Designing a set of web-based english reading materials for accounting students in Sanata Dharma University Yogyakarta - USD Repository

  

DESIGNING A SET OF WEB-BASED ENGLISH

READING MATERIALS FOR ACCOUNTING STUDENTS

IN SANATA DHARMA UNIVERSITY YOGYAKARTA

  

A Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By:

  

Elisabet Dian Premanasari

Student Number : 031214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

  

DESIGNING A SET OF WEB-BASED ENGLISH

READING MATERIALS FOR ACCOUNTING STUDENTS

IN SANATA DHARMA UNIVERSITY YOGYAKARTA

  

A Thesis

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By: Elisabet Dian Premanasari

  Student Number: 031214110

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

  Lately,

I’ve been walking in circles, watching, and waiting for something..

I’ve been walking in the shadow for my time.. I’ve been searching, I’ve been living for tomorrows all my life..

  

ABSTRACT

  Premanasari, Elisabet Dian. 2009. Designing a Set of Web-based English Reading

  

Materials for Accounting Students in Sanata Dharma University. Yogyakarta:

  English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

  Economic global development and IFRS (International Financial Reporting Standards) convergence in 2012 bring significant impacts on accounting and its world. Accountants have to master English reading skill considering that accounting activities are related to reading, analyzing, and serving financial statements. In fact, reading has not Indonesian habit yet, so that reading skill seems difficult to learn.

  This study was an effort to design a set of English reading using media web that can be accessed through the internet. It is addressed to Accounting Students of Sanata Dharma and expectedly it motivates the students to keep them practicing reading.

  There were two main problems discussed in this study. The first problem was related to how a set of web-based English reading materials for Accounting Students in Sanata Dharma University was designed. The second problem was concerned with the presentation of the designed materials.

  To answer the first question, the writer employed ADDIE’s instructional design model developed by Patricia Rodger while applying research and development methodology. In developing materials, the writer underwent four major instructional design steps, i. e performing a need survey; identifying instructional goals, analyzing tasks, and writing assessment; choosing teaching strategies and instructional media; and doing evaluation and revision.

  Based on need survey information, the writer identified instructional goals. They were standard competence, basic competence, learning objectives, indicators, learning activities, materials, and time allocation. The designed materials were hosted into web and evaluated by evaluator, i.e. English lecturer of Accounting Program and English Education Study Program Lecturer as final users. Evaluation and feedback from the users were used as the basis for revision.

  The evaluation from them was calculated and described using central tendency. The calculated data showed that the grand mean score was 3, 16 in the scale of 1 to 4. Based on the data, it can be concluded that the materials had been well developed, though several minor revisions taken

  The revised materials and web were to answer the second question of this study. The materials were developed into eight units and each of them consisted of three activities. The materials are now available online and can be accessed on

  Finally, the writer hopes that this study will bring benefits to the students to motivate them in reading and to develop their reading skill. It will be also Accounting lecturer’s references in choosing an alternative media to develop reading materials.

  

ABSTRAK

  Premanasari, Elisabet Dian. 2009. Designing a Set of Web-based English Reading

  

Materials for Accounting Students in Sanata Dharma University. Yogyakarta:

  Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

  Perkembangan ekonomi global and konvergensi IFRS (International

  

Financial Reporting Standards) tahun 2012 membawa dampak yang signifikan

  bagi akuntansi dan dunianya. Dalam rangka mengikuti perkembangan tersebut, mahasiswa dituntut untuk menguasai kemampuan membaca Bahasa Inggris mengingat kegiatan akuntan berkaitan erat dengan laporan keuangan- membaca, menganalisis, dan menyajikan. Sayangnya, membaca bukan merupakan kebiasaan, bahkan budaya bagi mahasiswa sehingga seringkali kemampuan membaca dianggap sulit untuk dipelajari karena tidak menariknya media maupun motivasi yang kurang.

  Penelitian ini merupakan suatu usaha untuk menyusun seperangkat materi membaca menggunakan fasilitas website yang dapat diakses melalui internet yang ditujukan kepada mahasiswa Akuntansi Universitas Sanata Dharma sehingga diharapkan dapat meningkatkan kemampuan membaca dan memotivasi mereka untuk terus melatih kemampuan membaca.

  Terdapat dua permasalahan yang akan didiskusikan dalam penelitian ini. Pertama berkaitan dengan bagaimana materi membaca Bahasa Inggris yang disajikan melalui website disusun. Masalah kedua berkaitan dengan penyajian materi yang telah disusun.

  Untuk menjawab permasalahan pertama, penulis menggunakan model perancangan instruksional ADDIE yang kemudian dikembangan oleh Patricia Rodger. Dalam penelitian ini, terdapat empat langkah perancangan instruksional yang diikuti, yaitu: melakukan analisis kebutuhan; mengidentifikasikan tujuan instruksional dan mendesain materi; menentukan strategi pembelajaran dan media instruksional; dan melakukan evaluasi dan revisi. Dalam penelitian ini penulis juga menerapkan metodologi penelitian yang dirancang oleh Borg and Gall, yaitu metode Penelitian dan Pengembangan.

  Informasi yang didapat dari survei kebutuhan mahasiswa digunakan sebagai landasan dalam perancangan materi. Kemudian, penulis merumuskan standar kompetensi, kompetensi dasar, tujuan pembelajaran , indicator, kegiatan pembelajaran, materi, alokasi waktu yang terangkum dalam Silabus. Materi yang telah dirancang kemudian dinaikkan ke situs yang kemudian dievaluasi oleh dosen bahasa Inggris Jurusan Akuntansi dan dosen Pendidikan Bahasa Inggris sebagai pengguna akhir. Evaluasi dan umpan balik yang diperoleh dari pengguna website tersebut kemudian dijadikan acuan revisi. Data yang telah dihitung dan diolah

  Penyajian akhir dari website yang telah direvisi merupakan jawaban dari permasalahan yang kedua. Materi yang telah disusun terdiri dari delapan unit dan tiap unit terdiri dari tiga bagian. Materi membaca dapat diakses melalui

  http://www.efa.lisadian.com

  Akhirnya, kiranya penelitian ini bermanfaat bagi para mahasiswa sehingga terus termotivasi untuk membaca dan bagi dosen dapat dijadikan acuan untuk pengembangan media dalam menyajikan materi membaca.

  

ACKNOWLEDGEMENTS

  My endless gratitude goes to Mr. JC who designs my life and who always keeps me saved and blessed. It also goes to my beloved family: my father,

  

Sumarto, for the support, my mother, Premonowati, for greatest patience and for

  the supper at midnight, and my handsome brother, Noel, for making me laugh at when it is needed.

  I would also like to thank those who have assisted me in making this thesis well done. My greatest gratitude goes to Drs. Concilianus Laos Mbato, M.A., for his criticism, advice, correction, and support. It goes too to F.X. Ouda Teda

  

Ena, S.Pd, M.Pd., and Antonius Jody, S.Pd. for the review. Their willingness to

  review my design in the busy hours really helps me. My special gratitude goes to

  

Drs. Yusef Widya Karsana, Akt., M.Si. who has given me permission to

  conduct my study in Accounting Program; Cesilia Dwi Setyorini, S.Pd, English lecturer of Accounting Program who help me to conduct the need and post survey in her attractive class; and the students of Accounting Program of Sanata Dharma University Yogyakarta who became the respondents of my questionnaire.

  Special thanks are also addressed to my cyber friends who help me in accomplishing this thesis and who accompany me every single night in the front of notebook: Juragan Opik (Unitiga Software Development), fl3xu5, Choirul

  

Salam, Donz Anto, mbah ‘fendi_mild’, desmon_spencer, Riang ‘CVT, and the

buzzers I could not mention one by one.

  Then, I am so grateful to Winny, Liol, Niken, Putri, Upik, Indri, Lidya,

  

Prima, Linda, Nina, Mbokdhe, Hepi, Patrick, Bikom, Adit Babi, Curly Adhit,

Tony, Dudy, Ardi, Febri, Papi Lukas, Mami Mon, Yessi, Cipok,

Willichazoer, and all PBI 2003 students for wonderful companionship. It is nice

having friends like them.

  For what it is called friendship, I thank Inami, Antz, and Cang2. I thank

  Finally, this thesis is dedicated to someone whom I love wholeheartedly, who gives me sweet experiences, and whom I learn love and live. Whatever happens, he is still the number one in my heart. God Bless us.

  Elisabet Dian Premanasari

  TABLE OF CONTENTS

Page

PAGE OF TITLE………………………………………………………. i PAGES OF APPROVAL………………………………………………. ii PAGE OF DEDICATION……………………………………………... iv STATEMENT OF WORK’S ORIGINALITY………………………. v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

  ILMIAH UNTUK KEPENTINGAN AKADEMIS……………………… vi ABSTRACT……………………………………………………………... vii ABSTRAK……………………………………………………………....... ix ACKNOWLEDGMENTS………………………………………………. xi TABLE OF CONTENTS……………………………………………….. xiii LIST OF TABLES……………………………………………………..... xvi LIST OF FIGURES……………………………………………………... xvii LIST OF APPENDICES………………………………………………... xviii

  CHAPTER I : INTRODUCTION 1.1 Research Background………………………………...…………….

  1 1.2 Problem Formulation…………………………………...…………..

  4 1.3 Problem Limitation………………………………………...……….

  5

  1.4 Research Objectives………………………………………..………

  6 1.5 Research Benefits………………………………………….……….

  6 1.6 Definition of Terms………………………………………….……..

  7 CHAPTER II : THEORETICAL REVIEW 2.1 Theoretical Description……..……………………………………...

  11 2.1.1 Instructional Design Model.………………………………….

  11

  2.1.2 Reading…………………….…………………………………

  16

  2.1.2.4 Reading Techniques………………………………….

  21 2.1.3 English for Specific Purposes………………….……………..

  23

  2.1.4.1 Definition and Criteria of English for Specific Purposes………………………………………………

  23 2.1.4.2 Need Analysis………………………………………...

  25

  2.1.4.3 The Classification of English for Spesific Purposes…

  27

  2.1.5 Developing of Syllabus………………………………………

  29 2.1.5.1 Definition of Syllabus………………………………...

  29 2.1.5.2 The Importance of Syllabus…………………………..

  29

  2.1.5.3 The Components of Syllabus…………………………

  30 2.1.6 Web…………………………………………………………..

  32 2.1.6.1 Definition of Web…………………………………….

  32 2.1.6.2 The role of web in the reading process……………….

  32

  2.1.6.3 Web as a tool: word processing, utilities, assessments, and databases………………………………………… 33 2.1.6.4 Web as a tutor: drill and practice, interactive learning.

  34 2.2 Theoretical Framework……………………………………………..

  36 CHAPTER III : METHODOLOGY 3.1 Research Method…………………………………...…………..…..

  39 3.2 Research Participants…………………………………………….....

  42 3.3 Research Instruments……………………………………………….

  43 3.4 Data Gathering Technique………………………………………….

  45 3.5 Data Analysis Technique…………………………………………...

  46 3.6 Research Procedure………………………………………………...

  48 CHAPTER IV : RESEARCH RESULTS AND ANALYSIS

  4.1 How a Set of Web-based English Reading Materials for

  4.1.1.1 The Result of Questionnaire………………………….

  50 4.1.1.2 The Result of Informal Interview…………………….

  57

  4.1.2 Identifying Instructional Goals, Analysing Tasks, and Writing Assessment…………………………………………..

  58 4.1.3 Chosing Teaching Strategies and Instructional Media……….

  60 4.1.3.1 Flowcharting………………………………………….

  61

  4.1.3.2 Making User Interfaces and Defining Page Behaviour

  63 4.1.3.3 Hosting Files into Webserver………………………...

  71 4.1.4 Doing evaluation and Revising……………………………….

  72

  4.1.4.1 The Result of Survey Research for Evaluation on the Designed Materials…………………………………...

  72 4.1.4.2 The Participants’ Recommendation…………………..

  75 4.1.4.3 The Revision of the Designed Materials……………..

  75

  4.2. What the Designed Set of Web-based English Reading Materials for Accounting Students in Sanata Dharma University Yogyakarta Looks Like………………………………………………………….

  77 CHAPTER V : CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions…………………………..…………………………….

  78 5.2 Suggestions………………………………..………………………..

  79 REFERENCES 81

  

APPENDICES 83

  LIST OF TABLES

Page

Table 1 : Necessities, Lack, and Wants…………………………………..

  26 Table 2 : Distribution of the Participants (Students)……………………..

  46 Table 3 : Distribution of the Participants (English Lecturer of Accounting Program of Sanata Dharma University)…………

  46 Table 4 : Distribution of the Participants (Lecturer of English Educational Program of Sanata Dharma University)………….

  46 Table 5 : Measures of Central Tendency………………………………...

  47 Table 6 : The Data Calculation Result of the Participants’ Need………..

  50 Table 7 : The Topics Needed……………………………………………

  52 Table 8 : Topic and Title…………………………………………………

  59 Table 9 : Title and Learning Objectives………………………………….

  59 Table 10 : Participants’ Profile…………………………………………..

  72 Table 11 : Degree of Agreement and Meaning…………………………..

  73 Table 12 : The Data Calculation Result of the Participants/ Perspective toward the Designed Materials………………………………..

  73

  LIST OF FIGURES

Page

  66 Figure 12 : The Pre-Reading (Picture Multiple Choice) Page...................

  70 Figure 20 : The Polling Page......................................................................

  70 Figure 19 : The Exercise (Short Essay) Page.............................................

  69 Figure 18 : The Exercise (True/False) Page...............................................

  69 Figure 17 : The Exercise (Matching) Page................................................

  68 Figure 16 : The Reading Pages..................................................................

  68 Figure 15 : The Explanation Page………………………………………..

  67 Figure 14 : The Pre-Reading (Text Multiple Choice) Page.......................

  67 Figure 13 : The Pre-Reading (Short Essay) Page.......................................

  65 Figure 11 : The Learning Objectives Page................................................

  Figure 1 : ADDIE’s Design Model………………………………………

  65 Figure 10 : The Unit Page..........................................................................

  64 Figure 9 : The Home Page.........................................................................

  64 Figure 8 : The Member Registration Page.................................................

  62 Figure 7 : The Login Member Page...........................................................

  38 Figure 6 : The Website Flowchart………………………………………..

  38 Figure 5 : The Research Method and Theoretical Framework Relationship...............................................................................

  28 Figure 4 : The Steps of the Material Design……………………………..

  15 Figure 3 : Division of English for Specific Purposes…………………….

  15 Figure 2 : ADDIE’s Model and Rodger’s Instructional Design Steps…..

  71

  

LIST OF APPENDICES

Page

  Appendix A : Permission Letters………………………………………...

  83 Appendix B : A Sample of Need Survey Questionnaire………………....

  85 Appendix C : A Sample of Evaluation Survey Questionnaire and Feedbacks from the Research Participants………………...

  91 Appendix D : The Raw Data Result of Need Survey Questionnaire…….

  94 Appendix E : The Syllabus…………...………………………………….. 100 Appendix F : Printed Materials…………………………………………... 107 Appendix G : The Developed Website….……………………………….. 136 Appendix H : Curriculum 2006…………………………………………. 146

CHAPTER I INTRODUCTION In the first part of this study, the writer presents the introduction of the

  study. Six important parts included are Research Background, Problem Formulation, Problem Limitation, Research Objectives, Research Benefits, and Definition of Terms.

1.1 Research Background

  The business and commerce all over the world has been rapidly growing from year to year. In 2009 Indonesia’s economic growth achieves 6, 2 % (Antara, 2008a: 1). As infrastructure development, the demand for workers especially accountants is also increasing. Indonesian accountants commonly work in Public Accountant Offices, Tax General Directorate, public companies, private companies, multi-companies and foreign companies. Accountants who have abilities in both mastering English and Auditing can be Public Accountants who audit Financial Statements of multinational companies. Unfortunately, Public Accountants listed in Indonesia are only 689 (Antara, 2008b: 1). Moreover, now Indonesia is adapting IFRS (International Financial Reporting Standards) and the

  IFRS converged Accounting entity controlling treatment would be applied to entities financial reports as of January 1, 2012. So that, Indonesia company financial report would be comparable to other country’s reports (Antara, 2008c:

  Considering the demand, mastering English becomes an urgent and important necessity for accountants. Many universities, both public and private establish Accounting program which educates and prepares their students to be professional and competent accountants. Accounting International Program is sporadically established to create Accountant degree with good English and Accounting capability. Textbooks used by students and lecturers are also in English. Also, Indonesian who intends to work for foreign companies should master English well, particularly, because they are going to serve Financial Statements and to communicate Accounting reports to their stakeholders and stockholders in English.

  Reading is an important element for learning Accounting. First, the accounting works are closely related with data, numbers, charts, and texts. The accountant postulants have to deal with written texts, so that the ability of reading, both quick and slow reading is expected. Reading graphic, chart, number and interpreting them into economic analysis are kinds of abilities whom the accountants have to master. Second, most of accounting handouts and books, business articles, economic newspaper and magazines are in English. By mastering English and its vocabulary(s), the accountant postulants will understand the contents and be out of misinterpretation.

  But unfortunately, problems still occur in teaching-learning reading. One of the problems that we encounter is difficulty in providing interesting materials materials are stale and are not up to date, so that the students are not upgraded with fresh materials. Therefore, using Financial Statements, Accounting and financial reports, and business articles might be a perfect solution, because students can understand both Accounting and English materials in the same time.

  In addition, those materials are presented in multimedia (e.g.: interactive CD) so that they become highly motivated in reading. The Accounting subject which is primary terrifying for the students then will be pleasurable and reading teaching learning process would be interesting and challenging.

  In the context of accounting world, technology makes it possible for everyone especially economists to gain Accounting and financial information such as Annual Reports, Independent Auditor Reports, Public Accountant Reports, Financial Statements, Comparative Financial Statements, Consolidated Financial Statements, and business articles through the internet. Also, it enables them to publish economic and business articles, opinions, and general response of economic affair, and multimedia materials to the world beyond the classroom. Some companies openly and transparently publish their Financial Statements and annual reports via website. As a consequence, by watching them, society knows the companies’ management performance in general. In the context of Accounting education, the technology facilitates Accounting lecturers to gain teaching materials that would be given and taught to their students. Through Google search engine, they are able to seek Accounting materials: company Financial Accounting word games and many more. For the accountant postulants, the technology facilitates them to gain materials to help to finish assignments given.

  Seeing the phenomena and problems occur, the writer intends to design a set of Accounting reading material based on web. These materials are designed for Accounting students in Sanata Dharma University Yogyakarta. Having experienced attending English class in Accounting, the writer notices that reading text given was quite tiring and boring to read. And even, it was not directly applicable to Accounting. From this point, the writer focuses on the designing reading material, of course, which is integrated with grammar and vocabulary due to increase the quality of reading texts, to develop the students reading skill generally, and to enhance the students’ vocabulary mastery specifically. Hopefully, this design gives positive contribution for English lecturers of Accounting Program in Sanata Dharma University Yogyakarta, the Accounting student who takes English subject, Accounting Program of Sanata Dharma University Yogyakarta, Accounting practitioners, and everyone who consider to Accounting Education.

1.2 Problem Formulation

  Based on the discussion above, there are two main problems are intended to be solved:

  1. How is a set of web-based English reading materials for Accounting

  2. What does the designed set of web-based English reading materials look like?

1.3 Problem Limitation

  The research is conducted to design a set of web-based English reading materials for Accounting Students in Sanata Dharma University Yogyakarta. The main purpose of this material design is to enhance students’ mastery in reading so that the students are able to understand the economic issues, to serve Financial Statements, and to communicate Accounting Reports in English when they work as accountants. The design materials are limited into the intermediate English reading skill needed by the Accounting students.

  Considering the urgency and the importance of mastering this skill, the writer intends to develop a set of reading materials designed based on web- technology and to combine with English for Specific Purposes (ESP).

  The subject of this study is Accounting Program students in Sanata Dharma University Yogyakarta. The writer chooses this university because it has a good quality. Accounting Program graduates qualified and ready to work accountants. The Accounting Program also has been acrreditated A by DIKTI. There have been many students of this universities working at the public, private, multi, and foreign companies including those who work as accountants.

  1.4 Research Objectives

  Based on the problem formulation, the writer formulates two objectives in this research. They are as follows:

  1. To find out how a set of web-based English reading materials for Accounting students in Sanata Dharma University Yogyakarta is designed.

  2. To present a set of web-based English reading materials for Accounting students in Sanata Dharma University Yogyakarta.

  1.5 Research Benefits

  It is expected that this study may give some benefits to the English for Specific Purposes (ESP) teaching/learning development, especially the English for Academic Purposes (EAP). The benefits of this study are as follows:

  1. For English lecturers

  It is expected that English lecturers can use the web-based materials to teach reading in Accounting Program which prepares its students to be professional accountants. This materials can be used as additional materials in the students’ learning activities.

  2. For Accounting students

  This study will provide them with a set of well-developed English reading materials that match their need to get more knowledge on how

3. For Accounting Program of Sanata Dharma University Yogyakarta

  It is hoped that the reading materials can increase the students’ reading ability in applying English in Accounting subjects such as Behavioral Accounting, Auditing, Bussiness Communication, Analysis of Financial Statement which use English as the textbooks language. By having better quality of English reading skills, the students will be able to understand the knowledge and to serve Financial Statement in English. As a result, it will increase the quality of Accounting graduates of Sanata Dharma University in general.

1.6 Definition of Terms

  In this section, the writer intends to discuss the terms, which are used in this study. The terms are follows:

1. Instructional Computing

  Instructional Computing is defined as the use of computer in the design, development, and delivery, and evaluation of instruction (Newby, 2000a: 18). In this study, instructional computing is the process of translating principles of learning and instruction using the computer. It is aimed to reduce the time required to to design and produce instructional materials. It is also to ensure the maximum effect on Accounting students’ learning.

  

http://en.wikipedia.org/wiki/Design - cite_note-

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  2. Website

  Web or website as a multimedia resource and communications tool based on hypertext, a system of clickable (Teeler & Gray, 2000). A source of fast information resources on the internet is the web or world wide web (Newby, 2000b: 58).

  In this study, web is media to deliver the presentation of English reading materials to Accounting Students. The website,

  www.efa.lisadian.com consists of webpages containing English reading

  materials and its exercises. The writer allows the students to experience materials through website and provides the students with repeated and varied experiences with subject matter to help them comprehend English Reading.

  3. Web design

  According Newby (2000c: 59) web design is the skill of creating presentations of content in the form of hypertext or hypermedia.

  In this study, web design is the skill of designing

  www.efa.lisadian.com using softawares. Designing web is started with

  buying domain www.lisadian.com and hosting space at IDWebhost; installing Apache MySQL PHP WampServer 1,5, Adobe Dreamweaver root at c:\apache\wamp\www\efa, and finally dumping the database in the webserver.

  4. Reading

  According to Mitchell (1982: 1), reading is 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 and subsequently uses this information to construct a plausible interpretation of the writer’s message. Whorter (1990: 4) states that “reading is thinking”. It is active process of identifying important ideas and comparing, evaluating, and applying them.

  In this study, reading is a set of activities to intepret and comprehend Accountancy texts through website. The process is started with accessing web, signing in, reading learning objectives, activating the students’ background knowledge by doing pre-reading, reading main passage, and doing exercises. It is expected that reading activities will motivate the student’s in reading and enhance their reading ability.

  5. Accounting Students of Sanata Dharma University

  According to Accounting Principles Boards (1970: 4), Acoounting is a service activity. It is to provide quantitative information, primarily financial in nature, about economic entities that is intended to be usegul in making decisions. research and conducted the need survey for pre-design and post design. Sanata Dharma University is one of private universities which is in Yogyakarta.

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 (R&D), 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 (R&D), 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. 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 learner's 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 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 project's 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 and/or 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.

• 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.

The five steps ADDIE’s design model proposed can be seen in the following figure:

  

Figure 1. ADDIE’s Design Model (Pappas, 2009: 2)

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

  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

  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