DESIGNING MEDIA OF TEACHING READING USING POP UP BOOK STORIES TO TEACH NARRATIVE
TEXT FOR THE EIGHTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 30
MUARO JAMBI
THESIS
JULAIHA TE. 140998
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
DESIGNING MEDIA OF TEACHING READING USING POP UP BOOK STORIES TO TEACH NARRATIVE
TEXT FOR THE EIGHTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 30
MUARO JAMBI
THESIS
Presented to the Faculty of Education and Teacher Training Fulfillment of Requirement for the Degree of Strata 1 (S.Pd) in English Education Program
JULAIHA TE. 140998
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
MOTTO
“On no soul doth Allah place a burden greater than it can bear. It gets every good that it earns, and it suffers every ill that it earns. (Pray:) “Our Lord! Condemn us not if we forget or fall into error; our Lord! Lay not on us a burden Like that which Thou Didst lay on those before us; our Lord! Lay not on us a burden greater than we have strength to bear. Blot out our sins, and grant us forgiveness.
Have mercy on us. Thou art our Protector; Help us against those who stand against faith.” (Al – Baqarah: 286)
Source : Alquran Word and Al-quran Translation in English
DEDICATION
Thanks to Allah SWT, I could finally finish writing this thesis. Sholawat to the Prophet Muhammad SAW. His coming really changed the world .
This Thesis I dedicate special to:
My beloved father Ahmadtang and my beloved mother Junaini and also my beloved sister Nurhaliza and my beloved uncle Asriandi , my aunty Jalmani , and don‟t forget my abah Ahmad Roh , who always love and encourage me and never stop praying for my success now and in the future with endless love, always
being with and guiding me, your prayers are really powerful.
My lovely Seruntul Personil Nurhakiki, Juita, Mu’awana, Navilatul Fikroh who always stand by me no matter what you guys are always there beside me,
support me, help me and won‟t let my tears down.
My best advisores ever Miss Dr. Dewi Hasanah , M.Ag and Miss Faiqah Mahmudah, M.Pd who always guide me to finish this thesis with all your kindness of your knowledge. I dont know how to thank to you both miss, and I
pray for Miss to be protected by Allah SWT and reply to the kindness of Miss who given knowledge for me.
My Inspiring Friends Denny Armiyati, Dian Dwi Amin, Ajeng puji Iswiah, Shucy Safitri, Syifa Fauziah, Solita, Susanti, Oktaviani, they‟re always gives
the spirit from the beginning of this thesis to the end, and thank‟s for your support, help me. May Allah SWT always bless us.
Aamiin .
ACKNOWLEDGEMENT
Alhamdulillahirabbil‟alamin, thank to Allah SWT because the writer could complete this research as one of the requirements for getting undergraduate degree (S1) in English Department of Tarbiyah faculty of State Islamic University Sulthan Thaha Saifuddin Jambi by presenting a thesis entitled: “Designing Media of Teaching Reading using Pop Up Stories Book to Teach Narrative Text for The Eighth Grade Students at State Junior High School 30 Muaro Jambi”
The writer would not have been completed without supports, guidance, advice and special recognition for their invaluable help in accomplishing this thesis. Therefore, the writer would like to express deep appreciation to:
1. Dr. H. Hadri Hasan, MA as a rector of state Islamic University Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Sualdi, M.A.Phd, Dr. H. Hidayat, M.Pd, and Dr. Fadila Husen, M.Pd as the vice rectors I, II, III of State Islamic University Sulthan Thaha Saifuddin Jambi.
3. Dr. Hj. Armida, M.Pd.I as the Dean of Education and Teacher Training Faculty of State Islamic University Sulthan Thaha Saifuddin Jambi 4. Dr. H. Lukman Hakim, M.Pd, Dr. Zawaki Afidal Jamil, M.Pd.I, Dr.
Kemas Imran, M.Pd.I as the vice dean I, II, and III Tarbiyah Faculty and Teacher Training The State Islamic University Sulthan Thaha Saifuddin Jambi.
5. Amalia Nurhasanah, M.Hum as the chief of English Education Program in Education and Teacher Training Faculty of State Islamic University Sulthan Thaha Saifuddin Jambi.
6. Edi rozal, M.Pd and Dr.Faurina Anastasia, S.S, M.Hum as the validators.
7. Dr. Dewi Hasanah , M.Ag as the first advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis.
ABSTRACT
Name : Julaiha
Study Program/Department : English Education
Title : Designing Media of Teaching Reading using Pop
up Book Stories to Teach Narrative Text for the
Eighth Grade Students at State Junior High School
30 Muaro Jambi
The purpose of this study was to develop media of teaching in form of pop up book, the method applied by the researcher was model Research and Development (R & D) in which researcher use data collection techniques by mean of observation, interview, validation questionnaires and practicalities. Pop up book played a role as a media in teaching reading narrative text. Pop up book are book that consists of material and sets of three dimentional pictures which are able to fold and the pictures appears. The thick papers were used as the basis for the texts and the ilustration. The ilustrations of the pop up book were assisted with graphic designer and printed by Ravy26House. The study was conducted at state junior high school 30 muaro jambi in academic year 2018/2019. From writing final draft phase, pop up book achieved a satisfying score based on the validation by experts which are classified as good with 77,5% without any revision. Besides, the product was applicable to be used by the teachers to teach narrative text.
Keywords: Media of Teaching, Pop up Book, Narrative Text.
ABSTRAK
Nama : Julaiha
Jurusan : Pendidikan Bahasa Inggris
Judul : Pengembangan Media ajar Bacaan menggunakan Buku Cerita Tiga Dimensi untuk Mengajar Teks Naratif pada Siswa Kelas Delapan Sekolah Menengah Pertama Negeri 30 Muaro Jambi
Tujuan dari penelitian ini adalah untuk mengembangkan media ajar untuk materi ajar dalam bentuk pop-up book. Metode yang diterapkan oleh peneliti adalah Research and Development (R & D) yang mana peneliti menggunakan teknik pengumpulan data dengan cara observation, interview, kuesioner validasi dan praktikalitas. Pop up book berperan sebagai media tambahan mengajar bacaan teks naratif. Pop up book berisi materi dan gambar – gambar tiga dimensi yang dilipat dan timbul gambar. Kertas tebal digunakan sebagai bahan dasar untuk teks dan ilustrasinya. Ilustrasi – ilustrasi dalam pop up book dengan bantuan dari desainer grafis dan dicetak oleh Ravy26House. Penelitian ini dilakukan di sekolah menengah pertama negeri 30 muaro jambi pada tahun ajaran 2018/2019. Dari tahap terakhir, yaitu tahap menulis akhir draft, pop up book mencapai hasil yang memuaskan dengan skor 77,5%. Selain itu, produk ini terbukti dapat digunakan oleh guru untuk mengajar teks naratif.
Kata Kunci : media pengajaran, buku pop up, teks naratif
TABLE OF CONTENT
Page of Tittle ... i
Thesis Approval ... ii
Official Note ... iii
Originally Statement ... iv
Motto ... v
Dedication ... vi
Acknowledgement ... vii
Abstract ... ix
Abstrak ... x
Table of Content ... xi
List of Table ... xiii
List of Appendix ... xiv
CHAPTER I : INTRODUCTION A. Background of The Research ... 1
B. Identification of The Problem ... 4
C. Limitation of The Problem ... 5
D. Formulation of The Problem ... 5
E. Porpuse of The Research ... 5
F. Expected Product Specifications ... 5
CHAPTER II : REVIEW OF RELATED LITERATURE A. Instructional Media ... 6
B. Reading ... 9
C. Pop Up Book ... 12
D. Narrative Text ... 17
E. Relevant Studies ... 18
CHAPTER III : RESEARCH METHOD A. Setting and Subject of The Research ... 19
B. Characteristic Subject of The Research ... 19
C. Research Design ... 19
D. Research Procedure ... 20
E. Product Trials ... 22
F. Technique of Collecting Data ... 22
G. Technique of Data Analysis ... 24
H. Research Schedule ... 27
CHAPTER IV DEVELOPMENT RESULT AND DISCUSSION A. Development Result ... 28
B. Discussion ... 49
CHAPTER V CONCLUSION A. Conclusion ... 53
B. The Weakness and Strength of the Product ... 53
C. Suggestion ... 54 REFERENCES
APPENDIX
CURRICULUM VITAE
LIST OF TABLE
Table 3.1 The Procedure of Doing Research ... 20
Table 3.2 Validity and Practically Score Table ... 24
Table 3.3 Validity and Practically Score Table ... 25
Table 3.4 Criteria for Scoring the Validity ... 25
Table 3.5 Criteria for Scoring Practically ... 26
Table 3.6 Research Schedule ... 27
Table 4.1 Core Competencies and Basic Competences Table ... 29
LIST OF APPENDIX
Appendix 1.1 Need Analysis... 1
Appendix 1.2 The Result of Analysis Validation ... 8
Appendix 1.3 The Result of Analysis Practicalities by Teacher ... 20
Appendix 1.4 The Result of Analysis Practicalties by Students ... 24
Appendix 1.5 The Final Draft ... 28
Appendix 1.6 Attendance List of Students ... 50
Appendix 1.7 Syllabus ... 52
Appendix 1.8 Consultation Card ... 91
CHAPTER I INTRODUCTION A. Background of the Research
Education is a conscious and systematic effort, done by people who are responsible for influencing learners to have the nature and character in accordance with the ideals of education (Munib, 2004: 34). Education is the leadership deliberately given by adults to the children, in their growth (physical and spiritual) to be useful for themselves and for society (Purwanto, 2002: 10). In other terms, education is the maturation of learners in order to develop the talents, potential and skills possessed in life, therefore education should be designed to provide understanding and improve student learning achievement (students).
Based on the above understanding it can be concluded that, in the most influential learning process is the presence of teachers and students. Where teachers play an important role to educate and give knowledge it has. Teachers should be able to adapt the model and teaching materials so that learners can achieve maximum learning outcomes.
In the process of teaching and learning teachers are required to be able to realize and create situations that enable students to be active and creative.
On the system is expected students can optimally carry out learning activities so that the instructional goals that have been set can be achieved on a regular basis maximum.
The learning process is essentially a process of communication, namely the process of delivering a message from the message source via a specific channel or media to the recipient of the message. But in delivering the messages, the teacher
Often fail because there are some challenges obctacles so that this communication become ineffective (Sadiman, 2009: 14).
English for some schools supports english learning with books, worksheets, module, and language laboratory to make the students are easier in learning process. Unfortunately, in some schools give an inappropriate worksheet with the teacheer book to students, and also in students‟ worksheet does not put enough materials to increase students‟ potential.
Instructional media has many definitions, such as as Gagne (in Rayandra Asyhar, 2011) stated that media are the various components in learning that helps the learners in learning. Brigg (in Rayandra asyhar, 2011) defined the media as a means of physical used to send the messaages to learners so stimulating them to learn. By the experts oppinion can be concluded that instructional media has an important role in learning process with aim to help the learners in the learning process.
If the media of teaching reading appropriate to the demands of the curriculum does not exist or are difficult to obtain, then make their own learning reading materilas is a wise decision. To develop media of teaching reading, reference may be obtained from various sources whether it be experience or knowledge, or extracting information from sources either experts or peers. Similarly, the reference can be obtained from books, media, internet, etc. However, even if the material. For students it is often too much material that makes them confused. For it them teacher need to create media of teaching materials to provide guidance to students.
Another consideration is the target characteristics. Media of teaching materials developed others are often not suitable for our students . There are a number of reasons why, for example, social, geograptical, cultural, etc. To that end, the self-developed media of teaching reading can be tailored to the characteristics of the targets. In addition to the social, cultural, and geographical characteristics of the target also includes the stages of development of students, who have mastered the initial capabilities, interest,
family background , etc. To that end, the self-developed media of teaching reading can be tailored to the characteristics of students as the target.
At State Junior High School 30 Muara Jambi, teaching reading materials that used by the teachers is dependent on worksheet that decided from the school, so that the teacher just teach based on the materials in the worksheet. Based on preliminary research that was conducted by the researcher to the students on 18 Oct 2018 until , 23 Oct 2018, the researcher get some informations that many students have problems in reading skill especially narrative text. They were not really seriously in following the lesson that the teacher give them. So they can‟t find main idea or can‟t find the information from the reading skill especially narrative text and the students get difficulty in understanding the materials , in the worksheet there are so many tasks and it will reduce the time to finish all materials and look less attractive, which is onlyblack and white display. So that's make students not interest in learning. Another problem that is found by the researcher, the students do not have the basic knowledge and the teacher just use flashcard media in teaching, while in the materials that taught by the teachers is not appropriate with students' ability.
Based on the result of the questionnaire need analysis observation obtained that 80 % of students agreed that the instructional media will be presented in the form of english reading pop up book that is in the form of narrative text full of colours and will complete with relevant pictures in every text. So, the studnets agree on the instructional media will be developed.
Therefore, the researcher had a solution wants to make media of teaching, such as pop up book that can help students in the learning reading process . Pop up is a book with pages that rise when opened to simulate a three dimensional form as a handle instructional media for students. Pop up can help teacher easily carry out their lesson because pop up is designed by researcher , graphic designer and printing team based on students need and it's also can help students to understand the lesson because pop up is a
teaching materials outlined briefly so that makes students focus the reading lesson.
Based on the problem above, the researcher would like to plan a research entilted : Designing Media of Teaching Reading using Pop Up Book Stories to Teach Narrative Text for The Eighth Grade Students at State Junior High School 30 Muaro Jambi.
B. Identification of the problem
Based on the background of the research, the researcher identify the problem as follow:
1. The teaching materials that match the demands of the curriculum does not exist or are difficult to obtain.
2. Teaching materials obtained are often not in conformity with the characteristics of the target.
3. Teaching materials that is used in the school are still limited, such as just use worksheet.
4. There is just used one media in that school.
5. The worksheet that use in the school unattractive, thus making the students are not interested in learning english.
C. Limitation of the problem
In order to reach the expected goal, the researcher limits the problem on Designing Media of Teaching Reading using Pop Up Book Stories to Teach Narrative Text for The Eighth Grade Students at State Junior High School 30 Muaro Jambi.
D. Formulation of The Problem
Based on the background of the research, the researcher formulates the problem is to Designing Media of Teaching Reading using Pop Up Book Stories to Teach Narrative Text for The Eighth Grade Students at State Junior High School 30 Muaro Jambi.
E. Purpose of the research
Based on formulation of the problem the purpose of the research is to Design appropriate Media of Teaching Reading using Pop Up Book Stories to Teach Narrative Text for The Eighth Grade Students at State Junior High School 30 Muaro Jambi
F. Expected product specifications
The researcher will design media of reading. According to Tomlinson (2011) supplementary materials designed to be used in addition to the core materials of a course. Like pop up book, it can help teacher deliver appropriate media so that students can be easier to understand the reading material presented by the teacher. the researcher will design media of teaching reading in form printed pop up book.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Instructional Media
1. Definition of Instructional Media
The word media is the plural of the word medium. medium can be defined as an intermediary or observer of communication from sender to receiver (heinich et al., 2002; ibrahim, 1997; ibrahim et.al., 2001). media is one component of communication, namely as a messenger from communicator to communicant (criticos, 1996). based on the definition can be said that the learning process is a communication process. The word media comes from the Latin language which is the plural of the media boundaries about the understanding of the media is very broad, but we limit the media education only the media that is used as a tool and materials learning activities.
In general media can be said media have usability, among others:
a) Clarify the message so as not to be too verbalistic, b) Overcoming the limitations of space, time, and sensory power, c) Make learning arousal, more direct interaction between pupils with learning resources, d) Enable children to study independently according to their talents and visual, auditory and kinesthetic abilities, e) Give the same stimulation, equate experience and generate the same perception, f) Learning process contains five communication components, teachers (communicators), learning materials, learning media, students (communicant), and learning objectives.
So the learning media is anything that can channel the message (learning materials), so it can stimulate the attention, interest, thoughts, and feelings of students in learning activities to achieve learning objectives
2. Type of Instructional Media
Arsyad (2011: 82) classifies learning media as follows:
a. Human-based media is useful for changing attitudes or wanting to be directly involved with monitoring student learning. This media directs and influences the learning process through guided exploration.
b. Print-based media is manifested in textbooks, journals, magazines, and loose sheets. The use of mold-based media requires six elements to consider when designing the consistency, format, organization, charm, font size, and the use of blank spaces.
c. Visual-based media ( image or imagery) can form images of representations, diagrams, maps, and graphs. Visual-based media can streamline understanding through structural and organizational elaboration.
d. Audio-visual based media is a combination of visual media with audio or sound. Videos, movies, and television are examples of the use of audio- based media.
e. Computer-based media uses instruction through computer and interactive video help. Computer-based media can be helpful in addition to learning which includes information on the content of the subject matter or exercises.
3. Function of Instructional Media
In the process of learning, the media has a function as a carrier of information from the source (teacher / educator) toward the recipient (student / learners). While the method is a procedure to help learners in receiving and processing information in order to achieve learning objectives.
Levie & Lentz (1982) suggests four functions of instructional media, particularly visual media, namely (a) Attention function, (b) Affective function, (c) Cognitive function and (d) Compensatory function.
The function of visual media attention is the core, ie intersting and directing students' attention to the content of the lesson related to the visual meaning that is displayed or accompanying the text of the subject matter.
The affective function of visual media can be seen from the student's enjoyment level when learning (or reading) the pictorial text.
Visual images or symbols can arouse students' emotions and attitudes, such as information on social or racial issues.
Visual media cognitive function is seen from research findings that reveal that visual symbol or image facilitate the achievement of goal to comprehend and remember information or message contained in picture.
Compensatory function of instructional media seen from result of research that visual media which give kontels to comprehend text help weak student in reading to organize information in texts and recall it. In other words, instructional media serve to accommodate student ynag weak and slow accept and comprehend contents lessons are presented with text or presented verbally.
Learning media, according to Kemp & Dayton (1985: 28), can fulfill three main functions if the media is used for individuals, groups or large groups of numbers, namely (1) motivating interest or action, (2) presenting information, and (3) gives instructions. To fulfill the function of motivation, learning media can be realized by drama or entertainment techniques. The expected outcome is to generate interest and stimulate students or listeners to act (participate in responsibility, volunter service, or material contribution). The attainment of this goal will affect attitudes, values, and emotions.
B. Reading
1. Definition of Reading
Reading is one of the basic skills of language learning. It can not be separated from other skills of language learning besides writing, speaking and listening. Those skills must be learned all by English language learners. Reading skill can help improve other language skills.
Generally, the skill of reading is developed in societies with literary taste, because it can lead to develop comprehension, enrich vocabulary. Reading as with other skill is more enjoy able to do.
Based on Patel and Jain (2008: 113 – 114) states as follows:
“Reading is an important activity in life with which one can update his/her knowledge. Reading skill is an important tool for academic success. Reading is the most important activity in any language class.
Reading is not only a source of information and a pleasurable activity but also as a means of consolidating and extending one‟s knowledge of the language. Reading is very necessary to widen the mind, again and understanding of the foreign culture”.
According to Harmer (2007: 99) reading is useful for language acquisition. Provided that students more or less understand what they read, the more they read, the better they get at it. Based on Grellet (2004:7) reading is aconstant process of guessing, and what one brings to the next is often more important than what one finds in it. In reading, the students should be taught to use what they know to understand unknown elements,
whether these are ideas or simple words.
According to Day and Bamford (1998:12) reading is the construction of meaning from a printed or written message. It means the construction of meaning involves the reader connecting information from the written message with previous knowledge to arrive at meaning and understanding.
2. Principles of Reading
According to Harmer (2007: 201 - 202) the principles of reading:
(1)Teacher encourage students to read as often and as much aspossible,(2) Students need to be engaged with what they are reading, (3) Teacher encourage students to respond to the content of a text and explore their feelings about it, not just concentrate on its construction, (4) Predictionisamajor factor in reading, (5) Teacher has to match the task to the topic when using intensive reading texts, (6) Good teacher exploit reading texts to the full.
3. Types of Reading
According to Patel and Jain (2008: 117-123) the types of reading:
a. Intensive Reading
Intensive reading is related to further in language learning under the teacher‟s guidance. Intensive reading will provide a basic for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. Intensive reading material will be the basic for classroom activity. It will not only be read but will be discussed in detailin the target language, sometimes analyzed and used as a basis for writing exercises. Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. The goal of this reading is to read shorted text. This reading is done to carry out to get specific information.
b. Extensive Reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure. The reader wants to know about something. The reader doesn‟t care about specific orimportant information after reading. Usually people read for to keep themupdate.
c. Aloud Reading
Aloud reading is basic form of classroom organization and disciplines. In reading aloud, the students are confronted with written
sentences which haven‟t spoken before. The aim of reading aloud is the achievement or better speaking ability and the pronunciation of the students.
According to Elizabeth (2004: 286 - 288) aloud reading means reading a book by producing sounds audible to other. Reading aloud bythe teacher can help the students in the improvement of their listeningability.
Reading aloud is useful at specific moment alone. Reading aloudprevents the students from learning to understand the meaning of a sentence even when he may not know one word in the sentence.
d. Silent Reading
Silent reading is a very important skill in teaching of English.
This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information. Silent reading must be based on student‟s selected text. Silent reading enables the students to read completely silently without making sounds and moving his lips. It helps him read with speed, ease and fluency. It aids comprehension and expands the student‟s vocabulary.
According to Elizabeth (2004: 287- 288) silent reading means reading something without producing sounds audible to other. In silent reading the students can more easily work at their own material pace or speed.
C. Pop Up Book
Learning media has several groups, namely (1) the results of media printing technology, (2) audio-visual technology, (3) the results of computer based technology, (4) the merger of the print and computer technology (Arsyad,2011:29).
Learning will be conducive if students are enthusiastic and focus on learning. This can be realized if it is supported by several components, both in terms of teachers and students. Learning media is one component that supports learning goals. One of the interesting media is in
the form of a pop up. Pop up is a book that displays the potential to move and interact through the use of paper as a fold, roll, shape, wheel or spin.
This media began to be developed in Indonesia, because of its unique and functional. According to Dzuanda (2010: 1) a pop up book is a book that has moving parts or has three dimensional elements and provides an interesting visualization, ranging from a moving image view when the page is loaded. Meanwhile, according to (Hariani: 2015), a pop up book is a book with a good shape because it can move when the page is opened.
Based on the above understanding, the media pop up book is an image display that has a three-dimensional element that provides a unique visualization, interesting and meaningful, and can move when the page is opened, and can attract students' attention in the learning process.
a. Type of Pop Up Book Technique
Pop up book is one of the interesting learning media, because pop ups have various types. According to Bernadette (2010) there are several pop up techniques such as the following:
a. Flaps
Flaps are one of the earliest and most simple forms in pop up techniques. When the flap was lifted the hidden illustration was revealed.
b. V-folding
The v-folding technique adds a folding panel to the side of the image to be embedded. This penel is placed on the side of the card so it is not visible from the outside. Angles must be considered so as not to tilt.
(Mark, 1996: 16) c. Internal stand
Usually used as a small backrest, so that when opened, the picture will stand. Made by means of folded pieces of paper that are folded perpendicularly and given a panel to be attached to the card.
d. Transformation
Transformation shows a form of display consisting of vertically arranged pop-up pieces. When pulling a page sheet sideways or upwards so that the display may change to a different shape.
e. Volvelles
Volvelles is a form of display that uses the element of inner circle in its manufacture, it has spinning parts.
f. Peepshow
Peepshow shows a view that is composed of a series of stacked piles of paper arranged into one so as to create the illusion of depth and perspective.
g. Pull-tabs
Pull-tabs are tabs of sliding or shaped paper and are pushed to show the movement of the new image
h. Carousel
This technique is supported by ropes, ribbons or buttons that when opened and folded back are in the form of complex objects.
i. Box and cylinder
Box or cylinder is the movement of a cube or tube that moves up from the middle of the page when the page is opened
There are several pop up techniques that can be used as a basis for making.
b. The Advantages and Disadvantages of Pop Up Book
Pop up media is one of the media images. Therefore, pop up fall into the category of visual-based media. As part of the learning media, pop up have advantages and disadvantages.
Ni'mah (2014: 22) mentions several advantages of pop up as a teaching medium, including:
a. Pop up are widely used to describe complex images such as in health, mathematics, and technology.
b. Movable books or pop up media are effective learning strategies and make learners more effective, interactive and easy to remember.
c. Pop up provide learning baits, because for students, visual illustrations can depict an abstract concept becomes clear.
d. Pop up add new experiences to students e. Pop up entertain and attract students' attention
f. Interactive pop up sections make teaching a game that gives students the opportunity to participate in it.
This is reinforced by the opinion of Dzuanda (2010: 1), the advantages of pop up book are:
a. Provides a more interesting visualization of the story as it has dimensions, moving images, changed parts, has a texture like the original, and some even can sound:
b. Can provide surprises when the page is opened
c. Enthusiastic fishing in reading and reinforce the impression to be conveyed
Based on the exposure of opinion above, it can be concluded that the pop up book has advantages such as:
a. Facilitate student understanding through the pictures presented
b. Attracts the attention of students as there are colorful and pop up construction
c. Can visualize abstract facts
d. Reinforce the impression to be conveyed
On the other hand, in addition to pop up media have the advantages above, pop up also have the weaknesses. According to Indriana (2011: 65) visual media weaknesses include:
a. Requires special skills in the making and
b. The presentation of the message in the form of visual elements only.
Furthermore, Dzuanda (2010: 2) Furthermore, Dzuanda (2010:2), mentions some of the shortcomings of pop ups are:
a. The processing time tends to be long.
b. Demanding accuracy
c. The cost incurred is more expensive than the general book
Based on the above weaknesses, it can be concluded that the weaknesses of pop up media are:
a. In making this learning media, requires patience and carefulness because the manufacture requires special skills, so it takes a long workmanship
b. The results are also limited in the form of writing or drawing so as not to be able to display a phenomenon or events that are motion
c. The risk of destruction of pop-up media is also high after repeated trips d. The cost incurred more expensive than the book in general
c. Benefits of Pop Up Book Media
Pop up in addition to having advantages and disadvantages, pop up also have some benefits, such as:
a. Teach children to better appreciate the book and treat it well:
b. Develop child creativity:
c. Stimulate the child's imagination: and
d. Adding knowledge to give a description of the form of an object or the introduction of objects.
D. Narrative Text
There are some texts that are taught in junior high school, such as recount, narrative, procedure, and expository in form of monologue or essay. Narrative text is found in stories and has a structural organization that includes beginning, a middle, and an end of the story. Around this organizational structure may be built several story episodes comprising characters, setting, problem, goal, actions, and resolution/solution (Angela.C, et.al, 2004: 74) .Moreover, narrative is the text that tells the
events that happened in the past time that consists of problem-solving such as folktale, legend, and fable. The main characteristics of narrative text are as follows:
The text structure of narrative text are as follows: a) Title : it functions as representative of writing content, b) Orientation : it sets the scene and introduces the characters, time and place, c) Complication : the problem that rises in the story. The complication is divided into three types; physical conflict, social conflict, and internal or psychological conflict. Physical conflict is the description of man struggle to his physical word Social conflict is the struggle of man against his society. And internal or psychological conflict is a conflict which happens inside the participants, d) Resolution : the character find out the solution of the problem that happened.
Grammatical features of narrative text are follows: the use of simple past tense, the use of particular nouns that refer to or describe the particular people, animals, and things that the story is about,the use of adjectives to build noun groups to describe the people, animals, or things in the story and the use of conjunction and time connection to sequence event through time.
E. Relevant Studies
This research has been studied previously by Desi Fatima, Urai Salam, Wardah with the title “Developing Pop Up Handouts as Reading Materials in Teaching Narrative text”, the type of this study is Research and Development. The subjects of the research were the eighth grade students. This study was carried out by employing observation and questionnaire and documentation. Based on the research tehcnique, In this study using ADDIE model, there are analyisis, design, development, evaluation.
Poonsri Vate-U-Lan, Ed.D (2012) has “An Augmented Reality 3D Pop up Book: the development of multimedia project for english language teaching” . This paper reports on an AR curriculum materials research and development project which employs storytelling as a teaching technique in a blended learning environment for grade three students in Bangkok learning english.
Other research by Anna Septiyani with the little “Development of Pop Up Bag Learning Media Intergarted on the Points of the Diponegoro War and its Effect of Class VIII State Junior High School 4 Ungaran”. Based on the finding research , this research to find out the effectiveness of developing flashcard learning media.
The similarities of the previous research and this research is the model that used to develop the media of teaching.
The different toward this research and previous research. The subject of the research. This research designing media of reading using pop up book stories to teach narrative text for eighth grade students .
CHAPTER III RESEARCH METHOD
A. Setting and Subject of the Research
In this case, the research was conducted in Junior High School 30 Muaro Jambi, in Pematang Gajah. It is located in Jambi Luar Kota Sub district, Jambi City. This research was conducted starting on Oct 18, 2018 until Oct 30, 2018. The subjects of this research study of eighth grade in A class of State Junior High School 30 Muaro Jambi. The total students eighth grade in A class is 23 students.
B. Characteristic Subject of the Research
At State Junior High School 30 Muaro Jambi, English material that used by the teacher is depended on worksheet that decided from the school, the teacher doesn‟t know the ability that owned by the students, so that the teacher just teach based on the materials in the worksheet. Based on observation that was conducted by the researcher to the students. The students get difficulty in understanding the materials, even the students do not have the basic knowledge, while in the materials that taught by the teacher is not appropriate with students‟ ability. Another problem that is found by the researcher, in the worksheet/materials there are so many tasks and it will reduce the time to finish all materials.
C. Research Design
The design of this research is Research and Development design.
Research and Development (R & D) is a process used to develop and validate educational products. The steps of this process are usually referred to as the R & D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on the finding, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field testing stage. In indicate that product meets its behaviorally declined objectives
(Borg & Gall, 1983:772). The developing model does is the procedural model that outlining the steps that must be followed to produce new products.
D. Research Procedure
Table 3.1 The procedure of doing this research
Modified from Dick and Carey in Gall, Gall and Borg (2003) and from Jeremy Harmer (2003).
Here are the brief descriptions of each stages of Research &
Development process that were employed in this study.
1. Assessing students’ need
Information needed for this study was collected through a needs analysis . it was aimed at obtaining information regarding the target needs, learner needs, and learning needs.
Step 1 : Assessing Students‟ Need
Step 2 : Planning Step 3 :
Designing
Step 5 : Writing The Draft English Material
Step 4 : Having The Materials of Review by The Experts
Step 6 : Trying – Out
Step 7 :
Revising The Material Based on Trying- Out
Step 8 : Writing the Final Draft
2. Planning
This stage was a plan some english materials based on students‟ need. The subject matters, language functions, and language knowledge and skills that should be taught were stated in the course grid.
3. Designing
After that, a unit design was made as a basic for english materials for the eighth grade students. It includes all the components that should be taught, and then the components were graded and sequened based on the theories of tasks grading and sequencing (Brown, 2004).
4. Having The Materials by The Expert
When the designed english materials, it is can having the material by the expert for the validity of the material designed.
Then, the expert was given the validity as a validity product.
5. Writing The Draft of English Material
After that, the researcher made a draft from experts comment or suggestion about the english materials has designed based on students‟ need.
6. Trying- Out
Next, the product can trying- out to students of state junior high school 30 muaro jambi in teaching learning is has validated by two validators based on they need. The instrument used field note. The purpose of this step was to obtain feedback. The feedback was used for revising the materials.
7. Revising The Material Based on the Trying- Out
After trying- out the english material, the teacher doing the reflection with students. It is intended that the students could come back to remember what they have learned.
8. Writing The final Draft
This step was done after revising the designed materials.
The final result was english materials for the eighth grade of State Junior High School 30 Muaro Jambi.
This research, the researcher made a rubic of validity like Brown‟s principle (2014) in his book “language assessment:
principes and classroom practice. The instrument of validity that already designed before for judge the effectivity of the assessment instrument.
E. Product Trials a. Subject Test
Subject test in this research of the eighth grade A students of State Junior High School 30 Muaro Jambi as 23 students , It involves one of graphies designer and printed by Ravy26house .
b. Type of Data
The type of data used primary data, it is the data obtained directly from the practically and validity sheets of the developed reading materials.
F. Technique of Collecting Data
The instrument of this research were in the form of observation, interview, questionnaire asking and documentation the eighth grade students based on the need of State Junior High School 30 Muaro Jambi.
a. Observation
The observation was the first instrument to collect the data in this research. The instrument was used to observe the instructional process in the classroom in the need analysis stage of this research.
Observation is the activity of focusing attention on an object with used all sensory devices. Observation as a data collection tool widely used to measure behavior or the process of
occurrence of a activities that can be observed in actual situations Observations was carried out by researcher through the learning process taken place. Observations was carried out with the aim of knowing the process learning (Arikunto : 2010,p.133).
b. Interview
The interview is a technique of collecting data by interviewing one person or several people concerned. The interview is data collection method that requires direct communication between investigator with a subject or respondent (Riyanto, 2001,p.82). So, interview is conversations with certain intentions carried out by two parties, which is the interviewer ask questions and resource person who provide answers to question. In this study, researchers conducted an interview with Ms. Elda Maryani as a English teacher to find out the problems in learning English.
c. Questionnaire
Questionnaire is a technique or tool indirect data collection, in the sense of indirect researcher do question and answer with respondents. Questionnaire contains a number of questions or statements that must be answered or responded to by the respondent (Sukmadinata, p.219).
Questionnaire in research and development of this teaching materials was given to expert validator to assess this development product, as well as to students and teacher to determine the effectiveness of the module.
1. Validitys‟ Questionnaire
Validitys‟ questionnaire was given to the validator at once with the product to get feedback on the product that being developed. Questionnaire of validity sourced from the Depdiknas tahun 2008 with the title Panduan Pengembangan Bahan Ajar.
2. Practicalitys‟ Questionnaire
Practicalitys‟ questionnaire was filled by teacher and students to determine how extent the pop up book in term of practical that has been developed. Questionnaire of practicalities sourced from Depdiknas tahun 2008 with the title Panduan Pengembangan Bahan Ajar. Both of questionnaires compiled by a Likert scale which is modified by Riduwan (2011).
Table 3.2 Validity and Practically Score Table
Score Criteria
4 3 2 1
Strongly Agree (SA) Agree (A) Disagree (D) Strongly Disagree (SD) Source: Likert Scale that modified by Riduwan (2011) G. Technique of Data Analysis
Technique of data analysis used is descriptive qualitative data that describes the validity and practicalities of instructional material in the form of reading material that being developed.
1. Validity analysis of instructional reading material
Validity analysis includes of feasibility content, language, presentation and graphics based on the validation questionnaire which is done by there following steps:
a. Scoring with the criteria based on Likert Scale which is modified by Riduwan (2011) as follows:
Table 3.3 Validity and Practically Score Table
Score Criteria
4 3 2 1
Strongly Agree (SA) Agree (A) Disagree (D) Strongly Disagree (SD) Source: Likert Scale that modified by Riduwan (2011) b. Determine the highest score
The highest score = number of validators x number of indicators x maximum score.
c. Determine the total score of each validator by adding all the scores obtained on each indicator.
d. Determination of the validity of the following ways:
Validity =
x 100%
Provide an assessment of the validity of the criteria as proposed by Purwanto (2009: 82). Table 3.4 Criteria for Scoring the Validity
Score Criteria
90 – 100 80 – 89 60 – 79 0 – 59
Strongly Valid Valid Quite Valid
Invalid Source: Purwanto (2009)
2. Practicalities analysis the use of reading material
The practicalities test data about the use of the reading material were analyzed by the percentage (%), using the following formula:
Practicality =
x 100%
After the percentage of the value of the practicalities obtained, the grouping is done according to the criteria set forth Purwanto (2009: 102- 103) the following:
Table 3.5 Criteria for Scoring Practically
Score Criteria
90 – 100 80 – 89 60 – 79 0 – 59
Strongly Practical Practical Quite Practical
Impractical Source: Purwanto (2009)
The researcher saw only whether the materials developed was valid by the validator and practical for the eighth A grade students of Junior High School 30 Muaro Jambi that can be seen by the scores obtained from the questionnaire.
H. Research Schedule Table 3.6
No. Activities
Month
February March April May June July October November 3 4 1 2 3 4 1 2 3 3 4 1 2 3 3 4 3 4 1 2 3
1. Prepare of Proposal √
2. Improvement
of Proposal √
3. Preparations
of Seminar √
4. Improvement
of Seminar √
5. Research
Permit √
6. Research
Preparation √
7. Research
Improvement √
8. Script
Arrange √
9. Validated the √
Schedule of research is a frame work to allocate the time to conduct this thesis. The schedule is related to the preparation of proposal until final report.
Product
10. Script
Improvement √
11. Final Report √
CHAPTER IV
DEVELOPMENT RESULT AND DISCUSSION
This chapter elaborates about the results of the development and discussion about the research.
A. Development Result
The result of media development for english lesson especially for reading skill is a supplement book which is created in the form of book (media of teaching). This book media of teaching was developed following Borg & Gall (2003). They are Assesing Students‟ Need, Planning, Designing, Having The Materials of Review by The Experts, Writing The Draft English Material, Trying- Out , Revising The Material Based on Trying-Out, and Writing The Final Draft.
1. Assessing Students’ Need
Researcher also observed during english learning process in State Junior High School 30 Muaro Jambi for need analysis. The researcher wrote the result of the observation in the form of check list. Before, the teacher given the reflection in the first time . When teacher began the reading learning process in class, students listening to the teacher‟s explanation in preparation step. Because, the teacher well prepared and organized in the class . After the teacher written materials in the white board, the teacher ask to students written the material on their own book.
The reading material given the form of some pictures and stories, how to read well and correctly and consisted of these chapter with exercise in each chapter. The need analysis covered the curriculum, students‟ analysis, and result of teacher well interview. First, in the process of curriculum analysis, the researcher found that state junior high school 30 muaro jambi used 2013 curriculum. The
core competence and basic competence in reading skill that eighth grade have to achieve are formulated as follow, Core Competencies and Basic Competencies Table :
The teacher rarely given materials and the exercises like memorize and written form in the last teaching reading learning process. Hopefully the students not having difficulty to answer. Because the teacher as a facilitate and also help
Core Competencies Basic competencies
KI: Appreciate the religious teachings that adhered to.
K2: Appreciate and live honest, disciplined, responsible, caring (tolerance, mutual cooperation), courteous, confident behavior, in interacting effectively with the social and natural environment within the range of their realtionship and existance.
K3: Understanding and applying knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, art, culture related to phenomena and visible events.
K4: processing, presenting, and
reasoning in the concrete domain (using extracting, assembling, modifying, and making) and the abstract realm (writing, reading, counting, drawing, and
composing) according to what is learned in school and other sources in the same perspective/theory.
3.14 Understanding social functions, structures text, and linguistic elements from narrative text in the form of fables, according to context its use.
4.18 Capturing the meaning of oral and written narrative text, in the form of short and simple fables.
provide guidance on exercise meaning even teacher often repeated explanation of reading material related to a given exercise.
Second, the results of students‟ analysis the data were obtained by distributing the questionnaire to the grade VIII in class VIIIA students of state junior high school 30 muaro jambi.
After analysis the course grid and the students‟ questionnaire the researcher tried to design an reading teaching material for the students. The researcher also observed through the reading learning processing the state junior high school 30 muaro jambi for need analysis. The researcher wrote the result of the research in the form of checklist. Before, the teacher had given the reflection in the first time. When teacher began the reading learning process in class, students listening to the teacher‟s explanation in preparation step. Because, the teacher well prepared and organized in the class.
After the teacher explained and written materials in the white board, the teacher ask to students write the material on the own book, then asked the students for doing exercise. On the first, interview with english teacher, she sad that the reading material given is from the students‟ guidebook that sometimes the form of some stories and that vocabularies in the story are unfamiliar, meanwhile the text of the narrative less fit for the students to understand the task in each chapter. The character of the students is still beginner level learner, they need a good design from their guidebook to engage their mood to learn about reading of teaching material and understand the material that appropriate with the course grid. It was aimed to collect more information about the instructional media that the teacher used, the difficulties and the interesting from the previous guidebook.
Furthermore, the researcher can design the effective reading of teaching material appropriately with the target needs, learner needs and learning needs.
Third, the result of the teacher interview. That school have english coursebook from government. For guidebook the school buy from the publisher.
Why she found or adding some material , because the book from the shcool is not
appropriately related the students need, their age under of 15 years old. The students need an appropriate guidebook contain of the clear material, clear instruction, and colors should be interesting, and there are some picture to help the students understanding the task from the material.
So, the researcher was design the reading of teaching material more interest based on students‟ need analysis. Like suitable with the course grid, theme, and colorful.
2. Planning
The result of observation, interview, questionnaire and documentation to saw the problems in state junior high school 30 muaro jambi.
Researcher found obstacles or problem more to external factors: instrumental is a tool or means used in the reading of teaching materials process. Teaching in state junior high school 30 leave the material and exercise just by writing the problem on the board and the students rewrite. In fact it could taken time and reduce the effectiveness of teaching and learning for teachers, the students did not get anything and there was a flurry of activity on their own. Not only that , the students have difficulties when working on a exercise because it is less able to saw the real materials. Therefore researcher designing reading of teaching for the eighth grade students of state junior high school 30 muaro jambi by providing solutions to the problems that occured. So, the researcher will design a qualified english reading material based on the students‟ need analysis.
3. Designing
After the planning what the researcher should to do and what the students‟
need for english reading material based on the analysis. The material grid was the needs analysis. It was written as a guide to developed reading material. The analysis of students‟ need was used as the guidelines in designing the material . Besides, there were core of competence and basic of competence used in designing the reading material. However, due to the appropriateness of the materials and students needs, the researcher developed some materials that were
designed into four Units. The Units selected are Definition of Narrative Text , Type of Narrative Text, Generic Structure And Language Features.
a.) The content of material design
(1). The first Unit is Definition of Narrative Text
In Unit 1 there are several definitions, objectives and characteristics whose purpose is so that students can know and know the meaning, purpose and characteristics of the narrative text, and the students reas a loud and clearly to involved : words, frasa, and a simple sentence , and to understand the sentence and written a simple message.
Language function for first Unit is to obtain entertainment, entertain and teach noble values through stories with characters in the story that.
(2). The second Unit is Type of Narrative Text
In Unit 2 discusses the types of types from the text narrative, the aim is for students to know and understand which examples of some of these types, read aloud, and listen to their friends who read in order to understand the contents of the message from the story.
Language function for second Unit is how students can identify which examples of the types of narrative text.
(3). The third Unit is Generic Structure
In Unit 3 discusses the generic structure in which introducing characters, places, times of occurrence of stories in narrative text, exposes the crisis to the main character, describes the end of the story where the crisis ends happily or sadly and forms a reason or general comment.
Language function for third Unit is to be able to identify the structure of the text including the main ideas and detailed information of the story.
(4). The last Unit is Language Features
In Unit 4 discusses the linguistic elements in the narrative text, so that students can know and understand the grammar used in the narrative text, the direct and indirect sentences used, the vocabulary in the story, the adverb connecting time and adjective.
Language function for fourth is so that students can identify the linguistic elements used in the story.
4. Writing The First Draft of Pop Up Book
According to Richards (P.147) given a course has to be developed to address a specific set of needs and to cover a given set of objectives, what will the cntent is probably the most basic issue in course design. A list of possible topics, units, reading of narrative text and other tasks of course organization is then generated. Throughout this process statement of aims and objectives are continually reffered to and both course content suggestion and aims and objectives themselves are revised and finetuned as the course content is planned.
After the researcher wrote the material grid, the next step was designing the material. There were four Units used in the design of the materials. The first is definition of narrative text. The second Units is types of narrative text. The third Units generic structure . And the last is language features . The product of developed materials consists of book guidance, reading of narrative text , and tasks. They are explained as follows.
To design a qualified and effective the english reading material, the teacher can used based on students‟ need analysis. Because that way can help the teacher‟s in presenting the material that is simple based on the students‟ daily activities, living environment and the state of society. The book guidance functions as a guide for teaching and learning to conducting the media of english reading material assessment before the an analysis. The researcher selected the Units are about definition of narrative text, type of narrative text, generic structure , and language features because it closer with the students‟. The first
definition of narrative text and type of narrative text , because the goal is the same so that students can know, understand and identify from several definitions, goals, characteristics and types of narrative text stories , and for the third about Generic Structure , because one to determine which orientation, problem, and resolution.
And for the letter so that students can found out and identify linguistic elements such as grammar, verbs, adverbs connecting time used in narrative text stories.
5. Having the Material review by the Expert
Expert evaluation is very important to improve the quality of the reading material . evaliation is needed to evaluate and to validate the reading material in order to the reading material are ready to be used the students. Content reading material was evaluated and validated by the expert. The expert is a lecturer in english education program in the state islamic university sulthan thaha saifuddin jambi.
The evaluation aimed to evaluated and validated the content of the reading material. According to the expert english reading material designed by researcher is in appropriate with the given the task or question for young learners, but the first draft of the test still had weaknesses. The expert found some parts in the first draft that needed to be revised. The revisions were needed to make the test more appropriate. Therefore, the comments/suggestions from the expert were used to revise the first draft of the test.
Having the material review by the experst is an important to researcher , because the expert is a someone give the validity of the product were produce by the researcher and to applied the material to had review by the expert to their students. Based on the review by the first expert about the materials there are some suggestions the first is like in written and given the task must be clear. The second is the simple how to asking. The third is to given an example every task and the last is to complete the reading.
(a) The First Validator
Based on validator, the first is about adding the word to the definition part of the narrative text and simplification questioning. See the picture below :
The second is in the task 2, he said "the questions that there are books that you make must be adjusted to the questions about the generic structure that applies and you must read again so that it can make problems easily understood by students". So that, the researcher design the english material based on students‟
need analysis related with the expert evaluated.
See the picture below :
