RESEARCH METHODOLOGY
This chapter discusses the research's place and time, the research, the population and sample of the research, and the research and development methods. It covered the research design, the setting, the subject, the instrument, the data collecting technique, the data analysis, the research procedure, and the validity of the research.
A. Research Design
The research design by the researcher is Research and Development (R&D). R&D is a research method consisting of class problems, studying the latest theories about education, product development, development of an educational product, validation of products to experts, and field trials of these products (Latief, 2014). Moreover, Sugiyono (2013) added that research and development are used to produce a particular product and improve existing products. The researchers adopted the ADDIE Model.
The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model ensures that learners achieve learning objectives. This makes it possible to evaluate student needs and provides a simple procedure for designing and developing materials. Creating products using the ADDIE process is one of the most effective tools. Because the ADDIE process is a framework for navigating complicated circumstances, it is ideal for creating instructional products and learning resources (Branch, 2009).
Choose the best way which was appropriate to the student's needs.
3) Development
The third phase was to develop the material based on basic competence on the syllabus. Realization by validating it with the expert to ensure the product was appropriate to the student's needs. The final
1
4
3 2
Figure 3.1 ADDIE approach (Branch, 2009)
Based on Figure 3.1, there are five steps in implementing the ADDIE approach.
For in more detail, the procedure for developing an integrated English language module on Islamic values, those are:
Analysis
In the first phase the researcher analyzed the needs, feasibility and requirements of developing teaching materials by validating problems, determining learning objectives, analyzing students, identifying available sources and identified the objective of the material based on the syllabus of 2013 curriculum.
Design
In the second phase, the researcher was designing the English reading material with basic competences on the 2013 curriculum. In this design phase, the researcher was listed which was the material related to and the
Step, one-on-one testing, small group trials, and conducting several revisions.
4) Implementation
In the fourth phase's try-out period, the product was implied to the students in actual classroom settings. The goal was to determine whether or not the product had achieved the course objectives.
5) Evaluation
In the last phase, the researcher evaluates the products implemented in the previous phase. The researcher asked for teachers, which were collected using the rubric in the Appendix. The results of their comments were corrected without facing another try-out step. The correction results are brought to the expert using the expert judgment in the Appendix.
B. Research setting
Students in the eighth-grade MTs are carrying out this current research.
Unwaanunnajah. It is a private Islamic Junior high school in South Tangerang located in Pondok Pucung No 45 district. The school was chosen because the school does not provide complementary teaching materials following appropriate Islamic school contextual learning materials. The researcher chose the eight-grade because it is still implementing the 2013 curriculum in the 2021/2022 academic year. According to that reason, the students in the eighth grade were chosen to be the subject of this research.
The research participants included four classes of eight-grade from MTs.
Unwaanunajah is clearly explained in the table below. The research participants included four classes of eight-grade from MTs. Unwaanunajah is clearly explained in the table below.
Table 3.1 Total of students
No Grade Total
1. VIII – 1 30
2. VIII – 2 29
3. VIII – 3 29
4. VIII – 4 30
Total 119
H. Research instrument
This study has two kinds of data, quantitative and qualitative data. The quantitative data will analyze the average and percentages from the teachers' evaluations and students' exercises.
While qualitative data extract data by getting the understanding or reason it has opinions and motivations. It is also used to get more information about the problem and search for nuances related to it. The qualitative data came from an interview of teachers' perceptions as part of the need analysis of students' handbooks and expert judgment. The explanation below details the methods and tools used to collect data.
1. Interview
The researcher interviewed and asked questions to the English teacher of MTs Unwaaanunnajah to know the problems and identify student needs.
2. Classroom observation
The researcher observed the school's condition and the classroom's learning process.
3. Need Analysis
The researcher collects the data by the needs analysis categorization Hutchinson and Waters (1987), which are learning and target needs. After the analysis, the reading material needs to be selected, adapted, and designed.
4. Expert judgment and teachers' evaluation
The final stages of material development are expert judgment and teachers' evaluation. The material assessment includes several aspects, such as the relevance of content and the English curriculum, the relevance of Islamic content, interesting topics, authenticity of content, layout, and Islamic picture
.
I. The Data Collection Technique
In this study, there are a few information collection strategies carried out:
1. Interview
In this study, data was collected through interviews with English teachers, which were conducted to find out the problems with English textbooks and materials and the teacher's perception of English materials at the school.
2. Questionnaire
In this study, data were collected through questionnaires to obtain assessments and perceptions from several English teachers on the development of materials made by researchers. In addition to teachers, the questionnaire was also given to experts to be evaluated according to the assessment and shortcomings in the module content. After doing the module, experts gathered the product's validation, comments, and suggestions.
3. Classroom observation
Classroom observations were conducted once the implementation material system was created. The researchers themselves made perceptions to acquire them.
J. Field-trials
In this stage, the data was collected based on the teacher and expert validation about the product before the product was implemented and students' response to using the product. The product was tried-out on the target subject, mainly the eighth-grade student in MTs. Unwaanunnajah. It was helpful to know the appropriateness of the product.
CHAPTER IV
FINDING AND DISCUSSION
Findings and discussion are the two elements that consist of this chapter. This chapter explains each research component created and displays all the data gathered during the study. Additionally addressed in this chapter are the study's problem statements.
A. Findings
1. Need Analysis
Basturkmen (2010) defined needs analysis in English language teaching (ELT) as the development process. Through this process, the lessons students will use are identified and considered the learner's current state of knowledge and needs. This needs analysis is required and carried out by an ELT to get information regarding students' need to provide effective teaching and efficiency. In this research, the researcher wants to develop Islamic material according to the needs of students so that students can take value from the material.
This study will use the needs analysis categorization of Hutchinson and Waters (1987) to obtain an analysis of student needs. The categorization includes two aspects, which are learning needs and target needs. First, focus on the target needs divided into students' needs, wants, and necessities. Concerning the topic of learning, the material must motivate students. The material was also modified to accommodate Islamic values and the content or topics of students' favorites which were adapted from Islamic teachings in the 2013 Curriculum.
Second, the focus on the learning needs a divided socio-cultural background, learning background, age, gender, knowledge of specific content, and prior knowledge of English attitudes towards English. Learning needs also include learning and teaching styles familiar to the learner, appropriate or ineffective teaching and learning methods, the teacher's knowledge content, and appropriate teaching materials and learning locations. This is in accordance with this research to make teaching materials that are in accordance with Islamic
characteristics and the vision and mission of the school.
Figure 4.1 Vision and misson MTs Unwaanunnajah Visi : Terbina dalam akhlakul karimah, unggul dalan
prestasi dan terpercaya dimasyarakat
Misi : Melaksanakan pembelajaran dan bimbingan secara efektif untuk mengoptimalkan potensi yang dimiliki siswa
a. Menumbuh kembangkan penghayatan dan pengalaman terhadap agama Islam untuk membentuk budi perkerti yang baik
b. Melaksanakan pembelajaran dan pengembangan secara efektif untuk mengoptimalkan potensi yang dimiliki siswa.
c. Menciptakan suasana yang kondusif dan efektif seluruh kegiatan madrasah.
d. Membudayakan sikap kompetitif bagi siswa dalam upaya meningkatkan prestasi
e. Mengutamakan kerjasama dalam menyelesaikan tugas kependidikan dan keguruan
f. Menumbuhkan semangat keunggulan akademik dan non akademik dalam bidang ilmu agama maupun ilmu pengetahuan secara intensif kepada seluruh warga madrasah sebagai bekal hidup dimasyarakat.
2. Design Step
This stage aims to develop product materials that are developed and presented in the form of modules. The reading material is based on the 2013 curriculum for Madrasah. Islamic values are included in the reading material. Reading material in the simple present tense focuses on the activities of a Muslim every day, which is developed related to the five daily prayers, reciting the Quran, and the habits of a Muslim at all times. Reading material in the recount text focuses on the experiences on the personal experience of a Muslim. There are four reading texts developed. The title of the texts are "Assalamualaikum, Ahmad, how are you?", "I Used to Postpone Prayer Time," and "Did you get a bill from Allah?"
There are several reading comprehension texts in the form of essay
tests, true or false, and fill-in-the-blank. The product developed is also equipped with Islamic content and learning objectives, an explanation of the reading text, knowledge, self-reflection, vocabulary building, and a glossary.
The product design is shown in the Appendix.
The preliminary design of the English module consists of the module cover, basic competencies, indicators, and material about simple present tense, including examples and explanations, as well as exercises for students.
The first appearance of the module can be seen in Figure 1.
Figure 4.2 The preliminary design of the English module
3. Developing Materials
In this stage, the data is collected by analyzing student needs. After collecting the data collected through analyzing student needs adopted from the WERB book. The following is a material mapping on the table.
Table 4.2 Mapping Material Chapter 1
1. Text The daily Islamic routine Simple Present Tense
2.
Vocabulary builder
Knowing the unfamiliar vocabulary in Islamic activities
3. Picture and text I pray five times a day
4. Text Ayat of Qur'an and Islamic words Chapter 2
5. Text I Used to Postpone Prayer Time Recount Text 6. Text Ayat of Qur'an and Islamic words
7. Text
Thank Allah for these things, which are indeed great blessings.
8.
Vocabulary builder
Knowing the unfamiliar vocabulary related to the text
9. Text Ayat of Qur'an and Islamic words
The table obtained data that the nine materials developed in various types of materials.
The distribution of Islamic content on the material in the reading text contains dialogue texts, images, and additional Islamic knowledge in Islamic stories. For example, in Unit one, there is the story of daily Muslim activities; in Unit two, there is the story of Muslim personal experience.
This step was carried out in stages to create Islamic reading materials. Reading materials were derived from the Internet and student handbooks. Simple present tense and recount text were the text genres that developed in Islamic reading materials in context.
This study includes four Islamic reading texts adapted from various sources. The researchers developed the text "Assalamualaikum, Ahmad, how are you." after adapting it from the student handbook and (Islamcan.com) website. In this study, material adaptation means existing authentic reading texts are adapted into simple and short reading materials based on students' needs and reading levels. The source sentences are summarized, compiled from other sources, and adjusted to the student's reading level. In the module, there are comprehension questions that follow the developed text. The objective is to measure whether the developed material is effective or not. The comprehension questions are in the form of multiple choice, true-false, and mind mapping. Then the next step is to design the product based on the basic competencies in the 2013 curriculum. Thus, the reading materials were adapted to develop the product. Here is the reading text after the adaptation.
Table 4.3 Developing materials
No Title Source
1. Assalamualaikum Syakira, how are you? Buku bahasa Inggris Yrama Widya
2. I Pray Five Times a Day Islamcan.com (Adapted) 3. I Used to Postpone Prayer Time Islamcan.com (Adapted) 4. Did you get a bill from Allah? Islamcan.com (Adapted)
4. Evaluation and Implementation a. Self-evaluation
The researcher, in this stage, evaluated the developed Islamic modules. The researcher found some misspellings and grammatical errors that were revised. In addition, the layout of the module cover, such as fonts and illustrations, has been revised and adjusted to the module title.
b. Expert Validation
There was an expert as a validator of the Islamic module. She stated that the product was ready to be used. Still, several suggestions were given by the validator, and the researcher revised the English module based on the suggestions from the validator. The vocabulary is still ambiguous, and input has adapted some sources. She also stated that the module was valid after the revision. It means that the product can be used. The validation is shown in the Appendix.
c. Teachers' evaluation
After the syllabus and the module were developed, the materials were field-tested in the classroom. One chapter was implemented in two scheduled teaching sessions. In acquiring teachers' perceptions, two methods were used. First, the module was used in English teaching. Second, a module evaluation questionnaire was distributed at the end of teaching. There were six aspects of comments on the module that the researcher had compiled.
First, the relevance of content in supplementary material with the national curriculum. Second, The relevance of content in supplementary material with Islamic materials needs. Third, The level of difficulty following students. Fourth, The topics are interesting for
the student. Fifth, The contents are arranged authentically, the content authentically organized and put some resources in the arrangement of the material. Sixth, Layout, Islamic Picture, and font in the material are made reader-friendly by the researcher and emphasize Islamic illustrations that are in accordance with Islamic education.
The questionnaire provides closed questions with poor range scores (>60%), need to revise range scores (70%-80), good range scores (80%-89), and excellent range scores (90%-100%).
Table 4.4 Teachers' evaluation
Based on the data in Table 4.4, it can be seen that the mean percentage from three teachers for The relevance of content in supplementary material with the national curriculum is 88%, The relevance of content in supplementary material with Islamic materials needs is 89%, The level of difficulty is 86%, The topics are interesting for students is 88%, The contents are arranged authentically is 86% and Layout, Islamic
Aspects
Teacher 1
Teacher 2
Teacher 3
Mean percentage 1. The relevance of content in
supplementary material with the national curriculum
83% 90% 90% 88%
2. The relevance of content in
supplementary material with Islamic materials needs
83% 90% 95% 89%
3. The level of difficulty in accordance with the students
82% 90% 85% 86%
4. The topics are interesting for students. 85% 90% 90% 88%
5. The contents are arranged authentically 81% 90% 88% 86%
6. Layout, Islamic Picture, and font 81% 87% 86% 85%
Score 83% 90% 89% 87%
Category Good
Picture and font are 85%. Then the percentage value of Teacher 1 is 83%, Teacher 2 is 90%, and Teacher 3 is 89%. So, the average of the three teachers is 87% which belongs to a good category.
From the teacher evaluation, the researcher obtained comments from the teacher about revising a few typos and grammatical errors from the text and explaining the simple present tense, which is entitled
"Assalamualaikum Syakira, " how are you." The teacher also indicated that the module was valid after the revision. This implies that the product can be used.
d. Field trial
Field tests were conducted to see the effect of developing Islamic reading content. The students who took the field test were from class 8.3, which consisted of 29 students. The field test was held from the 17th until the 18th of October, 2022.
In this stage, students are taught by using Islamic content reading materials developed in the form of modules. The field test was carried out during two meetings. In the first meeting, the students read the text and discussed the text with the title "I Used to Be Postponed Prayer Time." The students look interested in the content of the story because the material is in accordance with the experiences and interactions of students.
Figure 4.3 Students' score
In the second meeting, students worked on true or false questions with the
80.00 80.00 90.00 80.00 80.00 80.00 80.00 80.00 80.00 80.00 80.00 90.00 80.00 90.00 80.00 80.00 85.00 80.00 80.00 80.00 80.00 80.00 80.00 80.00 80.00 80.00 80.00 90.00 100.00
Ahmad … Ahmad … Asyifa … Azizah … Candra … Citra … Fadhila … Farabia… Fery Fadli Lilih Maulida … Mayby … Muham… Muham… Muham… Muham… Nabilla … Nayla … Nosan … Putri … Rahman … Rega Restiani … Rio … Riski … Sati Siti Nur … Suci … Tyas …
TRUE OR FALSE SCORE
Total
theme of recount text material. The results of the exercise showed that 29 students participated in the field trial and reached a score of 82,24, as shown in the data above. It can be concluded that the developed Islamic content reading material has a high potential effect.
During the teaching and learning, the researcher observed the usage of the module they faced when they used it. It can be concluded that the materials developed match the characteristics of an Islamic school, and the themes are presented meaningfully. The class observation is shown in the Appendix.
B. Discussion
The results of this study have provided insight into the development of Islamic content material in the module. However, the results should be interpreted as the variety of materials students need in learning English and how English reading materials should be developed.
1. What variety of materials that students need to learn English?
As discussed in the literature review, the forms of teaching materials are various; anything can be a source of learning and teaching. According to Jacobson (2003), teaching materials are divided into authentic and developed materials.
Both with authentic material and material developed, the material must be based on the needs of students in learning.
Hutchinson and Waters (1987) stated the categorization in developing teaching materials includes two dimensions, which are learning needs and target needs. First, focus on the target needs divided into students' needs, wants, and necessities. Concerning the topic of learning, the material must motivate students.
The material was also modified to accommodate Islamic values and the content or topics of students' favorites which were adapted from Islamic teachings in the 2013 Curriculum. Second, the focus on the learning needs a divided socio-cultural background, learning background, age, gender, knowledge of specific content, and prior knowledge of English attitudes towards English.
In the aspect of target needs, focusing on students' shortcomings in learning English. Most of the problems found in the eighth grade of MTs Unwaanunnajah are vocabulary building. This occurs because the students lack