DEVELOPING A POP UP BOOK MEDIA FOR TEACHING READING TO THE SEVENTH GRADE STUDENTS' AT SMP N 3 ALAS BARAT
IN THE ACADEMIC YEAR 2016/2017
CHAPTER I INTRODUCTION 1.1 Background of the Problem
Reading is a receptive skill. This means that reading is a process in which you do not produce but receive, deal with and understand a language. Reading is one of the most important skills in our daily life. We often need to read signs, instructions, news articles and other written information. However, reading is not only dedicated to this purpose.
Reading as one of the receptive skills serves as an input in developing language skill. One of the reasons why it should be learned in lower secondary school is to build a good reading habit to the students. Once the students realize that reading is fun, they will continue to read to support their learning or even just for pleasure. One of the ways to stimulate reading habit in schools which will improve the students’ interest toward reading is using media.
Actually the use of media in teaching reading in many public schools in Indonesia is very rare, because the teachers tend to use books and LKS (Lembar Kerja Siswa). The use of media for teaching students is actually to facilitate them to be more focused on the lesson. The learning activities will go well if the teacher can capture the students’ attention using the media. Nowadays, interesting media have become one of the alternatives to make reading more effective and efficient for the students.
the students and make them learn well. They will automatically pay attention to the teaching and learning process if they are interested in the lesson, especially the medium. Based on the reasons above, the researcher decided to develop a pop-up book to improve the reading skill of the learners particularly the seventh grade students of SMP N 3 Alas Barat in the Academic Year of 2016/2017. This medium will be a new teaching aid that can be used by the teacher. Furthermore, the pictures in pop-up book can help the children understand the content of the story.
1.2 Identification of the Problem
Based on the background of the study, there are some problems that can be found. The researcher classifies them into two aspect:
1. Students
Low interest in reading students’ are influenced by several factors, such as libraries that lack of interisting books. In addition, students’ consider it very bored reading lessons. And students’ are more like things or activities in outside, such as watching television, playing games online, and open social media such as facebook, blackberry messenger, and instagram. So less attractive method of teaching reading. Therfore, it takes a model, strategy, method, technique, or a good medium to make students’ more enthusiastic in participating in learning.
2. Teacher
can motivate the students’ to learn. The need of more media became the main reason of this research.
1.3 Research Question
Based on the limitation of the problem, the formulations of the problem are as follows:
1. How can a pop-up book be developed for teaching reading to the seventh grade of lower secondary school students at SMP N 3 Alas Barat?
2. How can effective of a suitable pop-up book to teach reading for seventh grade students?
1.4 Objectives of the Research
In general, this research aimed at developing pop up book for teaching english reading to the seventh grade of lower secondary school students. In particular, the research was intended:
1. To develop the pop up book which was suitable for teaching reading students at the mentioned school.
2. To find out the effectiveness of a suitable pop up book to teach reading for the seventh grade students.
1.5 Significance of the Research Findings
1. For teachers, as a solution to overcome the problems that occur in the classroom, especially the problems originating from applied learning media.
2. For students, are expected to find it easy to understand that the material learned and assist in the attainment of predetermined.
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Review 2.1.1 Reading
Reading is a physic and mental activity to reveal the meaning of the written texts, Burhan (2012: 9) while in that activity there is a process of knowing letters. It says a physic activity because the parts of the body, our eyes particularly, do it. And it says mental activity because perception and memory as parts of though are involved in it. He then concludes that main goal of reading is a process of comprehening written text.
Dealing of it, Cline et.al (2006: 2), states that reading is decoding and undrestanding written texts. Decoding requires translating the symbols of writing system (including Braille) into the spoken words which they represent. Understanding is determinated by the purposes for reading, the context, the nature of the text, and the readers’ strategies and knowledge. Further, Cline et.al (2006: 2) in their second definition states that reading is the process of deriving meaning from the text. From the majority of readers, this process involves decoding written text. Some individuals require adaptation such as Braille or auditorization to support the decoding process. Understanding is determined by the purposes for reading, the context, the nature of the text, and the readers’ strategies and knowledge.
symbols, working from smaller units (individual letter) to larger ones (words, clauses and sentences).
According to Olson and Diller (1982: 42), what is meant by reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material. This statement is supported by Harris and Sipay (1980: 179), who say that reading comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and exhibit information gained as a consequence of reading printed language. There’s even a sense that views reading as a process of giving meaning to visual symbols (Oka, 1983: 11 in Jaenal 2010).
According to (Tarigan (1990: 7) in Jaenal 2010), argues that reading is a process that is carried and used by readers who want to get the message delivered by the author through the medium of words or written language. According to (Oka (1983: 15) in Jaenal 2010), if viewed in terms of differences in scope, it can be distinguished three kinds of meaning to read: Understanding the firts is a narrow sense, namely the sense that regards reading it as a process of written symbols recognition. Into this process included the recognition of words carefully, in a wide range, and quickly.
2.1.2 Media
In the book Introduction to Communication Studies (Cangara, 2006: 119), the media is a tool or means used to convey messages from the communicator to the audience. There is some psychology experts consider that the human communication, the media most dominance in communication is the human senses such as eyes and ears. Message-a message received by the senses subsequently further processed by the human mind to control and determine it’s attitude towards something, before it is expressed in action.
According to Gerlach & Ely (in Arsyad, 2002), says that if the media is understood broadly human, material, or events that build the condition, which causes the student is able to acquire the knowledge, skills, or attitudes. So according to this understanding, teachers, peers, text books, school and outside of school, for a student is the media.
According Heinich, Molenida, and Russel (1993) argues that the technology or medium of learning as the application of scientific learning process in humans the practical tasks of teaching and learning.
According to Ali (1992) argues that "The media are different types of components in the environment that lets students provide the stimulus for learning".
According to Gagne (1990) found "condition-based media covering the type of presentation is delivered to learners with scheduling, sequencing and organization.
According Miarso (2004) argues that "learning media is anything that is used to distribute messages and can stimulate the mind, feelings, concerns, and the willingness to learn so as to encourage the process of learning".
According to Arif S. Sadirman (1984) argues that "The media is all the physical tools that can present the message and stimulate students to learn as film, books, and tapes.
2.1.3 Pop-up Book
A pop-up book is a book that offers the potentials for motion and interaction through the use of paper mechanisms such as fold, scrolls, slides, tabs,or wheels (Bluemel and Taylor, 2012). This kind of book is sometimes called movable book' or 'interactive books'. It can be used effectively to promote a story, to motivate reading, and to stimulate interest in the subject at hand.
are using inventive ways to fold paper and create movement in order to transform the printed pages from two-dimensional forms to three-dimensional experiences.
Dyk (2011) also states that moving from a static printed page to a three-dimensional mechanical book changes the dynamic between reader, words, and illustrations. The relationship becomes more interactive, more tactile, and more dynamic.
The strength of pop-up book based on Dyk (2011) is that it combines hand and eyes, action and reaction, discovery and wonder. Furthermore, it is not only making the learning experience more effective and interactive, but also memorable.
If people believe that the main purpose of literature is to create readers by making reading a fun activity, to inform, and to inspire a curiosity to learn more, then pop-up books certainly deserve the designation of literature. Bluemel and Taylor (2012) state that pop-up books are worthy to be included in children and young adult literature and to be considered a distinctive contribution to the field.
The use of pop-up book in an educational setting is very beneficial for both teachers and students. Movable books are full of surprises. Children’ reactions while watching this kind of book are so priceless when they turn the pages. Bluemel and Taylor (2012) have no doubt that even with those pop-ups where the plot and characterization may be minimal and the factual information may be basic, the reader of these books exhibits an enthusiasm that is not often seen in the perusal of an ordinary book. Furthermore, they also said that pop-up books appeal to a cross- section of students, from eager learners to those who have a history of being turned off by reading, to those for whom learning is difficult, to those who are grappling with a language other than first one. That enthusiasm can be channeled into positive experiences for students at every level.
Bluemel and Taylor (2012) suggest that teacher should try to use pop-up books with young children to make them love books and reading. Pop up books will help learners to fill the gap between real-life situations and symbolic representation. For reluctant readers or children with learning disabilities, this kind of medium can help them to grasp meaning through exciting visual representation. Even for older, gifted, and talented students, this medium can help them to develop critical thinking skills and develop creativity.
2.2 Conceptual Framework
skill, teachers and media developers should be more creative in making media and activities related to reading at school.
In teaching reading, media can be used to help teachers explain the content of texts. Moreover, media are also beneficial for students as they can focus on the lesson better. They can capture the meaning and message of the text they read easily by texts the real things presented by answer and question on the media.
Pop up book as media for teaching reading shows the illustration of the text by providing title and pictures as supports. This media allow students to remember and understand the content easier. This medium will also motivate the students to read more because it is enjoyable. The conceptual framework of this study is explained in the following diagram:
Figure 1: The Conceptual Framework of the Studies 2.3 Hypothesis
If use the media make a match for teaching reading at sevent grade of
lower secondary school students’ at SMP N 3 Alas Barat, can be developed and
improved.
Low Ebilities Reading Student
Fact
Rare Medias For Teaching and Less Variation (System Talk)
Make To Teach Media Draw Out Pop Up Book Solution
Develop Media Pop Up Book To
Teach Output
Teach Make Pop Up Book To Teaching Reading
CHAPTER III RESEARCH METHOD
3.1 Research Design
Research is defined as a systematic, logically, controlled, empirical and critical investigation of hypotical propositions about the presumed relations among natural phenomena (Tuckman, 1978). Then research traditions develop in many approaches. One of the popular research approaches today R & D which had close relationship to the field of instructional technology since 1960s and 1970s. Research and development also refers to the industry research are not only to develop the products, but also to discover the knowledge (through basic research) or to answer specific questions about problems (through applied research) (Borg and Gall, 1983: 772)
Based on the purposes of the R and D research, the researcher decided that the approach which is appropriate with this study is educational R and D. Research and development which so called Research-Based Development is a current approach in education research. Borg and Gall (1983) define Educational R & Das a process to develop and to validate educational product. Sugiyono (2010) also defines R & D researches as a method of research in order to produce a new certain product which is followed by the testing out of the effectiveness of the products. Educational R & D nowadays, become famous along with the need of education to develop products in enhancing the educational quality although more difficult and consuming time. Product refers to not only material subjects, such as pop up book, short story, and so forth, but also refers to the constructed procedures and the process such as the method of teaching or method for organizing the instructions.
3.2 Location of the Try Out
3.3 Population and Sample
Population in this research could be defined as the whole numbers of sample in where the study takes place. Borg and Gall (1983) stated that the populations is all members of a real or hypothetical set of people, events, or objects to which we wish to generate the results of ou research. There were 170 students’ in this school taken as population. The sample of the study were 20 students’ of the seventh grade students’. The sampling strategy used in this research was purposive sampling. Purposive sampling is the technique that uses to choose sample for specific purpose.
Specific purpose let the researcher to build up a sample that is satisfactory to the researcher needs Cohen (2007). In this research, the researcher developed and designed an english pop up book for the seventh grade students’ for lower secondary school, so that it needs a specific sample to be respondents which are compatible with the pop up book grand design for.
2.4.1 Observation
Observation has been done since the teaching and learning process started until the research finished. The researcher oberved the classroom in order to know the students’ attitudes, the teacher’ method in teaching, and how classroom was running.
2.4.2 Interview
student with a list of prederminated question. Topic and issues rather than questions determine the course of the interview (Nunan 1992).
Still, Nunan (1992: 150) elaborates two advantages of semi-structured interview are: (1) it gives the interviewer a degree of power and control over the course of the interview, (2) it gives the interviewer a great deal of flexibility. The interview has been delivered to the students’ and the teachers specifically. Semi-structure interview lead the researcher to collect the data orally based on the general ideas that have been prepared by the researcher which does not arrange in structured questions, but conducted in more free and comfortable situation.
2.4.3 Questionnaire
There are two general kinds of questionnaire relatively used by the researchers, which are called closed questions and open-ended questions. A closed question items are given to the respondents with the range of possible respone is determined by the researcher. Example of question “is English pop up book for lower secondary school in West Nusa Tenggara still limited?” the answer options could be agree/disagree/neutral. Then, an open item is one which the subject can decide what to say and how to say it, example “what do you think about pop up book in lower secondary school level?” questionnaires can consist of whole close questions, entierly of open questions, or a mixture of closed and open questions.
Both items have any different advantages and disadvantages. Responses of closed questions are easier to collate and to analyze, than the open-question often needs more useful information. Open ended question also likely more accurately reflect what the respondent want to say (Nunan 1992: 143). Cohen at al. (2003) add the definiton about closed questions, they explain that closed questions prescrible the range of responses from which the respondent may choose.
Open ended questions have been delivered to the teacher, the resercher expected, the teachers would like to give the valuable information about the product as respondents, and then suggest some positive ideas to improve the product. Meanwhile, the closed questions were given to the students. The researcher assumed that closed questions were given to the students the researcher at lower secondary school level, it is caused by the abilty of lower secondary students’ is still limited when they explore their ideas, students’ also has been prepared the checklist of students’ improvement of using English during they being taught by this product.
2.5 Techniques of Data Analysis
To analyze the effectiveness and the appropriateness of the pop up book design, this study has been collected the data through some instruments as the researcher elaborated above, they were: observation, interview and questionnaire. In order to computer the data and then to analyze data systematically, this study applied some steps, were:
a. Observation Checklist: observation checklist supposed to measure the students’ attitudes and behavior in the classroom, the writer act as an observer and noted down some points in the teaching learning process. The students’ attendance, about the students’ achievement, enjoy in the class, understand the materials, and students’ cooperative in the classroom have been investigated by giving mark in each students and scoring the rangers of the scale in all students. Whereas the students’ characters computed through the characters values and the development of the students’ characters in every meeting. Courage, diligence, activeness, and the respect and attention were the characters that the researcher paid attention in the observation.
score, and finally deciding the category into ranges. Whether the category in the higher or in the lower level.
c. To identify the significant progress of the students during the learning process done by using the pop up book, this study compared the result of the students evaluation before learnt with the pop up book and after students’ learnt with the pop up book. The evaluation test was given before the teaching and learning process and also after the teaching and learning process done. Both evaluation test in the same model. In order to collect the data related to the test. The researcher applied pre-experimental design where students were given pre and posttest. The researcher assumed that the pre-experimental research design which appropriate with this study was the formula of One-Group Pretest-Posttest design. Based on Bord and Gall (1983: 657-658) state that there are three steps of One-Group Pretest-Posttest design: the first step is distribution of a pretest measuring the dependent variable, teh second step is the application of the experimental treatment (in this case, try out the pop up book) to the subject, and the last step is the administration of a posttest measuring the dependent variable again. The steps of the design can be presented into the formula as Nunan (1992) wrote that:
Table 3.1 One-Group Pretest-Posttest design
O1 X O2
Where:
O1 = students’ score before try out
X = treatment
To calculated and to compute the data of the students’ score before and after try out, this study used the following formula adopted from sugiyono (2010: 197):
Then, the coorelation between two samples applied the formula adapted from sujiyono (1987: 201):
∑ x1 x2 = The result of deviation score X1 and X2
n = number of subject
S1 = Deviation standard of X1
S2 = Deviation standard of X2
The researcher also stated the statistical hypothesis to assume the effectiveness of the product. The hypothesis used was:
2.6 Procedure of the Research and Development’s Study
As the some previous studies have been done, most of the researchers conducting their research in R & D design. R & D study most adopted from Borg and Gall (1983). This study also applied 7 cycles from Borg and Gall (1983: 775), the following diagram is present the procedure of study briefly and clearly.
Figure 3.1 R & D Cycles in alternative Test adapted from Borg and Gall (1983)
1. Need Analysis
2. Develop preliminary form of products
5. First main field testing
7. Producting final product 4. First product revision
3. Expert and lecturer validation
6. Second product revision Student Analysis
Expert from UNNES
Students
Stake holder Analysis
This figure explains the steps done by the researcher. It has been started from the need analysis, the analysis including the students’ and stakeholders need analysis. Stakeholder means the teachers, and the schoolitself. Then, the stages of the study have been conducted is elaborated in the following steps:
2.6.1 Stage 1: Research and Information Collecting
This study started by reviewing the literature such us pop up book are exist and commonly used by the lower secondary school in Sumbawa, West Nusa Tenggara. Reviewing the curriculum and syllabus has been implemented there: also other materials used by the teacher when they are teaching in the seventh grade students of lower secondary school.
The researcher also observed the classroom activies and did the preliminary research in order to know the kinds of the pop up book design or the pop up book model that the teacher and students’ need. This observation was supposed to find out the real problems faced by the teacher and students’ in West Nusa Tenggara, especially in SMP N 3 Alas Barat, related to the pop up book applied in the school. The last steps of the first stage was preparing the report and starting to decide what the most appropriate pop up book for the lower secondary level.
2.6.2 Stages 2: Planning
The researcher designed the pop up book based on the curriculum existed and then followed the syllabus and lesson plan related to the standard of competence and content standard. Lesson plan includes the instructional materials, the learning activies, time allotment, and sources of learning theories.
2.6.3 Stages 3: Develop Preliminary of Product
The researcher began to prepare the instructional materials. The material was ordered based on the planning. The researcher focused in developing pop up book by adopting the communicative-situational approach in the teaching materials. The materials developed consistently based on the content standard of the seventh grade students of lower secondary school: also paid attention to the curriculum was implemented on the school.
2.6.4 Stages 4: First Product Revision
Before the materials were applied in the classroom setting, the researcher showed the advisor first and asked four expects to revise those materials. Two the expects were the lecturers from UNNES, they were the advisor also. The second expert were two lecturers from UM-Mataram who understand the pop up book analysis. The researcher also prepared the checklist of validation forms and suggestions forms both lecturers and advisors in order to make some correlations or revisions. After all of the experts sure about the validity and the feasibility of the materials, the researcher moved on the next steps.
2.6.5 Stages 5: Main Field Testing
The pop up book has been tried out the seventh grade students of lower secondary school 3 Alas Barat, Sumbawa, West Nusa Tenggara. There were 25 students at the seventh grade students from 170 populations in the school. The researcher collaborated together with the English teacher to test the product. The researcher asked the teacher to use this pop up book as the teaching instructional materials when she taught. The resarcher acted as an observer, and noted down some points related to the students’ behavior during the teaching and learning process going on.
During the classroom learning going on, the product was revised again by the experts for the second times. In this revised, the product was considered the relationship with the curriculum, level of difficulties, attractiveness and how it is practical. Then the researcher categorized the successful of the students if 80% of the students got score at least 65 points, means that the student passed the passing grade. The categorized based on the decision of the students Passing Grade standard (KKM) which has been stated by the school.
2.6.7 Stages 7: Producing the Final Product
