43
such as answering questions or matching. In the last phase, the post-reading activity, follow up activities are given to the students. There are various kinds of
follow up activities, such as writing production related to the topic or creating questions that will randomly send to their classmates.
Most of the reading activities in the study will be designed using CALL Specific Software applications, such as Hot Potatoes or Eclipse. Interactive Power
Point would be also used in designing the reading activity. However, in presenting the reading material that has been designed, generic software applications, such as
Power Point and World Wide Web will be used. To answer the first question in problem formulation, the
writer uses Kemp’s instructional design model to design the learning material. The instructional
model consists of eight steps. The first step is conducting needs survey. In this step, the writer conducts a needs survey
to gather information about the learners’ needs, problems, conditions, and difficulties. The writer distributes a set of
questionnaire to the students to gather information on their needs, problems and conditions. Moreover, the writer also conducts an interview to the teacher to get
information about the students. The next step is adapted from Kemp’s entitled Goals, Topics, and General
Purposes. The writer determines the goals that will be achieved by the students. After deciding goal, the writer then selects topics and general purposes. The third
step is formulating objectives. This step is also adapted from Kemp’s named
“Formulating Objectives”. The specific objectives are drawn from the needs survey. By doing so, writer could know which aspects that need more attention.
By stating objectives, it will be clearly shown what should be learnt by the
44
students and what they should achieve in the end of the course. The next step is selecting contents. In this step, contents are selected by the writer. This step is also
adapted from Kemp’s named “Subject Content”. The contents can be taken from textbooks, articles, or other authentic material as long as it is related to the topics
being discussed. The following step will be selecting teaching learning activities and
resources. Kemp’s instructional design named “Selecting Teaching Learning
Activities and Resources” is adapted for the next step with the same name. In this step, the writer selects learning activities to achieve the goals stated. It is
important to select the effective and efficient learning activities that will be supported to achieve the goals. The next step is designing the material. All
selected reading material and learning activities based on the topics, general purposes, and also objectives. The material is arranged in sequence, so that it will
help the students in learning the material easily. Evaluating material is the next step needed. Experts and users feedback are
needed toward the designed material . This is adapted from Kemp’s instructional
model. Evaluation is aimed to check whether the contents, time allocation and everything in the design are appropriate or not. In the last step, named revision,
the writer revises the material based on the feedback and suggestions gained from the experts and users. Revision is needed to improve the material so that it could
be beneficial for the users. The steps adapted by the writer are presented in the following figure.
45
Figure 2.2. The Writer’s Instructional Design Model
46
CHAPTER III RESEARCH METHODOLOGY
This chapter will discuss about the Research Method, Research Design, and also Research Procedure. In Research Method, the method used in the research
will be discussed. It will be followed by the explanation of the Research Design. The last part of this chapter will discuss the Research Procedure.
A. RESEARCH METHOD
The method used in this study is Research and Development R D. According to Borg and Gall 1963, R D is a research method which consists of
a cycle in which a version of a product is developed, field tested and revised based on the field tested result. There are ten major steps in R D cycle, those are 1
research and information collecting, 2 planning, 3 develop preliminary form of product, 4 preliminary field-testing, 5 main product revision, 6 main field-
testing, 7 operational product revision, 8 operational field testing, 9 final product revision, and 10 dissemination and implementation. In the study, six
steps of RD were implemented, namely 1 research and information collecting, 2 planning, 3 develop preliminary form of product, 4 preliminary field-
testing, 5 main product revision, and 6 final product revision. In this study,
Kemp’s instructional design model was used. Kemp’s instructional design model was selected because it conveyed the developmental
process in a continuous cycle which required constant planning, design and
46
47
development. The instructional model consisted of eight steps which were started with conducting needs survey. In this step, the writer conducted a needs survey to
gather information about the learners’ needs, problem, conditions, and difficulties. The writer distributed questionnaire to the students to gather information on their
needs, problem and condition. Moreover, an interview with the teacher was also conducted to gain information about the students.
The second step was specifying goals, topics, and general purposes. It was adapted from Kemp’s entitled “Goals, Topics, and General Purposes”. The writer
determined the goals that will be achieved by the students. After deciding goal, the writer then selected topics and general purposes. The next step was
formulating objectives. This step wa s also adapted from Kemp’s named
“Formulating Objectives”. The specific objectives were drawn from the needs survey and the curriculum being used as the course guideline. By doing so, the
writer could know which aspects that need more attention. By stating objectives, it will be clearly shown what should be learnt by the students and what they should
achieve in the end of the course. The fourth step was selecting contents. In this step, contents were selected
by the writer. This step was also adapted from Ke mp’s named “Subject Content”.
The contents could be taken from textbooks, articles, or other authentic material as long as it is related to the topics being discussed. Selecting teaching learning
activities and resources was the step number five. Kemp’s instructional design
named “Selecting Teaching Learning Activities and Resources” was adapted for the next step with the same name. In this step, the writer selected learning
48
activities to achieve the goals stated. It was important to select the effective and efficient learning activities that will be supportive aspect to achieve the goals.
Step number six was designing material. The next step was designing the
material. All selected reading material and learning activities were based on the topics, general purposes, and also objectives. The material was arranged in
sequence, so that it will help the students in learning the material easily. The next step was evaluating material. Experts and users feedback were needed toward the
designed material. This wa s adapted from Kemp’s instructional model. Evaluation
was aimed to check whether the contents, time allocation and everything in the
design are appropriate or not. The last step was revising material. In the last step,
the material was revised based on the feedback and suggestions gained from the experts and users. Revision was needed to improve the material so that it could be
beneficial for the users.
There were three main phases in the study, namely pre-design survey, material development, and also post-design survey which were aimed to ease the
research conduct process. In pre-design survey, first and second step of R D, namely research and information collecting and planning were used. Information
needed were gained through questionnaire distributed to the students and interview conducted to the English teacher. The data gathered will be used to plan
and design the material. After conducting the first phase, it will be followed by developing the material. In this phase, the third up to fifth step of R D were
implemented. The phase was started with designing the material and after that the material were tested to gain feedback from experts and users. The revised material
then will be distributed to the students to look for their opinions and suggestions
