purposes, instructional objective specifications, instructional units in arranged in logical sequential order for learning, instructional strategies designed to meet the
mastery of lesson objectives, plan and develop instruction, evaluation instruments for measuring course objectives and resource selection for instruction and learning
activities Morrison, Ross, Kalman Kemp, 2011. Meanwhile, in ADDIE model, there are five steps, comprising Analysis, Design, Development,
Implementation, and Evaluation. ADDIE’s instructional design was used to
specify the information required for developing product. The collaborated ADDIE model
with Kemp’s model is illustrated in the following figure.
Figure 3.1 Kemp’s Model with ADDIE components Morrison, Ross Kemp, 2011, p. 29
Meanwhile, to anwer the second research question, the researcher used survey research. It was conducted to obtain the students’ opinion, feedback, and
suggestions about the designed materials. Creswell 2012, p. 376 said that “survey researchers statistically analyze the data to describe trends about
responses to questions and to test research questions”. They also collect PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
quantitative data using questionnaires or interviews. Thus, to know which CALL pedagogical aspects are dominant in the designed materials, the researcher
distibuted a questionnaire to the users. The answer of this second research question can be seen in the user validation phase.
B. Research Procedure 1. Analysis
This step deals with instructional problems, learner and context, task analysis, and instructional objective. First, the researcher determined the
instructional goals by looking at some literatures, the curriculum, and the syllabus. The second is analysing
students’ characteristics. The participants were fifth grade students of SD Negeri Purwomartani Kalasan. The school is located in
Karangmojo, Purwomartani Kalasan, Sleman Yogyakarta. T
o find out the students’ needs and to identify students’ problem in learning English, the researcher distributed a need analysis questionnaire. It was
administered on February 18
th
, 2016. The questionnaire covered students’ needs
toward listening skill and speaking skills. It also covered the information about students’ readiness for computer-assisted language learning. A questionnaire is a
list of questions that a number of people are asked for gathering information. Creswell 2012 said that questionnaire items can be close-ended questions or
open-ended questions. Close ended questions were determined by the researcher. It includes a list of predetermined answers from which participants can choose.
The open-ended questions allow the participants to decide what to say and how to say. In completing the questionnaire, the participants were required to choose
either strongly agree with questions provided, or agree, or not agree, or disagree, or strongly disagree. The more the participants agree with the statements, it can be
concluded that the better the instructional materials are developed. Furthermore, to know whether the instrument was good or not, the
researcher took consideration of three criteria for good instruments. It included validity, reliability, and practicality. Validity was used to evaluate what is
intended related to the concept. Meanwhile, reliability is stability or consistency of the result Morrison, Ross, Kalman, Kemp, 2011 . Then, practicality was
employed to know whether the instrument can be used or not. To construct a questionnaire, a blueprint was needed. The following table is the blueprint of the
needs analysis questionnaire. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 3.1 Need Analysis Questionnaire Blueprint
No.
Concepts Categories
Indicators Item
1. Concept of Need Analysis Graves,
2000 Students’’
characteristics a.
The students tend to use chunk of language.
b. The students are active
and enthusiastic. 5, 7
Students ’
preferences a.
The students prefer to work in groups.
b. The students prefer work
in single partner to a group.
13, 20
Students ’
interest The students are interested in
the topics or issues such as shopping, health, animal,
food, home life, school and so on.
15
Students ’
problems in learning
listening and speaking skills
a. The problems faced by
students when learning listening are related to
speaker penutur, such as a very fast speech and the
clarity of pre-recorded texts.
b.
The students’ problems in listening and speaking are
due to a very limited exposure of English and
limited chances to practice it.
1, 2, 3, 8
2. Teaching listening
Rost, 1990 Input
The input
is authentic,
interesting, varied
and challenging.
4, 14
Task The tasks give opportunities
for students activate their background knowledge.
17
Activity a.
The students use their prior knowledge while
listening. b.
The students listen to a sentence to notice such
components of spoken language,
such as
phonemes, sounds, words, and intonation.
12, 17
3. Core in Speaking
skills Goh
Pronunciation a. The students need to
pronounce the
words 6, 18
