Theoretical Framework REVIEW OF RELATED LITERATURE

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B. Theoretical Framework

This part explains how the theories reviewed in the Theoretical Description are used to conduct this study. To design the reading blog, the writer combined Kemp’s and Taba’s Instructional Design ID Model. The details are as follows. 1. Diagnosis of Needs In this step, two steps of Kemp’s ID model are merged with Taba’s first step. According to Taba, the purpose of this stage is to analyze problems, conditions, and difficulties in order to generate new emphasis and ideas about the curriculum. To do so, it is necessary to have the information about the learners including their characteristics Kemp’s step 2 and their level of knowledge Kemp’s step 5. Thus, to start the research, the writer conducts a survey to gather information about the students’ needs and interests in learning English. However, the writer adapts Kemp’s fifth step. The information about learners’ level of knowledge is not attained by conducting pre-assessment but through a survey. The survey was conducted in SMA BOPKRI 2 Yogyakarta by employing the tenth grade students and the English teachers as respondents. 2. Specifying Learning Objectives This step employs Kemp’s first step and Taba’s second step. The main focus of this step is to decide the specific objectives and topics for each unit. The learning objectives are specified in forms of Competency Standard and Basic Competence. The determination of Competency Standard and Basic Competence PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 27 relies on School Based Curriculum 2006 and the curriculum of SMA BOPKRI 2 Yogyakarta. The results of this step are the topics, Competency Standard, Basic Competence, and the time allocation for each unit. 3. Selection of Content This step is an interpretation of the third and fourth steps of both Kemp’s and Taba’s ID model. The first thing to do in this step is specifying the indicators as stated in Kemp’s third step. The next is selecting and organizing subject contents Kemp’s step 4 and Taba’s step 3 and 4. Selection of content is conducted by considering two main resources. The first is the result of Needs Diagnosis. The result is important in the way that it describes the students’ needs and interests. The second is the Competence Standard and Basic Competence. In addition, the writer take into consideration the reading purposes stated in the theoretical description to select the content. The consideration is that the content of the reading materials will be useful not only in academic setting but also in the learners’ daily life. The outputs of this step are the theme, subject content, and indicators of each unit. 4. Selection of Learning Experiences This step merges Kemp’s sixth step with Taba’s fifth and sixth steps. Similar to Kemp’s sixth step, Taba’s fifth step suggest the selection of teaching- learning activities. The activities are selected to enable the learners to attain the learning objectives. After selecting the learning experiences, as stated in Taba’s sixth step, the learning experiences are organized appropriately to attain concepts and attitudes as well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 28 Referring to Competency Standard, Basic Competence, indicators, topics, theme, subject content, time allocation, and the analysis result of Needs Diagnosis, the writer defines the learning experiences for the students. Students’ learning experience is important since a well-designed learning activity will support the learning materials and guide the students to achieve the learning objectives. In this step, the writer relies on Cushenbery’s principles of teaching reading and the characteristics of an effective reading program to design the learning experiences. In order to form effective and meaningful learning experiences, the writer refers to reading comprehension strategies stated by Ambruster and Osborn. Therefore, comprehension exercises will be added to the learning experiences. Also, to enrich the learning experiences, the writer adds vocabulary exercises as proposed by I.S.P. Nation. The vocabulary exercises will be in forms of guessing words for contexts and matching words and meanings. The main output of this step is the learning experiences for the reading materials. 5. Designing the Blog Having finished the previous steps, the designing process begins. In this step, the writer works on two major tasks. The first is designing the reading materials using the results of previous steps as the framework of the whole design. Since the texts used in the materials are taken from many sources, the writer refers to the materials adaptation techniques proposed by Tomlinson and Masuhara. Having the reading materials ready, the writer designs the blog using the theories about blog. Referring to Campbell, writer develops the tutor blog for the tenth grade students of SMA BOPKRI 2 Yogyakarta. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 29 6. Product Evaluation The product evaluation is adapted from Kemp’s eighth step and Taba’s seventh and eighth steps. While Taba suggested checking the over-all consistency among all parts of the plan so that it is ready to be applied at school, Kemp suggested the instructional plan evaluation by the students. However, in this step the writer decides to do the instructional plan evaluation not by evaluating student’s achievement. In order to obtain better blog design, the writer distributes questionnaires to three English teachers of SMA BOPKRI 2 Yogyakarta and two lecturers of English Education Study Program, Sanata Dharma University. The main purpose of this step is to gain suggestions and feedbacks from the respondents. 7. Final Product Revision This step is taken from Kemp’s eighth step. Kemp’s eighth step suggests revisions and improvements based on the feedback from the evaluation. Therefore, employing the result of Product Evaluation analysis, the writer revises the blog. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 30

CHAPTER 3 METHODOLOGY

In this chapter, the writer provides the detail description of the methodology used in the research. It includes the research method employed, the research respondents, the research instruments, the data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

Aiming at answering the questions of 1 How is the reading blog for tenth grade students of SMA BOPKRI 2 Yogyakarta designed?, and 2 What does the reading blog look like? , the writer employed the Research and Development R D method. Educational research and development is “a process used to develop and validate educational products” Borg and Gall, 1983: 772. To simplify the research objectives, the writer formulated a universal objective of the research which was to create an educational product which brings benefits for SMA BOPKRI 2 Yogyakarta. In this sense, R D method was suitable for this research since R D was required to bring about educational change and increases the potential impact of basic and applied research findings upon school practice by translating them into usable educational products Borg and Gall, 1983: 773. Besides, R D provided steps which enabled the systematic sequence of developing educational products. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI