Available online: https://jurnal.ustjogja.ac.id/index.php/JELLy
Lectora inspire software as e-learning media for junior high school students’ reading instruction
Nuri Astrina Putri
SMP Muhammadiyah Banguntapan. Jl. Gajah Mada No.7b, Banguntapan, Bantul, 55711, Indonesia
*Corresponding author: [email protected] Received: 3 March 2022; Revised: 14 May 2022; Accepted: 03 January 2023
Abstract: This research is aimed at designing English reading materials using Lectora Inspire Software for eighth grade students in SMP Muhammadiyah Banguntapan. This research also to find out the efficacy of the reading materials using Lectora Inspire Software as well as investigate the students’
improvement after learning reading skill using the media. This research is classified into Research and Development (R&D) model. This research was conducted through six steps of Research Procedure by (Borg & Gall, 1983):(1) Research information, (2) Planning and Drafting, (3) Draft revision by expert, (4) Field testing, (5) Revision to the field testing, (6) Final product. The Interactive learning media created using Lectora Inspire Software. The subject of this research were the eighth grade students in SMP Muhammadiyah Banguntapan. The research data collected by doing textbook analysis, classroom observation and teacher’s interview. The data analysed by descriptive qualitative. The material design was evaluated by material experts from Universitas Sarjanawiyata Tamansiswa and media experts from Tekkomdik (Communication and Education Technology Center Yogyakarta). The result of material design was applied to the eight grade students in SMP Muhammadiyah Banguntapan. In this research, the researcher designed three chapters of reading materials based on scientific approach in the 2013 Curriculum. The research finding showed (1) English reading materials designed using Lectora inspire Software based on scientific approach in the 2013 Curriculum. It was designed based on needs analysis’
result and experts’ evaluation. The researcher designed three chapters to be implemented for eighth grade students on teaching and learning process in the computer laboratory. (2) The efficacy of reading materials using Lectora Inspire Software which has been designed could be seen from students’
achievement in understanding the materials and finishing the task. It was effective to attract students’
motivation and learning outcome after being taught reading materials using Lectora Inspire Software.
The students’ participating in teaching and learning process could help them to improve their reading skill. Besides, it can increase students’ ability in using technology for reading activity.
Keywords: Research and Development (R&D), reading material, 2013 Curriculum, Lectora Inspire Software.
How to Cite: Putri, N. A. (2023). Lectora inspire software as e-learning media for junior high school students’ reading instruction. Journal of English Language Literacy, 1(1), 17-24.
https://doi.org/10.36597/jelly.v1i1.14255
Introduction
English is very important language to learn and to develop in science, technology, informa- tion, art, and culture. Besides, English is one of the major subject in education to be mastered especially for students in Junior High School. According to the 2013 Curriculum, English teaching and learning process used Scientific Approach. It is expected the learners will be able to develop their critical thinking and apply the scientific approach in responding and solving any problems in teaching and learning activity. The impact of industrial revolution era 4.0
contributes to the emergence of educational transformation. The teacher should have a high level of efficacy and creativity in developing learning activity supported by technology.
The use of interesting media in teaching and learning is expected can attract the students’
interest in developing their abilities in language skill. Based on 2013 Curriculum in the form of e-learning, the use of technology for learning activities makes it easy for teachers to teach.
American Association of Training and Education (ASTD) writes in (Fee, 2012) “e-learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery content via internet, intranet/extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, and CD-ROM”.
There are some factors that influence the success in teaching reading. One of them is learn- ing material. (Harsono, 2015) also writes, learning materials is one of the very crucial elements that has to exist to conduct teaching and learning activities. It is fundamental elements in the teaching and learning process, including in the teaching and learning of reading. The learning materials help the teachers to deliver the instruction and information to the students and facilitate the students to understand the instruction given by the teachers.
Nowadays, the teaching and learning process of reading will be just of monotonous activi- ties such as reading a text and answering the questions. The consequence is that the students will get bored. Finally, it can be concluded that teaching reading by using textbooks is not enough. That is why teachers need more than textbooks or printed materials to assure that the teaching and learning process of reading runs well and the students are engaged. The teachers should innovate the learning materials and media. In this research the researcher is very interested in conducting a research dealing with reading materials design using media.
The researcher want to develop “Lectora Inspire Software” to create reading materials. The research problem can be formulated as follows: (1) How is the design English Reading Materials using Lectora Inspire Software for Eighth Grade Students in SMP Muhammadiyah Bangun- tapan?; (2) How is the efficacy of English Reading Materials using Lectora Inspire Software for Eight Grade Students in SMP Muhammadiyah Banguntapan?
Lectora inspire is an authoring tool for designing E-Learning content developed by Trivantis company. Lectora inspire is able to create fast and simple online courses. The founder was Timothy D. Loudermik in Cincinnati, Ohio, America in 1999 (Mas’Ud, 2012). The content used in lectora inspire can be published in various formats such as HTML, single file, CD-ROM.
Lectora provides an existing template then we can add learning material. The teacher can compose more interesting and easier evaluation (1) Multiple Choice, (2) True/False, (3) Match- ing, (4) Short Answer, (5) Drag and Drop, (6) Hot Spot, (7) Essay, (8) Fill in the Blank. In this research, the researcher used the new version of Lectora Inspire application 17 for teaching and learning reading in the eighth grade students. The lectora inspire application has a menu that makes it easy to design interactive learning media, including: (a) having a menu to add buttons to the direct learning media, (b) a menu for processing evaluation questions, (c) a menu for processing images, videos, and animation, (d) a complete template is available as the basis for the design of making learning media, (e) how to use it easily and has many advantages (Sudarmaji, 2015). In this research, the researcher used the new version of Lectora Inspire application 17. It used to design E-learning content of reading materials for eighth grade students in SMP Muhammadiyah Banguntapan.
In planning the lesson, they are going to teach, teachers identify, review and select ICT media that suit their teaching agenda. Now, in teaching phase, they should put the plans into practice. While in teaching stages, there are three stages which are most relevant to language
teaching: modelling, practicing, and performing. Suherdi (2012) states that while many Indone- sian schools are not well-ICT equipped, it is wise to start with, what is possible to take the best advantages of ICT-based resources. English teaching cannot be alienated from ICT simply because the teachers do not want to. From the statements above, it could be concluded, t is now a must and hence it is compulsory for teachers to be familiar with ICT and for teachers’
colleges to incorporate ICT in their teaching learning process in order to make their students deserve to get for their better future.
Nowadays, teaching and learning English in Indonesia especially reading is based on Curriculum 2013. The objective of teaching English in junior high schools aims at making the students are able to communicate in English both spoken and written forms. Sadoski (2004) notes that the teaching of reading is not always dominated by the teacher and the students, but can also be dependent on the programs or materials. Teaching in junior high school students is not a simple and easy job. The students of junior high schools are including to the young adults or teenagers (Brown & Abeywickrama, 2004) identifies the students of junior high schools as the adolescence. In this age, the learners’ interests of readings are on the hill. Marsh in Izzaty et al. (2013) suggests the teacher to employ appropriate strategies in handling learners at this stage as mentioned: (1) Using the concrete and contextual materials; (2) Employing some visual media and techniques; (3) Providing understandable models; (4) Providing the brief and well organized instructions; and (5) Providing the real tasks and activities in learning.
Methods
The type of this research was a Research and Development (R&D). The research was con- ducted at SMP Muhammadiyah Banguntapan. It is located in Wiyoro Lor, Baturetno, Bangun- tapan, Bantul, Yogyakarta. The subject of this research are 26 students (18 male and 8 female) of the eighth grade students at SMP Muhammadiyah Banguntapan in the academic year 2019/2020. This research analysed by qualitative data. The researcher collected the data through observation, textbook analysis and teacher’s interview. This research is used the model of research and development cycle proposed by Gall et al. (2003); Turner et al. (1989), research information, planning and drafting, draft revision by expert, field testing, revision to the field testing and final product.
Results and Discussion Results
The finding of the research based on the research problems were intended in the first chapter. This chapter discusses the designing of English materials using Lectora Inspire Soft- ware and the efficacy of the final products using Lectora Inspire Software for eighth grade stu- dents. The first step to design the materials was done through preliminary study. The purpose of this phase was to analyse the needs as guide for designing reading materials using Lectora Inspire Software for eighth grade students. Based on an English textbook “When English Rings a Bell”, the researcher analysed the basic competences, learning goals, and reading skill’
activity. The textbook was already suitable with 2013 Curriculum and English syllabus. But some of the textbook’ content did not appropriate with basic competence and students’ need.
However, good materials should relevant between basic competence, task and students’ need.
There is found 3 less chapters in the textbook and the vocabulary and grammar stage are not presented in this textbook. There were the result of classroom observation: The students less attention in teaching and learning process, the students have low motivation in English learning
activity, the students got difficulties in translating English vocabulary. Therefore they could not understand the text’s content, the students felt bored in learning atmosphere because the teaching and learning activity always in the classroom, there was not learning media is used in English teaching and learning activity. The result of interview to the English teacher: the teacher used the textbook “When English Rings a Bell” to teach in the classroom. But the teacher should develop it because the instruction, materials and task are difficult to understand by the stu- dents, the teacher had difficulty in class management, the teacher was not used learning media in teaching and learning process therefore the students often felt bored in learning process, the teacher used Indonesian and English in teaching and learning process to make the students understand about the materials.
It could be concluded the efficacy of reading material using Lectora Inspire Software for eighth grade students: (1) English reading materials designed using Lectora inspire Software based on scientific approach in the 2013 Curriculum. It was designed based on needs analysis’
result and experts’ evaluation. The researcher designed three chapters to be implemented for eighth grade students on teaching and learning process in the computer laboratory; (2) it could be seen from students’ achievement in understanding the materials and finishing the task. It was effective to attract students’ motivation and learning outcome after being taught reading materials using Lectora Inspire Software. The students’ participating in teaching and learning process could help them to improve their reading skill.
Discussion
The English reading materials using Lectora inspire Software for eight-graders in SMP Muhammadiyah Banguntapan were designed due to the learners’ needs in learning reading.
In the early need analysis, the researcher did the classroom observation in order to find out the students’ needs as the consideration to design English reading materials. In designing the materials, the researcher analysed the target and learning needs based on R & D cycle. The researcher designed the materials based on the template in the Lectora Inspire Application in the form of storyboard. Storyboard is a visualization idea that will be built to provide an overview of the application. The learning competencies derived from the English syllabus used in SMP Muhammadiyah Banguntapan. After designing the first draft, the researcher asked materials expert to evaluate the materials designed. Furthermore, the researcher also required media experts to evaluate the presentation or lay-out design of reading material using Lectora Inspire Software.
The next step was field testing the reading materials designed. The researcher implemented the reading materials into Lectora Inspire Software. The testing was conducted in the computer laboratory. The students can immediately use the Lectora application at the first time. But some students got difficulty and confused in using computer. For example, the using of symbol and button on the keyboard. The level difficulty of the task is suitable with their level in the eighth grade. The students are helped by the vocabulary listed to write sentences. In addition, they easier to do the task because some task gave the example at the beginning. They did not know the button to delete (backspace in the keyboard), incorrect in selecting of letter O and 0 (zero).
The students prefer in group discussion than individual activity. They can discuss and help other friends who got difficulty to understand the instruction, materials and task. Sometimes, they helped their friend and asked to the teacher if they felt difficulty.
The final product was the materials design has been tried out to the students, review and revised by material and media experts. The Figure 1 is the example of final products’ of reading materials design using Lectora Inspire Software.
The following is the learning indicators of chapter 1. The students are expected to master five points as stated in the learning objective. Then, the students did the learning activities in 6 stages of scientific approach, such observing, questioning, collecting, associating, communi- cating and creating. The basic competence of reading skill in the Chapter 1 are developed into learning indicators.
3.7 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ tindakan /kegiatan/ kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple present tense).
Figure 1. Basic Competence of reading material
The Figure 1 shows warming up activity. It is meant to attract students’ interest to start in learning English. This activity can guide the students before continue to the main activity. The materials in the warming up activity presented in the form of observing stage (Task 1). To build an active learning, the students asked to observe the picture and text about daily activity. This activity can create the interaction between teacher and students in teaching and learning activity. The text presented in the form descriptive text of Simple Present Tense. The text about Mrs.Yasmin’s daily activity. Then the students answered 3 questions based on the text.
Figure 2. Observing (Task 1)
In Figure 3 (Task 4), the students learnt the using of verb in Simple Presents pattern. They asked to fill in the blanks based on the picture’s activity. They should understand the correct verb to complete the sentence. Figure 4 showed the correct task’s result. But, if their answer incorrect, the students should found the correct one. Because they could not go to the next page until they wrote the correct answer (Figure 4). If the statement showed the correct’
answer, they could continued to the next task (Figure 5).
Figure 3. (Task 4)
Figure 4. Incorrect result Figure 5. Correct result
Figure 6 represents the collecting, associating and communicating stage. It could be seen in Task 5 about multiple choice test type using Lectora Inspire software. In this activity, the students asked to read the text by identifying and analyzing. They collected information related to the generic structure of the text to answer the questions.
Figure 6. Collecting, Associating, Communicating (Task 5)
Conclusion
Teaching reading to the eighth grade had some difficulties, especially to the eighth grade students in SMP Muhammadiyah Banguntapan. There were some problems caused by the student motivation, teacher, learning material and learning media. Based on those problems, the researcher did some action to solve by designing reading material using Lectora Inspire Software. The researcher did six steps for research, namely research information, planning and drafting, draft revision by expert, field testing, revision to the field testing and final product for learning process.
The reading materials is designed based on scientific approach in the 2013 Curriculum. The English reading materials design includes three chapters. In each chapter consist of basic competence, learning indicators, materials and task. However, after implementing reading material using Lectora Inspire Software, the students gave good responses in reading materials using Lectora Inspire Software. They also very enthusiastic in learning activity using Lectora at computer laboratory. Besides the students understood the materials and finished the task given. Moreover, they can increase their ability in using computer. The students are more confidents to share their idea by presenting their tasks’ result.
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