10 Morrison, Ross, Kalman, and Kemp 2011. The first research and development
by Kemp 1989 have eight components. They are considering and stating the general goals for teaching, arranging the learner characteristics, broadening the
learning objectives, classifying the subject content, advancing pre-assessments to decide students‟ characteristics, adopting teaching and learning activities,
administering support service includes budget, personnel, facilities, and evaluating students‟ learning process to make design revision. Then, the second research and
development by Morrison, Ross, Kalman, Kemp 2011 have ten components. They are instructional problems, learner and context, task analysis, instructional
objectives, content sequencing, instructional strategies, designing the messages, developing of the instruction, evaluating the instruments, and ongoing process.
This research adapts four components out of those two theories of research and development. The description of the four components are as follows:
a. Need Analysing
The first component of research and development are to analyse the problems and
to identify students‟ needs in their reading performance. The researcher begins this research from analyzing and identifying
the students‟ needs. As preliminary field-testing, two instruments are used to analyse and identify the
students‟ needs. The two instruments are interview and questionnaire. The researcher interviews two English teachers of SMP Pangudi Luhur 1 Yogyakarta
to get the problem analyses and teachers‟ view point. Then, the researcher
distributes the questionnaire to the seventh grade students of SMP Pangudi Luhur 1 Yogyakarta. The data questionnaire are used
to find the students‟ needs and to
11 know the students‟ view point. Because the purpose is to discover what
acquaintance to assist students‟ reading performance, therefore, this part becomes the most important thing.
b. Designing the Lesson Plan
The researcher starts with arranging the content based on the data instruments. As Morrison, Ross, Kalman, Kemp 2011 state
“a well-designed instructional strategy prompts or motivates the learner to actively make these
connections between wha t the learner already knows and the new information”
pp. 150-151. The researcher adapts Web-based instruction as the instructional strategy in this research. As Morrison et.al 2011 state about the term Web-based
instruction will be assimilated into computer-based instruction CBI. They also find that there are three major characteristics of students within the use of
computer-based instruction. They are student will work as individual learner, CBI is self-paced instruction for students because they have to click the button in doing
the reading exercises individually, and CBI may modify each student through the responses and feedbacks that the student will receive. The definition of self-paced
is an individual learning method which calls as “individualized learning or self-
instruction” p. 226. The researcher is not only designing the instruction, but also designing the syllabus
before creating the students‟ materialsexercises. The syllabus design is in accordance with the four main competencies of curriculum
2013.
