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step-by-step procedures, conditions, and requirements, and also attitudinal factors of any topics.
The fifth step of Kemp’s instructional design model is developing pre-assessment. Pre-assessment is definitely needed to find information on to
what extent each student has acquired the necessary prerequisites for studying the topic and what the student may have already about the subject to be studied. In the
other word, pre-requisite test means to check whether the students have the appropriate background preparation for the topic being discussed. The result of
the test will give information which students are ready to learn the topic, which ones need more remedial work and which ones need to learn from the lower level.
Another reason why pretesting should be conducted is that to know which objectives that have been achieved. Moreover, the results of pretesting will affect
the instructional design, whether it needs to be modified, eliminated, or added something to make the course perfectly complete.
The sixth step is planning the teachinglearning activities and resources. Planning the learning activities and resources would be better if the designer
recheck it with the information gathered from previous data gathering about the students’ need and the pre-assessment result. Through the data, designer would
get the better vision in selecting learning activities and resources to achieve the course objectives. The next step is organizing support services. Another important
point in designing a course is that designer should take into account other support services that will support the course. Support services include anything that really
supports the teaching learning process. Support services include budget, facilities, equipment, time and schedules.
The last step of Kemp’s instructional model is evaluating students’ achievement. The last step of the instructional design is to
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conduct a test as an evaluation of the st udents’ progress. It is important to check
whether the students are mastering the material being learnt or not. It will be easier for teachers to track if there is any students need more practice.
B. REVIEW OF RELATED STUDIES
Studies have been conducted in CALL and also reading in order to find the results of involving computer-assisted activity in reading class. There are some
studies related to the study being conducted by the writer that will be explained as follows. The first study was done by Deborah Healey entitled Classroom Practice:
Communicative Skill-Building Tasks in CALL Environment. The study showed some possibilities in teaching reading with technology in which computers can
help students in mastering reading sub skills, such as skimming, scanning, recognizing topic sentence and supporting details, predicting, recognizing
transition markers, quick reading, and evaluating the validity of a source. Healey proposed some media in teaching reading with technology, such as using speed
reading software, using internet, hypermedia, and also software for extensive reading.
The second study was conducted by Elizabeth Hanson-Smith. It was about Classroom Practice: Using Multimedia for Input and Interaction in CALL
Environment. The study highlighted the use of multimedia programs to focus on input on learning reading holistically. CD-ROM was mostly used as the media in
conveying the reading material. The third study was conducted by Tariq Muhammad Bhatti, entitled Teaching Reading through Computer Assisted
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Language Learning for secondary school. In the research, he tried to bring computer in the teaching learning process especially in teaching reading to
improve the students’ reading mastery. The results of the research showed that teaching reading using Computer Assisted Language Learning showed positive
results and could increase the students’ reading mastery. Those related studies will be used in the study as reference in developing the
reading material involving CALL. Related studies which have been discussed could be used as choices in selecting activities in order to enrich the selection of
reading activities using CALL. Moreover, writer could know advantages and disadvantages of using CALL in reading class through studying related studies.
C.THEORETICAL FRAMEWORK
This part will discuss about the writer’s theoretical framework. The
framework will cover the instructional design used by the writer, the relation with reading skill, teaching reading and computer-assisted language learning. The
reading activities will cover three stages. In the pre-reading activity, a warming up activity is the main agenda. There will be various warming up activities that will
be used as variations. The activities are in the form of answering questions related to the topic being discussed, watching videos, or answering trivia quizzes related
to the topic being discussed. While-reading activity is the main activity in which the reading passage is
given. The reading passage is definitely the one related to the topic. Usually, reading comprehension is given in this phase. It could be one or two activities
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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
