i
DESIGNING COMPUTER-BASED EXERCISES USING HOT POTATOES SOFTWARE TO FACILITATE INDEPENDENT LEARNING
OF TENSES FOR THE FIRST GRADE STUDENTS
OFSMK SANJAYAPAKEM
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Gabriella Sandya Puspita Sari Student Number: 071214027
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
“
Why should you be afraid if you never
experience it?
Don’t ever be afraid before you do and
taste the great moment on it!
And only faith and confidence make One
succeed
”
~
My Wise Guider Daddy
~~ö~
I dedicate my thesis to:
The Almighty, Jesus Christ
Mother Mary
My Wise Guider Daddy
My Marvelous Mommy
My Spirited Grandpas and Grandmas
vii ABSTRACT
Sari, Gabriella Sandya Puspita. 2012. Designing Computer-Based Exercises Using Hot Potatoes Software to Facilitate Independent Learning of Tenses for the First Grade Students of SMK Sanjaya Pakem. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The study aimed to design computer-based exercises using Hot Potatoes software to facilitate independent learning of tenses for the first grade students of SMK Sanjaya Pakem. The simple present and simple past tense learning were chosen because most of the students had low level of comprehension of both tenses. They needed supplementary exercises which enabled them to improve their basic tenses and to create entertaining environment of the learning at the same time. Hence, computer-based exercises were chosen because it was very interesting learning medium, so their motivation to learn would be increased. The computer-based exercises would also lead them to learn independently because it could be accessed at anytime outside classroom. Besides, the software was chosen because it provided five interesting programs to do the exercises. Therefore, two research problems were formulated, namely first, how computer-based exercises was designed, and second, what the computer-based exercises looked like.
The first question was answered by elaborating five steps of methodology. R&D models from Borg and Gall (1983) and Dick, Carrey, and Carrey (2005) underpinned the methodology of this study. The steps were (1) research and information collecting completed by conducting learners and context analysis, (2) planning completed by identifying instructional goal(s), conducting instructional analysis, writing performance objectives, and developing instructional strategy, (3) develop preliminary form of product completed by developing and selecting instructional materials, (4) preliminary field testing, and (5) main product revision. Here, the first two steps were called as pre design survey, whereas the fourth step was called as post design survey.
The answer to the second question was the presentation of the product. The product consisted of three units of exercises, namely Unit One focusing on simple present tense, Unit Two focusing on simple past tense, and Unit Three focusing on the combination of both tenses. Each unit had the same main themes, namely describing things, describing activities, describing events, occupation, and signs. To validate and improve the design, the writer conducted two kinds of preliminary form of product, namely trial of the product, conducted to the first grade students, and content evaluation, conducted to the English teacher and experts. As the conclusion of the product validation, the design was considered appropriate and suitable for the students to develop their grammatical skill focused on both tenses.
Finally, this interactive and interesting design would increase the students’ motivation to learn English in fun environment. It is expected that they could change their habit of the learning and improve their grammatical skill and vocabulary by accessing the exercises regularly. To see the design, the reader could visit http://sanfunlish.freewebclass.com and enter by clicking login as guess. Keywords: Hot Potatoes software, independent learning, tenses, the first grade
viii ABSTRAK
Sari, Gabriella Sandya Puspita. 2012. Designing Computer-Based Exercises Using Hot Potatoes Software to Facilitate Independent Learning of Tenses for the First Grade Students of SMK Sanjaya Pakem. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Studi ini bertujuan untuk mendisain soal-soal latihan berbasis komputer menggunakan perangkat lunak Hot Potatoes untuk memfasilitasi pembelajaran mandiri mengenai tenses untuk siswa SMK Sanjaya Pakem kelas satu. Pembelajaran simple present dansimple past tense dipilih karena kebanyakan dari para siswa memiliki pemahaman tenses yang rendah. Mereka membutuhkan soal-soal latihan tambahan untuk meningkatkan kemampuan tenses dasar mereka dan pada saat yang bersaamaan mampu menciptakan suasana pembelajaran yang menyenangkan. Oleh karena itu, soal-soal latihan berbasis komputer dipilih karena media tersebut sangat menarik sehingga para siswa semakin termotivasi untuk belajar. Soal-soal latihan berbasis komputer tersebut juga mengarahkan mereka pada pembelajaran mandiri karena media tersebut dapat diakses setiap waktu di luar kelas. Di samping itu, perangkat lunak tersebut juga dipilih karena menyediakan lima program yang menarik untuk mengerjakan soal-soal latihan. Dengan demikian, penelitian ini menyimpulkan dua pertanyaan, yaitu bagaimana sebuah disain mengenai soal-soal latihan berbasis komputer dibuat dan seperti apakah bentuk dari disain tersebut.
Pertanyaan pertama dijawab dengan menjabarkan kelima langkah dari prosedur penelitian. Langkah tersebut, yang merupakan gabungan teori Borg and Gall (1983) and Dick, Carrey, and Carrey (2005), merupakan pondasi pada penelitian ini. Langkah-langkahya adalah (1) research and information collecting, yang dilengkapi dengan conducting learners and context analysis, (2) planning, yang dilengkapi dengan identifying instructional goal(s), conducting instructional analysis,writing performance objectives, dandeveloping instructional strategy, (3) develop preliminary form of product yang dilengkapi dengan developing and selecting instructional materials, (4) preliminary field testing, dan (5) main product revision. Dalam penelitian ini, dua langkah pertama disebut sebagai pre-design survey, selain itu, langkah keempat disebut sebagaipost-design survey.
ix
Pada akhirnya, disain yang interaktif dan menarik ini dapat meningkatkan motivasi mereka untuk belajar bahasa Inggris di dalam lingkungan yang menyenangkan. Dengan ini diharapkan bahwa mereka dapat mengubah pandangan mereka terhadap pembelajaran bahasa Inggris dan meningkatkan kemampuan tata bahasa dan pemahaman kosakata dengan cara mengakses soal-soal pada disain ini secara berkala. Untuk melihat disain tersebut, pembaca dapat mengunjungi http://sanfunlish.freewebclass.com dan masuk dengan mengkliklogin as guess. Kata kunci: perangkat lunak Hot Potatoes, pembelajaran mandiri, tenses, siswa
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ACKNOWLEDGEMENTS
At first, my deepest thanks go to The Almighty Jesus Christ andMother Mary, who have led and blessed my way on completing my thesis. There are so many obstacles found in the process, but Jesus and Mother’s hands always hold me and pull me out through the down and the sickness. Believe on them is the greatest faith I have.
Second, my sincere gratitude goes to my advisor Carla Sih Prabandari, S.Pd., M.Hum. for her support and patience in guiding the process by reading and checking my thesis. Without her cheerful and wise in guiding me, I am sure that I cannot finish my thesis at the time. In addition, I would like to thank to Chosa Kastuhandani, S.Pd., M.Hum. and Gregorius Punto Aji, S.Pd., M.Hum. for their willingness to evaluate my design. Next, my great thank also goes to Sr. Margaret, FCJ who has kindly given some suggestions and advice toward the grammar of my work.
Above all, my great thanks also go to all of PBI’s lecturers, who had accompanied me for more or less four years. In addition, thankMade Frida Yulia, S.Pd., M.Pd. and Ag. Hardi Prasetyo, S.Pd., M.A. for the time to have some discussions related to the process of designing my thesis.
xi
Next, my special and deepest gratitude goes to my beloved parents, Bapak Albertus Sugiyanto, and Mama Yohana Endang Kusjatwati, because of their endless guidance, support, patience, prayer, and love. I give thank as well for my beloved brother and sister, Marius Brilian Priambodo and Maria Regina Andarini Tyaswati for the prayer and support. In addition, my greatest and deepest thank goes to my beloved grandparents, (†) Yohanes Karmidi Susilo Sumarto and (†)Yohana Dalmi Susilo Sumarto;(†) Veronica Setyowati, J. B. Hadisiswoyo (grandpa) and Theresia Siti Warni (grandma), for their unending love and pray. Next, I am so grateful to my faithful boyfriend, Mas Yustinus Agung Dwi Cahyanto, who always gives his ears to listen what I feel, hope and do.
Next, I would thank my great friends, Bowtea, Wiwid, Wichan, Ochan, Rieta, Nana, Fendy, Bertha, Nowtea, Kitin, Risma, Tika, Gobe and Anti, for the most beautiful and irreplaceable friendship that we have made.
Finally, my gratitude goes to all of my relatives and friends that cannot be mentioned by names. May God bless and give joy of life to them.
xii
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
MOTTO AND DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK ... vi
F. Definition of Terms ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ... 10
A. Theoretical Description ... 10
1. Grammar ... 10
a. The Way of Learning Grammar ... 11
b. The Way of Teaching Grammar ... 12
2. English Tenses ... 15
a. Simple Present Tense ... 15
xiii
3. Independent Learning ... 18
a. Students and Independent Learning ... 20
b. Teachers and Independent Learning ... 21
4. Computer Assisted Language Learning (CALL) ... 21
a. The Roles of Computer in Language Learning... 22
b. The Roles of Teachers in Language Classroom... 22
c. The Advantages of Using Computer-based Media ... 25
d. The Disadvantages of Using Computer-Based Media.... 25
e. Five Types of Computer Programs ... 27
5. Hot Potatoes Software ... 27
6. Curriculum ... 29
B. Theoretical Framework ... 30
CHAPTER III. RESEARCH METHODOLOGY... 35
A. Research Method ... 35
B. Research Setting ... 39
C. Research Participants ... 39
D. Research Instruments and Data Gathering Technique ... 41
E. Data Analysis Technique ... 44
F. Research Procedures ... 45
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS ... 48
A. Designing The Materials ... 48
1. Research and Information Collecting ... 48
a. Results from Questionnaire Distribution ... 49
b. Results from Pre-Test ... 52
c. Results from Interview ... 54
d. Classroom Observation ... 56
2. Planning ... 60
xiv
b. Conducting Instructional Analysis ... 60
c. Writing Performance Objectives ... 61
d. Developing Instructional Strategy ... 62
3. Developing Preliminary Form of Product ... 64
a. Developing and Selecting Instructional Material ... 64
4. Preliminary Field Testing ... 67
a. Trial of The Product ... 68
b. Content Evaluation ... 74
5. Main Product Revision ... 80
B. Presentation of The Designed Materials ... 85
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 95
A. Conclusions ... 95
B. Recommendations ... 97
REFERENCES ... 99
xv
LIST OF FIGURES
Page Figure 2.1 Larsen and Freeman’s Prototypical Units of the Three Dimensions
... 12
Figure 2.2 Two models of CALL ... 23
Figure 2.3 The Theoretical Framework of the Study ... 34
Figure 3.1 The Procedural Steps in Developing the Product ... 45
Figure 4.1The Front Page of the Website ... 86
Figure 4.2The Front Page of the Design ... 87
Figure 4.3The Main Menu of Unit One ... 88
Figure 4.4Print Screen of Describing Things Exercises... 89
Figure 4.5Print Screen of Describing Activities Exercises ... 90
Figure 4.6Print Screen of Describing Activities Exercises ... 91
Figure 4.7Print Screen of Describing Events Exercises... 92
Figure 4.8Print Screen of Occupations Exercises ... 93
xvi
LIST OF TABLES
Page
Table 4.1 Eight Main Points on the Questionnaire for the Students ... 49
Table 4.2 The Error Results for Pre Test Part A ... 53
Table 4.3 The Error Results for Pre Test Part B ... 53
Table 4.4 The Students’ Response toward the English Subject Learning ... 56
Table 4.5 The Performance Objectives and the Topics ... 62
Table 4.6 The Titles of Designed exercises ... 65
Table 4.7 The Evaluators’ Background ... 75
Table 4.8 The Evaluation Sheet Result from the Teacher and the First Expert . 75 Table 4.9 The Revised Topics with Its Learning Objectives ... 83
xvii
LIST OF APPENDICES
Appendix A. Permission Letter
Appendix B.1 Questionnaire for the Students
Appendix B.2 Pre Test for the Students
Appendix B.3 Lists of Questions for Interview
Appendix B.4 Lists of Questions for School Observation
Appendix C.1 Result of Questionnaire for the Students
Appendix C.2 Result of Pre Test
Appendix C.3 The Interview Transcript and Raw Data of Interview with the English Teacher
Appendix C.4 Result of School Observation
Appendix D.1 Lesson Plan of Trial of the Product
Appendix E.1. Evaluation Sheet for the Students
Appendix E.2. Evaluation Sheet for the English Teacher and Experts
Appendix F.1. Result of Evaluation from the Students
Appendix F.2. Result of Evaluation from the English teacher
Appendix F.3. Result of Evaluation from the First Experts
Appendix F.4. Result of Evaluation from the Second Experts
Appendix G.1. Framework of Final Revision
Appendix G.2. The Sequence Steps to Visit the Designed Exercises
1 CHAPTER I INTRODUCTION
This chapter would discuss the research background, the problem
formulation, the problem limitation, the research objectives, the research benefits,
and the definition of terms of the study.
A. Research Background
Technology has been developed in order to help people enhance their
knowledge. There are many kinds of technology, but this study focuses on the use
of computer and certain software. Technology as media can benefit the learning of
English. There are many kinds of teaching media, which can be in the form of
manual and electronic tools, provided in common stores to support language
learning. The development of technology as media to support language learning,
especially English learning, makes the learning process itself become more
attractive and interesting. The use of teaching media, both in manual or electronic
can motivate the students in order to follow the learning process.
English as a foreign language has become one of the main local subjects in
Indonesian formal schools. Students need to pass the final examination of some
prime school subjects before they continue their study to a higher level of
education and so English subject is included in the examination. Therefore,
teachers are responsible for the students’ comprehension of the prime school
learning is not successful. One of the formal schools studied was SMK Sanjaya
Pakem located in Jalan Kaliurang, Sleman, Yogyakarta.
The writer found two major problems why students in SMK Sanjaya
Pakem have not had good English comprehension. First, the students have not
been supported by enough facilities, in order to be able to develop their English
ability. Substantively, the school has provided some appropriate and supporting
sources that are professional English teachers, handbooks for the students, and
English-Indonesia and Indonesia-English dictionaries. But, the teachers and the
dictionaries are available only in school. Moreover, most of the students come
from lower up to middle economic family’s background. This fact really plays an
important role for the students’ access in order to gain facilities to learn English at
home, such as dictionary, students’ material book, and other learning sources that
support and improve their English material absorption. Though the school has
provided the learning tools, they are not been enough to improve the students’
achievement in English subject. Besides, their economic background also
influences their attitudes in English learning. They thought that English was
difficult, so they are not motivated to learn.
Second, there are many students who do not have strong underpinning of
English knowledge. The different achievement of English knowledge at their
junior high school causes different English levels of proficiency. Most of them are
in the low level of proficiency in English grammar comprehension. Nonetheless,
later in the third grade, they are supposed to be able to pass English National
knowledge better, they are not supposed to pass the examination. Those two
problems have a big influence in their English performance.
Hence, the writer underlined that the fundamental skill for the students to
develop was their basic grammar knowledge. Many students are incapable of
constructing simple sentences using correct grammatical pattern. They also
thought that their English grammar is not good enough. Those might be the
answer to why the students awkward to learn English. This phenomenon also
plays an important problem in reaching the success of English learning. Since, the
function of language is for communicating with others, English subject at school
also expects the students to be able to communicate using English. To cope with
the function, they need to be able to create and produce meaningful sentences both
in written and oral.
By considering the background problems, this study tries to help the
students to improve their basic tenses by designing a product to make an
entertaining learning. The appropriate grade of the students to build and improve
the tenses is the first grade students. Since the students are in the first grade, the
grammar learning focuses on the use of Simple Present Tense and Simple Past
Tense learned in the first semester.
Hurd (n.d.) in Hurd & Lewis (2008) states that:
By being motivated in English learning, the students are expected to be
able to absorb knowledge better. Moreover, in order to change their habit toward
the learning of English, the study would use computer as the medium of the
learning. The computer use would change the learning activity from doing regular
tasks to playing such games. The ‘play’ context would increase their motivation
so that later their attitude that English is difficult would be reduced. In addition,
the computer also provides independent learning, so the students could access the
supplementary exercises individually outside classroom in order to improve their
basic tenses. However, the teacher’s control was still needed.
Regarding the facilities needed in this study, the writer observes that SMK
Sanjaya Pakem has realized that computers are needed at school as the supporting
tools of teaching-learning process. The computers at the school are usually used to
teach MYOB program to support an Accounting subject. Nevertheless, the
computers also can be used to support other school subjects, such as English
subject. It can maximize the function of the computers as the tools to support and
improve teaching-learning process.
Finally, the study would design supplementary exercises by using
computer and Hot Potatoes software to facilitate independent learning method. It
is expected that the medium can motivate the students to learn English on their
own pace so that it help them to improve their English grammar basis. In addition,
it is expected that by operating the design, it enables the students to be familiar
B. Research Problem
Regarding the background of the research, the problem can be formulated
as follows.
1. How is a set of computer-based exercises using Hot Potatoes software to
facilitate independent learning of tenses for the first grade students of SMK
Sanjaya Pakem designed?
2. What does the set of computer-based exercises using Hot Potatoes software
and independent learning to study tenses for the first grade students of SMK
Sanjaya Pakem look like?
C. Problem Limitation
The scope of the study is designing computer-based exercises for learning
basic tenses in SMK Sanjaya Pakem. The medium is designed for the first grade
students. Besides, the study implements Hot Potatoes software to create an
interesting activity because it contains attractive programs. The programs applied
in this study were filling the gap texts, answering multiple choice, arranging
jumbled sentences, and matching pictures based on its description. In addition, the
exercises in the program can be added with short explanation related to the topic
being discussed. The topics of the exercises are focused on basic tenses, namely
simple present and simple past tense, because they are the basic grammar they
D. Research Objectives
There are two objectives of the study that are related to the problem
formulation.
1. to find out how to design a set of computer-based exercises using Hot Potatoes
software to facilitate independent learning of tenses for the first grade students
of SMK Sanjaya Pakem; and
2. to present the set of computer-based media computer-based exercises design
using Hot Potatoes software to facilitate independent learning of tenses for the
first grade students of SMK Sanjaya Pakem.
E. Research Benefits
The design of the study is expected to give benefits for certain subjects.
1. Students in the first grade of SMK Sanjaya Pakem.
This study will benefit the students because the product is designed to help
them improve their basic knowledge of grammar focused on basic tenses learning.
Besides, they will be more familiar with computer operation. Morever, the
medium also facilitates independent learning so that it lead them to learn
individually at their own pace to improve their knowledge.
2. Teachers’ of SMK Sanjaya Pakem.
This study will help the teachers to create fun environment to learn
English so that it would increase the students’ motivation. Since the students are
motivated to learn, it is expected that they will be able to improve their basic
3. Future researchers.
This study will have benefit for future research in a sense of developing in
more depth the exercises designed in this study and find another entertain medium
to learn English at the same time.
F. Definition of Terms
The study uses terms that can be elaborated, as follows.
1. Hot Potatoes Software
Hot Potatoes is a software that can be developed as an electronic media to
learn English. According to the author, Arneil, Holmes, and Street (1998-2004),
the aim of the software is to enable the user to create interactive Web-based
teaching exercises which can be delivered to any internet-connected computer
equipped with a browser. The authors explain that the users do not need to pay
attention on the formula to run the programs. It is because the authors just need to
insert the exercises into the programs. There are five main programs in this
software, namely J-Quiz program, J-Cloze program, J-Cross program, J-Mix
program, and J-Match program.
2. Independent Learning
According to Philip Candy (1991), independent learning is a process, a
method and a philosophy of education whereby a learner acquires knowledge by
his or her own efforts and develops the ability for enquiry and critical evaluation
(Mind over Matter section, para. 1). This study uses independent learning method
their knowledge that they already have and try to use their knowledge to solve
problems.
3. SMK Sanjaya Pakem
It is a vocational school located at Kaliurang Street Km. 17, Pakem,
Sleman, Yogyakarta. This school specializes in accounting and office
administration. The writer had conducted herProgram Pengalaman Lapangan in this school in June-September 2010. There are three kinds of classes in each
grade, namely Akuntansi class, Administrasi Perkantoran class, and Penjualan class. The design aimed to all classes in the first grade.
4. The Students of SMK Sanjaya Pakem
The students are in the first grade of SMK Sanjaya Pakem. There are three
clasess, namelyAkuntasi Class, Administrasi Perkantoran Class, and Penjualan Class. Most of them are in the low level of basic grammar comprehension
focusing on basic tenses. This fact might be the reason why they have not had
high achievement, in English learning.
5. Tenses
This study focuses on the learning about simple present and simple past
tense. Azar (1989) defines that in general, the simple present expresses events or
situations thatexist always,usually,habitually; they exist now, have existed in the past, and probably will exist in the future (p. 2). It is defined also that the simple
the two kinds of tenses are taught in the first semester to the first grade students of
SMK Sanjaya Pakem.
6. Exercises
Brown (2004) says that formal assessments are exercises or procedures specifically designed to tap into a storehouse of skills and knowledge (p. 6). This
study deals with collection of exercises which are stated in a computer program.
The purpose of the exercises is to measure how far the students achieve the
knowledge that has been taught in a certain period of time. This study is focused
10 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents discussion on related theories underlying the study.
There are two major sections, namely theoretical description and theoretical
framework. The theoretical description presents some theories used as the
foundation in this research. Besides, the theoretical framework presents the
relations from the theories underlying the design process of this study.
A. Theoretical Description
As mentioned above, this section is going to discuss some related theories
used in this study. There are 4 main parts discussed, namely (1) Grammar, (2)
English Tenses, (3) Independent learning, (4) Computer assisted language
learning, (5) Hot Potatoes Software, and (6) Curriculum.
1. Grammar
According to Larsen and Freeman (2003), grammar is the fifth skill, in
language teaching, that underscores the importance of students’ developing an
ability to do something, not simply storing knowledge about the language or its
use (p. 13). Learners need to acquire and comprehend basic grammar because they
need to know why they should use this kind of rules and that in order to express
a. The Way of Learning Grammar
Larsen and Freeman (2003) state some ideas about the learning and the
teaching of grammar (p. 19-22). There are three main ideas in the learning of
grammar, described as follows.
1) Grammar is not acquired naturally; it has to be taught.
Larsen and Freeman (2003) agree that second language learners have to be
taught grammar by accommodating a classroom environment as natural as the
external environment where the target language is spoken (p. 20).
2) Grammar structures are not acquired in a set order.
Larsen and Freeman (2003) say that the learning of grammar is not the
learning of forms in a sequence which have steps to be passed and to be
continued (p. 20). Indeed, when the learners have mastered certain forms of
grammar structure and start to learn new forms, it does not mean that the
learners will be free from backsliding.
3) All aspects of grammar are not learned in the same way.
As Larsen and Freeman (2003) say that single explanation of the grammatical
structure is insufficient to learn language as complex as it is (p. 21). It
indicates that all aspects of grammar are not learned in a single process.
There are three dimensions of the learning of grammar applied to language
in communication according to Larsen and Freeman (2003: 34-35). The first
dimension is form. It focuses on the process of language units are formed, in
accordance with its syntactic structures. The second dimension is meaning
are general categories of meaning, namely notions which are related to space
(location, distance, motion, size) and time (indication of time, duration, sequence).
The third dimension is use (pragmatics). It will not focus on the meaning
conveyed by the language, but it focuses on why ones use the language as means
for communication. There are two units of this dimension, namely social
functions (such as promising, inviting, agreeing, disagreeing, and apologizing)
and discourse patterns (such as those that contribute to the cohesion texts).
Figure 2.1: Larsen and Freeman’s Prototypical Units of the Three Dimensions (2003: 35)
b. The Way of Teaching Grammar
Working from the way of the grammar learning, here are three main ideas
of the teaching of grammar (Larsen and Freeman, 2003: 21-22), as follows.
1) Learners will eventually bring their performance into alignment with the target
language; error correction is unnecessary, but feedback is necessary.
The learners can understand which forms are applicable and which forms are
not if they have been given a feedback by the teachers. As Larsen and
Freeman (2003) say that the job of language teachers is to maximize learning Form
Meaning/ Semantics
by creating optimal conditions (p. 21). Therefore, giving feedback in helpful
ways can create optimal conditions for grammatical structure acquisition.
2) Grammar (teaching and/or learning) is not boring.
Larsen and Freeman (2003) clarifies that grammar is never boring (p. 21-22).
The teacher’s job is to involve the learners to learn in focus, relax, and
attentive condition. The learners are not given a particular time to master
grammar, but the teachers should find the solution to make valuable grammar
learning. Moreover, it is necessary for the teacher to equip the learners with
interesting practice focused on grammar learning.
3) All students need to be taught grammar.
Larsen and Freeman (2003) state that there is no reason why the children
should be denied grammar instruction any more than any other segment of the
language student population (p. 22). The ways to acquire second language are
always found out in order to enrich their grammatical skill.
Swan (n.d), as cited by Richards and Renandya (2002), says that there are
seven bad reasons and two good reason of teaching grammar (p. 148-152). The
following is the seven bad reasons, as follows.
1) Because it’s there.
It is stated that sometimes grammar is taught strictly as it is provided in the
textbooks. Therefore, it is important for teachers to select the grammar which
is useful for the learners rather than go straightly through the prepared
2) It’s tidy.
Swan states that grammar looks tidy and is relatively teachable. Learners can
learn grammar in a limited series, apply in exercises, and tick off one by one.
3) It’s testable.
The teacher can easily test the grammar comprehended by the learners.
4) Grammar as a security blanket.
In the theory, grammar can be reassuring and comforting. It is because when
the learners have comprehended the grammar exactly, they feel that they
master the language.
5) It made me who I am.
The learners need hard working in learning grammar, such as tenses.
Therefore, many foreign language teachers agree that it is good to learn
grammar deeply, and it works continuously in the next generation.
6) You have to teach the whole system.
Swan says that grammar is an accumulation of different elements, some more
systematic than other, some linked together tightly, or loosely, some
completely independent and detachable. Therefore, when the teachers try to
teach the whole system, they will ignore what is the importance of learning
grammar and how long the learners need to spend the time to learn grammar.
7) Power.
Grammar has constant rules that can be mastered by the learners. They will
have the power when they master the grammar.
1) Comprehensibility.
Comprehensibility means that the learners know how to build and use certain
structures. This ability will enable them to make understandable sentences.
2) Acceptability.
In some social context, people may be regarded because of their ability to
have high level of grammatical correctness. For those who are bad in speaking
may be ignored and considered as uneducated people.
2. English Tenses
Curme (1966) defines tenses as the different forms which a verb assumes
to indicate the time of the action or state (p. 55). Because tense systems are
language specific, it is not surprising that ESL/EFL learners have a great deal of
difficulty mastering the English tense aspect system (Celce, Murcia, Larsen and
Freeman, 1983: 61). Since the study would focus on the learning of simple present
and simple past tense, the next discussion was about the form and the function of
both tenses.
a. Simple Present Tense
Azar (1989) states that in general, the simple present expresses events or
situations that existalways, usually, habitually; they exist now, have existed in the
past, and probably will exist in the future (p. 2). Neuman (1981) elaborates the
form of the tenses (p. 41-42), as follows.
1) The affirmative is formed with the infinitive of the verb, withoutto.
puts,it puts). -esis added after -ch, -sh, -ss,-zz, -o, and –x(e,g, he scratches,
she wishes,the girl dresses,bee buzzes,train goes,she fixes).
Next, verbs ending with aconsonant + y change into -iesfor he,she,it, but
verbs ending with avowel+ y only add-s.(e.g. study–he studies,stay–she
stays)
2) The interrogative and negative of the Simple Present are formed with
do/does: do not/does not+infinitive withoutto (e.g. I do not go – Do I go?;
he does not go – Does he go?).
Furthermore, Celce, Murcia, Larsen, and Freeman (1999) elaborate eight
different function of the simple present (p. 113).
1) Habitual actions in the present (e.g. he walks to school everyday).
2) General timeless truth, such as physical laws or customs (e.g. water freezes at
0 degrees centigrade).
3) Withbe and other stative verbs to indicate states (e.g. there is a large house
on the corner,I know Mr. Jackson) or even the inception of states (e.g. now, I
understand).
4) In the subordinate clauses of time or condition when the main clause contains
a future-time verb (e.g. after he finishes work, he’ll do the errands; if Cindy
passes the bar exam, she’ll be able to practice law).
5) Expresses future (when a scheduled event is involved, usually with a
future-time adverbial),e.g. I have a meeting next Wednesday at that time.
6) Present event/action (usually in sporting events or demonstrations/procedures
7) Present speech acts (where the action is accomplished in the speaking of it),
e.g. I resign from the commission.
8) Conversational historical present (used to refer to certain past events in
narration),e.g. “So he stands up in the boat and waves his arms to catch our
attention.”
b. Simple Past Tense
Azzar (1989) states that the tenses happened at one particular time in the
past, so it began and ended in the past (p. 2). Neuman (1981) elaborates the form
of the tenses (p. 49), as follows.
1) For the affirmative, regular verbs add -dor -edto infinitive (withoutto), e.g.
noted,reported. The simple past of irregular verbs must be learned by heart.
2) For the negative and interrogative both regular and irregular verbs usedid +
infinitive (withoutto),e.g. I did not ask – Did I ask?.
Next, Celce, Murcia, Larsen, and Freeman (1999: 114) explains the six
functions of the tenses.
1) A definite single completed event/action in the past (e.g. I attended a meeting
of that committee last week).
2) Habitual or repeated action/event in the past (e.g. it snowed almost every
weekend last winter).
3) An event with duration that applied in the past with the implication that it no
longer applies in the present (e.g. Professor Nelson taught at Yale for 30
years).
5) Imaginative conditional in the subordinate clause (reffering to present time),
e.g. if he took better care of himself, he wouldn’t be absent so often.
6) Social distancing (e.g. did you want to sit down and stay a while).
3. Independent Learning
According to Benson & Voller, 1997; Wright, 2005 as cited by White in
Hurd & Lewis (2008), independent learning is a situation on where the students
learn the target language mostly by themselves with indirectly assistance of the
teacher in the learning process (para. 4). Anderson & Garrison, 1998 as cited by
White in Hurd & Lewis (2008) add that the degree of freedom learners have to
make choices to select learning opportunities and to use resources according to
need is highlighted (p. 5).
Independent learning is usually developed throughout a learner’s time at
school or college to give learners more responsibility for work or learning, as
cited in The Quality Improvement Agency (QIA) (2008:1). Therefore, it is stated
also, on the article, in order to establish and to have the motivation in independent
learning, learners need to feel confident about taking and acting upon decision,
appreciate the value of reflecting on learning, and decide whether learning has
been effective or whether they need to try another approach.
Moving forward, Mynard & Sorflaten (2002) provide ten ways to have
independent learning in a classroom (Mind over Matter section, para. 7-18), on
1) Give choices.
Teachers give a chance to the students to make a choice in each activity in the
classroom, such as choosing the exercises to be done or the members in a
group. Those activities can lead them to be responsible with their choices.
2) Encourage group work.
The students can be leaders for themselves in doing the tasks while they also
can learn new knowledge from others’ point of view.
3) Encourage learners to predict how well they did on tests.
By applying the third way in independent learning, it can increase the
students’ awareness and responsibility of their achievement in language
learning.
4) Set some learning goals.
By giving a chance for the students to state the goals of their language
learning, it can give valuable self-assessment toward their purpose of the
learning.
5) Use authentic texts.
In order to make the learning becomes more interesting and motivating,
teachers can take materials for learning from other authentic sources, such as
newspaper. This kind of activity can give a chance to the students to learn
from world outside classroom.
6) Involve learners in lesson planning.
This sixth way gives a chance to the students to reflect what they really need
7) Encourage learners to keep learner diaries.
This way explains that by writing diaries, teacher and students can understand
each other about some parts they may have difficulties or they may have good
achievements of the learning.
8) Build reflection and extension into activities.
This step explains that in analyzing a text, there will be much better if there
are open-ended questions. These questions can build the students’ reflection
for doing another task.
9) Encourage self and peer editing.
Teachers may encourage the students to do peer editing with their friends by
using peer editing checklist having prepared by the teachers.
10) Create a self-access facility in the classroom
A self-access facility is defined as a certain place where students can take
another extra task to enrich their comprehension. The task can be prepared by
the teachers and/ or by the students. Mynard & Sorflaten (2002) also add that
as students become more self-aware, they will recognize that they need extra
practice in certain areas and this facility will make sure that teachers assist
them with finding appropriate activities (Mind over Matter section, para. 18).
a. Students and Independent Learning
According to Jaques (1992), the characteristics of students and
independent learning are (1) set the learners’ own learning aims, (2) make
choices over learning modes, (3) plan and organize work, (4) decide when best to
experience, (6) identify and solve problems, (7) think creatively, (8) communicate
effectively orally and in writing, (9) assess their own progress in respect of their
aims (Mind over Matter section, par. 14).
b. Teachers and Independent Learning
Jaques (1992) states the characteristics of teachers and independent
learning (Mind over Matter section, para. 15), as follows.
a. Life-cycle theory of leadership applied to teaching (encouraging the
development of independence). Hesmondhalgh (2011) says that the most
important roles of the teacher are to promote and encourage independent
learning. It can be done by practicing the ways to have independent learning
as cited by Mynard & Sorflaten (2002).
b. Teacher gradually reduces direction and support as the learner increases in
maturity and confidence. Hesmondhalgh (2011) reveals that, here, the teacher
is not an imparter knowledge, but he is a facilitator of learning. Hesmondhalgh
(2011) also states that independent learners have abilities that will stand them
in good stead both during and beyond the education, such as the ability to
solve problem, acquire and deploy information, communicate effectively
using different media, organize themselves, and relate to others.
4. Computer Assisted Language Learning (CALL)
This study uses computer as the media of the product. The description
teachers in language classroom, the advantages and the disadvantages of using
computer-based media.
a. The Roles of Computer in Language Learning
Taylor, as cited by Levy (1997), states that there are three roles of
computer, namely computer as a tutor, computer as a tool, and computer as a tutee
(p. 83).
1) Computer as a tutor.
To function as a tutor, computer does not only convey the materials, but
also can evaluate the student’ opinion and response the action done by the
students in doing the exercises or evaluations.
2) Computer as a tool.
To function as a tool, computer is only the equipment to support language
learning. The computer also provides some features that can be used by the
learners in order to improve their knowledge.
3) Computer as a tutee.
It is explained that to function as a tutee, the student or the teacher should
have computer mastery in which how to operate and to program the computer, so
the computers are able to give and convey the materials to learn certain language.
b. The Roles of Teachers in Language Classroom
The role of teacher in the real implementation of CALL depends on how
far he views what the product will be considering some roles to work on it. Levy
(1997) presents two teacher roles, namely teacher as contributor and teacher as
psycholinguistics
points. Ahmad’s model (1985) relies on, namely, learner, language, and computer,
and all parts are related to others (p. 45). Here, the model explains that teacher
does not play a big role in CALL. On this figure, Levy (1997) says that the
computer is the tutor or ‘helpful teacher’ (p. 101).
The Ahmad’s Model The Farrington’s Model
methodology machine translation
Figure 2.2: Two models of CALL
Moreover, Farrington’s model relies on, namely, class, teacher, and
computer. In this model, computer is seen as a tool used by the teacher to receive
knowledge. According to Farrington (1986), as cited by Levy (1997), it will be the
most effective when the teacher manages the learning.
2) Teacher as author.
Teacher as author means that teacher is the designer of CALL. As the
designer of CALL, Hertz (1987: 183), as cited by Levy (1997), mentions some
(a) Level 1: the computer-using teacher.
The theory states that teachers have basic computer operating skills and
the ability to use and evaluate language learning software. It means that the
teacher does not any chance to create the materials inserted on the computer.
(b) Level 2: the non-programming author of courseware content.
In this level, the theory says that teachers are able to author the content of
the CALL materials, but they do not have any programming expertise.
(c) Level 3: the user of authoring systems.
At this level, teachers are familiar with an authoring system and can use it
to develop their own materials. It is stated on the theory that the user can insert
content into the program and this may mean supplying questions, answers,
feedback for correct and incorrect answers, or a text upon which the activity or
game can operate.
(d) Level 4: the teacher-programmer.
At this level, the teacher can program a computer in some way. Therefore,
this level is the option for the language teacher to learn to program the computer
in some way.
By considering the roles of teachers above, the writer agrees with
Schaefermeyer (1990: 15), as cited by Levy (1997), who states that rather than
expecting many teachers to produce software, the focus should be on ways of
c. The Advantages of Using Computer-based Media
Kenning and Kenning (1983) state the advantages of using
computer-based media (p. 2-3). First, the computer offers privacy which relieves learners
from the fear of being ridiculed for their mistakes by their classmates. It is
because it allows learners to work on their own, in their own time, and at their
own pace. Moreover, it is valuable for pupils who always finish early and need
extra materials to stretch them. Second, it is patient and will tirelessly go over the
same points for as long as is necessary. Third, it gives individual attention to the
learner at the console and replies to him. It is because, traditionally, the computer
acts as a tutor, assessing the learner’s reply, recording it, pointing out mistakes,
and giving explanations. Fourth, it promotes the acquisition of knowledge,
develops the learner’s critical faculties, demands active participation, and
encourages vigilance because of the instant feedback. Fifth, acting as a tutor, it
can be a partner for the learners to play educational games with, or, less
glamorously, it can be a very efficient reference book. Sixth, computers frequently
have a beneficial effect on learner motivation. Seventh, the computer offers the
opportunity to make better use of teachers’ time and expertise.
Moreover, according to Beatty (2003), many CALL programs allow a
learner to obtain immediate feedback on progress, that is, an opportunity to
observe their own changes in behaviour (p. 145).
d. The Disadvantages of Using Computer-based Media
In order to balance the discussion about the use of computer-based media,
There are four disadvantages from the use of multimedia in learning as
cited in “Multimedia” (n.d.). First, multimedia requires high-end computer
systems that constitute large amounts of data, such as sound, images, animation,
and especially video, which slow down, or may not even fit in a low-end
computer. Second, while proponents of this new technology are very enthusiastic
about its potential, they often leave the financial and technical issues unattended,
such as development costs and time spent. Third, if the prerequisites for using
multimedia include access to computers with related software, the user must
possess a minimum level of computer literacy in order to exploit the capabilities
of this medium for learning. Fourth, training of the educator who is unfamiliar
with the production and design of multimedia courseware or packages can be
equally complicating.
Next, according to Vi (2005), there are eight disadvantages of using
computer network technology in language teaching and learning. First, students
must have computer and Internet access, so they will meet with difficulties when
technology is not always as reliable as it should be and Internet access is not
always available. Second, financial barriers include the cost of setting up a
network in the school, which can be expensive. Third, financial barriers also
include the investment in training because the use of the Internet requires some
technological knowledge and computer skills from both teachers and learners.
Fourth, searching for materials on-line can be sometimes time- consuming and
frustrating. Fifth, it is easy to become bombarded with too much information, on
contents. Sixth, little knows about how to make use of Internet- based materials or
how to design tasks that allow learners to explore these materials and yield
expected learning outcomes. Seventh, there is pedagogical changing because the
use of networked computing environment will lead to different ways of teaching
and learning from the traditional language classrooms. Eight, there are still
limitations on navigations and hyperlink structures in the networked learning
environment, which can make learners get lost.
e. Five Types of Computer Programs
Rude (1986) mentions 5 types of computer program, as follows.
1) Drill and practice. This program helps to correct the student’s mistakes.
2) Tutorial. As the title, the program is able to present information consisting of
rules, explanation, principles, charts, tables, and exercises.
3) Educational games. Here, the user can learn more aspects of life provided by
the program. The aspects include physiological, mental, and social skills.
4) Educational simulations. These programs are designed to experience
real-world happenings.
5) Teacher utilities software. Here, the teachers are aided with programs to
design teaching materials for the students.
5. Hot Potatoes Software
This design uses Hot Potatoes as the CALL software. Hot Potatoes (HP)
is a set of software tools produced by the University of Victoria/Half-baked
using computer-based media is considered as play rather than the regular class
activities. It will reduce the learners’ tension in learning. Langer (1989), as cited
on http://www.compapp.dcu.ie, says that play is ‘mindfulness’ in his statement as
follows.
Ironically, although work may often be accomplished mindlessly, with a sense of certainty, play is almost always mindful. People take risks and involve themselves in their play … In play, there is no reason not to take some risks.
Langer (1989) also states that the change of context to a ‘play’
environment should help to break down some of the attitudinal barriers that
weaker students build up through previous repeated failures, what he refers to as
‘learned helplessness’ (“Hot Potatoes (pdf),” n.d.). Besides, games those offer
repetition in viewing words usually to work better in developing a core set of
English words to build on (“Using,” 2008).
Moreover, HP software implies reflecting teaching. It is because there is a
program that leads the designer (the teacher) to provide some encouragement as
the feedback to the learners in doing the tasks.
There are 5 main programs in Hot Potatoes version 6 software, namely
J-Cloze, J-Quiz, J-Cross, J-Mix, and J-Match. First, J-J-Cloze, the designer is offered
to make close tasks by filling the gap. Second, J-Quiz allows the designer to
create quizzes in the form of multiple-choice, short-answer (leading the learner to
write the answers to the questions partly correct), hybrid (leading the learner to
write the answers to the questions completely correct), and multi-select (leading
the learner to choose more than one answer provided). Third, J-Cross allows the
scrambled-sentences or paragraphs. Fifth, J-Match allows the teacher to create
matching and sequencing exercise on two column items, and it can be inserted
pictures, graphics, and images to create more interesting learning (“Language,”
n.d.). J-Cloze, J-Cross, and J-Mix provide students to ask for hint and then they
can know the single correct letter of the answer (“Hot Potatoes v.6,” n.d.).
6. Curriculum
Curriculum used by the English teachers of SMK Sanjaya Pakem is
Curriculum Based Competence 2009 edition (KTSP edisi 2009). Here, the tenses
that needed to be learned in the first semester are simple present and simple past
tense. The learning of simple present tenses is included in the first standard
competence that is understanding basic expressions toward social interaction to
the importance of life. Simple present tense is learned through reading for
information in the form of short passages and dialogues; and writing in the form
of completing dialogues, arranging jumbled dialogues, and composing dialogues.
Next, the learning of simple past tense is included in the third standard
competence that is describing things, people, characters, time, day, month, and
year. Simple past tense is learned through the learning materials about description
of events. Here, the learning activities are reading in the form of understanding
and discussing passages and writing in the form of arranging jumbled paragraphs
and writing paragraphs based on pictures.
The product contains the learning of both simple present and simple past
B. Theoretical Framework
In the first section, the writer has presented the theories used in this study.
The theories are the fundamental literature to help the writer in designing a set of
computer-based media using Hot Potatoes Software to facilitate independent
learning. Otherwise, this section would present the theoretical framework of this
study. There are five main parts of the theoretical framework, on the following
page.
1. Using Computer
The roles of computer in the study are the same as the first and the second
roles of computer according to Taylor, as cited by Levy (1997), namely computer
as a tutor and as a tool (p. 83). In the computer as a tutor, the computer acts to
deliver the exercises, responds to the answer of the students, and provides
feedback as the evaluation of the students’ respond. Besides, in the computer as
the tool role, the computer plays as the equipment or the medium to support
language learning. However, the existence of the English teacher to teach and to
facilitate the learners is still needed and necessary.
Next, according to Kenning and Kenning (1983) there are four advantages
of using computer in the study (p. 2-3). First, it offers privacy so that it allows
them to learn at their own pace. Second, it is patient and will tirelessly go over the
same points for as long as is neccessary. Third, it gives individual attention to the
learner at the console and replies to him because it leads the learner to know the
has a beneficial effect on learner motivation. Motivation is intrinsic factor that
leads the students at a good learning progress. Moreover, there are two more
advantages of the computer in this study that are first, it makes the students to be
more familiar with computer operation. Hence, they will be able to use and utilize
technology development in the learning process. Second, it will facilitate
independent learning method where the students can practice the English learning
at their own pace.
Considering the disadvantages of using computer-based media, the writer
reveals that the school has provided a computer laboratory equipped with online
computer, so the school does not face the financial barriers problems related to the
cost of providing online computer facility. Besides, the materials, made by the
writer, had been validated by the English teacher. Therefore, the students do not
need to search the materials individually, but it still needs internet connection to
access the materials. Regarding the selected and prepared materials, it is expected
that the students are able to improve their basic tenses comprehension. In addition,
the way of learning will change because by using computer-based media, the
context ‘play’ to learn English emerges. Hence, the learning becomes more
entertaining and indirectly this way of learning may change their thought that
English was difficult.
2. The Roles of Teachers as The User of certain Software
The existence of teacher will be better in order to assure the learning
process. The role of teacher is as a contributor who uses computer as a tool to
systems on which the teacher uses the existence software to create
computer-based exercises as the medium to learn tenses.
3. Learning Tenses in the form of Exercises as stated in the Curriculum
Tenses are part of grammar learning. In the grammar learning, there are
three main aspects according to Larsen and Freeman (2003: 19-22). First, learners
have to be taught grammar because it is not acquired naturally. Second, grammar
structures are not acquired in a set order. Sometimes, when the students continue
to learn a new form, they still will backslide. Third, all aspects of grammar are not
learned in a single process. Besides, there are three dimensions in the grammar
learning, namely, form which is related to the structures, meaning, and use.
Therefore, this study would facilitate grammar teaching and learning by
practicing supplementary exercises focused on certain tenses. The simple present
would focus on the first-three functions, according to Celce, Murcia, Larsen, and
Freeman (1999), namely (1) habitual actions in the present, (2) general timeless
truth, such as physical laws or customs, (3) and withbeand other stative verbs to
indicate states or even the inception states (p. 113). Besides, the simple past would
focus on the first-four functions, namely (1) a definite single completed
event/action in the past, (2) habitual or repeated action/event in the past, (3) an
event with duration that applied in the past with the implication that it no longer
applies in the present, and (4) with states in the past (according to Celce, Murcia,
Larsen, and Freeman (1999: 114)). Hence, by having good comprehension of the
addition, in practicing the exercises, there are feedbacks to encourage the students
to go forth.
4. Facilitating Independent Learning
In designing the study, the writer focuses on independent learning method
in order to make the learning more interesting and challenging for individuals.
The method has two advantages for the students. First, the students will
intensively learn English at their own paces. Therefore, by providing them the
way to learn in their own pace, it will help them to have a better comprehension in
English learning. Second, according to Mynard & Sorflaten (2002), it creates a
self-access facility in the classroom. It aims to facilitate a certain place where
students can take another extra task to enrich their comprehension. In this case,
the tasks are prepared by the teacher by practicing the exercises as the product of
the study.
5. Applying Hot Potatoes Software
There are many kinds of software developed in order to accommodate the
English learning, but the study uses Hot Potatoes version 6 software developed by
Half-Baked Software Inc. This software leads the writer to type the exercises and
the feedbacks.
There are four parts developed in this study, namely Cloze, Quiz,
J-Mix, and J-Match. In J-Cloze, the writer is offered to make close tasks by filling
the gap. Next, J-Quiz allows the writer to create quizzes in the form of
multiple-choice, whereas, J-Mix allows the writer to create scrambled-sentences or
sequencing exercise on two column items, and it can be inserted pictures,
graphics, and images to create more interesting learning (“Language,” n.d.).
Systematically, the theoretical framework of the study is presented, as
follows.
Figure 2.3: The Theoretical Framework of the Study
The explanation of Figure 2.3 is it explains the existence and the function
of computer as the media to learn tenses. The teachers is the contributor, who use
the computer to deliver a teaching and learning process, and the author of the
content materials that focus on the learning of simple present and simple past
tense. The exercises are uploaded to Hot Potatoes software, so that the students
can learn individually without directly supervised by the teachers. Using Computer
Applying Hot Potatoes Software Learning Tenses in the Form of Exercises
Facilitating Independent Learning The Roles of Teachers as the User of certain
35 CHAPTER III
RESEARCH METHODOLOGY
This chapter elaborates how to conduct the study in order to answer the two research problems stated in chapter I.
A. Research Method
In finding the answer to the problems, the study used educational research and development (R&D) method. According to Borg and Gall (1983), educational research and development is a process used to develop and validate educational products. The method used in this study was the adaptation from Borg and Gall’s model (1983) and Dick, Carrey, and Carrey’s model (2005). The study applied Borg and Gall’s model (1983) as the umbrella of the study because it mentioned the sequences of conducting research and development toward a product design in education. Besides, Dick, Carrey, and Carrey’s model (2005) was also chosen because it described in detail how to conduct an instructional design. Therefore, in order to clarify the detail sequence of conducting this study, both of models were adapted and combined.
Borg and Gall’s model (1983) and the first four steps, the sixth step, and the seventh step from Dick, Carrey, and Carrey’s model (2005). Here, the first five steps of Borg and Gall’s model (1983) became the main steps which were completed by some specific steps chosen from Dick, Carrey, and Carrey’s model (2005). The first two steps were called as pre design survey and the fourth step was called as post design survey. The collaboration of both models in this study was described as follows.
1. Research and information collecting
The writer conducted review of literature, school observation, interview, and questionnaire distribution. After that, she analyzed the learners and context based on the data gained. Here, she elicited the students’ characteristics toward the English learning, defined the entry-level skills of the students toward the comprehension of English grammar focused on the tenses, the characteristics of the instructional setting, and the characteristics of the setting in which the new knowledge and skills will be used.
2. Planning
The writer organized pre-test that was conducted together with questionnaire distribution on the first step to the first grade students. The purpose was in order to know the common mistakes appeared in the exercises so that the writer would analyze what skills they should improve. This step was completed by organizing some detail steps, as follows.
a. Identifying instructional goal(s)
