writer might use localhost in order to test whether the web page run perfectly or not. If all of the components had run as expected, the writer started to upload the
webpage and all of supporting components to the real web hosting on the internet as the final touch in developing the web based program.
B. Theoretical Framework
To answer the problems of this study, the listening practice materials were developed by synchronizing Dick’s and Kemp’s instructional design model.
Kemp’s model is chosen because it is flexible. We can start and go forward from any point as long as it is ended on evaluation. On the other hand, Dick’s model
was chosen because it focuses on the control and evaluation of the system. Below are the steps used by the writer:
Step 1. Analyzing learner characteristic Kemp’s and Dick and Reiser’s model
This step was the result of synchronization of Kemps’ and Dick and Reiser’s steps i.e. Analyzing students’ characteristic and Enumerating learners’ characteristic. In
this study, the writer obtained information about the learners’ capability, needs, and interests. There were two characteristics that the writer must know i.e.
academic factors, and social factors of the learners.
Step 2. Formulating goals, topics and general purposes Kemp’s model
This step was taken from Kemp’s instructional design. Goals, topics and general purpose were determined based on students’ needs. Statements of goals
should recognize changes in students’ needs and interest, as well as changes in the needs of society and its institutions. After recognizing or establishing its goals, the
major topics were listed. Those topics would become the scope of the course or program and the basis for the instruction. After determining the topics, the writer
began to formulate the general purpose for each topic.
Step 3. Formulating learning objectives Kemp’s and Dick and Reiser
This step was the result of synchronizing Kemp’s model i.e. “Formulate Learning Objectives”. And Dick and Reiser model i.e. “Writing Objectives”. The
general purposes formulated in the previous step need to be specifically formulated into measurable statements of objectives. In this step, the writer
specifies the skills to acquire and the types of behavior expected at the end of the lesson.
Step 4. Developing instructional materials Dick and Reiser’s model
This step was taken from Dick and Reiser’s models i.e. “Select and Develop Instructional Materials”. By referring to the information obtained from
the need survey and also the statements of goals, general purposes and learning objectives, the writer selects and develops an interactive web-based program for
practice listening for the first grade students of SMA 1 Wates Yogyakarta.
Step 5. Conducting evaluation and revision Kemps’ and Dick and Reiser’s model
This step was taken from both Kemp and Dick and Reiser’s models.
At the last step, the writer conducted evaluation survey to the students, English teachers and
English lecturer after designing the materials. The writer revised or improved the designed materials based the feedback from the evaluators.
This step was done by asking feedbacks from experts and the users of the program it self. The feedbacks
were obtained through questionnaires.
CHAPTER III METHODOLOGY
The purpose of this chapter is to explain the methodology of this study. This section is divided into four sub chapters. They are Research Method,
Research participants and setting, Research Instrument, Data Gathering Techniques, Data analysis and Research Procedures. In this chapter, the writer
focused on the methods used in developing web-based application program for practicing listening.
A. Research Method
Research was conducted to obtain relevant data for this study. The data gathered were used to answer the questions asked in the problem formulation in
chapter I. The first question was “How is a web-based listening practice program using Macromedia Dreamweaver CS3 designed?” Meanwhile the second question
was “How do the designed materials look like?” In this study the writer used Research and Development RD methodology developed by Borg and Gall.
According to Borg and Gall 1983: 772, Research and Development methodology is a process of instructional materials development that starts from
information collecting until materials dissemination and implementation. The methodology consists of ten major steps i.e. research and information collecting,
planning, preliminary product form development, preliminary field testing, and main product revision, main field testing, operational product revision, operational
field testing, final product revision, dissemination and implementation. In this study, the writer employed the first five steps of RD cycle among the ten steps
developed by Borg and Gall. The writer only applied the five first steps because the steps fit into the writer’s design model. Those steps were Research and
Information Collecting, Planning, Preliminary Product Form Development, Preliminary Field Testing, and Main Product Revision. All of those steps are
explained as follows: 1. Research and information collecting
Research and information collecting was the starting point of this study. The data gathered from this step were used as the basic foundation for developing the
materials. In order to conduct the research and information collecting, the writer conducted two procedures namely Library Research and Survey Study.
The first procedure of information collecting was library research. The purpose of library research in this study was to gather some important information
related to the design. The findings of this research were instructional design model, the theories of listening, the nature of computer assisted learning, and the
government curriculum. The information collected from the library research was utilized as the basis for the design process.
The second procedure of information collecting was needs survey. They survey was conducted to the first grade of senior high school students of Sekolah
Menengah Atas Negeri 1 Wates by distributing needs survey questionnaires see Appendix III. The needs survey was conducted in order to identify the students’
needs and wants in relation to listening practice materials. The main aim of this survey was to gather information about
a. particular problems that learners usually encountered in listening practice.
