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The results of open-ended question were the general comments, suggestions, and opinion for improvement about the learning media. The
results were used to revise the learning media. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the results of the research through the answer of the research questions. There are two parts in this chapter. The first part is divided
into two parts which arethe elaboration of the steps in designing and making Text Types Board and the description of the Text Types Board model. The first part
aims to answer the first research question about how a set of Text Types Board learning media for junior high school is designed. The second part is the
elaboration about the effects of using Text Types Board for students’ learning
process. The second part aims to answer the second research question on how do the Text Types Board affect the learning process in junior high school process.
A. The Elaboration of the Steps in Designing and Making Text Types Board
The researcher combined Kemp’s 2001 and Dick, Carey, and Carey’s
2009 instructional design model in the research method. The following is the explanation of the
Kemp’s and Dick, Carey, and Carey’s seven steps used in this study.
1. Identifying the Learners’ Needs
In this step, the researcher distributed seventeen questionnaires to grade 7
th
and 8
th
of SMP Putra Tama students. The questionnaires consisted of ten closed- ended questions in which number one until three are the questions for learner
s’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 needs. The questions were written in Indonesian in order to make the questions
understandable for the respondents.The questionnaire only provided yes or no answer because the researcher needed absolute answers to determine the
researcher movement to the next steps. The results of the questionnaires are presented below.
Table 4.1 The Result of the Learner’s Needs Questionnaires
No Statements
Yes No
Percentage for Answering Yes
1 I like studying English by
using learning media. 16
1 94
2 Learning media makes me
interested in learn English. 16
1 94
3 Learning media helps me to
understand the English easily. 16
1 94
4 Text Types Board is an
interesting learning media to help me learn types of text in
English. 16
1 94
5 I can use Text Types Board to
learn about text types in English properly.
16 1
94
6 I can find the information and
examples about text types in English through Text Types
Board easily. 13
4 76
7 I can identify text types in
English easily using Text Types Board.
17 100
25
No Statements
Yes No
Percentage for Answering Yes
8 Text Type Board help me to
identify text types in English using
Text Types
Board through group discussion.
16 1
94
9 After the existence of Text
Types Board I can learn text types
in English
independently. 14
3 82
10 I can easily differentiate text
types in English by using Text Types Board.
16 1
94
Based on the result of the questionnaire already distributed, learning text types in English by using learning medi
a was important for the students’ learning process. Focusing on the questions number one until three, the first question
indicated that the existence of learning media can increase their learning interest. The result was 94 of the respondents chose “yes” as the answer to the first
question. Similar to the first question, the second question indicated the interest
level to learn English increased through learning media. It could be concluded from the results of the questionnaires that 94 of the respondents chose answer
“yes”. Most of them agreed that the availability of learning media helped them understand the English topic easier. It was concluded from the questionnaire
where 94 of the respondents agreed to the statement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 From the results of the questionnaires, the researcher concluded that the
students needed to have a learning media to help them on their learning process. The learning media was expected increase their interest for learning English text
types in English.
2. Identifying the Learner and Context
After identifying learners ’ need, the next step was identifying the learner
and context. The researcher conducted pretest for the students of 7
th
and 8
th
grades of SMP Putra Tama to know the characteristic and the knowledge that the learners
had. The pretest examined the common knowledge about text types in English such as narrative, descriptive, report, procedure, and recount text. The researcher
conducted the pretest by asking the students of 7
th
and 8
th
grades of SMP Putra Tama about the purposes of the several texts to know their knowledge. The result
was not good because not all of the students knew the purposes of the texts asked in the pretest. The students also found the difficulties to find sources to answer
questions in the pretest because of the limited school facilities.
3. Identifying Instructional Goals
In this step, the researcher paid attention to the knowledge that the 7
th
and 8
th
grad es of SMP Putra Tama’s students had and to the learners’ need. The result
of the analysis was the 7
th
and 8
th
grades students of SMP Putra Tama hadknown about several texts. However, the students still found some difficulties to mention
the purposes of the texts and find the sources to answer the pretest questions. After knowing the problems and the knowledge of the students, the
researcher identified the proper content inside the learning media to help them PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 understand about text types in English. The researcher included all of the basic
knowledge about text types in English such as type of text, the purpose of the text, the generic structure, and the example of the text. The instructional goals were
specified into how to use the learning media.
4. Sequencing the Content
After identifying the instructional goals, the researcher sequenced the content of the designed learning media. From the needs analysis, the researcher
found several problems of the students when they learnt about text types in English. The first problem was the students often answered incorrect when
mentioning the text types according the purposes of the text. Second, students were not able to mention the generic structure of the texts. Third, students
sometimes mentioned the example of the text types in English falsely. From that kind of problems, the researcher planned to make the simplest learning media that
cover all of the contents related to the problems. The content included four columns which was type of text, the purpose of the text, the generic structure, and
the example of the text.
5. Developing Instructional Materials
This section also aims to answer the first question in the research question: How is set of Text Type Board learning media for junior high school designed?
The researcher developed the instructional materials by using the reference from Aini 2013 who states that instructional media aim to investigate 1 the use of
instructional media to young learners; 2 the problems that they encounter in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
