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2.2. Theoretical Framework
After discussing the instructional design models, theory of reading, English for Specific Purpose ESP, the syllabus, and web, the writer intends to outline the
theories which will be used as the basis for designing the English reading
instructional material for Accounting students.
In designing the instructional materials for Accounting, the writer combines Rodger’s model which is a modified version of ADDIE’s model and Research and
Development Borg Gall, 1983: 775. The framework of material design consists of four steps. They are as follows:
a. Performing Needs Survey Rodger
This step purposes to analyze the need for instruction need analysis, curriculum requirements, and the limitations and the resources available for
instruction. Based on RD, The first step Research and Information Collecting
includes review of literature, classroom observation, and preparation of report of state of the art.
The writer purposes to conducts a need surveys in order to gaining data from the participant. The writer also considers to the course curriculum, lists
the constraints demand on this course and considers to the writer’s skills and the time the writer has to design, develop, and go live with on-line
course. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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b. Identifying Instructional Goals, Analyzing Tasks, and Writing
Assessment Rodger This step focuses on the instructional goals and how to accomplish
them and the students including needs, characteristics, and skill needed to begin the course. This step also focuses on constructing assessment as the
writer considers goals, students’ need, and prior knowledge. Assessment should always be created after the goals of instruction, learner analysis, and
curriculum requirements have been determined. According to Borg Gall, this second steps of RD Planning includes
defining skills, stating objectives determining course sequence, and small scale feasibility testing.
The writer aims at determining the goals of the materials design based on students’ needs. The topics, then, are selected in order to be able to
facilitate students to achieve the formulated goals. In this study, the instructional goals and general purposes of the materials design are reflected
on the standard competence and basic competence. c.
Choosing Teaching Strategies and Instructional Media Rodger In this steps, teaching strategies and methods are determined first by the
objectives and goals of instruction and secondly by the constraints. This step purposes to determine the instructional media that best facilitates students
understanding of new knowledge and support the instructional strategies. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In the third step of RD Develop preliminary form of product, preparation of instructional materials, handbooks, and evaluation devices are
needed. By referring to the information from the need survey and also the
statement of the goals, learning objectives, the writer develops English reading materials in the form of website. The media is also selected while
teaching strategies and method are determined. d.
Doing evaluation and revision Rodger This step focuses on examining the actual lesson or course the writer
designed. It aims at evaluating the instructional goals and understanding, effectiveness of instructional strategies and media and revising for the next
course or lesson. The fourth and fifth steps of RD, i.e. Preliminary Field Testing and
Main Product Revision includes data collecting from interview, observation, and questionnaire and revising product.
The writer is to conduct an evaluation survey to acquire some feedback and common related to the material design. It is expected that the writer
could get feedback, comments and suggestion about the appropriateness of the materials for Accounting students and the grammar accuracy in the
material design. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The steps are illustrated in the following figure:
Figure 4. The Steps of the Material Design
The relationship between research method and theoretical framework used in this study is explained in the following figure:
Figure 5. The Research Method and Theoretical Framework Relationship
Pre- Design
Post- Design
Theoretical Framework
Research and
information collecting
Performing a Needs
Survey
Planning
Develop preliminary
form of product
Writing the Assessment
Identifying Instructional
Goals and Analyzing Task
Choosing Teaching
Strategies and
Instructional Media
Prelimi nary
field testing
Main product
revision Evaluating
Materials Revising
the Materials
Research and Development
Performing a Need Surveys
Identifying Instructional
Goals, analyzing Tasks, and
Writing Assessment
Choosing Teaching
Strategies and Instruction
Media Doing
evaluation and revision
Feedback line
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CHAPTER III METHODOLOGY