Related Research Reports LITERATURE REVIEW

57 Figure 2.6. The Conceptual Model In the process of developing the model, ADDIE would be conducted because it is appropriate and effective to develop the learning model. The phases are simpler than other instructional designs, but it is still able to produce detailed result. Moreover, the process will not be time-consuming. Similar to some previous studies, the phases in ADDIE instructional design make the process more constructive since the process can move back and forth. Furthermore, the instructional design will be included in the field of Research and Development RD. The Research part of the learning model will be conducted by implementing the first two phases of ADDIE’s model: Analysis and Design. The Students are able to achieve epistemic level + CEFR Text-based learning Teaching and learning cycle The four strands Fluency development Unit 1 Welcome to campus Unit 2 Study orientation Unit 3 Media Resources Unit 4 Get into the class Unit 5 Interest group activities  Sub-unit 1 Start conversation  Sub-unit 2 Introduce selfothers  Sub-unit 3 Ask forgive personal information  Sub-unit 1 Ask forgive direction  Sub-unit 2 Describe someone  Sub-unit 1 Ask forgive information  Sub-unit 2 Ask forgive information announcement  Sub-unit 1 Give information how to do something  Sub-unit 2 Ask forgive opinion  Sub-unit 1 Ask forgive suggestion  Sub-unit 2 Persuade others 58 Development part of the learning model involves the last three phases of ADDIE’s model: Development, Implementation, and Evaluation. ADDIE model comes with the details, so the researcher utilizes it to provide clear and better aspects of design. Related to the contents which would be included in the syllabus, the researcher pondered all cognitive development of adolescents. Adolescents have attained the stage of formal operations which means that they are able to conceptualize idea, understand cause and effect, imagine possibilities, hypothesize and apply principles of logic to situations never encountered before Bastable and Dart, 2007, p.22 . These characteristics influence adolescents’ language skills in which they can conceptualize and think abstractly. Thus, activites like peer or group work, discussion, role-play, and game, might be effectively put in the learning process. In addition, cognitive development also touches the kind of genres which would be selected. The selected texts control a set of communicative purposes within certain social situations and have structural features Kay and Dudley-Evans, 1998, p.309. Therefore, this study would not emphasize particular skill but try to make it integrated. After constructing the conceptual model, the researcher tries to answer the research question, i.e. what the acceptable product of college general English is. In order to answer the question, the validity and reliability of the learning materials should be measured. The validity of the product was intended to be considered both theoretically and empirically. Theoretically, some critera, proposed by Graves 2000, were employed in this study to underlie the needs analysis. Then, it also addressed how the learning materials were evaluated. For instance, whether the objectives appropriate and achievable, whether students really need the materials, 59 whether the flow from unit to unit is good, whether the users are satisfied, and so on. Empirically, the researcher utilized questionnaires and conducted interview to attain data that supported the evidences. Furthermore, reliability showed that the product would have the same result though it was used in different conditions like what semester and intensive or regular program. Thus, the final product would be one book designed for one semester. The book consisted of syllabus including the detailed activities, and the materials. Considering that there are fifteen meetings in one semester, the materials would consist of 5 units with 2 or 3 sub-units in each unit. Every sub-unit might be conducted for one meeting. If the related studies design English learning materials of certain skill for college students in an android application, this research would produce a text-based learning model for college general English. In designing the template, the researcher reflects Feez and Joyce 2002 text-based syllabus design. Each unit would consist of four stages which the teacher and students go through so that students gradually gain independent control of a particular text-type. The first part is called ‘What do you know?’ which represesents the first cycle, i.e. building the context. Then, modelling and deconstructing the texts become the whilst activity in which the learners gain the text features. It is so called ‘Let’s find out’. The third part is ‘Let’s practice’. In this stage, students work in pairs or groups to construct a text with the teache r’s guidance. Finally, as Feez and Joyce proposed the learning cycle, the last two parts give chance for the students to produce texts on their own. Thus, it is so called ‘Express yourself”. The content is described in figure 2.6 below.