CHAPTER III RESEARCH METHOD
C. Data Collection Technique
media development and (2) teacher’s need related to Digital comic media development. To obtain this information, the instrument used were :
a. Interview for students
This instrument was designed to obtain information about students’ need for (1) feedback used to improve their performance in learning process, (2) the use of media in the learning process (3) students' difficulties in writing skills. This interview was conducted with class X vocational school students studying narrative text. Samples were taken from 33 students. To support the data, interviews were conducted to see the effectiveness of the media used for writing skills so far. Student problems that arise are analyzed to find solutions so that research objectives can be achieved.
b. Interview for teacher
This instrument was used to obtain information from teacher’s point of view regarding the implementation of the media, students’ writing skill and problem encountered in writing narrative text. To get more objective data, the implementation of interviews at the preliminary research phase involved the teacher who teaches English.
2. Instrument of Design
At this stage, the teacher has also given a questionnaire to students, to find out whether digital comic products are suitable for use or not. The questionnaire consists of several assessment indicators 1) visuals, assessing
several aspects including, illustrations of learning media, background stories, colors used and the combination and composition of digital comic displays. 2) Typography, consists of several aspects of image selection, image size and image legibility. 3) Characteristics, this relates to the attractive character designs. 4) Presentations, it consists of several indicators such as the attractive appearance of comics, the proportion of illustrations and characters and the clear presentation of digital comic material.
The instruments used in the design phase was related to the activities of self–evaluation. Instrument of self-evaluation a document checklist was used as the instrument. It served as a starting point to assist the model’s completeness before the experts’ team validate it. The document checklist prepare for self-evaluation for developing the digital comic media was adopted from self-assessment for media developers (Daily & Dresner, 2004).
The indicators are engineering, resolution, supply, project management, customer support and process assessment. See Appendix 3.
3. Instrument of Validity
The instrument used to obtain the data was a validation format. The validation procedure consists of media validation, material validation and conformity with the curriculum. The validation format consist of :
a. Validation format of Media Digital Comic.
This instrument aimed to see the completeness, visual, typography, characteristic, and presentation from an expert’s point of view. The Digital
Comic media’s validation format was designed from Komang (2021). The assessment aspects of digital comic media validation format are presented :
Table 3.1
Assessment Aspect of Digital Comic media
No. Indicator Assessment Aspect
1. Visual a. The use of illustrations from the media in conjunction with educational materials is appropriate
b. Illustrations that depict students in their natural environments
c. A setting that is appropriate for the story d. The color that best reflects the personalities
of the students.
e. The color scheme as a whole.
2. Typography a. The type of picture readability that is selected b. Ensuring that the picture is the appropriate
size
c. The readability of the picture is appropriate.
3. Characteristic a. It is acceptable to use figures that depict the student's character
b. An intriguing conception of the character 4. Presentation a. The comic has an interesting visual
appearance.
b. The illustrations, characters, and word balloons are all placed correctly in proportion to one another.
c. The material is presented in an understandable manner
b. Validation format of material Digital Comic
This Instrument was developed from Komang et all (2021).
The assessment aspect of the digital comic material format ate presented in the table below:
Table 3.2
Aspect Assessment of Digital Comic Material
No. Indicator Assessment Aspect
1. Material a. The digital comic identity on the title page is complete
b. Digital comic with appropriate learning materials
c. The material presented is easy to understand d. The explanation according to the students'
cognitive level is clear
2. Picture a. Suitability of picture with the material and curriculum
b. The use of effective and efficient picture is correct
c. The picture used are easy to understand Use of background and picture are clear
3. Presentation a. Presentation of material is presented sequentially
Material with an integrated story
c. Validation format of curriculum expert
This instrument was developed from format of Merdeka Curriculum. The assessment aspect of module learning validation format are presented the table below:
Table 3.3
Aspect Assessment of general information in module learning
No. Indicator Assessment Aspect
1.
General Information School Identity
Core component
Attachment
The title of the teaching module a. Name of teacher
b. Institution c. School Year d. School Level e. Skill competency f. Class
g. Phase Element
Learning achievement Time Allocation Initial competence Pancasila student profile Infrastructure
Target learners Learning model
a. Learning objectives b. Meaningful understanding c. Trigger question
d. Learning preparation e. Learning Activities f. Evaluation
g. Enrichment and remedial h. Reflection of Students and
teachers
a. Student worksheets
b. Teacher and student reading materials
c. Glossary d. Bibliography
Table 3.4
Assessment result content of teaching module by the expert
No. Indicator Assessment Aspect
1. Formulation of Learning Outcomes
a. The Learning Outcomes formulated meet the demands of Phase E b. The learning outcomes formulated
describe the achievements of Phase E
c. Learning Outcomes formulated using operational verbs
d. Learning Outcomes that are formulated include aspects of competency and subject matter.
2. Formulation of Learning Objectives
a. The formulation of learning
objectives does not lead to multiple interpretations
b. The formulation of learning objectives is declared complete (contains learning subjects, operational verbs, and targets) c. Learning objectives are formulated
in stages from easy to difficult (from simple to complete).
d.
3. Selection and organization of teaching materials
a. The material chosen is in accordance with the learning objectives
b. The order of teaching materials from easy to difficult
c. Materials are selected in accordance with the allocation of time.
4. Choose a learning method
a. The method chosen is in accordance with the learning objectives
b. The method chosen is in accordance with the learning material
c. The method chosen is in accordance with the time allocation.
5. Selection of learning resources
a. Learning resources/learning media in accordance with learning objectives
b. Learning resources/learning media in accordance with the learning material
c. Learning resources / learning media according to the characteristics of students
6. Types of learning activities
a. Learning activities in accordance with the objectives
b. Learning activities allow students to discover concepts
c. Learning activities in accordance with the available facilities
d. Learning activities allow student involvement
7. The arrangement of learning steps
a. In accordance with the learning objectives
b. Support the implementation of learning
c. In accordance with the available means
d. Systematic
e. Enables student engagement 8. Choice of ways to
motivate students
a. Opening the lesson with questions that stimulate students' curiosity (starter questions)
b. Preparing the medium c. Involve students in activities d. Giving reinforcement
9. The choice of ways to organize
students so they can participate in the learning
a. Grouping b. Assignment
c. Opportunity for students to discuss work results
d. Providing feedback
process 10. Assessment
procedures include initial assessment, mid-assessment (process), and final assessment
a. Include assessment techniques b. Include the form of the instrument c. Include the instrument used
d. Techniques and forms of assessment instruments in accordance with learning objectives
11. Making assessment tools
a. Each indicator is tested with one or more questions
b. The formulation of the question measures the achievement of learning outcomes
c. Fulfill the requirements for the preparation of evaluation tools d. Include scoring techniques 12. Language use a. Use good and correct language
according to Indonesian grammar rules
b. No double meaning c. It's been communicative
4. Instrument of Practicality
The next phase was carried out after the instruments were validated and the results were declared valid with several revisions. The practicality data was based on the participant’s perspective on the product media Digital Comic. To ensure that Digital Comic media is practical:
a. Expert judgments indicate that the model can be implemented and takes place throughout the assessment process.
b. The results of observation denoted students and lectures can carry out activities according to the Digital Comic media procedure.
The digital comic media practicality questionnaire was developed from web equal 4.0 measure method. It is composed of 3 dimensions (S.
Barnes & Vidgen, (2002). The Assessment aspect of Practicality can be seen in table below:
Table 3.5
The Assessment aspect of Practicality
No. Dimension Indicators
1. Usability Easy to use, helps students in the assessment process, facilitates students to understand and to conduct the task
2. Information quality Quick and easy access to finding information, relevant information, easy to understand
3. Service Interaction Creates an experience, conveys a sense of community