THE EFFECT OF INSTRUCTIONAL DESIGN OF ENGLISH SUBJECT BASEDONCOMPONENTDISPLAYTHEORYONSTUDENTS’ ACHIEVEMENT

Abstract

This study constitutes an attempt to apply the Component Display Theory (CDT) as a knowledge
baseondesigningwritteninstruction.Itaimstoinvestigatetheeffectof“secondarypresentation”on;
(1)students’overallachievement,(2)thelearningtargets:rememberconcept,anduseconcept. CDT
refers to two dimensions of instructional objectives and provides “primary” and “secondary
presentations.”The“primarypresentation”reflectsthemaininstructionalmessagescomprisingfour
components of presentation strategies based on the depth and the method of presentation. The
“secondary presentation” elaborates the “primary presentation” to make it easier for learners to
receive, process, and record the information. CDT postulates that for every instructional objective there
is a combination of instructionalstrategycomponentsof“primary”and“secondarypresentations”
that effectively strive for the achievement of the learning objectives. The study limits its scope to the use
of(1)“primarypresentation”consistingofrules,examples,recall,andpractice,and(2)“primary
presentation”with“secondarypresentation”consistingofrules,examples,recall,practice,andgiving
introduction and feedback.
The population of this study are second year students of Public Junior High School in Bekasi.
The sample consists of 342 respondents, selected by random sampling. Quantitative analysis using
Analysis of Covariance (ANCOVA) was used to analyse data. Multiple choice questions test was used
tomeasurethestudents’achievement.
The ANCOVA analysis finding showed; (1) students taught using “primary presentation”
togetherwith“secondarypresentation”obtainedhighermeangainscoresonoverallachievement
than those taught using “primary presentation” only, and (2) the addition of the secondary
presentationincreasesstudents’achievementonlearningtargetsofrememberconcept and use concept