Kemp’s Model Instructional Design Model

13 2 Individualization CALL allows learners to have non-sequential learning habit; they can decide on their own which skills to develop and which course to use, as well as the speed and level by their own needs. 3 A compatible learning style Students have different style of learning, and an incompatible style for students will cause serious conflicts to them. 4 Optimal use of learning time The time flexibility of using computer enables students to choose appropriate timing for learning. Indrawati 2011 stressed the importance of flexible learning, learning anywhere, anytime, anyhow, and anything you want, which is true for the web-based instruction and CALL. Learners are given a chance to study and review the materials as many times they want without limitation of time. 5 Immediate feedback Students receive maximum benefit from feedback if only it is given immediately. A delayed positive feedback will reduce the encouragement and reinforcement, and a delayed negative feedback affects the crucial knowledge a student must master. Computer can give instant feedback and help the students ward off they misconception at the very first stage. Brown 1997 in Kiliçkaya 2007 listed the advantages of CALL as giving immediate 14 feedback, allowing students at their own pace, and causing less frustration among students. 6 Error analysis Computer database can be used by teacher to classify and differentiate the type of general error and an error on account of the influence of the first language. A computer can analyze the specific mistakes that students make and can react in different way from the usual teacher, which make students able to make self-correction and understand the principle behind the correct solution. Ravichandran, 2007 7 Guided and repetitive practice Students have freedom of expression within certain bounds that programmers create, such as grammar, vocabulary, etc. They can repeat the course they want to master as many as they wish. According to Ikeda 1999 in Kiliçkaya 2007, drill-type CALL materials are suitable for repetitive practice, which enable students to learn concepts and key elements in a subject area. 8 Pre-determined to process syllabus A Computer enhances the learning process from a pre-determined syllabus to an emerging or process syllabus. For example, a monotonous paper exercise of „fill-in-the-blanks‟ type can be made more exciting on the screen in the self-access mode, and students can select their own material. Therefore, CALL facilitates the synthesis of the pre-planned syllabus and 15 learner syllabuses “through a decision-making process undertaken by teacher and learners together” Breen 1986 in Ravichandran 2000.

c. Kind of CALL Approach

According to Kenning 1983, There are three kinds of approach in CALL theory. They are behavioristic CALL, communicative CALL, and interactive CALL. 1 Behavioristic CALL In this stage of CALL, repetitive language drills, referres to as drill- and practice used. The computer is seen as a mechanical tutor who never allows students to work at an individual pace, which hinders motivation. 2 Communicative CALL Software developed in this period includes text reconstruction program and simulations. In communicative CALL, the focus is not so much on what students do with the computer, but rather what they do with each other while working at the computer. 3 Interactive CALL In interactive approaches, students are enabled to use a variety of technological tools as an ongoing process of language learning and use rather than visiting the computer lab once a week basis for isolated exercises. 16

3. Reading

This section refers to some theories that related to reading. These theories conclude nature of reading, teaching reading skill, type of reading activity, and technique of reading.

a. The Nature of Reading

According to Wallace 1992, reading is an activity of the way in which we use language. People use language for some purposes. Wallace 1992 also states that people do reading activity at least for three reasons. Those are reading for pleasure, reading for survival, and reading for learning. Those three purposes have one core that reading is a process of delivering. It means that when somebody does reading activity, Heshe is trying to understand the writer‟s message by interacting with the text. Meanwhile, Kustaryo 1988 states that reading is a process of understanding what have been read. Reading can also be told as an active thinking process because when we are reading we will try to understand the content spontaneously. Kustaryo 1988 also stated that reading is an active process of comprehending meaning of reading material.

b. Teaching Reading Skill

To teach reading skill successfully, teacher should have a good strategy in teaching. According to Anderson as cited by Nunan, 1989, there are principles for teaching reading skill: