30
Figure 4.1 The Blueprint of Text Types Board
TEXT TYPES BOARD
22 cm
30 cm 2 cm
3 cm 4,5 cm
12 cm
5 cm PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
Figure 4.2 The Design of Text Types Board
The learning media consist of four columns on the main board. They are presented as follows:
A. Text Type
B. Purpose
C. General Classification
D. Example of the Text
TEXT TYPES BOARD
TEXT TYPES PURPOSE
GENERIC STRUCTURE
EXAMPLE OF THE TEXT
BOARD THAT CONTAINS INFORMATION
32
Figure 4.3 Main Board
Figure 4.2 shows the picture of the main board. The main board contains the column of A Text Type, B Purpose, C Generic Structure, and D
Examples of the Text.
Figure 4.4 Information Boards
33 Figure 4.3 shows the picture of the second board that contains all of the
information about E text type, F purpose, G generic structure, and H examples of the text. The first information board E consists of the text types
needed for junior high school learning material. They arenarrative, recount, descriptive, report, and procedure text. All of those texts were taken from Silabus
Mata Pelajaran Bahasa Inggris Kurikulum 2013 untuk Tingkat Sekolah Menengah Pertama.
The second information board F consists of the purposes of the text. The purpose of narrative text is to amuseentertain the readers and to tell a story.
Recount text retells something that happened in the past and to tell a series of past event. Descriptive text is used to describe a particular person, place or thing in
detail. The purpose of report texts is to presents information about something, as it is. Procedure texts help readers do or make something.
Third information board G discusses the general classification. The contents of the narrative column are orientation, complication, resolution, and
reorientation optional. For recount text there are orientation, events, and reorientation. The next is descriptive text which contains identification and
description. The report text general classification column consists of general classification and description. The last column is about the general classification
of procedure text. It consists of goalaim, materialsequipments, and stepsmethod.
34 The fourth information board H consists of examples
of the text. “Snow White” for narrative text, “My Adolescence” text for recount text, “Monas
National Monument” for descriptive text, “The Pelican Report” for report text, and “How to Make Sandwich” text for procedure text. For the detail please check
the appendix E page 66 The reason why the Text Types Board consists of four columns is based
on the basic information that junior high school students need. At least, for learning a text in English learners need to know four important things which are
the type of the text, the purpose, the generic structure and the example.
Figure 4.5 The Picture of the Text Types Board
35 Figure 4.4 shows the final form of Text Types Board after all of the parts
are combined. The Text Types Board size is 30 cm x 18 cm with the color combination like figure 4.1 pages 29 to use this tool student should shift the
information board to find the same color. For example, when the students need information about procedure text of which the colu
mn’s color is yellow, they just need to match the color by shifting the purpose, generic structure, and example of
the text column on the information board.
b. The Problems that Learners Encounter in Using Instructional Media
In the process of the testing of the prototype the researcher found some problems experienced by learners. There were five problems such as basic
material for the learning media, learning media size, content especially the examples, learning media neatness, and multiply the learning media.
The problems came up when the researcher asked the learners to give a feedback about the learning media. One of the suggestions was to change the
basic material with the stronger ones. The learners understand that this learning media is important so they suggested choosing the durable basic material.
Learning media size became the next problem that students focused on. The prototype that the researcher brought to the school was too small. The
learners suggested making it bigger so all of the learners in the classroom could see it.
They also asked the researcher to give other examples. The learners were very excited when they knew about Text Types Board. Thus, they want this
learning media could be revised into better one. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
c. Problem Solving of the Media Utilization Problems
From the result of step number one and two, the researcher revised the designed material based on the feedback, comments, and suggestions given by the
learners. This part helped the researcher understand about how the final Text Types Board would look like. Paying attention into the theory from Wilson and
Horch 2002 about developmental characteristics of young adolescents such as physical, intellectual, social, and emotional. In addition, the researcher also
considered the suggestions from all of the learners like basic material for the learning media, learning media size, content especially the examples, learning
media neatness, and amount the learning media.
6. Conducting the Formative Evaluation
The next step is conducting the formative evaluation. The researcher distributed the questionnaires to three participants; two of them are the lecturers of
the English Language Education Study Program of Sanata Dharma University and the other is an English teacher. The evaluation was conducted to obtain the
feedback on the learning media. The result of the evaluation was used as the input for improving the designed learning media. The description of the evaluators is
presented on the next page. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 4.2 The Description of the Participants in Formative Evaluation
Participants Sex
Educational Background
Teaching Experiences in year
Female Male S1
S2 5
-10 10
The English Language Education
Study Program Lecturers.
1 1
2 2
An English Teacher 1
1 1
Notes: S1= an Undergraduate Degree
S 2 = a Master’s Degree
In order to obtain the participants’ feedback on the designed learning media, there were two kinds of questionnaires which were distributed to the
participants. The first questionnaire was close-ended questionnaires and the second was open-ended questionnaires.
a. The Result of the Close-Ended Questionnaires
This part consisted of several statements with some points of agreement that represented the participants’ opinions on the designed learning media. 1
Indicated that the degree of agreement was very poor, 2 indicated poor, 3 undecided, 4 good, and 5 the degree of agreement was very good. The results
of the close-ended questionnaires are presented on the next page. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
Table 4.3 The Result of the Formative Evaluation
No Statements
Degree of Agreement Frequency
Central Tendency
1 2
3 4
5 N
M 1
The teaching media is well formulated.
1 1
1 3
4
2 The
instructional objectives
are well
formulated. 1
1 1
3 3.7
3 The teaching media is able
to meet the objectives. 1
2 3
3.7 4
The topics
are well
selected and arranged. 1
2 3
3.3 5
The instructions are clear. 2
1 3
3.7 6
Generally, the contents are well elaborated.
2 1
3 4.3
7 Text Type Board is simple
enough to cover all of the information
needed to
learn about
types of
English text. 1
2 3
3.7
8 Students can use the Text
Type Board as a source to learn types of English text.
2 1
3 4.3
9 Generally, the Text Type
board will enable to help the
students become
independent learners. 2
1 3
4.3
10 Students can understand
easily when there is a learning media like Text
Type Board. 1
1 1
3 4
39 Notes:
N: Total RespondentData M: Mean
From the results of the close-ended questionnaires, it was found that the grand mean is 3.90. It means that the Text Types Board is appropriate and suitable
to help the students learn text types in English. However, there were some aspects that needed to be revised to make it better.
b. The Result of the Open-Ended Questionnaires
In this part the respondents were free to give suggestions, comments, and opinions on the learning media. The questions in open-ended questionnaire are
asked the respondents to give the comments or opinions about Text Types Board. From the results of the feedback the researcher found some good points. They are
as follows. 1.
The idea was good. 2.
The board was interesting with the colorful form. 3.
The board was meaningful. 4.
The learning media was simple. 5.
The learning media could help the learners understand the material. Thus, the researcher found out some points needed to be revised to make
the learning media better. They are as follows. 1
The Material Two of the respondents advised the researcher to change the material of
the board into more durable one. They stated that the material needed to be changed into plastic not paper.
40 2
The Instructions Two of the respondents suggested adding some instructions about how to
use the learning media. They also suggested adding the objective of using this learning media.
3 The Grammar
Three of the respondent suggested that the researcher should check the content of the learning media because there were some grammatical mistakes.
4 The Content
A respondent advised the researcher should add more examples to help the learners understand the materials. Two respondents also suggested that the
researcher should vary the content to make them become more interesting for learners especially themes of the text that are close to them.
7. Revising the Designed Material
From the result of the questionnaires, the researcher revised the designed material based on the feedback, comments, and suggestions given by the
respondents. These are the results of the revision: 1
The researcher changed the looks of the learning media into a more colorful one. Actually, the color is already available on the board but the evaluators
wanted it to be more colorful to make it interesting. 2
The researcher changed the material of the learning media into the stronger material. Before that, the material was carton paper.
41 3
The researcher changed the examples of the text into the complex one. Before the revision, the examples were too simple. The validators considered that the
examples also contained more information. 4
The researcher rechecked the grammar inside the learning media and found several mistakes.
5 The researcher made the instructions about how to use the Text Types Board
learning media because before the revision there was no instructionsmanual about how to use the learning media.
However the researcher did not add more examples because the researcher thought that this is only a prototype that could be developed by other researchers.
The researcher would like to give a space for other researchers.
B. The Effect of Text Types Board for the Learners
This section aims to answer the research question number two in the research questions on how the Text Type Board learning media affect junior high
school students learning process. The discussion about how far the availability of Text Types Board helps the students. Then, could Text Types Boardstimulate the
students of 7
th
and 8
th
grades of S MP Putra Tama’s independent learning on the
learning process? From the result of the questionnaires that already distributed see table 4.1 p. 24, the researcher wanted to know about the effects to the
learners. According to Wilson and Horch 2002, interesting things would make
young adolescence learners pay more attention to it. In this case, learning media called Text Types Board
have to get students’ attention. The statement number PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 four indicated that 94 of the respondents agreed that Text Types Board was an
interesting learning media. Then statement number five, 94 of the respondent understood how to use the learning media. That result indicated that this learning
media was easy to use. The researcher used the perception theory by Kotler 1995 to make the learning media. This result also indicates that the learning
media was designed according to the students’ perception and needs.
Talking about the completeness of the content inside, Text Types Board got 76 which means still need several revisions especially for the examples.
However, the learners could easily identify the texts using the Text Types Board ’s
help. The number of percentage was 100. They could alsouse it individually or in a group. While they used in a group 94 agreed that Text Types Board still
helps. According to Bandura 1991 Self-regulation theory is a system of
conscious personal management that involves the process of guiding ones own thoughts, behaviors, and feelings to reach goals.This learning media could
alsostimulate the learners’ self-regulated ability. By using this learning media,
82 of the respondents agreed that Text Types Board could increase their independent learning. Their identification skill is also increased when Text Types
Board help them do the text types assignments because 94 of the respondents agreed that their identification skill is increased.
All of the results of the questionnaire indicate that the availability of Text Types Board give positive effects
especially for students’ independent learning. The number of the percentage which is above 80 proved that Text Types Board
43 is helpful for the students. They also became motivated to learn about text types in
English. According to Nevid 2013, motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. The number above 80
from the questionnaire result also indicated that the motivation among the students increased.
44
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the major findings of the research and the limitations. This chapter covers two parts: conclusions and recommendations. The
first part concludes all of the answers to the research questions. The second part presents recommendations for junior high school English teachers and future
researchers who intend to develop and elaborate the Text Types Board learning media.
A. Conclusions
This study was conducted to find out how a set of Text Types Board was designed and how Text Types Board learning media affect junior high school
students ’ learning process. Therefore, the first research problem dealt with the
process of designing the learning media and the second research problem dealt with the effects
of Text Types Board for the student’s learning process. The researcher
combined Kemp’s 2001 and Dick, Carey, and Carey’s 2009 instructional design model to answer the first question. The following are
seven steps used in designing the learning media called Text Types Board. 1.
Identifying the needs of the learner 2.
Identifying the learner and context 3.
Identifying the instructional goals PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
