1 CHAPTER I
INTRODUCTION
The research's background is described in this chapter. It includes the identification of the issue/phenomenon, the research's delimitation and focus, the research questions (two questions), the research's aims (two aims), and the research's significance (theoretical and practical importance). It also discusses the theoretical foundation which includes various subjects related to this research, previous research, and a frame of thought. Finally, the research method is explained, which includes the research design and steps, sources and types of data, data collection techniques and instruments such as questionnaires and interviews, data analysis techniques, and a research timeline.
1.1 Background of the Research
Indonesia's education quality is decreasing whether face-to-face or online learning. The quality of education in Indonesia is currently very concerning (Agustang, Mutiara & Asrifan, 2021, p. 1). The PISA report shows that Indonesia's score is low because it ranks 74th in order of 79 countries in the category of reading, science, and mathematics (OECD, 2018, p. 1). It may occur as a result of a number of reasons. There are several factors that cause the low quality of education in Indonesia such as low facilities and infrastructure, low quality of teachers, and low quality of students (Fajri & Afriansyah, 2019, p. 2).
For the phenomena identified, a need in making progressive attempts emerges. It is agreed that education quality should be improved.
The improvement of education can be in several aspects. As critics from Fajri & Afriansyah (2019, p. 2), one attempt requires better learning facilities and infrastructure. Learning media to facilitate learning should be improved and prepared so they suit students' needs. In addition, after the pandemic, the
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education in Indonesia has experienced substantial modifications in its efforts to respond to changing learning demands since the pandemic. One important point is that educators are pushed to create a variety of media for learning to accommodate the situation.
In effective teaching and learning activities, there is a need for better media to increase learning motivation and make it easier for teachers to deliver material.
It requires modules that support the implementation of this program. The module is an independent learning package that includes a series of learning experiences that are planned and designed systematically to help students achieve learning goals (Wati, Syafryadin, & Apriani, 2021, p. 356). The learning module is essential for learning.
Modules are crucial in the learning process. The importance of modules is developed in the learning process because the module can facilitate students in independent and face-to-face learning (Nugroho, et all., 2019, p. 93). Learning modules can also be used at any time and place, allowing students to learn without having to rely on their subject teacher (Wati, Syafryadin, & Apriani, 2021, p.
356). Students can learn according to their skills and learning speeds, and the modules can be used to finish the entire learning process (P. 356). The modules that are made can be used properly, are easy to read, and are understood by students.
Educators are required to continue developing the modules in order to facilitate students in learning objectives. Modules are crucial to develop in the learning process to facilitate students to be independent conventional or face-to- face (Nugroho, et all., 2019, p. 94). Educators with professional competence should be able to realize concepts and reflect well on learning independence as they are demanded to be more creative and innovative in developing materials.
Teachers are required to have competence to use and develop teaching materials according to the needs and in accordance with learning objectives (Rohmawati &
Hasanah, 2020, p. 114). The presence of teaching materials helps the process of teaching activities.
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Teaching is showing or assisting someone in learning how to do something, giving directions, directing in the study of something, supplying knowledge, causing to know or understand are all examples of teaching (Brown, 2000, p. 7).
Teaching is the term teaching is used to refer to anything done by materials developers or teachers to facilitate the learning (Tomlinson, 2011, p. 292).
Teaching can help students in the process of learning activity.
Learning is not only formal, buut in learning activities there are efforts made by the education to achieve competence. Learning widely and it is possible to guide students in understanding the topic and meet the competence standards set in the Educational Standards National (Tomlinson, 2011, p. 292). Learning is the process of acquiring or gaining knowledge about a subject or skill through study, experiences, or instruction (Brown, 2000, p. 7). In the English learning process those are four skills: speaking, reading, writing, and listening.
The ability to write is needed in every aspect of life to convey its goals and objectives. Writing is the ability to articulate the author's thoughts in a way that produces outcomes (Rogers, 2005, p. 2). Writing involves making an utterance visible (P. 2). The origin of writing is to record transactions in permanent, reliable form that was essential to the development of full writing, as opposed to the limited and pure pictographic writing of North American Indians and others, was an invention of the rebus principle (Robinson, 1995, p. 11). There are several types of text in writing. One of them is self introduction.
Self-introduction is telling names, addresses or other information about identity. The elements of a self-introduction include expressing one's name, age, hobbies, and so on (Anggraeni, 2017). Self-introduction necessitates self- assurance and can be used to determine how people strive to explain themselves to others (Fayogi, 2017). Many prior scholars have looked at material development.
Some clusters of research exist in this field of material development. They are developing English materials (Sakkir, Dollah, Asyhar, 2021; Karuniawan &
Robiasih, 2018). Next there is Developing English materials of modules (Wati, Syafryadin, Apriani, 2021; Kusumawati & Sari, 2019; Gujer & Afnita, 2019;
Hasan, Habibie, Ismail, 2019; Limpo & Ahmad, 2018). The next cluster is about
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modules. The effectiveness of modules (Prabarakaran & Saravanakumar, 2021;
Trilestari & Almunawaroh, 2020; Priantini & Widiastuti, 2021; Ruhimat &
Nurjanah, 2020; Darwis & Hasanah, 2020). The next cluster is about self introduction writing (Lwin, 2016; Harahap, 2021). The other cluster is about teaching self introduction (Robinson, Navea, Ickes, 2013; Pratiwi, Nurnaningsih, Arianti, 2019; Febriyanto & Pusparini, 2015; Fayogi, Supardi, Arifin, 2017).
Previous research did not explain in detail about the characteristics of the learning module, not specific and structured materials. Meanwhile, to create a learning module that requires the appropriate criteria or characteristics to support students learning. General characteristics of media learners must be considered in order for media goods to be generated (Irfan & Wulandari 2019, p. 2). One factor that makes it difficult for students to learn languages is that learning media bores not with this, learning modules must be done well and structured to facilitate students in learning.
Various researches have yielded conflicting outcomes. The creation of numerous new models that combine increased language learning with a variety of learning modules can aid students in becoming more successful learners. Previous research was lacking since it did not go into detail about learning and skills in the English language. Skills do not cover the module that can be learned in person or through e-learning. In the pandemic era, e-learning in English that teaches as a global language is being implemented (Umar, 2021). Researchers expect that by assessing the needs of students for learning modules, they will be able to learn more effectively.
Every learning challenge that students have must be traced back to a specific cause. However, the previous research did not properly describe the causes of the students' challenges in writing self introduction in the section on student issues, particularly in writing self introduction. Students with learning issues are unable to study effectively. There are a number of reasons that can make students challenge their learning. Internal and external influences are two examples.
Biological variables, health, psychological factors, intelligence, attention, interests, abilities, and emotions are all internal aspects. Environment, home
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atmosphere elements, family economic factors, school environment factors, and community environmental aspects are examples of external influences (Ahmad &
Supriyono, 2011, as cited in Syafi’i, Marfiyanto, Rodiyah, 2018). External elements, specifically the condition of the teacher, learning media, learning facilities, and other factors in the school environment. This demonstrates the importance of creating engaging learning modules that are tailored to the needs of students. Students will be able to comprehend the information more readily this way.
There are some articles about learning modules. In this context, however, few people debate and integrate designing learning modules for teaching writing self introduction. There is no designated journal for generating modules and structured content for teaching self introduction, particularly at Senior High School. Journals or articles primarily about material development, rather than the use of learning modules.
1.2 Identification of the Issue/Phenomena
Based on the research background above, there are some issue/phenomena that related to this research:
1. The issue/phenomena with this research is that the modules are less effective
2. Students are less motivated to use module
3. There are still few teachers who have not know the module
The researcher finds that the issue/phenomena to be investigated is the issue/phenomena at the first point, namely that the modules are less effective, after reviewing different lists of issues/phenomena. Students may become less motivated to use modules as a result of these issues/phenomena. As a result, the author decided to look into the issue/phenomena in order to create an engaging module that will aid teachers in their teaching and students in their learning process.
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This research just looks at modules, not learning methodologies, lesson plans, or anything else. This research will only look at the beginning stages of learning to talk. The participants in this research were in the tenth grade of Senior High School. As previously said, there were few academics who discussed materials development and more research on module consumption in past studies.
As a result, the researcher will only discuss the module in the context of teaching and learning writing self-introduction at senior high school.
1.4 Research Questions
Based on the identification of the research and the background of the research, the researcher arranged the questions of the research as follow:
1. What are the characteristics of a module at senior high school?
2. How is the development of a module for teaching and learning writing self- introduction at senior high school?
1.5 Aims of the Research
The researcher arranges the aim of this research based on the research questions above, they are:
1. To know what are the characteristics of module at senior high school
2. To know the development of a module for teaching and learning writing self-introduction at senior high school.
1.6 Significances of the Research 1.6.1 Theoretically
This research is expected to provide useful information regarding instructional learning modules for teaching and learning writing self introduction in EFL learning.
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The results of this study are expected to be a reading reference for the development of learning modules.
1.6.2 Practically
This research is expected to be used by teachers as a medium for teaching writing self-introduction in EFL learning.
This research is expected to be used by students so that students can be interested in learning module and facilitate students' understanding in EFL learning
1.7 Theoretical Foundation
This subchapter discusses some foundation theories that support this research about the develop module to teach and learn writing self-introduction.
The purpose of this subchapter is to verify all of the supporting theories used in this research: Module, Teaching, Learning, Writing, Self-Introduction, Senior High School.
1.7.1 Module
A Module is defined as a complete teaching unit designed to be used by a learner or a small group of learners without the presence of a teacher because the overall objective of the Module is to facilitate learning without regular supervision, all elements of the subject given by the teacher usually must be formed into a collection of printed, audiovisual or computer-based material (Aisyah, Istiqomah & Muchlisin, 2020, p. 107). Modules are completely designed for learning and teaching.
A module is a self-contained, officially structured learning experience with a clear set of learning outcomes and assessment criteria (Rufii, 2015, p. 19).
Referring to the constructivist learning strategy, the module can aid learners construct what they learn and understand, and facilitate their active participation in the process (P. 19). In other words, the module is a simple learning set that is arranged to make it easier for teachers or to carry out teaching and learning activities.
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Module is a set of systematic learning activities based on a curriculum that is suited to the competencies that students must acquire (Hamid, Ariwibowo &
Desmira, 2017, p. 151). The benefits of the module are that it is designed to be utilized by students learning since it is self-contained, so students do not need to rely on the teacher to attain the desired competencies through learning activities (P. 151). In other words, modules in learning are a series of systematic learning activities based on the curriculum and are made for the needs of students to be more independent in carrying out learning activities.
From all of the above understanding it can be said that the module is one of the learning teaching materials whose contents are relatively short and specific which are arranged to achieve learning objectives. Modules usually have a well- coordinated series of activities related to materials and media and evaluation. The module is one of the teaching materials prepared by the teacher as a support or complement in the teaching and learning process. With the module, students can learn independently according to their ability to absorb learning materials.
1.7.2 Teaching
Teaching is showing or assisting someone in learning how to do something, giving directions, directing in the study of something, supplying knowledge, causing to know or understand are all examples of teaching (Brown, 2000, p. 7).
In addition, teaching is a venture to create an environment system that makes the optimal learning process.
Teaching is the term teaching is used to refer to anything done by materials developers or teachers to facilitate the learning (Tomlinson, 2011, p. 3). In other words, teaching is to guide students in learning activities and teaching is an effort to facilitate the learning.
Teaching is the activity of educators helping, guiding students to get, change, and improve skills, personality, ideals, appreciation and knowledge (Bakhruddin, et all, 2021, 6). Thus, teaching is not only just to convey the material, teaching is a conscious effort of an educator in developing all the potential possessed by students so that it causes changes in behavior in children.
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(P. 6). In addition teaching can be interpreted as an effort, the hard work of educators in efforts to provide change in all aspects of students themselves.
From some of the definitions above, it can be concluded, teaching is conscious effort of an educator, showing or assisting, giving directions, directing in the study, supplying knowledge, helping, guiding students to get, change, and improve skills, personality, ideals, appreciation and knowledge and anything done by materials developers or teachers to facilitate the learning.
1.7.3 Learning
Learning does not equal teaching. Learning is the process of acquiring or gaining knowledge about a subject or skill through study, experiences, or instruction (Brown, 2000, p. 7). Learning is a behavioral change process thanks to experience and practice. It means that the purpose of the activity is a change in conduct, whether it involves knowledge, skill, or attitude, even embracing the full range of organisms or individuals.
Learning is normally considered to be a conscious process which consists of committing to memory of information relevant to what is being learned. Learning can also be of declarative knowledge or of procedural knowledge (Tomlinson, 2011, p. 4). In other words, learning is the effort to get intelligence or science, practice, change behavior or responses caused by experience.
Learning is a complex process. Learning is a multifaceted process that is usually taken for granted by individuals until they have difficulty dealing with complex tasks (Gredler, 2008, p. 99). Learning is a conscious activity carried out by a person.
Learning is a process for humans to gain various kinds of competencies, skills, and attitudes (Bakhruddin, et all, 2021, p. 2). Learning is a conscious activity carried out by someone so that it changes a person's understanding and behavior which is carried out in good values (P. 4). Learning is a conscious activity carried out by changes a person understands.
Understanding based on the opinions of the experts above learning is a conscious activity, acquiring or gaining knowledge about a subject or skill
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through study, experiences, or instruction, committing to memory of information, taken for granted by individuals until they have difficulty dealing with complex tasks.
1.7.4 Writing
Writing is defined as the use of graphic marks to represent specific linguistic utterances (Rogers, 2005, p. 2). Writing involves making an utterance visible (P. 2). In other words, writing is produced from what is in our brain and matching speech, writing is like a communication process that does not have a voice.
The origin of writing is to record transactions in permanent, reliable form that was essential to the development of full writing, as opposed to the limited and pure pictographic writing of North American Indians and others, was an invention of the rebus principle (Robinson, 1995, p. 11). Thus, writing is the process of using symbols to communicate thoughts and ideas in a readable form.
Writing is a form of communication to deliver through or to express feeling through written form (Harmer, 2001, p. 79).Writing is to put down something of thought and said in a written form (Oshima & Hogue 2007, p. 15). In addition writing is the activity of putting intent, ideas, and opinions into the symbol of the writing system.
Understanding based on the opinions of the experts above, writing is an integral part of the entire learning process experienced by students. Writing can be defined as an activity to convey messages using written language as a tool or medium. The relationship is it can be said that writing does not only describe symbols, but expresses thoughts, problems, ideas, and arguments into language in the form of complete sentences and paragraphs. Therefore, writing is a means of communication to conduct negotiations and transactions in the form of written language.
1.7.5 Self-Introduction
Self-introduction is a component of everyday living. Self-introduction necessitates self-assurance and can be used to determine how people strive to
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explain themselves to others (Fayogi, 2017). In other words, introducing ourselves is important to start new conversations with new people and environments.
One of the most typical speaking assignments assigned in speaking class is self-introduction. It falls within the category of various precision-based activities (Anggraeni, 2017). The elements of a self-introduction include expressing one's name, age, hobbies, and so on (P. ). In other words, introducing oneself is a core activity, namely revealing one's identity which consists of revealing name, age, hobbies and others.
Self-introduction is to introduce yourself, address, family and all about identity. Self-introduction skills are very important to maintain relationships in the social environment (Prahesti & Hidayati, 2013). Self-introduction is very necessary because when children meet new people in their environment. In other words, understanding based on the opinions of the experts above, self-introduction has an important role in daily life.
There are more opportunities to meet people from different cultural backgrounds for different purposes. Self introduction is a form of expression and expression used by individuals to introduce themselves. If an individual is in a new environment, of course he needs to do a self-introduction or self-introduction.
This is so that other people in the new environment get to know the individual better. Whether the individual is in a new work environment, school or college, friendship or social environment, and so on.
1.7.6 Senior High School
Senior High school is a form of formal education unit that organizes general education at the secondary education level as a continuation of SMP, MTs, or other equivalent forms or a continuation of learning outcomes that are recognized as equal or equivalent to SMP or MTs (Permendikbud, 2019, p. ). In other words, Senior High School is a general formal education as a continuation of Junior High School education. Senior High School students as adolescent learners who have a high potential for learning if the teacher can attract them (Harmer, 2001, p. 38). At the senior high school level, students are required to be good at English.
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Characteristics of senior high school students who are more competent in making decisions, this means that high school students' interest in education will be influenced by interest in work. Adolescents can adjust well, will usually be able to go through adolescence smoothly and are expected to develop towards optimal maturity and be accepted by their environment (Hurlock (1980) as cited in Christanto, Susilo, Windrawanto, 2018). In other words, The senior high school period is very influential in determining decisions for the future because Senior High School seniors are considered mature in making choices.
Based on the periodization of human development, Senior High School students on average are in middle adolescence. The task of senior high school students is to prepare for a career or continue in college and reach maturity in career choices (Amti, 1993). In other words, Senior High School is the level of career determination or continuing a career. Senior High school students are 17 years old on average and are said to be enough to make a choice. So, students can be more unstable in learning English according to their needs by determining their future goals.
1.8 Previous Studies
There are three clusters of previous studies that are related to this research.
There are “Learning Module Development On Compiling Exposition And Argumentation Text Using Project based Learning'' (Wati, Syafryadin, Apriani, 2021), “The Effectiveness of Using Teaching English for Young Learner (TEYL) Module for Pre-service Teacher Based on Teacher Training Approach'' (Darwis &
Hasanah, 2020), “Effectiveness Of E-Content Module In Learning Set Language Among Ninth Standard Students-Solomon Four Group Method Of The Experimental Study” (Prabakaran & Saravanakumar, 2021), “Development Of Electronic Module For Description Text Writing Skill Based Contextual Teaching And Learning For Seventh Grade Student Of SMP” (Gujer & Afnita. 2019),
“Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate School'' (Sakkir, Dollah, Asyhar, 2021).
The first previous research aims to develop and produce a learning module to compile an exposition text. Besides, this research and development also aim to
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describe the process of developing a material learning module, compiling an exposition text with a Project-Based Learning (PJBL) model for grade VIII SMP students, describing the feasibility of the module based on assessment and validation by media experts, material experts, linguists, and student trials (Wati, Syafryadin, Apriani, 2021). The research that will be appointed is Developing Learning Module to Teach Self Introduction Writing At Senior High School. The difference with the research that will be carried out is the learning material, which is about self-introduction writing, which focuses on class X of Senior High School. The similarity with the research to be carried out is the development of learning modules in compiling material as a guide for teachers and students for the learning process.
The second previous research aims to analyze Teaching English for young learners by the pre-service teacher of PGMI Study Program at IAIN Bone has its challenge. One of the challenges faced by teachers is the use of learning modules that are appropriate and in accordance with the needs of students. This research is focused on the effectiveness of teaching English for Young learner (TEYL) Module based on teacher training approach (Darwis, Hasanah, 2020). This research is focused on the effectiveness of teaching English for Young learner (TEYL) Module based on teacher training approach. This study only focuses on analyzing the effectiveness in using the learning module. The difference with the research that will be carried out is the developing learning material using a module which is about self-introduction writing, which focuses on class X of Senior High School. The similarity with the research to be carried out is the development of learning modules in compiling material as a guide for teachers and students for the learning process.
The third previous study is about pedagogical methods that are one of the Mathematics e-content modules of learning (Prabakaran, Saravanakumar, 2021).
This research is focused on methods using the learning module. Using pedagogical methods is one of the Mathematics e-content modules of learning.
The difference with the research that will be carried out is the developing learning material using a module which is about self-introduction writing, which focuses
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on class X of Senior High School. The similarity with the research to be carried out is learning modules in compiling material as a guide for teachers and students for the learning process.
The next previous research was conducted to overcome the limitation of teaching materialism description texts. Students need teaching materials in the form of electronic learning modules as one of learning resources for students in grade VII. This study aimed to describe the process of developing electronic module of description text writing skills based on valid contextual teaching and learning (CTL) (seen from the aspect of content, presentation, language, and graphics) and practical (seen from the ease of use and conformity with time) used by students in grade VII of junior high school (Gujer, Afnita, 2019). This research is focused on the development of an electronic module for description text writing Skill Based Contextual Teaching and Learning for Seventh grade students of SMP. The difference with the research that will be carried out is about material of self-introduction writing, which focuses on class X of Senior High School. The similarity with the research to be carried out is developing learning modules in compiling material as a guide for teachers and students for the learning process.
The last previous study aims to contribute to the knowledge of lectures about design materials in using social media Facebook in learning writing process to English Department students for Undergraduate School (Sakkir, Dollah, Asyhar, 2021). This research is focused on the need for analysis for developing design for writing skill materials using Facebook in the Undergraduate School.
The difference with this research that will be carried out is about developing a learning module, which is writing self-introduction materials, which focuses on Senior High School. The similarity with the research to be carried out is developing learning materials about writing skill.
Previous research did not explain in detail about the characteristics of learning media, not specific and structured materials. Meanwhile, to create a learning media that requires the appropriate criteria or characteristics to support online learners and face-to-face learning. General characteristics of media learners must be considered in order for media goods to be generated (Irfan & Wulandari
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2019, p. 2). One factor that makes it difficult for students to learn languages is that learning media bores not with this, learner media must be done well and structured to facilitate students in learning processes face to face and online learning.
Previous research did not explain in detail about the characteristics of the learning module, not specific and structured materials. This study just looks at learning modules, not learning methodologies, lesson plans, or anything else. This study will only look at the beginning stages of learning to talk. The participants in this study were in the tenth grade of Senior High School. As previously said, there were few academics who discussed media development and more research on media consumption in past studies. As a result, the researcher will only discuss learning modules in the context of teaching self introduction writing in Senior High School to students and teachers grasp on their teaching and studies, also helps students in learning on their own.
1.9 Frame of Thought
The elements that frame this research include developing a learning module to teach self-introduction writing for Senior High School. To clarify how each element relates to each other, the frame of thought in this research is illustrated in the diagram below.
Figure 1.
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In this section, the framework shown by the researcher is a representation of this research. In this study, the researcher found a lack of learning modules to teach and learn writing self-introduction. This research will focus on the development of a learning module which is writing self-introduction. The researcher tried to explore how teachers can teach writing, which is self- introduction and also the students can learn writing self-introduction. And finally, the result is detailed information regarding the development of a module for teaching and learning writing self-introduction at Senior High School.
1.10 Research Method
In this section, the researcher explains the research design and steps of the research, sources and types of data, data collection techniques and instruments, and data analysis techniques, those were discussed below:
1.10.1 Research Design and Steps of the Research
This research used a qualitative approach, because this method did not use statistics. Qualitative research method is a research method based on the philosophy of post positivism, used to examine the condition of natural objects, (as opposed to experimentation) where the researcher is the key instrument, sampling of data sources is carried out purposively and snowballing, collection techniques are triangulation (combined), data analysis is inductive/qualitative, and qualitative research results emphasize meaning rather than generalization (Sugiyono, 2015, p. 15). Qualitative methods were used because this research is directed to obtain facts related to developing learning modules to teach self introduction writing for Senior High School. Qualitative research methods are often called naturalistic research methods because the research is carried out in natural conditions; also called the ethnographic method, because initially this method was more widely used for research in the field of cultural anthropology;
referred to as a qualitative method because the data collected and the analysis is more qualitative (Gall, Gall, & Borg, 2003, p. 476).
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This qualitative research focused with the development learning module to educate writing skills, especially self-introduction. As a result, in this research, the type of qualitative research used to conduct the research is known as Research and Development design. A research and development design is a method used to create a product and assess its effectiveness (Sugiyono, 2015). The objective of R&D design is to create new or improved interventions or products that will help students accomplish well-defined learning objectives and goals.
This R&D research typically consists of 10 steps adopted from Gall, Gall &
Borg (2003). There are ten R&D steps can be minimized and just the steps that are relevant to this present study can be adapted. Due to the limited time, this research only adapts three of the ten R&D steps mentioned by Gall, Gall, & Borg (2003).
They are research and information collection, planning, and developing an early version of a product, since this is sufficient to assess the validity and efficiency of a developed media.
1. Research and Information Collection: The research process begins with a review of related literature, a need analysis, and the development of a framework.
2. Planning: It includes developing skills and knowledge in relation to the research challenge, generating objectives for each stage, and creating research steps and the necessary feasibility studies.
3. Developing the Preliminary Form of the Product: In this step, the preliminary educational product, also known as a 'trial product,' is created by producing and analyzing the supporting components, as well as its instructions and manuals.
1.10.2 Sources and Types of Data
Data sources are also called the subject and object of the research. The source of data is the data that researchers could obtain to gain the necessary information of the research. Subject of the research is the participant who will be researched, which are the students and teacher. Object of the research is the place
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where the process is done to collect the data in order to meet the aims of the research. The researcher conducts the research focused in Senior High School.
There are two types of data, which are primary data and secondary data.
Researcher’s primary data is information obtained from the results of interviews from students and teachers, which are related to the development of English teaching media in writing skill. Meanwhile, a researcher's secondary data is information obtained from the document, which can be used to support the information which is obtained in the findings of this research.
1.10.3 Data Collection Techniques and Instruments
Data collection is essential in research since the data are utilized to generate the research's results. The researcher's data collection techniques include literatre review, questionnaires, and interviews.
1.10.3.1 Literature Review
Literature review is a technique for identfying, evaluating, and synthesizing research result and ideas that have been produced by researchers. The research used literature reviewed method that will be used to conduct data collection, which is this data collection technique usec when the researcher intends to conduct a preliminary research aims to find the essence of the problem that will be researched (Sugiyono, 2013). Reseracher choosed literatire review as a method that will be used to collect data with the intent of obtain or dig deeper and detailed information by using various forms of descriptions from previous research. This research, the literature review was carried out by looking for references to journals and books that were relevant to the topics searced on Google Search, Google Scholar, Lib Gen, and Z-Library. The inclusion and exclusion criteria for journals and books found so that there not too many articles. The table of inclusion and exclusion criteria are shown next page.
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Inclusion Criteria Exclusion Criteria 1. Books, journals
2. The journals should be published between 2012-2022
3. The books should be published between 2012-2022
4. The journals and books should discuss the topics of module, teaching, laerning, writing, self-introduction, and senior high school
5. The journals index nationally and internationally
1. The year of publication of the article is under 2012
2. The year of publication of the books is under 2000
3. The journals and books which did not discuss the topics of module, teaching, laerning, writing, self- introduction, and senior high school 4. The journals did not index nationally and internationally
1.10.3.2 Questionnaire
Questionnaires are forms used in the survey design complete and returned to the researcher by the participants in the research as stated by Creswell (2015).
Participants mark answers to questions and supply basic, personal, or demographic information about themselves. Because the researcher will gather a large amount of data from students, the questionnaire is chosen as the first data collection technique.
Dornyei (2009) suggests a method for creating a good questionnaire that involves a number of procedures, including: Deciding on the questionnaire's general characteristics, such as the length, the structure, and the key parts, Writing effective items/questions and collecting a collection of items, Selecting and sequencing the items, Writing appropriate instructions and examples, and Piloting the questionnaire and conducting item analysis. This research used a questionnaire technique by asking the specifications of the six questions of the instruments.
In this research, there are tenth-grade students who did the questionnaire.
The students are tenth-grade of senior high school and learning English with the
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material self-Introduction. Details of the questionnaire can be seen in Appendix 2.
1.10.3.3 Interview
The interview is made up of spoken questions from the interviewer and spoken responses from the interviewee. When researchers ask a number of questions to one or more participants and record their responses, this is referred to as an interview (Creswell, 2015, p. 622). Thus, an interview is a technique used by researchers in gathering information verbally from respondents through direct face-to-face interaction or through the use of technologies (such as the telephone) in order to obtain data that can answer research questions. The use of audio recordings in interviews allows a person to take notes throughout the interview regarding the interviewee's answers. Since just a few teachers were asked, the researcher chose this technique for the teacher (P. 385).
In the process of collecting data, this study used semi-structured interview techniques. This type of interview is included in the in-depth interview category, which is more free in its implementation when compared to structured interviews (Sugiyono, 2015, p. 320). The purpose of this type of interview is to find problems more openly, where the parties invited to the interview are asked for their opinions and ideas (P. 320). This research used a interview technique by asking the specifications of the six main questions of the instruments.
In this research, there are two teachers who did the interview. The teachers are the English teachers at senior hogh school and have experience in teaching at the senior high school level for 5 years. In addition, the teachers who have taught extensive courses in the senior high school. Details of the interview protocol can be seen in Appendix 2.
1.10.4 Data Analysis Techniques 1.10.4.1 Questionnaire
The data gathered from the student questionnaire was carefully and thoroughly analyzed by the researcher. Several steps were used to examine the
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data (Miles as cited in Nurraufu, 2013, p. 1). This first is coding student data, calculate a percentage of the data to make it easier to evaluate, data reduction involves choosing, simplifying, and summarizing data, compare and contrast the theory with the field data results, displaying the data. Details of the questionnaire can be seen in Appendix 2.
1.10.4.2 Interview
After the researcher obtained the data from the interview of teachers, the researcher analyzed it carefully and in detail. Data analysis activities according to Sugiyono (2015, p. 337-345) are data reduction, data display, and conclusion drawing/verification.
1. Data reduction
Reducing data means summarizing, choosing the main things, focusing on the things that are important, looking for patterns and themes and removing unnecessary ones.
2. Data Display
In qualitative research, data presentation can be done in the form of brief descriptions, charts, relationships between categories, flowcharts, and etcetera.
3. Conclusion Drawing/Verification
Conclusions in qualitative research may be able to answer the formulation of the problem that was formulated from the start, but maybe not, because as has been stated that the problems and problems in qualitative research are still temporary and will develop after the research is in the field.
Details of the questionnaire can be seen in Appendix 2.
The source of the process to know the research question 1) what is the characteristic of the learning module at senior high school? And 2) how to develop a learning module to teach and learn writing self-introduction at senior high school? Namely from literature review and conducting research methodology to designing
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Due to the limited time, this research only adapts three of the ten R&D steps mentioned by Gall, Gall, & Borg (2003):
1. Research and information Collection: The research process begins with a review of related literature, a need analysis, and the development of a framework
2. Planning: Developing skills and knowledge in relation to the research challenge, generating objectives for each stage, and creating research steps and the necessary feasibility studies
3. Developing the Preliminary Form of the Product: the preliminary educational product, also known as a 'trial product,' is created by producing and analyzing the supporting components, as well as its instructions and manuals. For detail the steps of the research (Adapted from Nurazizah, 2022) as follows.
Figure 2.
23 1.11 Research Timeline
To finish this research, the researcher allocated 3 months to do this research:
Table 2.
No. Activities Months
February March April May June 1. Determining the
research question
√
2. Designing the study √
3. Collecting the data √ √
4. Analyzing the data √
5. Generating the finding
√ √
6. Validating the finding
√ √
7. Reporting √
