The use of pop-up book in an educational setting is very beneficial for both teachers and students. Movable books are full of surprises. Children’
reactions while watching this kind of book are so priceless when they turn the pages. Bluemel and Taylor 2012 have no doubt that even with those pop-ups
where the plot and characterization may be minimal and the factual information may be basic, the reader of these books exhibits an enthusiasm that is not often
seen in the perusal of an ordinary book. Furthermore, they also said that pop-up books appeal to a cross- section of students, from eager learners to those who
have a history of being turned off by reading, to those for whom learning is difficult, to those who are grappling with a language other than first one. That
enthusiasm can be channeled into positive experiences for students at every level. Bluemel and Taylor 2012 suggest that teacher should try to use pop-up
books with young children to make them love books and reading. Pop-up books will help learners to fill the gap between real-life situations and symbolic
representation. For reluctant readers or children with learning disabilities, this kind of medium can help them to grasp meaning through exciting visual
representation. Even for older, gifted, and talented students, this medium can help them to develop critical thinking skills and develop creativity.
B. Relevant Studies
Previously, there were some studies about developing pop-up books as media to teach English for children. This study is intended to make another pop-
up media to facilitate reading activity. The first is a study conducted by Khafidhoh 2011. The findings of the research showed that the use of the pop-up book
successfully attracted the students attention. She reported that students were more active and enthusiastic joining the class when they studied using the product.
The second is a study conducted by Firtstyani 2013. She focused on designing a pop-up book for teaching listening skill for grade three students in
elementary school. The finding of her research showed that the students found the pop-Up book interesting and engaging. The children even asked her to teach them
in that school so they could experience more interesting things. The last one is a study done by Trisnandari 2013. In her research, she
developed a pop-up book for English for Holiday students for teaching all skills speaking, reading, listening, and writing. The content and the appearance of the
medium are very interesting and it captured the students’ attention when they learned using the medium.
In conclusion, relevant studies above showed that visual media can be effective media for teaching English for children. The studies support the idea to
develop a pop-up book as media for the teaching English in any skills. The previous researchers recommend other researchers to develop pop-up books to
teach other English skills for other students. However the three studies above had some lacks which had to be
developed. In the first study, the researcher only made the medium and tasks. There were no other elements which supported the whole learning activity. In the
second study done by Firstyani, the task was only one. It only covered the small parts of the whole lesson. Lastly, in Trisnandari
’s study, the medium was used for particular audience, so it couldn’t be used for common schools.
In this research, the researcher planned to add another innovation to make the pop-up book more beneficial. The researcher provided a full course grid used
for two meetings and also adds the tasks and activities. The pop-up book itself also consists of one more part which can be used to teach reading and get
students’ attention. The medium is in the form of sticky pictures. It is used to give an example to the students to make sentences.
C. Conceptual Framework
