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Specific means each element of the instructional design plan needs to be executed with attention to details. These are the steps used for the design
phase: • Documentation of the projects instructional, visual, and technical
design strategy • Apply instructional strategies according to the intended behavioral
outcomes by domain cognitive, affective, and psychomotor. • Create storyboards
• Design the user interface and user experience • Prototype creation
• Apply visual design graphic design
d. Choosing Teaching Strategies and Instructional Media
DEVELOPMENT
This phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop
andor integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.
• List activities that will help the students learn the task. • Select the delivery method such as tapes, handouts, etc.
• Review existing material so that we do not reinvent the wheel. • Develop the instructional courseware.
• Synthesize the courseware into a viable training program. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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• Validate the instruction to ensure it accomplishes all goals and objectives.
d. Teaching the Course IMPLEMENTATION
During the implementation phase, a procedure for training the facilitators and the learners are developed. The facilitators training should
cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes training them on
new tools software or hardware, and student registration. This is also the phase where the project manager ensures that the books, hands on
equipment, tools, CD-ROMs, and software are in place, and that the learning application or Web site is functional.
e. Doing Evaluation and Revision EVALUATION
This phase consists of two parts: formative and summative. Formative evaluation is present in each stage of this process. Summative
evaluation consists of tests designed for domain-specific, criterion-related referenced items and providing opportunities for feedback from the users.
• Review and evaluate each phase analyze, design, develop, implement to ensure it is accomplishing what it is supposed to.
• Perform external evaluations e.g. observe that the learner on the job can actually perform the tasks that were trained.
• Revise training system to make it better. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The five steps ADDIE’s design model proposed can be seen in the following figure:
Figure 1. ADDIE’s Design Model Pappas, 2009: 2
Figure 2. ADDIE’s Model and Rodger’s Instructional Design Steps ANALYSIS
DESIGN
DEVELOPMENT
EVALUATION IMPLEMENTATION
Performing a Needs Analysis Instructional Design Steps
developed by Rodger
ADDIE’s Model
Identifying Instructional Goals, Analyzing Task, and Writing Assesment
Teaching the Course Choosing Teaching Strategies and
Instructional Media
Doing Evaluation and Revision
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The field of instructional design and the actual practice of instructional design involve teams of people, from programmers and graphic artists, the
subject matter expert and project managers. In the real education world, teachers functions as teacher-designer who determine the need for
instruction, design and develop, revise, and teach the material they develop. The secret to succes is to focus on teaching and learning, not on
the technology Rodger, 2009: 1
In this study, the writer adopts four steps in designing instructional, i.e Performing a Needs Surveys, Identifying Instructional Goals, Analyzing Tasks,
and Writing Assessement, Choosing Teaching Strategies and Instructional Media, and Doing Evaluation and Revision. The fourth steps in Rodger’s instructional
steps Teaching the Course is not implemented in the English class in Accounting program yet, considering that the students have already ended the sucject this
semester. Althought it is not implemented in the classroom, the designed materials will be reviewed to the evaluators.
2.1.2. Reading
2.1.2.1 The Nature of Reading
According to Mitchell 1982: 1, reading can be defined as the ability to make sense of written or printed symbols. The reader uses the symbols to guide
the recovery of information from his or her memory subsequently uses this
information to construct a plausible interpretation of the writer’s message.
Mc Whorter 1990: 4 states that, “reading is thinking. It is an active process of identifying important ideas and comparing, evaluating, and applying
them.” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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From the definition above, the writer concludes that reading is the thinking process of the written or printed symbols to build the meaningful interpretation
from the writer’s message.
2.1.2.2 Kinds of Reading Activities
Sonka 1979: 3 states two kinds of reading activities, they are as follows: 1
Intensive Reading Intensive reading refers to the kind of reading activity that uses the
short reading text. Meanwhile, Paulston and Bruder 1976: 163 state that, “intensive reading is concerned with related skills, such as developing
strategies of expectation and guessing meaning from context, as well as using dictionaries. These activities are done in class and they require the
students’ detail understanding. That is why the texts are examined deeply in class.”
2 Extensive Reading
Extensive reading refers to the kind of reading activity that uses longer reading text. To support Sonka’s view, Paulston and Bruder 1976:
199 say that, “extensive reading simply refers ti the outside reading. Students do on their own with no help or guidance from the teacher.” The
purpose of extensive reading is to get general information and ideas, and it is done for pleasure. Extensive reading is not to remember details from
exam, but to refresh our mind by reading magazine, short story, or the like. English class of Accounting Program taught by Cesilia Dwi Setyorini,
S.Pd. uses intensive reading as a reading activity. The reading activity uses short reading texts related to Accountancy. In Intensive Reading, the reading activity
requires the students to understand the reading text more. This activity is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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elaborated with speaking activity that is presentation. So that, the students read the Accontancy text and present the content of the text in the front of the class.
2.1.2.3 Three Phases in Teaching Reading
There are three phases in teaching raeding, they are pre-reading activity, whilst reading activity, and post reading activity. Durkin 1987:423 offers the
three phases in teaching reading, they are: 1
Pre-Reading Activity It is given to activate students’ knowledge about the text and to
motivate and interest them in doing the reading with one or more definite purpose in mind by:
a. Teaching Vocabulary
The basic reason for attending to the new vocabulary is to facilitate comprehension. Students often abandon the reading
assignment because the recognize the difficult task. It seems a little unfair to expect students to do some reading activities whereas they
have not been adequately prepared. b.
Providing Essential Background Information Adequate Preparation for reading a piece text includes helping
students either recall or acquire information necessary for comprehending it. At times, part or even all of this responsibility can
be met in conjuction with the attention given to the new words. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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c. Establishing Purposes for Reading
The students may not be ready to establish their own reason for reading; therefore, it is important for the teacher to encourage them
to get into the habit of doing reading. With a teacher’s help, students can often decide what they want to get from their reading when the
text deals with something familiar. d.
Motivating Students to be able to do the Reading The teacher tries to arise and develop interest in the reading text
to be studied. This may occur by having students recall from their own experientail background related to the content of the reading
text. These four activities will help to facilitate the students’ reading
comprehension. If what is done to facilitate comprehension is suffiecient, the students should be able to read the reading text independently and without
interruption.
2 Whilst Reading Activity
The activities in whilst reading are to lead the students to understand the content of the reading passage. The activities are as follows:
a. Skimming
