The Effect of Text Types Board for the Learners

45 4. Sequencing the content 5. Developing the instructional materials 6. Conducting the formative evaluation 7. Revising the instructional materials In designing the Text Types Board, the researcher identified the learner s’ needs by analyzing the questionnaires given to the learners. After identifying the learners ’ needs, the next step was identifying the learners’ needs and brought it into the context. Thus, the researcher gave them a test about the basic knowledge about text types in English. The researcher asked them to mention the purposes and the general classifications of several text types in English. From that activity, the researcher knew their problem regarding text types in English. After knowing the learner s’ needs and the context, the researcher formulated the instructional goals. Then, the contents were sequenced based on the materials that the learners needed to learn. The researcher did not include other text types in English that was not thought for junior high school. Therefore, the learning media will be useful for the learners. In order to answer the second question stated in research problems, the researcher presented a learning media called Text Types Board which consists of four columns. The columns are as follows: 1. Text Types 2. Purpose 3. General Classification 4. Example of the Text PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 The researcher wanted to know whether the Text Types Board functioned well or not. The researcher gave some exercises about text types during the students’ learning process. Then, the researcher provided the learning media in the classroom and asked the students to use the learning media if they needed it. According to the questionnaire and the observation, the result was showed that the learning media called Text Types Board was needed by the learners. They also understood how to use it as a source of learning to help them finish the exercise. The conclusion about this research is the researcher learns something about the design. The combination of effort and goodwill become color of the journey when designing this learning media. Both of them become the researcher ’s spirit to finish this research. Efforts never betray the result. This learning media has successfully given positive effect for the students.Students said that the availability of the Text Types Board really helps them solve the problem about English texts. The results of the questionnaire agree that high percentage proves that Text Types Board is needed by students. This learning media also got 3.90 when passing formative evaluation stage. It proves that Text Types Board has ready to become a learning media for students especially in junior high school.

B. Recommendations

This part provides recommendations for the junior high school English teachers and other researchers who are interested in developing the learning media called Text Types Board. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 1. The Junior High School English Teachers The researcher recommends that the junior high school teachers implement the Text Types Board and use it as the learning media to teach text types in English. The researcher hopes that the teachers help the students by showing how to use the Text Types Board. The researcher also recommends that Text Types Board becomes one of the proper sources for the students when they need information related with text types in English. 2. Other Researchers The design of the learning media is very simple. The materials for making the Text Types Board are also simple and cheap. The contents of the Text Types Board are also limited especially for the examples of the texts. Therefore, the researcher invites other researchers who are interested in learning media like Text Types Board to continue the research by elaborating, developing, and implementing the designed learning media. 48 REFERENCES Aini, W. N. 2013. Instructional media in teaching English to young learners: A case study in elementary schools in Kuningan. unpublished thesis, Universitas Pendidikan Indonesia. Bandura, A. 1991. Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processess, 50, 248-287 Bertram, C., Ranby, P., Adendorff, M., Reed, Y., Roberts, N. 2010. Using media in teaching. Cape Town: South African Institute for Distance Education. Creswell, J. W. 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research 4 th Ed. Boston: Pearson Education, Inc. Dick, W., Carey, L., Carey, J. 2009. The systematic design of instruction. Upper Saddle River, NJ: Pearson Education Limited. Harmer, J. 2007. The practice of language teaching. Cambridge: Ashford Color Press. Kemp, J. 2001. Instructional design: A plan or unit and course development. New York: Wiley Inc. Kotler, P. 1995. Marketing management analysis, planning, implementation control. Cambrige: Prentice Hall Int. Nevid, J. 2013. Psychology: Concepts and applications. Belmont: Wadworth. Nunan, D. 1979. Practical English language teaching. New York: McGraw-Hill Publisher. Reiser, R. A. Dick, W. 1996. Instructional planning 2 nd Ed. Boston: Allyn and Bacon. Rotter, W and Bendl, H. 1978. Your companion to English texts: Comprehension - analysis - appreciation – production KollegstufeAbiturUniversität. München: Manz. Sands, L. B. 1965. Audio-visual procedures in teaching. New York: University of California. Slavin, R. E. 2012. Educational psychology: Theory and practice 10 th Ed. Pearson: Johns Hopkins University.