1 CHAPTER I INTRODUCTION
1.1 Background of the Study
The teaching and learning process can be said to be a systematical process that involves many components. Learning resources are one of the components and learning material is one of the learning resources. In certain contexts, learning material is the core of the learning process, which means that the learning process is often interpreted as the process of delivering material. In other words, learning resources include all tools and materials that can be utilized to successfully support the learning process and the pursuit of goals. Based on this understanding, it is clear that instructional design and well-writing concepts must be applied when creating learning materials since teachers will use them to aid and support the learning process (Ruhimat, 2011).
In conducting the learning process and the learning objectives, teachers can use a variety of instructional resources such as learning material as the basis for teaching and learning activities in the classroom. Learning materials can be in several forms and one of the mostly used materials is a textbook (Ayu M, 2018).
Basically, learning material is divided into two forms, which are printed and non- printed. Learning materials in printed form are textbooks, modules, handouts, articles, newspapers, etc. while learning materials in non-printed form include audio and video.
As the sudden closure of offline classes and shift to the online system was not easy, the return to the old format of schooling seems now equally difficult for both
students and teachers. Limited learning materials are a major challenge for teachers in the teaching-learning activities at schools since most schools only provide textbooks as the main learning material that must be studied. This condition makes students feel a very significant gap or difference when they are still learning online compared to learning offline. When learning online, teachers use various resources as additional learning material to improve the quality and effectiveness of online learning activity, considering that students are free to use their electronic devices in online learning at that time.
Based on the preliminary observation in SMPN 2 Tanjungpinang, it was discovered that many eighth graders are less capable and less interested in learning with textbooks. Students learn the material only when their teacher urges them to study at certain times, for example before giving students an exercise.
Furthermore, they are using an English textbook and LKS from the government as their only learning sources, which is very limited. This condition causes a lack of input obtained by students in producing an output both in written and oral form.
They find it difficult to create both written and oral text even if it is related to actual events or even to their own stories. In this case, the researcher intended to design an electronic module focusing on recount text as an interactive learning material for the students to increase their input in the recount text.
Module is one of the teaching materials that is presented in a concise and systematic manner so that students can study it independently. Nana Sudjana (2007) defines a module as a complete and neatly arranged learning program that contains various important components such as methods, objectives, media, teaching
materials, and learning evaluations for independent learning. Modules that are designed must comply with the characteristics of the current condition so then the modules designed electronically. An electronic module is a tool or a way for learning information, techniques, restrictions, and how to assess competencies that are attractively created and well considered through electronic devices.
While printed modules have images, narratives, and graphics, e-modules can have a variety of features like audio, music, animation, and video. This allows students to learn independently and access materials from anywhere. It also changes how students read and consume information by allowing them to interact with it.
As an interactive module, the product designed with colorful design, online quiz, audio, illustrations, and supported with videos. Moreover, the product is designed based on Curriculum 2013 and the current syllabus.
Based on the background described above, it is necessary to develop engaging, user-friendly, and effective interactive learning materials for teaching and learning processes. The interactive learning material can be utilized to increase student motivation help them to comprehend the subject matter. That is why the researcher put great interest in conducting a research entitled “Designing Electronic Module as an Interactive Learning Material in Teaching Recount Text At 8th Grade”.
1.2 Identification of the Problem
Based on the background of the study, the researcher identified some problems as follow:
1. A gap between learning material in online and offline learning.
2. Students’ low interest in learning with textbook.
3. Limited learning material.
4. The textbook is unattractive, thus making the students uninterested in learning English.
5. Students have difficulties in producing written and spoken English due to the lack of input.
1.3 Limitation of the Problem
In order to reach the expected goal, the researcher limited the problem to designing an interactive electronic module focusing on recount text for the eighth- grade students of class 8.1 of SMPN 2 Tanjungpinang as the material to be taught in eight grades based on the current syllabus especially in basic competence number 4.11 which focused on enhancing students’ writing skills. Then the results of this study have not reached the disseminate stage but limited on develop stage.
1.4 Research Questions
Based on the limitation of the problem above, in this study, the researcher formulated the research questions as follows:
1. How is the electronic module in teaching recount text at eighth grade designed?
2. How is the validity of the electronic module in teaching recount text at eighth grade?
3. How is the practicality of the electronic module in teaching recount text at eighth grade?
1.5 The Objectives of the Study
The researcher formulated the objectives of the study as follows:
1. To design an electronic module in teaching recount text at eighth grade.
2. To know the validity of the electronic module in teaching recount text at eighth grade.
3. To know the practicality of the electronic module in teaching recount text at eighth grade.
1.6 Significances of the Study 1.6.1 Theoretical Significances
Theoretically, this study is expected to be an advance knowledge and reference in the development of other electronic module as an interactive learning material.
1.6.2 Practical Significances
This study will be beneficial for teachers, students, and other researchers as follows:
1. For the students
The product of this research will provide interesting learning activities that encourage students in learning recount text.
2. For the teacher
The product of this research can be beneficial tool for teachers to enhance students’ interest in learning recount text.
3. For the researcher
The researcher can encourage other researchers to carry out a related study in order to provide new learning materials.
1.7 The Specification of the Product
The electronic module designed for eighth grade students of SMPN 2 Tanjungpinang has the following specifications:
1. The designed learning material is an electronic module focusing on recount text. It is because the material has a great influence on students’ written English abilities and because it is one of the materials taught for eighth graders.
2. The designed electronic module is supported with pictures, online quiz, illustrations, colorful designs, audio, and videos that will attract the students.
3. The designed electronic module utilized 4D Model by Thiagarajan because the phases of the model were divided in detail and systematic.
1.8 Definition of Key Terms 1.8.1 Electronic Module
Electronic module is a combination of text, pictures, video, audio, and other elements that can allow readers to learn independently.
1.8.2 Recount Text
Recount text is a type of text that retells events that have passed. This text aims to provide information and entertain the readers by addressing a series of incidents that create a connection between writers and readers, and speakers and
listeners.
1.8.3 Interactive Learning Material
Interactive learning material is one of the learning resources that contains text, pictures, online quizzes, audio, or video by utilizing any tools to support the learning process.
