22 there are four major characteristics of instructional-design theories. They are
“design-oriented” or goal-oriented in boosting students‟ learning and performance, recognizes instructional
“methods” to support and facilitate the learning process and instructional
“situations” to implement the methods, the instructional methods in instructional design can be ended into
“more detailed component methods
” in supplying more guidance to teachers, and the instructional methods are
“probabilistic.” Thus, they amplify the opportunities to accomplish the goals rather than to assure them as cited in Reigeluth, 2009, p. 6.
Therefore, the steps of instructional-design intention in this research are analysing, designing the instruction, developing the instruction, and evaluating the
design.
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CHAPTER III RESEARCH METHODOLOGY
In this chapter, it discusses the methodology usage in conducting research and answering the two research problems. The research methodology consists of
six parts; they are research method, research setting, research participants, instruments and data gathering technique, data analysis technique and research
procedure.
A. Research Method
This research applied research and development to obtain and solve the answer in the research questions related to the Web-based reading exercises using
Hot-Potatoes for seventh grade students of SMP Pangudi Luhur 1 Yogyakarta. This research combined two approaches of instructional design or research and
development according to Kemp 1989 and Morrison, Ross, Kalman, Kemp 2011. Based on the research
‟s needs, the researcher started this research with analysing the needs, designing the lesson plan, developing the lesson plan into
exercises, and evaluating the design. The description of research and development in this research as follows:
1. Analysing the Needs
In analysing the needs, the researcher divided this part into two. They were conducting interview and distributing questionnaire
‟s sheets. The researcher used both two inst
ruments to find the need‟s analysis.
