11 know the students‟ view point. Because the purpose is to discover what
acquaintance to assist students‟ reading performance, therefore, this part becomes the most important thing.
b. Designing the Lesson Plan
The researcher starts with arranging the content based on the data instruments. As Morrison, Ross, Kalman, Kemp 2011 state
“a well-designed instructional strategy prompts or motivates the learner to actively make these
connections between wha t the learner already knows and the new information”
pp. 150-151. The researcher adapts Web-based instruction as the instructional strategy in this research. As Morrison et.al 2011 state about the term Web-based
instruction will be assimilated into computer-based instruction CBI. They also find that there are three major characteristics of students within the use of
computer-based instruction. They are student will work as individual learner, CBI is self-paced instruction for students because they have to click the button in doing
the reading exercises individually, and CBI may modify each student through the responses and feedbacks that the student will receive. The definition of self-paced
is an individual learning method which calls as “individualized learning or self-
instruction” p. 226. The researcher is not only designing the instruction, but also designing the syllabus
before creating the students‟ materialsexercises. The syllabus design is in accordance with the four main competencies of curriculum
2013.
12 The four main competencies of curriculum 2013 as in Table 1 below.
Table 1. Main Competence English Language Grade VII Main Competence
1. Respecting and comprehending the teaching of the students‟ religions and beliefs.
2. Respecting and comprehending good attitudes, e.g. honesty, discipline,
responsibility, care tolerant and cooperation, politeness, confidentiality, through an effective interaction with others in society and nature.
3. Understanding the knowledge factual, conceptual, and procedural based on
curiosity about science, technology, art, culture related with phenomena and reality.
4. Trying, exploring, and presenting in a concrete way using, explaining, arranging,
modifying, and creating and in an abstract way writing, reading, counting, drawing, and arranging story appropriate with what is to be learned in school and
another related source which has similar point of viewtheory.
c. Developing the Students’ Reading Exercises
After designing the syllabus, the researcher develops the syllabus into students‟ reading exercises. The researcher focuses on students reading
comprehension and additional knowledge from the given reading texts. Certainty, the researcher also designs the exercises by arranging the exercises from simple-
to-complex. According to Morrison, Ross, Kalman, Kemp 2011, the basic principle of simple-to-complex materials usage is to make the students more relax
with the simple exercise in the first unit. Then, in the next units the students may encounter the difficult one where they have already experienced in the previous
unit p. 218. Again, the researcher develops the syllabus into four units exercises. The design can be accessed at www.englishreadex.pbworks.com.
d. Evaluating the Students’ Reading Exercises
In this research, evaluation part is the last component which the purpose is to estimate the design. Morrison, Ross, Kalman, Kemp 2011 note that the
13 purpose
of evaluation is “to make judgments about the worth or success of people or things e.g., lessons, programs, projects and to determine student success in
learning ” p. 272. Again, Morrison Ross, Kalman, Kemp 2001 inform that
there are three types of evaluation. They are formative, summative and confirmative evaluations. In evaluating the design, this research adapts formative
evaluation, because it informs the instructor or planning team how well the instructional program is serving the objectives as it progresses p. 272. Where
according to Morrison Ross, Kalman, Kemp 2011, summative and confirmative description are:
... designed to examine the effectiveness of completed versions of instruction. Summative comes after the instruction is first used, but before
sustained implementation, whereas confirmative is used after implementation has occured and the design has been used for a reasonable
time usually at least six months to a year p. 278.
According to Morrison, Ross, Kalman, Kemp 2011, formative evaluation is a process of evaluating and developing the design through identifying the problems.
The researcher needs to organize the evaluation strategies and instructional drafts. In gathering data revision, the researcher uses data information from the drafts. In
this step, the researcher also designs list of questionsstatements for the evaluation
as the instrument.
After gathering the data evaluation, designing revision is the next step. The revision is based on the evaluation result
from the evaluators‟ group in this research. Therefore, the revision part presents as the final product revision.
