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CHAPTER II THEORETICAL REVIEW
This chapter is divided into two main parts, namely theoretical description and theoretical framework. In the theoretical description, six major points are
discussed. They are instructional design model, research and development RD, the theory of reading, English for Specific Purpose ESP, the theory of syllabus,
and web. The second part of this chapter attempts to draw a framework based on the theoretical description that has been discussed in the first part of this chapter.
2.1. Theoretical Description
This section discusses instructional design models, research and development RD, the theory of reading, English for Specific Purpose ESP,
developing the syllabus, and the materials presentation model.
2.1.1. Instructional Design Model
Instructional is the deliberate arragement of learning conditions to promote the attainment of some intended goal Driscoll, 1994: 332. Instructional design is
the process of developing plans for instructional through practical application of theoretical principles Newby, 2000d: 67. Designing instruction is the process of
translating principles of learning and instruction into plans for instructional materials and actvities Smith Ragan, 1992: 2.
In this study, there is one model presented, that is ADDIE’s Model. ADDIE refers to Analyze, Design, Development, Implementation, and
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Evaluation. This model offers an effective instruction design model which is based on technology.
Based on her book: Designing Instruction for Technology-Enhance Learning
, Patricia L. Rodger develops ADDIE’s model into instructional design phases. This model consists of six phases Rodger, 2009: 2. They are:
a. Performing a Need Analysis ANALYZE
In this phase, the instructional problem is clarified, the instructional
goals and objectives are established, and the learning environment and
learners existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:
• Who is the audience and what are their characteristics? • Did we identify the new behavioral outcome?
• What types of learning constraints exist? • What are the delivery options?
• What are the online pedagogical considerations? • What is the timeline for project completion?
b. Identifying Instructional Goals and Analyzing Tasks, and
Writing the Assessment DESIGN
This phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media
selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating
a set of planned strategies targeted for attaining the projects goals. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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