developing english reading materials for eight grade …
TRANSCRIPT
DEVELOPING ENGLISH READING MATERIALS FOR
EIGHT GRADE OF ISLAMIC JUNIOR HIGH SCHOOL
JAMBI
THESIS
Submitted as Partial Fulfillment of Requirments To get
Undergraduate Degree (S.1) Education
By:
ROZA ANGGRAINI
TE.151618
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITYSULTHAN THAHA
SAIFUDDINJAMBI
2019
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MOTTO
زم (3) كأ نأسان هنأ اعل (2) اقأزأأ وربك الأ ن ر لذيبك اخلق (1) خلق لأ اقأزأأ باسأ
لنأ (5) نأسان ها لنأ عأ الذي علن بالأقلن (4) علن ا لأ
1. Read the name of your Lord who created,
2. Created man from a clot,
3. Read it, and your Lord is the Most Bounteous,
4. Teacheth man with the transmission of qolam (pen)
5. Taught man that which what they do not know.
(https://www.ruangbelajarbahasainggris.com/terjemahan-surat-al-alaq-96-dalam-
bahasa-inggris-indonesia.html)
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Dedication
In the name of Allah Subhanahu Wa Ta’ala for his blessing and merciful, with
deep thanks and pround, this research is whole heartedly dedicated to :
my beloved parents Zulkarnaini (Appa), and Fitri Yulianti (Amma) who
always praying, listening, understanding, supporting until this thesis was done,
and who always be my reason to be better. My beloved brother (Azhari
Anggunawan), My beloved sisters (Ns.Reva Yulisni, S.Kep and Reza Ziada
Fitria).
My greatest advisors Monalisa, M.Pd and Ayuliamita Abadi, S.Pd.I, M.Pd
thanks for support, critical comments, advice and patience on guiding me to finish
this thesis.
My big family of H. Abulifah and H.Agustar who has Supported me in finishing
this research.
My beloved housemate (Mujahidatul Haibah, S.Pd) who always remaind,
advice, and give me motivations. My beloved bestfriends The Kansah (Supianto,
Agus Monika, S.E. Ilham al-anshory, S.Pd, Rezka Silviana, Rosa lini, Isnanil
Mahfiroh, S.Pd). and my unforgottable friends until jannah (kk nen, mbak cik, kak
yos, maaci, kk tik, kk mel, bes, alfi, ain, raha, kk dewi, cena. Mbak yi, kk wit,
upik) the member of Sahabat Qur’an Center Jambi,
My beloved friends English education department batch 2015 especially
my classmate English Class D’15 and my lovely friends (Shobaria, S.Pd, Suci
Hardiya Ningsih, S.Pd, Sasmawati, S.Pd, Winkartika Sari, S.Pd, Siti Elisa
Ritonga, S.Pd, Siti Badriah, S.Pd) thanks for spirit, motivation, and quality time
for share everything.
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ACKNOWLEDGEMENT
In the name of Allah SubhanahuWata’ala, the most gracious and merciful,
the lord of universe. Because of Him, the researcher could finish this thesis as one
of the requirements for S1 degree in English Education Department of Education
and Teacher Training Faculty of the State Institute for Islamic Studies Sulthan
Thaha Saifuddin Jambi. Secondly, peace and salutation always be given to our
prophet Muhammad SAW who has guided us from the darkness into the lightness.
In this process of completion of this thesis, the researcher received
muchadvices and contribution from many people who cannot be enumerated
especially from my advisors, Mr. Mahyuzar Rahman, M.Pd.I as my first advisor
and Mrs. Ayuliamita Abadi M.Pd.I as my second advisor. They are my great
inspiration in teaching field. Next, this success would not be attained without
supports, guidance, help, encourage from individual and institution. The
researcher would like to say thank to:
1. Prof. Dr. H. Sua’di Asy’ari, MA, ph.D the Rector of the State Islamic
University Sulthan Thaha Saifuddin Jambi.
2. Dr.Hj.Armida, M.Pd.I as Dean of Faculty of Education and Teacher Training of
The State Islamic University Sulthan Thaha Saifuddin Jambi
3. Dr. H. Lukman Hakim, M.Pd.I as The vice Dean Academic Affair of faculty of
Education and Teacher Training. Dr. Zawaqi Afdal Jamil, M.Pd as The Vice
Dean Fluence and General Administration of Faculty of Education and Teacher
Training, and Dr. H. Kemas Imron Rosadi, M.Pdas the Vice Dean of student
affair and cooperation of Faculty of Education and Teacher Training.
4. Amalia Nurhasanah, S.Pd., M.Hum as the chairwoman of English Education
Program
5. Uyun Nafiah Ms, M.Pd and Edi Rozal, M.Pd As the validators of the product.
6. All the lecturers and staffs of English Education Program Faculty of Tarbiyah
and Teachers’ Training for the contribution and assistant during studying in the
State Islamic University of Sulthan Thaha Saifuddin Jambi.
7. The English Teacher Abdul Wahab, S,Pd and the second grade students of MTs
Asas Islamiyah Jambi.
8. Last but not least everybody who love the knowledge especially my parents,
my brother, my sisters, my bestfriends, my housemate, my classmates who
always support me.
Finally, this thesis is expected to be able to provide useful knowledge and
information to the readers, and the researcher is pleased to accept more suggestion
and contributions from the reader for the improvement of this thesis.
Jambi, October 2019
Researcher
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ABSTRAK
Nama : Roza Anggraini
Jurusan : Pendidikan Bahasa Inggris
judul :Pengembangan materi keterampilan membaca untuk kelas 8 di
MTs kota Jambi. Skripsi jurusan Bahasa Inggris. Fakultas ilmu
keguruan UIN Sulthan Thaha Saifuddin Jambi.
Penelitian ini bertujuan untuk mengembangkan materi dalam keterampilan
membaca untuk siswa kelas 8 sekolah menengah pertama di MTs Asas Islamiyah
Jambi. Penelitian ini berupa penelitian dan pengembangan. Model yang digunakan
dalam pengembangan materi ini ialah model ADDIE oleh Dick and Carry. Dalam
model ini ada 5 tahapan, yaitu analisa, pola, pengembangan, penerapan, dan
evaluasi. Materi dibuat untuk keterampilan membaca. Peneliti fokus pada
pengembangan materi keterampilan membaca semeter 1 dan semester 2.
Pengembangan materi kemudian divalidasi oleh para ahli. Ada dua ahli yang akan
memvalidasi produk, yang pertama ahli materi dan yang kedua ahli pola. Setelah
produk divalidasi, peneliti melakukan uji coba produk untuk melihat respon siswa
terhadap produk tersebut. Kemudian produk tersebut digunakan untuk mengajar
keterampilan membaca dikelas. Berdasarkan saran dari validator serta hasil dari
uji coba, kemudian produk diperbaiki. Setelah perbaikan dan penggunaan produk,
peneliti memperoleh hasil akhir pada produk materi keterampilan membaca untuk
kelas MTs Asas Islamiyah Jambi.
Kata kunci : Materi, Keterampilan Membaca, Dan Penelitian Dan
Pengembangan.
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ABSTRACT
Name : Roza Anggraini
Major :English Education Program
Tittle :Developing English Reading Materials for theEight Grade for
Islamic Junior High School Jambi. Thesis English Education
Program. Faculty of Education and Teacher Training of Islamic
University Sulthan Thaha Saifuddin Jambi.
The aim of this research was to develop reading comprehension materials
for the Eight Grade Students of Asas Islamiyah Islamic Junior High School Jambi.
The R&D was employed in this study. The model used for designing the materials
was ADDIE model by Dick and Carry. It covers five stages, they are need
analysis, design, development, implementation, and evaluation. The materials
designed for reading skill. The researcher focused on developing reading material
for 1st and 2
nd semester. The developed materials were then validated by the
experts. There were two experts who validated the product. First material expert
and second design expert. After the product has been validated, the researcher
tried out the product in order to see the respond of the product. Later the materials
were used to teach reading in the classroom. Based on the suggestions from the
experts and the results of tried-out, the materials were revised. After revising and
using the product, the researcher produced the final product of reading materials
for The Eight Grade Students of Asas Islamiyah Islamic Junior High School
Jambi.
Keywords: Reading, Materials, and Research and Development
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TABLE OF CONTENTS
TITTLE COVER ................................................................................................ i
ORIGINAL THESIS STATEMENT ................................................................ ii
OFFICIAL NOTE ............................................................................................... iii
MOTTO ............................................................................................................... v
DEDICATION ..................................................................................................... vi
ACKNOWLADEMENT ..................................................................................... vii
ABSTRAK (Indonesia) .....................................................................................viii
ABSTRACT (English) ........................................................................................ ix
TABLE OF CONTENTS .................................................................................... x
LIST OF TABLES .............................................................................................. xii
LIST OF PICTURES ........................................................................................xiii
LIST OF APPENDICCES ................................................................................xiv
CHAPTER I INTRODUCTION
A. Background of The Study ....................................................................... 1
B. Identification of The Study ..................................................................... 3
C. Delimitation of The Study ...................................................................... 3
D. Problem of the Study .............................................................................. 3
E. Objective of The Study ........................................................................... 3
F. Product Specification .............................................................................. 4
G. Significances of The Study ..................................................................... 4
CHAPTER II REVIEW RELATED LITERATURE
A. Concept of developing ............................................................................ 5
B. Theorical Review .................................................................................... 7
1. The Natural of Reading ..................................................................... 7
2. Learning Material.............................................................................. 8
C. Relevant Studies ...................................................................................... 10
CHAPTER III RESEARCH METHOD
A. Research Design...................................................................................... 12
B. Development Stage ................................................................................. 12
C. Research Setting and Subjects ................................................................ 14
D. Data Collection Technique ..................................................................... 14
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E. Instrument of Data Collection ................................................................. 16
F. Data Analysis Technique ........................................................................ 16
G. Research schedule ................................................................................... 18
CHAPTER IV FINDING AND DISCUSSION
A. Research Finding ....................................................................................... 19
B. Development Research.............................................................................. 19
C. Discussion ................................................................................................. 51
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 54
B. The Strenght And Waekness Of Product .................................................. 54
C. Suggestion ................................................................................................. 55
References
Appendicess
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LIST OF TABLES
Table 3.1The Organization Of Needs Analysis Questionnaire ............................ 15
Table 3.2 Category Convention Table .................................................................. 17
Table 3.3 The Range Of Score ......................................................................................... 17
Table 3.4 Schedules Of The Reseach .................................................................... 18
Table 4.1 The Questions Number 9 and 10........................................................... 20
Table 4.2 The Questions Number 4, 8, and 12...................................................... 21
Table 4.3 The Questions Number 5, 6, 7, and 15.................................................. 22
Table 4.4 The Question Number 13 ...................................................................... 24
Table 4.5 The Questions Number 1, 2, 3, 14 ....................................................... 25
Table 4.6 The Question Number 11 ...................................................................... 26
Table 4.7 The Result Of Material Expert ............................................................. 31
Table 4.8 The Result Of Media Expert ................................................................ 33
Table 4.9 The Result Of One To One Teacher .................................................... 35
Table 4.10 The Result Of Small Group Try Out ................................................... 36
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LIST OF FIGURES
Figure 3.1 Development Procedure Using ADDIE Model ............................................. 14
Figure 4.1 Before Revision ................................................................................... 36
Figure 4.3 After Revision ...................................................................................... 37
Figure 4.4 Before Revision ................................................................................... 37
Figure 4.5 After Revision ...................................................................................... 38
Figure 4.6 Outer AND Inner Cover ..................................................................... 38
Figure 4.7Preface. ................................................................................................. 39
Figure 4.8.Table Content....................................................................................... 39
Figure 4.9Syllabus ................................................................................................ 40
Figure 4.10User Instruction..................................................................................40
Figure 4.11Material Learning. .............................................................................. 41
Figure 4.12Example of Learning Material. ........................................................... 41
Figure 4.13Task. ................................................................................................... 57
Figure 4.14Text .................................................................................................... 57
Figure 4.15References.......................................................................................... 57
Figure 4.16Writer’s Profile ................................................................................... 57
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LIST OF APPENDICCES
Appendix 1 Letter Of Respondent .................................................................................. 59
Appendix 2 Letter Of Validations ................................................................................... 60
Appendix 3 Syllabus ....................................................................................................... 64
Appendix 4 Need Analysis ............................................................................................... 72
Appendix 5 The Questionnaire Of Validity By The Validators ..................................... 79
Appendix 6 The Questionnaire By Students ................................................................... 86
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CHAPTER I
INTRODUCTION
This chapter presents the Background of the Study, Identification of the
Study, Delimitation of The Study, Objective of The Study, Product Specification,
and Significances of the Study.
A. Background of The Study
English is one of the most widely studied and used international
languages in communication between nations. This is in accordance with the
role of English as a global language as stated by Crystal (2003: 2) that
English acts as a global or world language because English is learned and
used as a means of communicating in various countries both as first
language, second language and as a foreign language. In Indonesia, English
as the first foreign language is studied as a compulsory subject from junior
high school to college or commonly known as formal school.
Formal schools are structured and tiered education consisting of
basic education, secondary education and higher education. Education is
held by giving exemplary, building will, and developing creativity of
students in the learning process (Law No. 20 of 2003 Article 1 Paragraph
(11) and Paragraph (13) about the National education system).
In learning English there are four language skills, one of them is
reading. Reading is considered as the the important skill, and reading is also
a key to improve learning outcome in many fields of study. In learning
English reading dominates all activities in the English subject, the language
components, namely pronunciation, grammar and vocabulary should also be
learned to support the language skills, especially reading. Usually,
vocabulary or grammar or writing are taught through reading texts (Ikhtiari,
2013). In reading a text the reader must be able to go entire and also
understand the message. By reading, readers trained to answer the questions.
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Based on preminary research at MTs Asas Islamiyyah Jambi, the
researcher found some problems. Firstly, it was found that the teacher lack of the
reading sources for the students, they only have student’s worksheet as the main
source in reading material. Secondly, the materials in Lembar Kerja Siswa
(Worksheet) materials are not complete, as informed by the teacher in informal
interview. In addition, the worksheet is not unattractive, because the color used in
the worksheet just black and gray, as stated by some students. Thirtdly, teacher
uses text book as the additional book, the additional book was old publication
(KTSP 2006).
The material for teaching reading is one of the problem parts in teaching
reading succesfully, the compatibility of the words count the reading level of the
students, also the exercise was considered to ensure the most appropriate material
for the students. Therefore, develoving teaching material that fit to the learners’
and school’s condition has to be main consideration to achieve the learning
objective.
In teaching reading, the context of the text influences student
understanding. One of the three components in reading comprehension is
convered the difficulties and characteristics of the text material for students
(Caldwell (2008) as cited by Azizah (2016). The students are reading only
when the teacher asked them. Whereas, increasing the students ability in
reading means increasing students interest toward reading text.
As for the English reading material developed in this study are additional
book, extending exercises that will help students understand about English
lessons, and use the latest material and resources. A good textbook must be
able to facilitate and provide sufficient space for students to practice using that
language and provide contextual material, relating to the condition of the
student; the environment, experience, or prior knowledge possessed by
students so that they can facilitate students in learning (Santosa, 2014, p. 4). In
addition the function of course book will be achieved effectively for the teacher
as a teaching material and for students as a learning source.
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Based on the description above, the researcher is interested in conducting
a research with tittle "developing English reading material for eight grade Of
Islamic Junior High School Jambi”, in expectation the book will be an effective
media to support the learning process.
B. Identification of The Study
Based on the background of the study, the researcher identify the problem as
follow:
1. The teaching materials that match the demand of the curiculum did not exist
or difficult to obtain.
2. Instructional materials existing in the school were still limited (use
worksheet only).
3. The worksheet that used in the school unattractive, thus making the student
were not interested in learning English.
C. Delimitation of The Study
The researcher limits the study on developing reading material for eight
grade of Asas Islamiyyah islamic junior high school jambi, which is suitable
for students’ need at The Asas Islamiyyah Islamic Junior High school Jambi. In
this aspect, the media will be a guide media to make students easier in learning
English.
D. Problem of the Study
From the delimitation of the study above, the researcher formulated the
research into developing English reading material based on Syllabus for the
eight grade of students at Asas Islamiyyah Islamic Junior High school Jambi in
first semester and second semester.
E. Objective of The Study
Objective of the study is to develop reading material to teach English at
the Asas Islamiyyah Islamic junior high school Jambi, that will help students
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understand about English lessons and create positive activities that have a
good effect on student interest.
F. Product Specification
Product specifications expected in this research are :
1. The material accordance with the latest textbook.
2. The book is developed based on syllabus and curriculum 13.
I. Significances of The Study
The result of the study is expected to support learning process, and also
expected to give new great information to the teachers and the students’. The
teacher can also get new way to do teaching. Hopefully, the describtion of te
language, especially in English class.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents of Concept of Developing, Theorical Review, and
Relevant Studies.
A. Concept of Developing
The development model in this study will be ADDIE. According to
Januszewski and Molenda (2008) as cited by Suryani that "ADDIE model" is
the main component of the learning system for learning development, and
development procedures in learning. ADDIE was developed by Dick and
Carry as cited by Endang (2011. P.200) that model is to design a learning
system. there is an example of the activities at each stage of the development
model:
1. Analysis
At this stage, the main activity is to analyze the need for the
development of models/new learning methods and analyzing the
feasibility and the terms of the development of models/new learning
methods. The development of new learning methods is preceded by a
problem in the model/learning methods that have been applied. Problems
can be occur because the model/learning methods that exist today is no
longer relevant to the needs of the target, the learning environment,
technology, characteristics of learners, etc.
After analysis of the problem, the researcher need to develop
models/new learning method, researchers also need to analyze the
feasibility and the terms of the development of models/new learning
methods.
In this analysis, there should be no draft models/methods are
good but can not be applied due to some limitations such course no tools
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or teachers are not able to carry it out. Analysis of new learning methods
need to be conducted to determine the feasibility when learning methods
are applied.
2. Design
In designing the model/learning methods, stage design has
similarities with designing learning activities. This activity is a systematic
process that starts from the set of learning objectives, designing scenarios
or learning activities, designing learning tools, designing learning
materials and tool evaluation of learning outcomes. The design of the
model/learning methods are still conceptual and will underpin the next
development process.
3. Development
Development model of ADDIE contains the realization of
product design activities. In the design phase, it has been prepared a
conceptual framework application of the model/new learning methods. In
the development phase, which is still conceptual framework is realized
into products ready to be implemented. For example, if the design stage
has been designed using the model/new methods that are still conceptual,
then at the stage of development, it is prepared or made learning device
model/new methods such as lesson plans, media and subject matter.
4. Implementation
At this stage, design and methodes that have been developed are
implemented in a real situation, that is in the class. During
implementation, the design models/methods that have been developed is
applied to the actual conditions. The material that is presented in
accordance with the model/new method was developed.
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After application of the method, then it will be performed an initial
evaluation to provide feedback on the application of the next
model/method.
5. Evaluation
Evaluation stage is process that to see what the system of
development is success or not. The purpose of evaluation is to evaluate
each step to make the product is a good product.
B. Theorical Review
1. The Nature of Reading
Reading is one of four skills in learning English. It is must be learnt
and mastered by the students in the school. Reading is very important for
students, especially in learning English which is a foreign language for
students.For most learners, this is the most important skill to master in order
to ensure success or not only in learning English, but also learning in any
content class that reads in English is required. With strengthened reading
ability, learners will make greater progress in all other learning areas. Many
experts have different perspective about the definition of reading itself.
Grellet (1996) as cited by Ihtiari (2013) reading is important for the
students to link the different language skills of the language through the
activities. In fact, reading comprehension skill is the basic skill in learning
English. Therefore, every activity in English class involves reading.
Reading is a complex task to do as what is stated by Moreillon (2007) as
cited by Indrasari (2012), in order to be readers, learners must take their
ability to pronounce words and to “read” pictures and then make the words
and images mean something.
While Rivers (1968) as cited by Armiyati (2018), argues reading is
sometimes referred to as a passive skill, but if we examine and use the
ability to read, so we are fluent in understanding the meaning, then it is not
passive reading.
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Based on the definition, reading is the important skill in teaching
learning, by reading the students can understand and achieve the goal
of teaching learning especially in English language learning, so the
student should understand its content.
2. Learning Material
Teaching and learning is a systematic process that includes many
components. One of the components is the source of learning. Learning
resources are everything that can be used and support the learning process
effectively to facilitate the achievement of goals either directly or indirectly.
This understanding explains that a teaching material must be designed and
written with an instructional principle because it will be used by the teacher
to help and support the learning process (Ruhimat, 2011)
According AECT (Association of Education Communication
Technology) in Rohani (2004, p. 164) classifies learning resources into 6
types. The first is messages. The information from other components in the
form of data, meaning, ideas and facts. The second is People.The human
acting as the processor or the presenter of the message. The third is material.
The software containing messages presented via hardware. The fourth is
device. The hardware to deliver saved messages. The fifth is technique. It is
about How to use materials, tools, environment to convey a message. The
last is setting.The situation around where the message was delivered,
whether physical or non-physical environment. The classification of
learning resources is not separate, but mutually related to each other so that
the learning process can be implemented optimally.
Teaching materials are part of learning resources. According
Depdiknas (2008) that teaching materials are all forms of materials used to
assist teachers in carrying out teaching and learning activities, both written
and unwritten materials. While Sudjana (2009, p. 167) stated that teaching
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material is the content of the particular field of study that is given to the
student based on the curriculum used in the school.
It can be conclude that teaching materials are the tools and text
that teachers need for planning and reviewing the implementation of
learning in the classroom. The teaching materials at least includes among
others: Study instructions, competence to be achieved, content, support
information, exercises, evaluation and response or feedback to the
evaluation result.
The difficult thing is not to set teaching materials, but to organize
and discuss the teaching materials in class. It is about how teachers make
students understand the material that has been delivered. Sudjana (2009,
p.69) argues that there are some things that must be considered by teachers
in setting teaching materials : The teaching material must be appropriate to
support the achievement of the objectives, teaching materials only limited to
the concept of materials, teaching materials should be in harmony with the
sequence of learning objectives, the sequence of instructional materials must
be sustainable, the material is compiled from simple to difficult, and the
nature of teaching materials there are also actual which is conceptual.
Moreover, another things that must be noticed by the teachers are
the ability of teachers in choosing the teaching materials and mastery of
teaching materials to be taught.Teachers cannot teach all material to
students, then the teacher should choose which materials are necessary and
unnecessary.
In the process of learning, not all teaching materials contained in
the book. It means that teachers are required to look for other teaching
materials, such as from newspapers, magazines, articles or others. Abidin
(2016, p 34) stated that the teaching materials used in the 2013 curriculum
are not much different from the KTSP curriculum. However, the content of
simple materials and the application of thematic learning will certainly have
an impact on the provision of new teaching materials.
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The government has started printing and distributing a number of
new books to carry out lessons in the context of the 2013 curriculum.
While the book the government attempted is not yet in use at Asas
Islamiyyah Islamic junior high school Jambi.
C. Relevant Studies
There have been several research and development studies conducted
by researchers in various subject. For example, the first study was conducted
by Alfan Rusdi Nururrozi (2012). He created students’ worksheet of
mathematics lesson to make mathematics creative thinking abilities of eight
graders of SMP 12 Yogyakarta. He used ADDIE development model which
included five stages, analysis, design, development, implementation, and
evaluation. The instruments of the study are observation sheet of creativity,
questionnaires on teacher’ responses, questionnaires on responses of students,
and tests. The result of the worksheet is good qualification, likewise,
according to students’ responses, the worksheet is also in a good qualification.
The second study of research and development is a study conducted by
Yudi Arifani and Slamet Asari (2013). They created English materials
specifically English for Young Learners (EYL) tutorial material by using
video tutorial aid in elementary school. They used ADDIE development model
which included five stages, analysis, design, development, implementation,
and evaluation. result of the try out showed that the material developed in his
study could fairly improve the students English especially for vocabulary
enlargement.
The third study of research and development is a study conducted by
Miftahul Hidayati (2016) in “Developing Reading material in Teaching
English at An-Nur Islamic Boarding School Jambi”. The type of this study is
Research and Development (R&D). she used ADDIE model. The Subject
were English teacher and 55 students of the eight grade students of MTs An-
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Nur Islamic Boarding School Jambi. The result from this study that researcher
developed reading material by using Supplementary book. This book has been
validated with the validity score is 89,7% and categorized as practical criteria.
It means that the supplementary book that has been developed is easy to
use,usable an efficient.
This study has similarities to previous studies were the model they used,
that was ADDIE model and also the subject that theirs develop. There are
differences between this study and the previous studies. Firstly, this study
develop English reading materials, while the previous studies develop
students’ worksheet for mathematics subject. Secondly, this study develop the
materials for English subject, while the previous studies is develop English
materials specifically English for Young Learners (EYL) tutorial material by
using video tutorial aid in elementary school.
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CHAPTER III
RESEARCH METHOD
This chapter presents the Research Design, Development Stage, Research
Setting and Subject, Technique and Instruments of Data Collection, , and Data
Analysis Technique.
A. Research Design
In this research, the researcher used R&D (research and development
method). According to Sugiyono (2013, P.297) Research and Development is
the research method used to produce certain products, and test the
effectiveness of these products. The steps of this process were usually referred
to as the R&D cycle, which consist of studying research findings pertinent to
the product to be developed, developing the products based on the findings,
field testing it in the setting where it will be used eventually, and revising it to
correct the deficiencies found in the filed-testing stage. In more rigorous
programs of R&D, this cycle is repeated until the field-test data indicate that
the product meets its behaviorally defined objectives (Borg & Gall(1989) as
cited by Latief (2015. p, 173). This research aims to develop English reading
material to teach English.
B. Development Stage
The development procedure in ADDIE development model, in this
model development consists of five phases that include analysis, design,
development, implementation and evaluation. ADDIE development model is
developed by Dick and Carry as cited by Endang (2011. P.200) for designing
learning systems analysis. Researchers developed English reading material
based on the students need. Development procedures of making book as
instructional media, consists of five stages, there are:
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1. Analysis
Based on observation conducted in Asas Islamiyyah Islamic junior
high school Jambi by giving the questionnaire, the researcher found it was
important to develop appropriate materials and more interesting to make
students easily master the material as well as additional materials in addition
to existing materials.
2. Design
Researcher developed materials suitable for the needs of students
based oncore competence. Then appropriate teaching materials provided for
students by making the material interesting because there were various
pictures and colors.
3. Development
In this stage, the result of design of materials need to be revised and
validated by experts. The researcher develop the reading material by the
environment of research setting, because it can help the researcher to
develop the materials. The product formed a book that will motivate and add
student’s interest in learning. The product is used for eight grade students at
Asas Islamiyyah Islamic junior high school Jambi. Therefore, in this stage
students examine based on design of reading materials. The data is gather
from the experts by using close-ended item questionnaires will analyze to
know whether the materials are good and appropriate with the students. The
product will be revised again. This revision will be finished until the product
is valid by the experts and match with the students’ need. The experts’ team
consist of two experts; they are one material expert and one design expert.
The experts team will give coments and suggestions through open-ended
item questionnaire.
xxix
4. Implementation
In implementation stage is product trials. It means that the product has
been revised is implemented for the user of the product. If still found
revision then revised again to make a good product. The user of the product
is students.
5. Evaluation
Evaluation is an important process of this research. This is the
completion of the stages. In this stage action will be taken to improve the
development of productand studies. The evaluation results are used to
provide feedback to the user model / method. Revisions are carried out
according to the new model / method.
Figure 3.1. Development Procedure Using ADDIE Model by Sugiono
(2013)
C. Research Setting and Subjects
This research was conducted at Asas Islamiyyah Islamic Junior High
School in Jambi. This school is located in Nusa Indah 2, Simpang IV Sipin
village, Jambi City. This research was conducted by researchers in the in the
first semester of academic year 2019/2020. The subject in this study were
students of A class in Asas Islamiyyah Islamic Junior High School Jambi.
xxx
D. Technique and Instrument of Data Collection
1. Questionnaire
One of the data collecting tecniques in this study is questionnaire.
According to Sugiyono (2011, P.199) questionnaire is a technique of data
collection conducted by giving statements to respondents to be answered.
will be shared to experts, teacher, and students. used to collect data about
the feasibility of the book will be filled by experts, the questionnaire for
teacher is given before learning process, and the questionnaire for student
responses is given after the learning process.
The instrument, the result of data collection from questionnaire,
according to Johnson and Christensen (2008) as cited by Aminah (2016)
questionnaire is instrument of data collection that is filled out by research
participants. It is analyzed with many aspects of students’attitude. The
aspect of students’ need and interest will be concern in this reseach. Besides
choose the appropriate answer, the participants also given chance to give
comment and suggestion about the product.
Table 3.1: The Organization of Needs Analysis Questionnaire
No Aspect Question
Number
The Purpose of the
Question
References
1. Student’s
profile
To find out some
information about the
students’ profile
Graves
(2000:103)
2. Goal 9, 10 To find the
information
about the students’
opinion
and interest of
learning
activities in the
Nunan
(2004:41)
Graves
(2000:103)
xxxi
classroom
3. Necessities 4, 8, 12 To know the students’
need of the materials
Macalister
and nation
(2010,
p.24)
4. Wants 5, 6, 7, 15 To find out the
students’
desire if learning
English,
especially writing
Hutchinson
and Waters
(1987:58)
Graves
(2000:103)
5. Topic 13 To find the
information about the
students’ preference
for the topic of the
materials
Nunan
(2004:47-
49)
6. Materials 1,2,3,14 To find out the
appropriateness of the
materials
Heinich,
et.al (2002)
7. Lacks 11 To find out the
students’
difficulties
Graves
(2000:103)
Adapted from Indraswari, k (2015)
2. Documentation
Sugiyono (2013:240) stated that “Document is a record of events that
had passed. Documents can be in the form of text, images, or the
monumental works of someone”. In this study, documentation used to
collect the data of the school, like curriculum, syllabus, and worksheet.
E. Data Analysis Technique
In order to understand the collected data, the data analyze on the basis of
their characteristics and purpose. The subjects’ responses on the questionnaire will
xxxii
calculated in the form of percentages. The answer from each question score based
on Likert Scale (Riduwan & Sunarto, 2010, p. 21) which are:
Table 3.2 Category Convention Table
Category Score
Strongly Agree (Sangat Setuju/SS) 4
Agree (Setuju/S) 3
Disagree (Tidak Setuju/TS) 2
Sterongly Disagree (Sangat Tidak Setuju/STS) 1
To analyze the percentage, the researcher use the following formula:
NA = PS x (100 %)
SM
Where: NA = Final Score
PS = Score Obtained
SM = Maximum Score
Table 3.3 The range of score interpretation criteria proposed by Riduwan
(2016: p.41)
Score Interpretation Criteria Category
0 % – 20 % Very Low
21 % – 40 % Low
41 % – 60 % Sufficient
61 % – 80 % High
81 % – 100 % Very High
xxxiii
F. Research Schedule
Table 3.4 schedules of the research
No Type
Research
Month
March April July Agustus September October
1 2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 1 2 3 4 5
1 Preperation of
proposal
x
2 Improvement
of proposal
x x x
3 Preperation of
seminar
x x
4 Improvements
of seminar
x x
5 Research
permit
x x
6 Research
permit
x x x
7 Research
improvement
x x
8 Script
improvement
x x x x
9 Script
improvement
x x
10 Final report x x x x
xxxiv
CHAPTER IV
DEVELOPMENT RESULT AND DISCUSSION
This chapter is devided into Result of research and five sections of model.
Firstly, discuss about the first step in developing English reading English based on
ADDIE model, it is analysis stage. The second, about design result stage. The
third about development result stage. Then, continued the implementation result
stage. Then, continued the implementation result stage. The fifth, about the
evaluation result stage.
A. Research Result
This chapter presents about the result of research and developing English
reading materials. The process was started from the definition of the phrase
which included analysis of the curriculum, and students. Then the English
reading materials is validated by two lecturers of Islamic University Sulthan
Thaha Saifuddin Jambi.
After validating the English reading materials, the process is carried out
tests on students eigh grade at MTs Asas Islamiyah Jambi. The researcher gave
test to know the practicalities of English reading materials. While, in
developing English reading materials the researcher used ADDIE model.
Researcher was consisted of five phases that include analysis, design,
development, implementation, and evaluation.
B. Development Research
The result of development for English lesson especially for reading skill.
The English reading material was developed in five steps as cited in Endang
(2011. P.200). They are analysis, design, development, implementation, and
evaluation.
1. Need Analysis
a. Research Subject Analysis
In analysis step, the researcher analyzed students’ needs and
students’ interest. Students’ needs was analyzed through syllabus that is
xxxv
managed by Curriculum 2013 (K13). Besides, the researcher also
analyzed the Worksheet that students used in learning English. While,
students’ interest was analyzed by identifying the students’ interest by
giving the questionnares.
The need analysis covered the syllabus and students’ need. First,
syllabus analysis of Junior High School students should learn reading. In
standard of competence and basic of competence, the students were
expected to be able to read aloud sentence by correct pronunciation
where the students’ achievement is measured by the indicators. Second,
students’ need was analyzed by identifying the students’ need, and
interest, and performance of the students. In term of performance context,
there are two meetings in a week, it takes 90 minutes for each meeting.
The standard competence and basic competences for eight grade students
can be seen in appendix.
1) The Result of Questionaire for Eight Grade Students
The questionnaire consisted of 15 questions with four answers.
a) Goal
Table 4.1 The Questions Number 9 and 10
No Question Item N Percentage
9. In your opinion,
how is English
learning process
especially in
reading skills in
the classroom?
a. Very Interesting
b. Less
Interesting
c. Not Interesting
d. Very Not
Interesting
5
8
2
0
33 %
53 %
13 %
0
10. In your opinion,
how important is
it to have the
ability to read in
a. Very important
b. Quiet important
c. Less important
d. Not important
11
3
0
1
73 %
20 %
0
6. 7 %
xxxvi
English?
The questions no 9 and 10 were to find the information about
students’ opinion and interest of learning activities in the classroom
especially in reading. Based on the result of the questionnaire in
question number 9 (53%) of the students assume that reading
activity in the classroom was less interesting. It was because in
teaching learning process, they only used English reading materials
which was not interesting for them. In question number 10, most of
the students said that learning reading was very important in
English. It means that students need reading activity to improve
their reading skill and learn reading in interesting activity.
b) Necessities
Table 4.2 The Questions Number 4, 8, and 12
No Question Item N Percentage
4. In your opinion, in
addition to teaching
materials / learning
resources that are
currently used in
learning English,
especially reading ,
is there still needed
additional material to
support reading
skills?
a. Very Needed
b. Less Needed
c. Not Needed
d. Very Not
Needed
13
1
1
0
86,7 %
6,7 %
6,7 %
0
xxxvii
8. In your opinion, does
it need to be given a
vocabulary list in
each material?
a. Very
necessary
b. Necessary
c. Less
necessary
a. Unnecessary
4
9
1
1
26,7 %
60 %
6,7 %
6,7 %
12. Is understanding
vocabulary very
necessary before
understand the text?
a. Very
necessary
b. Necessary
c. Less
necessary
d. Unnecessary
4
10
1
1
26,7
66,7 %
6,7 %
6.7 %
The questions number 4, 8, and 12 were aimed to know the
students’ need of the material. In question number 4 (86,7%) of the
students said that they need additional material in learning English.
While in questions 8 and 12 most of the students said that
vocabulary was important in learning English. It showed that they
need more vocabularies to understand the material. And the English
reading materials that they use now was less interesting for them.
c) Wants
Table 4.3 The Questions Number 5, 6, 7, and 15
No Question Item N Percentage
5. What kind of
reading materials
do you want in
learning English?
a. Short story/
fungtional
text
b. Picture
c. Article
8
8
3
53,33 %
53,33 %
20 %
xxxviii
d. Games 13 86,7 %
6. What kind of task
do you want in
lerarning reading?
a. Multiple
Choices
b. essay
c. Fill in the
blank text
d. answer based
on picture
10
1
1
3
66,6 %
6,7 %
6,7 %
20 %
7. What capacity
building do you
expect from
learning English
especially in
reading skills?
a. To be able to
improve
vocabulary
b. To be able to
read well and
correctly
c. To be able to
use the
language used
in text in daily
activity
d. To be able to
comprehend
the text and
answer
questions
correctly
1
7
3
4
6,7 %
46,7 %
20 %
26,7 %
15. What kind of
learning do you
like?
a. Individually
b. In pair
c. In group
d. whole class
1
6
6
2
6,7 %
40 %
40 %
13, 33 %
xxxix
The aim of the questionnaire was to find the students’ want in
learning English especially in reading. In questions number 5,6,7,
and 15, there were no significant different answers in each question.
In questions number 5, and 6 it was clearly shown that the students
like English material combine with many pictures.
They also prefer to do task in multiple choices form, although
there was no significant different between 4 options. However, the
researcher made the task in English reading materials not only
focused on multiple choices so that the task that was designed by
researcher still had varied exercise although mostly in multiple
choices form. Based on the answer of questions number 7 and 15,
there was no significant different between 4 options, but most of
students expected that they want to be able to read well and correctly
and they prefer to work in pair, and in group.
d) Topic
Table 4.4 The Question Number 13
No Question Item N Percentage
13. In your opinion,
what topics do
you like in
learning English,
especially
reading?
a. Daily Life
(Family,
School Life,
And
Community,
Etc)
b. Health
c. Nature.
d. Economics
And Socio-
Culture.
9
3
4
0
60 %
20 %
26,7 %
The purpose of this question was to find the information
about the students’ preference for the topic of materials. Based on
xl
the table above, there is 60% students’ choose daily life topic. It
was present in the English reading material, because the material
was designed by the researcher related to daily life.
e) Material
Table 4.5 The questions number 1, 2, 3, 14
No Question Item N Percentage
1. Are teaching
materials /
learning resources
used in reading in
the classroom
interesting?
a. Very interesting
b. Less
interesting
c. Not interesting
d. Very not
interesting
4
11
0
0
26,7 %
73,33 %
2. Have the teaching
materials /
learning resources
currently used in
reading in the
classroom
improving your
reading ability?
a. Very improving
reading ability
b. Quite
improving
reading ability
c. Not improving
reading ability
yet
d. Not improving
reading ability
5
10
0
0
33,33 %
66,7 %
3. Is the teaching
materials /
learning resources
that are now used
in English lessons
especially reading
a. Very sufficient
b. Sufficient
c. Less Sufficient
d. Not sufficient
2
13
0
0
13,33 %
86,7 %
0
0
xli
sufficient your
reading needs?
14. In your opinion,
how important is
the clear picture
in reading?
a. Very
important
b. Important
c. Not
important
d. Very not
important
4
9
2
0
26,7 %
60 %
13,33 %
0
The purpose of these questions were to find out the
appropriateness of the material especially in reading. To make the
students’ interested and easier to understand the material, the
researcher combined the material in English reading materials with
many pictures. It can seen that most of the students (60%) assumed
that picture is important in learning reading, it can make students
motivated and interested in learning. Beside, these questions were
to measure wheter the worksheet currently used interesting or not.
Based on question number 1, the worksheet currently used
was less interesting. However, in questions number 2 and 3, it can
be seen that the worksheet was still unable to improve their reading
ability yet and sufficient the students’ reading need. It can be
conclude that the worksheet which used was less interesting, so it
was not improving the students’ reading ability yet.
f) Lack
Table 4.6 The Question Number 11
No Question Item N Percentage
11. What are the
difficulties
a. Comprehend the
grammar
13
86,7 %
xlii
factors in
learning
reading?
b. Comprehend the
text
c. Comprehend the
vocabulary
d. Comprehend the
functions of the
text
6
7
5
40 %
46,7 %
33,33 %
The purpose of this question was to know the students’
difficulties in learning reading. Based on the table above, there
were different answers from 4 options. It can be seen that most of
the students (86,7%) feel difficult to comprehend the grammar.
2. Design Step
In this step, The design of the English reading materials began with
design the cover, and the content.
a. Designing the cover of English Reading Materials
The cover of English reading materials presented interest picture
to get learners attention to follow the learning process. There were three
cover in English reading materials, namely outer and inner covers.
The outer cover was designed by the microsoft word. The
researcher chosed the background with mixed colour between Orange,
and Yellow. It is looked so simple and elegant and it was more natural.
On top of the cover contained the tittle of the modul and the under of
the tittle is the name of the School level, grade and semester of the
English reading materials user. The name of the researcher as the writer
of the modul in the bottom side area of book. The colour of the writing
was black, and red with the backgrund each other. It is looked more
bright. This was interesting. The back cover same with the front cover
without the text.
xliii
While the second and third cover were designed by the
microsoft word. It is inner covers. The inner covers same with the outer
cover without grade.
b. Designing the content of English reading materials
Designing content of the English Reading Materials consisted
several part; designing preface, table content, syllabus, using
instruction, learning material, language feature, text, activity, references
and writer’s profile. Preface of this English reading materials contained
about the writter’s gratitude, overview of the content and the grade user
of the book. The preface is written by the Texton Pro Ext with font size
10 and font size 12 for subtittle.
Furthermore, in designing table of content in English reading
materials was included, preface, syllabus, instructions for use. It was
easy for students or teachers to find the material and story when they
wanted to learn. Then, in designing Syllabus, it is used the 2013
curriculum syllabus. The existing material in the book adjusted to the
syllabus used in junior high school, it was added two column for the
core and basic competence with the orange background.
While, in designing the instruction for using the English Reading
Materials, it was instructions for students and teacher that used the
books to facilitate understanding of the material. There were also
several steps or activities that must be done by the teacher and students
in learning the material in the English Reading Materials. It was two
column, the top column is instruction for teacher and the second is
instruction for students.
Moreover, in designing learning material of English Reading
Materials, it was discussion of reading material. There were fife
concepts in this material, they were basic competence, the definition of
text, the purpose and function of the text, language features, and activity
of each the chapter. In the map concept there was an orange column
with an orange background and black, and white writing. The
xliv
combination of each color was designed to make it looked attractive.
After that, the researcher provided some examples in every part of
them.
The Researcher also designed the activity for the students. There
were many stories in the English Reading Materials with various
pictures in the text and activity. The appearance of each chapter also
had a different color background for each part to make it looked
colorful. Then, the researcher add some vocabularies. It was designed
with a little color to make it looked interesting by being placed
between stories and questions. The vocabularies helped students to
understand the contents of the story and the questions that provided it.
After that, the researcher also add questions that related with the
lesson and story. In English Reading some of the materials, it had two
types of questions that designed to be more interesting, is called essay
questions, true false questions and multiple choices. The questions
served to help students understand the story in the text with the help of
the vocabulary provided. Questions and multiple choices in the
module were aimed to examine the students' reading skills and
students’ reading comprehension. Questions were made in three types
so that the students are not bored in doing the assignments.
The researcher designed some interesting zone under the task or
activity, such as column of synonym, find out the verb and meaning,
choose article in the vocabularies, choose the word according the
color, and wise word. It was to make the students more active and
encouraging in learning and provided motivation for learning. In other
word, it was to make an interesting activity during learning process,
hopefully this part can refresh the students’ feeling after they done the
tasks. They can play or discuss it. It was a way to make them have a
fun while learning. So they did not feel bored in learning.
xlv
The last was designing references and writer’s profile. The
references was the source of material that the researcher use in
designing the English reading materials. While, the writer’s profile
was the profile of the researcher who designing the English reading
materials. It consisted of the name, address, and contact person. It
also designed with the photo in top side. To conclude, the content of
module had been designed appropriate with the syllabus.
3. Develop Step
This step is a stage of carry out the sketch in design step into
real performance. The English reading materials considered components of
learning media, such as selecting words, texts, shapes, colors, pictures and
styles or design English reading materials. The researcher used Microsoft
word 2007 to design the English reading materials. Then, the research
printed out A5 ( half A4).
Before the English reading materials was implemented to the users,
it was validated by two experts; material expert and media expert. The
expert were recommended by advisor. First, the material expert was Mrs.
Uyun Nafiah Ms, M.Pd. She assessed, suggested and gave comments
towards content of the English reading materials and also validated the
accuracy of materials displayed in the English reading materials,
Meanwhile, the media expert was Mr. Edi Rozal, M.Pd. He assessed and
suggested and gave comments towards cover, picture, color, font size and
type presented the English reading materials.
The English reading materials, it also validated by the teacher and
the students of MTs Asas Islamiyah Jambi as users and respondent. The
teacher is Abdul Wahab, S.Pd. And the respondent is the students of class
VIII A at MTs Asas Islamiyah Jambi 2019/2020.
xlvi
a. Validations
Data validation from media expert, material expert, and users were
explained as follows:
1) Material Expert Validation
The worksheet was given to the material expert on 02nd
July
2019 and the worksheet was returned on 20th
Agustus 2019. The data
from material expert was collected by using closed-ended
questionnaire. Validation from material expert was include in six
aspects: 1) relate to the curriculum; 2) has authenticity in text and
exercises; 3) stimulate to the interaction; 4) focus to the formal
language of students; 5) help the students to increase learning skill; 6)
help the students to implement the language skill. The questionnaire
for material expert consisted of 15 items. Here is the results of the
validation from material expert:
Table 4.7 The result of material expert
No Statement Score
Obtained
Maximum
Score
(1) (2) (3) (4)
A Kelayakan Isi
1 Buku English Reading Materials dibuat
sesuai dengan standar kompetensi dan
kompetensi dasar
4 4
2 Buku English Reading Materials dibuat
sesuai dengan kemampuan siswa/siswai
3 4
3 Buku English Reading Materials dibuat
sesuai dengan bahan ajar yang dibutuhkan di
MTs
3 4
4 Buku English Reading Materials disajikan
dengan alur cerita yang memudahkan siswa
memahami materi
3 4
5 Buku English Reading Materials dapat
menambah wawasan pengetahuan siswa
MTs
3 4
xlvii
6 Topik-topik yang disajikan merupakan
materi yang menarik bagi siswa MTs
4 4
7 Topik-topik yang disajikan dalam Buku
English Reading Materials mudah dipahami
3 4
8 Latihan yang diberikan akan memperkaya
pengalaman belajar siswa
3 4
9 Cakupan latihan yang disajikan dalam Buku
English Reading Materials sesuai dengan
materi yang disampaikan
3 4
10 materi yang disajikan mampu
meningkatkan vocabulary siswa MTs
4 4
11 Materi yang disajikan berkaitan dengan
kehidupan sehari-hari
3 4
12 Latihan yang diberikan dapat meningkatkan
kemampuan memaca siswa
3 4
B Komponen Kebahasaan
1 Bahasa yang digunakan dalam Buku English
Reading Materials komunikatif
3 4
2 Bahasa yang digunakan dalam Buku English
Reading Materials mudah dipahami
3 4
3 Bentuk dan ukuran huruf yang digunakan
pada Buku English Reading Materials dapat
dibaca.
3 4
∑ score 48 60
Percentage 80% 100%
Criteria High
Based on the questionnaire that has been filled by expert, there were
some parts that need revision.There are also comments and suggestions
from material expert.
The English reading materials is stated as good product as it can help
the students in Reading, but there are some revisions from the expert
xlviii
toward the English reading materials ; “pay attention to spelling and the
grammar”. She suggested to add basic competence in each chapter.
2) Media Expert Validation
Media expert was the validator who should validate the English
reading materials in term of performance. The data from media expert
was collected by using questionnaire. Validation from media expert is
considered from four aspects: 1) novelty; 2) variety; 3) attractive
performance and ; 4) appealing content. The English reading materials
was given on 23th
Agustus 2019 and the English reading materials was
returned on 04th
September 2019. The questionnaire for media expert
consisted of 9 items. Here the results of the validation from media expert:
Table 4.8 The Result of Media Expert
No Statement Score
Obtained
Maximum
Score
(1) (2) (3) (4)
1 Cover telah menggambarkan isi buku
English Reading Materials
4 4
2 Gambar pada English reading material
telah menggambarkan materi yang
diuraikan
4 4
3 Besaran ukuran huruf yang digunakan
dalam buku English Reading Materials
ini tepat
4 4
4 Variasi jenis huruf/font untuk tampilan
tulisan pada buku English Reading
Materials ini menarik
4 4
5 Penggunaan kombinasi warna antar
tulisan, background, dan gambar pada
buku English Reading Materials ini
3 4
xlix
sudah tepat
6 Tata letak gambar yang digunakan pada
buku English Reading Materials ini
sudah sesuai
4 4
7 Gambar yang digunakan pada buku
English Reading Materials ini menarik
4 4
8 Tampilan buku English Reading
Materials secara keseluruhan menarik
3 4
9 buku English Reading Materials ini
cocok digunakan oleh siswa MTs
3 4
∑ score 33 36
Percentage 91,67% 100%
Criteria Very High
Based on the questionnaire that has been filled by expert, there
were some parts that need revision, there are following comments and
suggestions from design expert.
Design expert stated that the design of the product is very good and
appropriate for the students, but it needs perfection of the product. Here
were some comments and suggestions from the design expert: 1) The
picture of the cover should be changed with the picture that related to the
topics and grade of the English reading materials. And change the color
with the light color.
3) Teacher Validation
The English reading materials that has been revised based on the
comments and suggestion from material validator and media validator needs
to be validated by teacher. The English reading materials was given on 09th
September 2019.The questionnaire and English reading materials were
l
returned for revision. The questionnaire for teacher consisted of 14 items.
Beneath the result of teacher’s questionnaire:
Table 4.9 The result of one to one teacher
No Statement Score
Obtained
Maximum
Score
(1) (2) (3) (4)
1 Buku English Reading Materials
membantu pemerolehan belajar bahasa
siswa
3 4
2 Kesesuaian materi dengan
komppotensi dasar (KD) pada
kurikulum 13 bahasa inggris
3 4
3 Kesesuaian materi dengan indikator
pada kurikulum 13 bahasa inggris
3 4
4 Kesesuaian tujuan pembelajaran
dengan materi reading pada kurikulum
13 bahasa inggris
3 4
5 Kemudahan mamahami materi reading
yang disajikan dalam buku English
Reading Materials
3 4
6 Penggunaan bahasa mudah dipahami 4 4
7 Cakupan materi pada soal representatif 3 4
8 Tinggkat kedalaman materi sesuai
dengan tingkatan siswa MTs kelas
VIII semester 1 dan 2
3 4
9 Materi yang diberikan membantu
menarik perhatian siswa
4 4
10 Urutan materi sudah memcukupi
dikaitkan dengan standar kompetensi
3 4
11 Pemberian latihan sudah memcukupi
standar kompetensi3
3 4
12 Pemberian umpan balik sudah sesuai 3 4
13 Materi pada buku ini dapat
memberikan pengalaman pada siswa
4 4
14 Buku ini menggunakan kalimat 3 4
li
sederhana
15 Secara keseluruhan buku English
Reading Materials ini sangat
membantu guru
3 4
∑ score 48 60
Percentage 80% 100%
Criteria High
Beside questionnaire, the researcher also discussed the English
reading materials with the teacher. The result of the questionnaire, there
were no comments and suggestions about the product.
4) Small Group Try Out
The English reading materials was implemented in small group on
September 19th
2016. This try out consists of 15 students. The product and
questionnaire were given for the students as the small group try out. The
product was the English reading materials and the questionnaire consists of
17 statements that have to fill by the students.
Table 4.10 The Result of Small Group Try Out
No Statement Score Obtained Total Max
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 score Score
1 Gambar yang
terdapat pada
cover buku
English Reading
Materials ini
menarik
4
3
3
4
4
4
3
3
3
3
3
4
4
3
4
52
60
2 Mata pelajaran
pada buku
English Reading
Materials
menarik untuk
dipelajari
3
3
3
4
4
3
4
3
3
3
3
4
3
3
3
49
60
lii
3 Materi
pembelajaran
pada buku ini
sesuai dengan
kebutuhan
4
4
4
3
3
3
3
3
4
3
3
3
3
3
3
49
60
4 Materi
pembelajaran
pada buku
English Reading
Materials mudah
dipahami
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
45
60
5 Pembelajaran
reading dengan
menggunakan
buku English
Reading
Materials lebih
memberikan
motivasi
4
3
3
4
4
3
4
3
4
4
4
4
3
3
3
53
60
6 Bagian latihan
pada buku
English Reading
Materials
menggunakan
bahasa yang
mudah untuk
dipahami
3
3
3
3
3
3
4
3
3
3
3
3
3
3
3
46
60
7 Buku English
Reading
Materials
menarik secara
keseluruhan
4
3
3
4
4
4
3
3
4
3
4
3
3
4
3
52
60
8 Tidak ada
kesulitan dalam
mengerjakan
latihan yang ada
dalam buku
English Reading
Materials
3
3
3
3
3
3
3
4
4
3
3
3
4
3
3
48
60
liii
9 Warna-warna
yang digunakan
membuat
semakin tertarik
untuk
mempelajari
materi
4
4
4
4
4
4
4
3
3
3
4
4
3
4
3
55
60
10 Penyelesaian
latihan reading
dengan
menggunakan
buku English
Reading
Materials lebih
memperdalam
pemahaman
terhadap materi
4
3
3
3
3
3
4
3
3
3
4
4
4
3
3
50
60
11 Teks yang ada
pada buku
English Reading
Materials
berhubungan
dengan
kehidupan
nyata/sehari-hari
4
4
4
3
3
4
4
4
4
3
3
4
4
4
4
56
60
12 Gambar yang
diberikan di
dalam buku
English Reading
Materials
membantu untuk
memahami
materi
4
4
3
3
3
4
4
4
4
3
4
3
4
4
3
54
60
13 Materi yang ada
pada buku
English Reading
Materials dapat
dikaitan dengan
pengalaman
3
3
3
3
3
3
3
4
3
3
3
4
3
3
3
47
60
liv
14 Urutan materi
mempermudah
dalam
mempelajari
materi setiap
unit
3
3
3
4
3
3
3
3
3
3
3
3
3
4
3
47
60
15 Pembelajaran
menggunakan
buku English
Reading
Materials
menambah
pengetaguan
yang baru
4
3
3
3
3
3
3
4
4
3
3
4
3
3
3
49
60
16 Materi yang
diberikan dapat
diimplementasik
an dalam
kehidupan
sehari-hari
4
3
3
3
3
3
3
3
4
3
3
3
3
3
3
47
60
17 Contoh-contoh
yang diberikan
dapat
memperjelas
uraian
3
4
4
4
4
4
4
4
4
4
3
4
4
3
3
56
60
∑ Score 855 1020
Percentage 83,82
%
100%
Category Very High
lv
b. Result of validation
English reading materials developed based on ADDIE model through
three stages of validation and one small group try out. The first validation
was conducted by material expert at the Islamic University of Jambi. The
second validation was conducted by media expert at the Islamic
University of Jambi. The third validation was conducted by the teachers of
MTs Asas Islamiyah Jambi. and one small group try out as respondent.
Based on the results of the validation of the experts, the feasibility data
obtained from English reading materials and improvement suggestions.
The suggestion is used for product revision. The product revision was also
done twice, revision was done in accordance with the suggestion from the
English lecturers as material expert and design expert at the Islamic
university of Jambi.
The revision refers to an English lecturer at the Islamic university of
Jambi. Suggestions and revisions done at this stage.There are some things
related to the completeness of the English materials presented. The
Suggestion is then used by the researcher for product revision.
There are some grammatical error and incorrect spelling in the writing
of English reading materials. Then the lecturer suggested to return
attention in writing. And the researchers re-correct the typing of
writing.
The lecturer gives advice to researcher to add basic competence in each
chapter
lvi
Picture 4.1 Before Revision
Picture 4.2 After Revision
lvii
The evision from Media Expert, English reading materials, that been
developed was validated by media expert. Based on the evaluation,
comments and suggestions from media expert, English reading materials
still has some weakness that must be revised. Picture of the cover English
reading materials need to be changed.
Figure 4.3 Before Revision
Figure 4.4 After Revision
lviii
The revision from teacher and small group evaluation after the
teacher, the English reading materials was implemented to the students
as small group try out. There was no revision from the data of small
group, the data showed that the English reading materials is a very good
product for students.
c. Final develop
1) Development of Cover
Figure 4.5 Outer Cover
Figure 4.6 Inner Cover
lix
2) Development of Preface
Figure 4.7 Preface
3) Development of Table Content
Figure 4.8 Table Content
lx
4) Development of syllabus
Figure 4.9 Syllabus
5) Development of User Instruction
Figure 4.10 User Instruction
lxi
6) Development of the Material Learning
Figure 4.11 Material Learning
Figure 4.12 Example of Learning Material
lxii
7) Developmnet of Task
Figure 4.13 Task
Picture 4.14 Text
lxiii
8) Development of references
Picture 4.15 References
9) Development of writer’s profile
Picture 4.16 Writer’s Profile
lxiv
4. Implementation
There were fifteen students of VIII A class of Islamic junior high
scool Asas Islamiyah Jambi. Before the students used the product, the
researcher show the product to the students in order to explain the process of
using the product.
The English reading materials was implemented in small group on
September 19th
2019. This try out consists of 15 students. The product and
questionnaire were given for the students as the small group try out. The
product was the English reading materials and the questionnaire consists of
17 statements that have to fill by the students.
The writer implemented the product to the students by teaching
practice and gave the English reading materials for students in a meeting.
The meeting as introduced some materials to the students. In a meeting, the
writer explained a little bit about “Command especially Suggestions”. In the
end of the meeting the students were given the questionnaire and the
questionnaire were returned directly after the students finished filling it.
5. Evaluation
Evaluation was conducted after the researcher acquired the data from
the process of implementation stage. The data was analyzed and
summarized. Before the English reading materials was implemented to the
users, it was validated by the experts. There were two experts, they were
material and design expert. The expert said that the English reading
materials could be used after some revision. Morever, from teacher
validation, the researcher also discussed the materials, totality the product is
very good, but there were some weakness in the book. The mistakes have
been revised.
In addition, the researcher also tried-out the English reading materials
into small group of the students. It was obtained that the students accepted
the English reading materials as interesting book to be used to support their
learning process. There was no revision from the data gathered from the
lxv
students. The data showed that the English reading materials is a very good
for the students. The data was analyzed and summarized. Results of the
analysis were used to revise the English reading materials in term of
students’ difficulties and another possible revision.
C. Discussion
The data was analyzed by using descriptive quantitative analysis. The
quantitative analysis was used to describe data of close-ended questionnaire
from media expert, material expert, Teacher validation, and small group try
out. The following is discussion of English reading materials validity.
The validation result in term of material is good, but it still need revision
to perfection the product. The expert suggested to add the basic of competence.
Based on the data, scores obtained is 48, it was high category. Where is the
maximum score is 60, then the percentage is
.
Based the data. The product is in the high category. But it still needs to
be revised reach to perfection the product. Thus, the English reading materials
has been acquired after some revision and it was proper to be implemented.
The validation result in term of material is very good and appropriate to
the students. Based on the data, scores obtained is 33, it was very high
category. Where is the maximum score is 36, then the percentage is
, the product is in the very high category.
After the material and media expert said that the product can be used
for the students, then the product is given to the teacher as one to one trial. He
gave comment about the English Reading Material are interesting, good
product and appropriate in learning as writing learning media. The validation
result in term of material is very good and appropriate to the students. Based on
the data, scores obtained are 48, it was high category. Where is the maximum
score is 60, then the percentage is
, the product is in the
high category. He recommended to continued for the implementation to the
students.
lxvi
Small group try was conducted to investigate the users’ respond of the
worksheet. There were 15 students as the users. Data from small group try out
was collected by using close-ended questionnaire. There are 15 questions.
Based on the data, scores obtained is 855, it was very high category. Whereas
the maximum score is 1020, then the percentage is
,
the product is in the very high category.
Teaching and learning is a systematic process that includes many
components. One of the components is the source of learning. Learning
resources are everything that can be used and support the learning process
effectively to facilitate the achievement of goals either directly or indirectly.
This understanding explains that a teaching material must be designed and
written with an instructional principle because it will be used by the teacher to
help and support the learning process (Ruhimat, 2011)
Teaching materials are part of learning resources. According Depdiknas
(2008) that teaching materials are all forms of materials used to assist teachers
in carrying out teaching and learning activities, both written and unwritten
materials. While Sudjana (2009, p. 167) stated that teaching material is the
content of the particular field of study that is given to the student based on the
curriculum used in the school.
It can be conclude that teaching materials are the tools and text that
teachers need for planning and reviewing the implementation of learning in the
classroom. The teaching materials at least includes among others: Study
instructions, competence to be achieved, content, support information,
exercises, evaluation and response or feedback to the evaluation result.
Students’ English reading materials is described in terms of material
and design. In term of material, the students’ need were designed based on the
curriculum and syllabus. In term of design. The writer designed the materials
considered with many aspects that supported. Such as designing page layout,
stylistic, colors, size, shape arts and attractive pictures. The worksheet should
has attractive presentation, especially for print media.
lxvii
The materials supported with the attractive and enjoying pictures. It
consider about colorful for the pictures. It is also suggested from the expert, the
writer should be selected the picture that have to colorful. The students get easy
to understand the materials through the pictures, moreover the interesting
pictures. It is supported by Harmer (2001) said that the pictures can help the
students do anything better.
To conclude, a good learning media should have an impact to the
students to attract their interest to learn such as a English reading materials
should has good material based on the curriculum and syllabus, good
performance of English reading materials design which is suitable with the
students’ need.
lxviii
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This English reading materials was developed using ADDIE model. It
was analysis, design, development, implementation, and evaluation. The result
of The English reading materials had valid criteria with the score is 80%, it
was very practical by the teacher with score 100% and by the students was
practical with score 83,82%. It showed that the The English reading materials
was easy to use, helpful both of students or teacher and learning time more
efficient.
Based on the research that has be done, it can be concluded that the
researcher made English reading materials for the first and second semester of
eight grade students of MTs Asas Islamiyah Jambi. The English reading
materials in the form of a printed instructional material with 5A size ( half of
A4 ). It contains preface, table content, syllabus, using instruction, learning
material, tasks, bibliography/References and writer’s profile. Each page of The
English reading materials have different color and interest zone. The
Worksheet is presented in two language (English and Indonesian).
The conclusion based on the result it showed that the English reading
materials is accapted as learning material as additional learning for English
lesson that is interesting contextual, and congruen to syllabus.
B. The Strength and Weakness of the Product
The strength of the product are the English reading materials has
cororfull design, pictures and vocabularies, and the story nuanced Jambi area.
It can make students imaginated and motivated to study when they used this
book. Then, there is interesesting material that can help student understand
and easy to answer the reading tasks, because researcher add the interest
zone in every part of the text.
lxix
While The weakness of the English reading materials are to make the reading
material is needed more cost. So the researcher just make in size A5, and
print out it 16 English reading materials. Then, As we know that usually book
are completed with four skill, but the product in this study focus on one skill
that is reading comprehension.
C. Suggestion
After conducting this research, the researcher propose some suggestion
to students, teacher and another researcher. For student, the researcher hopes
that they will use this product to improve their skill in reading comprehension,
but if they use the product, they must read and comprehend the instructions to
use the English reading materials t. Then, the teachers also expected to use this
product in teaching English, especially in reading, because it can help the
teacher to create an active and interesting activity to the students.
Moreover, For other researcher , it can develop English reading materials
that contains some material with all language skill (listening, reading, speaking
and writing). Reasearcher also hope that the other reserachers will develop
another genre or type of reading material. Then, the practicality test must be
carried out for several schools with wider subject to get more efficient and
effective results.
lxx
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lxxiii
APPENDIX 1 LETTER OF RESPONDENT
lxxiv
lxxv
APPENDIX 2 LETTER OF VALIDATIONS
lxxvi
lxxvii
lxxviii
lxxix
lxxx
APPENDIX 3 SYLLABUS
lxxxi
lxxxii
lxxxiii
lxxxiv
lxxxv
lxxxvi
lxxxvii
lxxxviii
lxxxix
APPENDIX 4 NEED ANALYSIS
xc
ANGKET SISWA
Angket ini bertujuan untuk mengetahui kebutuhan siswa tentang pembelajaran
Bahasa Inggris khusunya pada kemampuan membaca (Reading).
A. DATA SISWA
Isilah data di bawah ini sesuai dengan identitas adik-adik
Nama Lengkap :
Nama Sekolah :
Kelas :
Petunjuk pengisian Angket :
1. Tuliskan identitas adik-adik pada tempat yang telah disediakan!
2. Di bagian ini, adik-adik akan diberikan beberapa pertanyaan yang
berhubungan dengan pembelajaran bahasa Inggris di kelas terutama
mengenai materi membaca (reading).
3. Jawablah pertanyaan dibawah ini dengan memberikan tanda ceklist (√)
pada jawaban yang sesuai dengan pendapat adik-adik
Contoh :
ya
tidak
4. Adik-adik boleh memberikan jawaban lebih dari satu pada pertanyaan
yang telah diberikan tanda (*)
Isilah pertanyaan-pertanyaan berikut menurut pendapat adik-adik
1. Apakah bahan ajar / sumber belajar yang digunakan dalam belajar
membaca (reading) di dalam kelas menarik?
Sangat menarik Kurang menarik
Cukup menarik Tidak menarik
2. Apakah bahan ajar / sumber belajar yang saat ini digunakan dalam belajar
membaca (reading) di dalam kelas sudah meningkatkan kemampuan
membaca adik-adik?
Sangat meningkatkan kemampuan membaca
xci
Cukup meningkatkan kemampuan membaca
Belum meningkatkan kemampuan membaca
Tidak meningkatkan kemampuan membaca
3. Apakah bahan ajar / sumber belajar yang sekarang digunakan dalam
pelajaran bahasa Inggris khususnya membaca (reading) sudah mencukupi
kebutuhan adik-adik dalam membaca?
Sangat mencukupi Kurang Mencukupi
Mencukupi Tidak mencukupi
4. Menurut adik-adik, selain bahan ajar / sumber belajar yang saat ini
digunakan dalam pembelajaran bahasa Inggris khususnya membaca
(reading), apakah masih diperlukan materi tambahan untuk menunjang
kemampuan membaca?
Sangat diperlukan Tidak diperlukan
Kurang diperlukan Sangat tidak
diperlukan
5. * Bahan pembelajaran membaca (reading) apakah yang paling adik-adik
inginkan dalam pembelajaran bahasa Inggris?
Cerita pendek /teks fungsional Berita / artikel Koran
Gambar Permainan
6. Latihan seperti apa yang adik – adik inginkan dalam pembelajaran
membaca (reading) ?
Menjawab soal dengan pilihan ganda
Menjawab soal esai
Mengisi jawaban dengan teks yang dikosongkan
Menentukan jawaban berdasarkan gambar
7. Peningkatan kemampuan apa yang adik –adik harapkan dari pembelajaran
bahasa Inggris khususnya pada kemampuan membaca (reading) ?
xcii
Dapat meningkatkan kosakata (vocabulary)
Dapat membaca dengan baik dan benar
Dapat menggunakan bahasa yang digunakan dalam teks dalam
kehidupan sehari-hari
Dapat memahami teks dengan baik dan menjawab pertanyaan
sesuai teks dengan benar
8. Menurut adik-adik, apakah perlu diberikan daftar kosakata (vocabulary) di
setiap materi ?
Sangat perlu Kurang Perlu
Perlu Tidak Perlu
9. Menurut adik-adik bagaimana pelajaran bahasa Inggris khususnya pada
kemampuan membaca (reading) di kelas?
Sangat menarik Tidak Menarik
Kurang menarik Sangat tidak menarik
10. Menurut adik-adik seberapa pentingkah memiliki kemampuan membaca
dalam bahasa Inggris?
Sangat penting Kurang penting
Cukup penting Tidak Penting
11. * Hal apa saja yang menyulitkan adik – adik dalam pelajaran membaca
(reading) ?
Memahami tata bahasa Memahami kosakata
Memahami struktur teks Memahami fungsi teks
12. Apakah pemahaman kosakata (vocabulary) sangat diperlukan sebelum
adik – adik memulai untuk memahami teks?
Sangat perlu Kurang Perlu
Perlu Tidak Perlu
13. Menurut adik-adik, topik apakah yang adik-adik sukai dalam pembelajaran
bahasa Inggris khususnya membaca (reading) ?
xciii
Topik yang berhubungan dengan kehidupan sehari – hari seperti di
lingkungan
keluarga, sekolah dan masyarakat.
Topik yang berhubungan dengan kesehatan.
Topik yang berhubungan dengan alam.
Topik yang berhubungan dengan ekonomi dan sosial budaya.
14. Menurut adik-adik, seberapa pentingkah fungsi gambar yang jelas dalam
pembelajaran membaca (reading) ?
Sangat penting Tidak Penting
Penting Sangat tidak penting
15. Cara belajar seperti apakah yang adik-adik lebih suka lakukan?
Sendiri Berkelompok
Berpasangan Melibatkan semua
Jambi,.............................. 2019
Siswa
(................................................)
( Nama & Tanda Tangan)
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APPENDIX 5 THE QUESTIONNAIRE OF VALIDITY BY
THE VALIDATORS
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APPENDIX 6 THE QUESTIONNAIRE BY STUDENTS
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ANGKET SISWA
Nama : Kelas : Petunjuk Penilaian
Carilah jawaban yang paling sesuai dengan pendapat kalian pada angket
dibawah ini berdasarkan dengan cara memberitanda () pada kolom yang
tersedia.
Keterangan
SS = Strongly Agree (Sangat Setuju)
A= Agree (Setuju)
D= Disagree( tidak setuju)
SD= Strongly Disagree (Sangat tidak setuju)
NO PERTANYAAN SS A D SD
1 Gambar yang terdapat pada cover buku English
Reading Materials ini menarik
2 Mata pelajaran pada buku English Reading
Materials menarik untuk dipelajari
3 Materi pembelajaran pada buku ini sesuai
dengan kebutuhan
4 Materi pembelajaran pada buku English Reading
Materials mudah dipahami
5 Pembelajaran reading dengan menggunakan
buku English Reading Materials lebih
memberikan motivasi
6 Bagian latihan pada buku English Reading
Materials menggunakan bahasa yang mudah
untuk dipahami
7 Buku English Reading Materials menariksecara
keseluruhan
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8 Tidak ada kesulitan dalam mengerjakan latihan
yang ada dalam buku English Reading Materials
9 Warna-warna yang digunakan membuat
semakin tertarik untuk mempelajari materi
10 Penyelesaian latihan reading dengan
menggunakan buku English Reading Materials
lebih memperdalam pemahaman terhadap
materi
11 Teks yang ada pada buku English Reading
Materials berhubungan dengan kehidupan
nyata/sehari-hari
12 Gambar yang diberikan di dalam buku English
Reading Materials membantu untuk memahami
materi
13 Materi yang ada pada buku English Reading
Materials dapat dikaitan dengan pengalaman
14 Urutan materi mempermudah dalam
mempelajari materi setiap unit
15 Pembelajaran menggunakan buku English
Reading Materials menambah pengetaguan
yang baru
16 Materi yang diberikan dapat diimplementasikan
dalam kehidupan sehari-hari
17 Contoh-contoh yang diberikan dapat
memperjelas uraian
Jambi, 2019
(.................................................)
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CURRICULUM VITAE
Name : Roza Anggraini
Birthday : Tanjung Dalam, April 14th
1998
Gender : Female
Address : Simp. Hutan Kota, Mayang, Jambi City
Email : [email protected]
No Hp : 081274316373
Education Background
No Graduated Education Place
1.
2.
3.
2009
2012
2015
SD N /IV Tanjumg
Dalam
MTS N Bangko
MAN 1 Bangko
Tanjung Dalam
Bangko
Bangko