, learning environment, background knowledge, and any other characteristics. The need analysis was conducted by observing the teaching
and learning process in the classroom, interviewing English teacher and the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students and also distributing questionnaire to the students. The goal of the observation was to analyse problems and needs of learning, while interview and
distributing questionnaires were conducted to gather the useful information about their opinions and expectations toward the English teaching and learning process
of speaking. The next step was Planning Design. It identifies the instructional goals
and course content. It deals with the learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and teaching media.
The third step was Development. In this stage, it consists of three stages of research design from Borg and Gall cycle, namely develop preliminary form of
product, preliminary field-testing, and main product revision. The development stage is the process of developing learning model. The materials are written and
produced based on specifications gained during the design phase. The goal is to generate the lesson plans and the materials. During this phase, the product is
developed.. The next step was Main Field Testing Implementation which is the
process of implementing the product to the participants. While the implementation occurred, the result of the designed learning model is evaluated. In this step, the
researcher also distributed the questionnaire to the participants. The implementation should cover the delivery of course overview, learning materials,
and exercises. Preparation of the learners included training them on downloading the Android application. After implementing the product, then the researcher
distributed questionnaires and conducted interview with some students to investigate the students‟ responses or feedback toward the product.
