DEVELOPING A POP UP BOOK MEDIA FOR TEACH
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DEVELOPING A POP UP BOOK MEDIA FOR TEACHING READING
TO THE SEVENTH GRADE STUDENTS' AT SMP N 3 ALAS BARAT
IN THE ACADEMIC YEAR 2016/2017
CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Reading is a receptive skill. This means that reading is a process in which
you do not produce but receive, deal with and understand a language. Reading is
one of the most important skills in our daily life. We often need to read signs,
instructions, news articles and other written information. However, reading is not
only dedicated to this purpose.
Reading as one of the receptive skills serves as an input in developing
language skill. One of the reasons why it should be learned in lower secondary
school is to build a good reading habit to the students. Once the students realize
that reading is fun, they will continue to read to support their learning or even just
for pleasure. One of the ways to stimulate reading habit in schools which will
improve the students’ interest toward reading is using media.
Actually the use of media in teaching reading in many public schools in
Indonesia is very rare, because the teachers tend to use books and LKS (Lembar
Kerja Siswa). The use of media for teaching students is actually to facilitate them
to be more focused on the lesson. The learning activities will go well if the teacher
can capture the students’ attention using the media. Nowadays, interesting media
have become one of the alternatives to make reading more effective and efficient
for the students.
Considering the lack of media sources used in SMP N 3 Alas Barat, the
researcher believed that the students need new interesting media and materials in
learning English, particularly to develop the students’ reading habit. The medium
that is suitable with the students’ needs is expected to meet the goals of attracting
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the students and make them learn well. They will automatically pay attention to
the teaching and learning process if they are interested in the lesson, especially the
medium. Based on the reasons above, the researcher decided to develop a popup book to improve the reading skill of the learners particularly the seventh
grade students of SMP N 3 Alas Barat in the Academic Year of 2016/2017. This
medium will be a new teaching aid that can be used by the teacher. Furthermore,
the pictures in pop-up book can help the children understand the content of the
story.
1.2 Identification of the Problem
Based on the background of the study, there are some problems that can be
found. The researcher classifies them into two aspect:
1. Students
Low interest in reading students’ are influenced by several factors, such as
libraries that lack of interisting books. In addition, students’ consider it very
bored reading lessons. And students’ are more like things or activities in
outside, such as watching television, playing games online, and open social
media such as facebook, blackberry messenger, and instagram. So less
attractive method of teaching reading. Therfore, it takes a model, strategy,
method, technique, or a good medium to make students’ more enthusiastic in
participating in learning.
2. Teacher
The English teacher only uses an one book to teach reading, which is LKS
(Lembar Kerja Siswa) in a classroom. As a result, the students get bored and
cannot focus on the materials given to them. The teacher uses the same
materials from the same source. Based on the interview which was conducted
with the teacher, it was found that he often used LKS (Lembar Kerja Siswa)
to teach. Therefore the materials or stories which are used are always the
same. And the media were not good enough to facilitate the students’ to teach
reading. The teacher rarely used storybook or other media. Although it is
stated in many resources that interisting media can be one of the facilities that
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can motivate the students’ to learn. The need of more media became the main
reason of this research.
1.3 Research Question
Based on the limitation of the problem, the formulations of the problem
are as follows:
1. How can a pop-up book be developed for teaching reading to the seventh
grade of lower secondary school students at SMP N 3 Alas Barat?
2. How can effective of a suitable pop-up book to teach reading for
seventh grade students?
1.4 Objectives of the Research
In general, this research aimed at developing pop up book for teaching
english reading to the seventh grade of lower secondary school students. In
particular, the research was intended:
1. To develop the pop up book which was suitable for teaching reading
students at the mentioned school.
2. To find out the effectiveness of a suitable pop up book to teach reading
for the seventh grade students.
1.5 Significance of the Research Findings
1. For teachers, as a solution to overcome the problems that occur in the
classroom, especially the problems originating from applied learning
media.
2. For students, are expected to find it easy to understand that the material
learned and assist in the attainment of predetermined.
3. For researchers, gain additional insight into the theoretical and practical
experience and get the facts about the development of instructional pop up
book.
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CHAPTER II
LITERATURE REVIEW
2.1 Theoretical Review
2.1.1
Reading
Reading is a physic and mental activity to reveal the meaning of the
written texts, Burhan (2012: 9) while in that activity there is a process of knowing
letters. It says a physic activity because the parts of the body, our eyes
particularly, do it. And it says mental activity because perception and memory as
parts of though are involved in it. He then concludes that main goal of reading is a
process of comprehening written text.
Dealing of it, Cline et.al (2006: 2), states that reading is decoding and
undrestanding written texts. Decoding requires translating the symbols of writing
system (including Braille) into the spoken words which they represent.
Understanding is determinated by the purposes for reading, the context, the nature
of the text, and the readers’ strategies and knowledge. Further, Cline et.al (2006:
2) in their second definition states that reading is the process of deriving meaning
from the text. From the majority of readers, this process involves decoding written
text. Some individuals require adaptation such as Braille or auditorization to
support the decoding process. Understanding is determined by the purposes for
reading, the context, the nature of the text, and the readers’ strategies and
knowledge.
According David Nunan (1989: 33), reading is not an invariant skill, that
there are different types of reading skills that correspond to the many different
purposes we have for reading. In the classroom, in students’ reading activities, the
writer is sure that they have many purposes, among others are to graduate from
their school and to provide themselves with the knowledge to continue their
studies whatever their purposes are. In order to achieve the goal, the
comprehension ability in reading is needed. Nunan (1989: 33), mentions that with
the bottom-up approach, the reading is viewed as a process of decoding written
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symbols, working from smaller units (individual letter) to larger ones (words,
clauses and sentences).
According to Olson and Diller (1982: 42), what is meant by reading
comprehension is a term used to identify those skills needed to understand and
apply information contained in a written material. This statement is supported by
Harris and Sipay (1980: 179), who say that reading comprehension ability is
taught to be a set of generalized knowledge acquisition skills that permits people
to acquire and exhibit information gained as a consequence of reading printed
language. There’s even a sense that views reading as a process of giving meaning
to visual symbols (Oka, 1983: 11 in Jaenal 2010).
According to (Tarigan (1990: 7) in Jaenal 2010), argues that reading is a
process that is carried and used by readers who want to get the message delivered
by the author through the medium of words or written language. According to
(Oka (1983: 15) in Jaenal 2010), if viewed in terms of differences in scope, it can
be distinguished three kinds of meaning to read: Understanding the firts is a
narrow sense, namely the sense that regards reading it as a process of written
symbols recognition. Into this process included the recognition of words carefully,
in a wide range, and quickly.
2.1.2
Media
In the book Introduction to Communication Studies (Cangara, 2006: 119),
the media is a tool or means used to convey messages from the communicator to
the audience. There is some psychology experts consider that the human
communication, the media most dominance in communication is the human
senses such as eyes and ears. Message-a message received by the senses
subsequently further processed by the human mind to control and determine it’s
attitude towards something, before it is expressed in action.
According Arsyad 2002: Sadiman, et.al. 1990, said that the media (the
plural form of the medium), a word derived from the Latin medium, which
literally means' middle ',' intermediate 'or' companion'. Therefore, the media can
be interpreted as intermediary or an introductory message from the sender to the
receiver. Media can be something material (software) and / or device (hardware).
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According to Gerlach & Ely (in Arsyad, 2002), says that if the media is
understood broadly human, material, or events that build the condition, which
causes the student is able to acquire the knowledge, skills, or attitudes. So
according to this understanding, teachers, peers, text books, school and outside of
school, for a student is the media.
According Heinich, Molenida, and Russel (1993) argues that the
technology or medium of learning as the application of scientific learning process
in humans the practical tasks of teaching and learning.
According to Ali (1992) argues that "The media are different types of
components in the environment that lets students provide the stimulus for
learning".
According to Gagne (1990) found "condition-based media covering the
type of presentation is delivered to learners with scheduling, sequencing and
organization.
According Miarso (2004) argues that "learning media is anything that is
used to distribute messages and can stimulate the mind, feelings, concerns, and the
willingness to learn so as to encourage the process of learning".
According to Arif S. Sadirman (1984) argues that "The media is all the
physical tools that can present the message and stimulate students to learn as film,
books, and tapes.
2.1.3
Pop-up Book
A pop-up book is a book that offers the potentials for motion and
interaction through the use of paper mechanisms such as fold, scrolls, slides,
tabs,or wheels (Bluemel and Taylor, 2012). This kind of book is sometimes
called movable book' or 'interactive books'. It can be used effectively to promote a
story, to motivate reading, and to stimulate interest in the subject at hand.
According to Dyk (2011), pop-up and movable books have been
delighting readers for nearly 800 years. Pop up artists and paper engineers
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are using inventive ways to fold
paper and create movement in order to
transform the printed pages from two-dimensional forms to three-dimensional
experiences.
Dyk (2011) also states that moving from a static printed page to a threedimensional mechanical book changes the dynamic between reader, words, and
illustrations. The relationship becomes more interactive, more tactile, and more
dynamic.
The strength of pop-up book based on Dyk (2011) is that it combines hand
and eyes, action and reaction, discovery and wonder. Furthermore, it is not only
making the learning experience more effective and interactive, but also
memorable.
Teachers have standards for selecting books to use with students. Bluemel
and Taylor (2012) suggests three main criteria for evaluating picture books
andinformational books. They also add criteria for some features specific to the
pop up format. First, movable
books should do more than amaze
the
reader by movement. It should be added to the story or information given in the
book in one or more ways. Thus, the art in pop-up books should: reinforce the
text by making the characters and or the setting come to life, establish the
mood of the story through the use of color such as warm or cool, bright, soft, or
dark, and extend the story by the addition of visual details not described in the
text. Second, if it is categorized as an informational book, it must be evaluated
by the same criteria as all other nonfiction books, and then you should ask about
the truth of the information, the current information (unless the book is of a
historical nature), the possibilities of stimulation interest for further exploration of
the topic. The last, pop-up books must also be judged on their effectiveness
as movable art. Criteria that should be considered include quality of the
paper engineering (how well do the movable part work?), complexity of the
engineering (is there intricacy, delicacy, ingenuity?), relevance of the engineering
(does it extend the text rather than just embellish it?).
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If people believe that the main purpose of literature is to create readers by
making reading a fun activity, to inform, and to inspire a curiosity to learn more,
then pop-up books certainly deserve the designation of literature. Bluemel and
Taylor (2012) state that pop-up books are worthy to be included in children
and young adult literature and to be considered a distinctive contribution to the
field.
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 popups 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.
2.2 Conceptual Framework
Reading is one of receptive skills which is better to be nurtured for
students’. Reading activities is expected to build a good reading habit which
makes students spend their leisure time positively. Reading skill will help them to
understand texts they read. To support students’ develop their reading habit and
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skill, teachers and media developers should be more creative in making media and
activities related to reading at school.
In teaching reading, media can be used to help teachers explain the content
of texts. Moreover, media are also beneficial for students as they can focus on
the lesson better. They can capture the meaning and message of the text they
read easily by texts the real things presented by answer and question on the media.
Pop up book as media for teaching reading shows the illustration of the
text by providing title and pictures as supports. This media allow students to
remember and understand the content easier. This medium will also motivate the
students to read more because it is enjoyable. The conceptual framework of
this study is explained in the following diagram:
Low Ebilities Reading Student
Fact
Rare Medias For
Teaching and Less
Variation (System Talk)
Solution
Make To Teach Media
Draw Out Pop Up Book
Develop Media Pop Up Book To
Teach
Output
Teach Make Pop Up Book
To Teaching Reading
Maximal
Figure 1: The Conceptual Framework of the Studies
2.3 Hypothesis
If use the media make a match for teaching reading at sevent grade of
lower secondary school students’ at SMP N 3 Alas Barat, can be developed and
improved.
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CHAPTER III
RESEARCH METHOD
3.1 Research Design
Research is defined as a systematic, logically, controlled, empirical and
critical investigation of hypotical propositions about the presumed relations
among natural phenomena (Tuckman, 1978). Then research traditions develop in
many approaches. One of the popular research approaches today R & D which
had close relationship to the field of instructional technology since 1960s and
1970s. Research and development also refers to the industry research are not only
to develop the products, but also to discover the knowledge (through basic
research) or to answer specific questions about problems (through applied
research) (Borg and Gall, 1983: 772)
Based on the purposes of the R and D research, the researcher decided that
the approach which is appropriate with this study is educational R and D.
Research and development which so called Research-Based Development is a
current approach in education research. Borg and Gall (1983) define Educational
R & Das a process to develop and to validate educational product. Sugiyono
(2010) also defines R & D researches as a method of research in order to produce
a new certain product which is followed by the testing out of the effectiveness of
the products. Educational R & D nowadays, become famous along with the need
of education to develop products in enhancing the educational quality although
more difficult and consuming time. Product refers to not only material subjects,
such as pop up book, short story, and so forth, but also refers to the constructed
procedures and the process such as the method of teaching or method for
organizing the instructions.
3.2 Location of the Try Out
This study has been conducted in the seventh grade students’ of Lower
Secondary School 3 West Alas, Sumbawa, West Nusa Tenggara. It is located at
Tano-Sumbawa Street, Sumbawa, West Nusa Tenggara.
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3.3 Population and Sample
Population in this research could be defined as the whole numbers of
sample in where the study takes place. Borg and Gall (1983) stated that the
populations is all members of a real or hypothetical set of people, events, or
objects to which we wish to generate the results of ou research. There were 170
students’ in this school taken as population. The sample of the study were 20
students’ of the seventh grade students’. The sampling strategy used in this
research was purposive sampling. Purposive sampling is the technique that uses to
choose sample for specific purpose.
Specific purpose let the researcher to build up a sample that is satisfactory
to the researcher needs Cohen (2007). In this research, the researcher developed
and designed an english pop up book for the seventh grade students’ for lower
secondary school, so that it needs a specific sample to be respondents which are
compatible with the pop up book grand design for.
2.4.1
Observation
Observation has been done since the teaching and learning process started
until the research finished. The researcher oberved the classroom in order to know
the students’ attitudes, the teacher’ method in teaching, and how classroom was
running.
2.4.2
Interview
Interview has been used for research as addition to use in survey research,
interview has been widely used by the researchers and by the language tester in
the second language acquisition as a means of assessing proficiency, johnston
(1985) cited in Nunan (1992). Interview itself can be characterized in term of their
degree of formality, and most can be placed on a continum unstructured through
semi structured to structured. This study conducted in semi-structured interview,
in which the interviewer has a general idea of what they want to interview, and
what should come out of it; the interview has been conducted for both teacher and
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student with a list of prederminated question. Topic and issues rather than
questions determine the course of the interview (Nunan 1992).
Still, Nunan (1992: 150) elaborates two advantages of semi-structured
interview are: (1) it gives the interviewer a degree of power and control over the
course of the interview, (2) it gives the interviewer a great deal of flexibility. The
interview has been delivered to the students’ and the teachers specifically. Semistructure interview lead the researcher to collect the data orally based on the
general ideas that have been prepared by the researcher which does not arrange in
structured questions, but conducted in more free and comfortable situation.
2.4.3
Questionnaire
There are two general kinds of questionnaire relatively used by the
researchers, which are called closed questions and open-ended questions. A closed
question items are given to the respondents with the range of possible respone is
determined by the researcher. Example of question “is English pop up book for
lower secondary school in West Nusa Tenggara still limited?” the answer options
could be agree/disagree/neutral. Then, an open item is one which the subject can
decide what to say and how to say it, example “what do you think about pop up
book in lower secondary school level?” questionnaires can consist of whole close
questions, entierly of open questions, or a mixture of closed and open questions.
Both items have any different advantages and disadvantages. Responses of
closed questions are easier to collate and to analyze, than the open-question often
needs more useful information. Open ended question also likely more accurately
reflect what the respondent want to say (Nunan 1992: 143). Cohen at al. (2003)
add the definiton about closed questions, they explain that closed questions
prescrible the range of responses from which the respondent may choose.
Based on the description of questionnaire defferences above, the
researcher supposed to use mixture both closed and open ended question to obtain
the data. Hopefully, the open ended question give the opportunity to the
respondents to explore what they want to say, what they are thinking and feeling
about, and also what are the ideas that they want to share based on the make a
match in lower secondary school level.
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Open ended questions have been delivered to the teacher, the resercher
expected, the teachers would like to give the valuable information about the
product as respondents, and then suggest some positive ideas to improve the
product. Meanwhile, the closed questions were given to the students. The
researcher assumed that closed questions were given to the students the researcher
at lower secondary school level, it is caused by the abilty of lower secondary
students’ is still limited when they explore their ideas, students’ also has been
prepared the checklist of students’ improvement of using English during they
being taught by this product.
2.5 Techniques of Data Analysis
To analyze the effectiveness and the appropriateness of the pop up book
design, this study has been collected the data through some instruments as the
researcher elaborated above, they were: observation, interview and questionnaire.
In order to computer the data and then to analyze data systematically, this study
applied some steps, were:
a. Observation Checklist: observation checklist supposed to measure the
students’ attitudes and behavior in the classroom, the writer act as an
observer and noted down some points in the teaching learning process. The
students’ attendance, about the students’ achievement, enjoy in the class,
understand the materials, and students’ cooperative in the classroom have
been investigated by giving mark in each students and scoring the rangers of
the scale in all students. Whereas the students’ characters computed through
the characters values and the development of the students’ characters in
every meeting. Courage, diligence, activeness, and the respect and attention
were the characters that the researcher paid attention in the observation.
b. The teacher and the students’ opinion about the pop up book collected
through questionnaire have been given. Each option has the point’s ranges:
it started from 0-4 points. If the students or teacher choose a, the score
would be 4 points, if the students or teacher choose d, then the score got 1
point, and so forth. After that, all of items were analyed by computing all
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score, and finally deciding the category into ranges. Whether the category in
the higher or in the lower level.
c. To identify the significant progress of the students during the learning
process done by using the pop up book, this study compared the result of the
students evaluation before learnt with the pop up book and after students’
learnt with the pop up book. The evaluation test was given before the
teaching and learning process and also after the teaching and learning
process done. Both evaluation test in the same model. In order to collect the
data related to the test. The researcher applied pre-experimental design
where students were given pre and posttest. The researcher assumed that the
pre-experimental research design which appropriate with this study was the
formula of One-Group Pretest-Posttest design. Based on Bord and Gall
(1983: 657-658) state that there are three steps of One-Group PretestPosttest design: the first step is distribution of a pretest measuring the
dependent variable, teh second step is the application of the experimental
treatment (in this case, try out the pop up book) to the subject, and the last
step is the administration of a posttest measuring the dependent variable
again. The steps of the design can be presented into the formula as Nunan
(1992) wrote that:
Table 3.1 One-Group Pretest-Posttest design
X
O1
Where:
O1
= students’ score before try out
X
= treatment
O2
= students’ score after try out
O2
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To calculated and to compute the data of the students’ score before and
after try out, this study used the following formula adopted from sugiyono (2010:
197):
X´ 1− X´ 2
t = s12 s 22
√
s1
s2
n1 + n1 −2r √ n1 √ n2
[ ][ ]
Where:
X1
= mean of sample pretest
S12
= variants sample present
X2
= mean of the sample posttest
S22
= variants sample posttest
S1
= deviation standard of posstest
t
= t-value
n
= number of sample
Then, the coorelation between two samples applied the formula adapted
from sujiyono (1987: 201):
r
∑ x1 x2
x 1 x 2= n. s . s
1
2
Where:
r x1 x2
= Coorelation index between X1 and X2
∑ x1 x2
= The result of deviation score X1 and X2
n
= number of subject
S1
= Deviation standard of X1
S2
= Deviation standard of X2
The researcher also stated the statistical hypothesis to assume the
effectiveness of the product. The hypothesis used was:
Ho: µ1 ≤ µ2 and Ha: µ1 ≥ µ2.
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2.6
Procedure of the Research and Development’s Study
As the some previous studies have been done, most of the researchers
conducting their research in R & D design. R & D study most adopted from Borg
and Gall (1983). This study also applied 7 cycles from Borg and Gall (1983: 775),
the following diagram is present the procedure of study briefly and clearly.
Figure 3.1 R & D Cycles in alternative Test adapted from Borg and Gall
(1983)
1. Need Analysis
Student Analysis
2. Develop preliminary
form of products
Stake holder
Analysis
3. Expert and lecturer
validation
Expert from UNNES
4. First product revision
5. First main field testing
Students
6. Second product revision
7. Producting final product
Lecturer from
UM.MAT
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This figure explains the steps done by the researcher. It has been started
from the need analysis, the analysis including the students’ and stakeholders need
analysis. Stakeholder means the teachers, and the schoolitself. Then, the stages of
the study have been conducted is elaborated in the following steps:
2.6.1 Stage 1: Research and Information Collecting
This study started by reviewing the literature such us pop up book are exist
and commonly used by the lower secondary school in Sumbawa, West Nusa
Tenggara. Reviewing the curriculum and syllabus has been implemented there:
also other materials used by the teacher when they are teaching in the seventh
grade students of lower secondary school.
The researcher also observed the classroom activies and did the
preliminary research in order to know the kinds of the pop up book design or the
pop up book model that the teacher and students’ need. This observation was
supposed to find out the real problems faced by the teacher and students’ in West
Nusa Tenggara, especially in SMP N 3 Alas Barat, related to the pop up book
applied in the school. The last steps of the first stage was preparing the report and
starting to decide what the most appropriate pop up book for the lower secondary
level.
2.6.2
Stages 2: Planning
In this stage, the researcher began to define the kinds of language skills,
stating objectives of the pop up book, determining course sequence, and choose
the best topic of the pop up book based on the students’ and teachers’ need. The
researcher defined carefully about the students’ standard competence, basic
competence, language skill, and the number of meeting. There were six times of
meeting taken in the try out for one semester: five times for teaching learning
activities and one time to conduct the evaluation.
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The researcher designed the pop up book based on the curriculum existed
and then followed the syllabus and lesson plan related to the standard of
competence and content standard. Lesson plan includes the instructional materials,
the learning activies, time allotment, and sources of learning theories.
2.6.3
Stages 3: Develop Preliminary of Product
The researcher began to prepare the instructional materials. The material
was ordered based on the planning. The researcher focused in developing pop up
book by adopting the communicative-situational approach in the teaching
materials. The materials developed consistently based on the content standard of
the seventh grade students of lower secondary school: also paid attention to the
curriculum was implemented on the school.
2.6.4
Stages 4: First Product Revision
Before the materials were applied in the classroom setting, the researcher
showed the advisor first and asked four expects to revise those materials. Two the
expects were the lecturers from UNNES, they were the advisor also. The second
expert were two lecturers from UM-Mataram who understand the pop up book
analysis. The researcher also prepared the checklist of validation forms and
suggestions forms both lecturers and advisors in order to make some correlations
or revisions. After all of the experts sure about the validity and the feasibility of
the materials, the researcher moved on the next steps.
2.6.5
Stages 5: Main Field Testing
The pop up book has been tried out the seventh grade students of lower
secondary school 3 Alas Barat, Sumbawa, West Nusa Tenggara. There were 25
students at the seventh grade students from 170 populations in the school. The
researcher collaborated together with the English teacher to test the product. The
researcher asked the teacher to use this pop up book as the teaching instructional
materials when she taught. The resarcher acted as an observer, and noted down
some points related to the students’ behavior during the teaching and learning
process going on.
2.6.6
Stages 6: Second Product Revision
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During the classroom learning going on, the product was revised again by the
experts for the second times. In this revised, the product was considered the
relationship with the curriculum, level of difficulties, attractiveness and how it is
practical. Then the researcher categorized the successful of the students if 80% of
the students got score at least 65 points, means that the student passed the passing
grade. The categorized based on the decision of the students Passing Grade
standard (KKM) which has been stated by the school.
2.6.7 Stages 7: Producing the Final Product
After the product has been revised and validated by the experts for the
second times, the researcher started to complete and to arrange the make a match
in a new product. Finally. The product is ready to use as an instructional learning
material.
DEVELOPING A POP UP BOOK MEDIA FOR TEACHING READING
TO THE SEVENTH GRADE STUDENTS' AT SMP N 3 ALAS BARAT
IN THE ACADEMIC YEAR 2016/2017
CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Reading is a receptive skill. This means that reading is a process in which
you do not produce but receive, deal with and understand a language. Reading is
one of the most important skills in our daily life. We often need to read signs,
instructions, news articles and other written information. However, reading is not
only dedicated to this purpose.
Reading as one of the receptive skills serves as an input in developing
language skill. One of the reasons why it should be learned in lower secondary
school is to build a good reading habit to the students. Once the students realize
that reading is fun, they will continue to read to support their learning or even just
for pleasure. One of the ways to stimulate reading habit in schools which will
improve the students’ interest toward reading is using media.
Actually the use of media in teaching reading in many public schools in
Indonesia is very rare, because the teachers tend to use books and LKS (Lembar
Kerja Siswa). The use of media for teaching students is actually to facilitate them
to be more focused on the lesson. The learning activities will go well if the teacher
can capture the students’ attention using the media. Nowadays, interesting media
have become one of the alternatives to make reading more effective and efficient
for the students.
Considering the lack of media sources used in SMP N 3 Alas Barat, the
researcher believed that the students need new interesting media and materials in
learning English, particularly to develop the students’ reading habit. The medium
that is suitable with the students’ needs is expected to meet the goals of attracting
2
the students and make them learn well. They will automatically pay attention to
the teaching and learning process if they are interested in the lesson, especially the
medium. Based on the reasons above, the researcher decided to develop a popup book to improve the reading skill of the learners particularly the seventh
grade students of SMP N 3 Alas Barat in the Academic Year of 2016/2017. This
medium will be a new teaching aid that can be used by the teacher. Furthermore,
the pictures in pop-up book can help the children understand the content of the
story.
1.2 Identification of the Problem
Based on the background of the study, there are some problems that can be
found. The researcher classifies them into two aspect:
1. Students
Low interest in reading students’ are influenced by several factors, such as
libraries that lack of interisting books. In addition, students’ consider it very
bored reading lessons. And students’ are more like things or activities in
outside, such as watching television, playing games online, and open social
media such as facebook, blackberry messenger, and instagram. So less
attractive method of teaching reading. Therfore, it takes a model, strategy,
method, technique, or a good medium to make students’ more enthusiastic in
participating in learning.
2. Teacher
The English teacher only uses an one book to teach reading, which is LKS
(Lembar Kerja Siswa) in a classroom. As a result, the students get bored and
cannot focus on the materials given to them. The teacher uses the same
materials from the same source. Based on the interview which was conducted
with the teacher, it was found that he often used LKS (Lembar Kerja Siswa)
to teach. Therefore the materials or stories which are used are always the
same. And the media were not good enough to facilitate the students’ to teach
reading. The teacher rarely used storybook or other media. Although it is
stated in many resources that interisting media can be one of the facilities that
3
can motivate the students’ to learn. The need of more media became the main
reason of this research.
1.3 Research Question
Based on the limitation of the problem, the formulations of the problem
are as follows:
1. How can a pop-up book be developed for teaching reading to the seventh
grade of lower secondary school students at SMP N 3 Alas Barat?
2. How can effective of a suitable pop-up book to teach reading for
seventh grade students?
1.4 Objectives of the Research
In general, this research aimed at developing pop up book for teaching
english reading to the seventh grade of lower secondary school students. In
particular, the research was intended:
1. To develop the pop up book which was suitable for teaching reading
students at the mentioned school.
2. To find out the effectiveness of a suitable pop up book to teach reading
for the seventh grade students.
1.5 Significance of the Research Findings
1. For teachers, as a solution to overcome the problems that occur in the
classroom, especially the problems originating from applied learning
media.
2. For students, are expected to find it easy to understand that the material
learned and assist in the attainment of predetermined.
3. For researchers, gain additional insight into the theoretical and practical
experience and get the facts about the development of instructional pop up
book.
4
CHAPTER II
LITERATURE REVIEW
2.1 Theoretical Review
2.1.1
Reading
Reading is a physic and mental activity to reveal the meaning of the
written texts, Burhan (2012: 9) while in that activity there is a process of knowing
letters. It says a physic activity because the parts of the body, our eyes
particularly, do it. And it says mental activity because perception and memory as
parts of though are involved in it. He then concludes that main goal of reading is a
process of comprehening written text.
Dealing of it, Cline et.al (2006: 2), states that reading is decoding and
undrestanding written texts. Decoding requires translating the symbols of writing
system (including Braille) into the spoken words which they represent.
Understanding is determinated by the purposes for reading, the context, the nature
of the text, and the readers’ strategies and knowledge. Further, Cline et.al (2006:
2) in their second definition states that reading is the process of deriving meaning
from the text. From the majority of readers, this process involves decoding written
text. Some individuals require adaptation such as Braille or auditorization to
support the decoding process. Understanding is determined by the purposes for
reading, the context, the nature of the text, and the readers’ strategies and
knowledge.
According David Nunan (1989: 33), reading is not an invariant skill, that
there are different types of reading skills that correspond to the many different
purposes we have for reading. In the classroom, in students’ reading activities, the
writer is sure that they have many purposes, among others are to graduate from
their school and to provide themselves with the knowledge to continue their
studies whatever their purposes are. In order to achieve the goal, the
comprehension ability in reading is needed. Nunan (1989: 33), mentions that with
the bottom-up approach, the reading is viewed as a process of decoding written
5
symbols, working from smaller units (individual letter) to larger ones (words,
clauses and sentences).
According to Olson and Diller (1982: 42), what is meant by reading
comprehension is a term used to identify those skills needed to understand and
apply information contained in a written material. This statement is supported by
Harris and Sipay (1980: 179), who say that reading comprehension ability is
taught to be a set of generalized knowledge acquisition skills that permits people
to acquire and exhibit information gained as a consequence of reading printed
language. There’s even a sense that views reading as a process of giving meaning
to visual symbols (Oka, 1983: 11 in Jaenal 2010).
According to (Tarigan (1990: 7) in Jaenal 2010), argues that reading is a
process that is carried and used by readers who want to get the message delivered
by the author through the medium of words or written language. According to
(Oka (1983: 15) in Jaenal 2010), if viewed in terms of differences in scope, it can
be distinguished three kinds of meaning to read: Understanding the firts is a
narrow sense, namely the sense that regards reading it as a process of written
symbols recognition. Into this process included the recognition of words carefully,
in a wide range, and quickly.
2.1.2
Media
In the book Introduction to Communication Studies (Cangara, 2006: 119),
the media is a tool or means used to convey messages from the communicator to
the audience. There is some psychology experts consider that the human
communication, the media most dominance in communication is the human
senses such as eyes and ears. Message-a message received by the senses
subsequently further processed by the human mind to control and determine it’s
attitude towards something, before it is expressed in action.
According Arsyad 2002: Sadiman, et.al. 1990, said that the media (the
plural form of the medium), a word derived from the Latin medium, which
literally means' middle ',' intermediate 'or' companion'. Therefore, the media can
be interpreted as intermediary or an introductory message from the sender to the
receiver. Media can be something material (software) and / or device (hardware).
6
According to Gerlach & Ely (in Arsyad, 2002), says that if the media is
understood broadly human, material, or events that build the condition, which
causes the student is able to acquire the knowledge, skills, or attitudes. So
according to this understanding, teachers, peers, text books, school and outside of
school, for a student is the media.
According Heinich, Molenida, and Russel (1993) argues that the
technology or medium of learning as the application of scientific learning process
in humans the practical tasks of teaching and learning.
According to Ali (1992) argues that "The media are different types of
components in the environment that lets students provide the stimulus for
learning".
According to Gagne (1990) found "condition-based media covering the
type of presentation is delivered to learners with scheduling, sequencing and
organization.
According Miarso (2004) argues that "learning media is anything that is
used to distribute messages and can stimulate the mind, feelings, concerns, and the
willingness to learn so as to encourage the process of learning".
According to Arif S. Sadirman (1984) argues that "The media is all the
physical tools that can present the message and stimulate students to learn as film,
books, and tapes.
2.1.3
Pop-up Book
A pop-up book is a book that offers the potentials for motion and
interaction through the use of paper mechanisms such as fold, scrolls, slides,
tabs,or wheels (Bluemel and Taylor, 2012). This kind of book is sometimes
called movable book' or 'interactive books'. It can be used effectively to promote a
story, to motivate reading, and to stimulate interest in the subject at hand.
According to Dyk (2011), pop-up and movable books have been
delighting readers for nearly 800 years. Pop up artists and paper engineers
7
are using inventive ways to fold
paper and create movement in order to
transform the printed pages from two-dimensional forms to three-dimensional
experiences.
Dyk (2011) also states that moving from a static printed page to a threedimensional mechanical book changes the dynamic between reader, words, and
illustrations. The relationship becomes more interactive, more tactile, and more
dynamic.
The strength of pop-up book based on Dyk (2011) is that it combines hand
and eyes, action and reaction, discovery and wonder. Furthermore, it is not only
making the learning experience more effective and interactive, but also
memorable.
Teachers have standards for selecting books to use with students. Bluemel
and Taylor (2012) suggests three main criteria for evaluating picture books
andinformational books. They also add criteria for some features specific to the
pop up format. First, movable
books should do more than amaze
the
reader by movement. It should be added to the story or information given in the
book in one or more ways. Thus, the art in pop-up books should: reinforce the
text by making the characters and or the setting come to life, establish the
mood of the story through the use of color such as warm or cool, bright, soft, or
dark, and extend the story by the addition of visual details not described in the
text. Second, if it is categorized as an informational book, it must be evaluated
by the same criteria as all other nonfiction books, and then you should ask about
the truth of the information, the current information (unless the book is of a
historical nature), the possibilities of stimulation interest for further exploration of
the topic. The last, pop-up books must also be judged on their effectiveness
as movable art. Criteria that should be considered include quality of the
paper engineering (how well do the movable part work?), complexity of the
engineering (is there intricacy, delicacy, ingenuity?), relevance of the engineering
(does it extend the text rather than just embellish it?).
8
If people believe that the main purpose of literature is to create readers by
making reading a fun activity, to inform, and to inspire a curiosity to learn more,
then pop-up books certainly deserve the designation of literature. Bluemel and
Taylor (2012) state that pop-up books are worthy to be included in children
and young adult literature and to be considered a distinctive contribution to the
field.
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 popups 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.
2.2 Conceptual Framework
Reading is one of receptive skills which is better to be nurtured for
students’. Reading activities is expected to build a good reading habit which
makes students spend their leisure time positively. Reading skill will help them to
understand texts they read. To support students’ develop their reading habit and
9
skill, teachers and media developers should be more creative in making media and
activities related to reading at school.
In teaching reading, media can be used to help teachers explain the content
of texts. Moreover, media are also beneficial for students as they can focus on
the lesson better. They can capture the meaning and message of the text they
read easily by texts the real things presented by answer and question on the media.
Pop up book as media for teaching reading shows the illustration of the
text by providing title and pictures as supports. This media allow students to
remember and understand the content easier. This medium will also motivate the
students to read more because it is enjoyable. The conceptual framework of
this study is explained in the following diagram:
Low Ebilities Reading Student
Fact
Rare Medias For
Teaching and Less
Variation (System Talk)
Solution
Make To Teach Media
Draw Out Pop Up Book
Develop Media Pop Up Book To
Teach
Output
Teach Make Pop Up Book
To Teaching Reading
Maximal
Figure 1: The Conceptual Framework of the Studies
2.3 Hypothesis
If use the media make a match for teaching reading at sevent grade of
lower secondary school students’ at SMP N 3 Alas Barat, can be developed and
improved.
10
CHAPTER III
RESEARCH METHOD
3.1 Research Design
Research is defined as a systematic, logically, controlled, empirical and
critical investigation of hypotical propositions about the presumed relations
among natural phenomena (Tuckman, 1978). Then research traditions develop in
many approaches. One of the popular research approaches today R & D which
had close relationship to the field of instructional technology since 1960s and
1970s. Research and development also refers to the industry research are not only
to develop the products, but also to discover the knowledge (through basic
research) or to answer specific questions about problems (through applied
research) (Borg and Gall, 1983: 772)
Based on the purposes of the R and D research, the researcher decided that
the approach which is appropriate with this study is educational R and D.
Research and development which so called Research-Based Development is a
current approach in education research. Borg and Gall (1983) define Educational
R & Das a process to develop and to validate educational product. Sugiyono
(2010) also defines R & D researches as a method of research in order to produce
a new certain product which is followed by the testing out of the effectiveness of
the products. Educational R & D nowadays, become famous along with the need
of education to develop products in enhancing the educational quality although
more difficult and consuming time. Product refers to not only material subjects,
such as pop up book, short story, and so forth, but also refers to the constructed
procedures and the process such as the method of teaching or method for
organizing the instructions.
3.2 Location of the Try Out
This study has been conducted in the seventh grade students’ of Lower
Secondary School 3 West Alas, Sumbawa, West Nusa Tenggara. It is located at
Tano-Sumbawa Street, Sumbawa, West Nusa Tenggara.
11
3.3 Population and Sample
Population in this research could be defined as the whole numbers of
sample in where the study takes place. Borg and Gall (1983) stated that the
populations is all members of a real or hypothetical set of people, events, or
objects to which we wish to generate the results of ou research. There were 170
students’ in this school taken as population. The sample of the study were 20
students’ of the seventh grade students’. The sampling strategy used in this
research was purposive sampling. Purposive sampling is the technique that uses to
choose sample for specific purpose.
Specific purpose let the researcher to build up a sample that is satisfactory
to the researcher needs Cohen (2007). In this research, the researcher developed
and designed an english pop up book for the seventh grade students’ for lower
secondary school, so that it needs a specific sample to be respondents which are
compatible with the pop up book grand design for.
2.4.1
Observation
Observation has been done since the teaching and learning process started
until the research finished. The researcher oberved the classroom in order to know
the students’ attitudes, the teacher’ method in teaching, and how classroom was
running.
2.4.2
Interview
Interview has been used for research as addition to use in survey research,
interview has been widely used by the researchers and by the language tester in
the second language acquisition as a means of assessing proficiency, johnston
(1985) cited in Nunan (1992). Interview itself can be characterized in term of their
degree of formality, and most can be placed on a continum unstructured through
semi structured to structured. This study conducted in semi-structured interview,
in which the interviewer has a general idea of what they want to interview, and
what should come out of it; the interview has been conducted for both teacher and
12
student with a list of prederminated question. Topic and issues rather than
questions determine the course of the interview (Nunan 1992).
Still, Nunan (1992: 150) elaborates two advantages of semi-structured
interview are: (1) it gives the interviewer a degree of power and control over the
course of the interview, (2) it gives the interviewer a great deal of flexibility. The
interview has been delivered to the students’ and the teachers specifically. Semistructure interview lead the researcher to collect the data orally based on the
general ideas that have been prepared by the researcher which does not arrange in
structured questions, but conducted in more free and comfortable situation.
2.4.3
Questionnaire
There are two general kinds of questionnaire relatively used by the
researchers, which are called closed questions and open-ended questions. A closed
question items are given to the respondents with the range of possible respone is
determined by the researcher. Example of question “is English pop up book for
lower secondary school in West Nusa Tenggara still limited?” the answer options
could be agree/disagree/neutral. Then, an open item is one which the subject can
decide what to say and how to say it, example “what do you think about pop up
book in lower secondary school level?” questionnaires can consist of whole close
questions, entierly of open questions, or a mixture of closed and open questions.
Both items have any different advantages and disadvantages. Responses of
closed questions are easier to collate and to analyze, than the open-question often
needs more useful information. Open ended question also likely more accurately
reflect what the respondent want to say (Nunan 1992: 143). Cohen at al. (2003)
add the definiton about closed questions, they explain that closed questions
prescrible the range of responses from which the respondent may choose.
Based on the description of questionnaire defferences above, the
researcher supposed to use mixture both closed and open ended question to obtain
the data. Hopefully, the open ended question give the opportunity to the
respondents to explore what they want to say, what they are thinking and feeling
about, and also what are the ideas that they want to share based on the make a
match in lower secondary school level.
13
Open ended questions have been delivered to the teacher, the resercher
expected, the teachers would like to give the valuable information about the
product as respondents, and then suggest some positive ideas to improve the
product. Meanwhile, the closed questions were given to the students. The
researcher assumed that closed questions were given to the students the researcher
at lower secondary school level, it is caused by the abilty of lower secondary
students’ is still limited when they explore their ideas, students’ also has been
prepared the checklist of students’ improvement of using English during they
being taught by this product.
2.5 Techniques of Data Analysis
To analyze the effectiveness and the appropriateness of the pop up book
design, this study has been collected the data through some instruments as the
researcher elaborated above, they were: observation, interview and questionnaire.
In order to computer the data and then to analyze data systematically, this study
applied some steps, were:
a. Observation Checklist: observation checklist supposed to measure the
students’ attitudes and behavior in the classroom, the writer act as an
observer and noted down some points in the teaching learning process. The
students’ attendance, about the students’ achievement, enjoy in the class,
understand the materials, and students’ cooperative in the classroom have
been investigated by giving mark in each students and scoring the rangers of
the scale in all students. Whereas the students’ characters computed through
the characters values and the development of the students’ characters in
every meeting. Courage, diligence, activeness, and the respect and attention
were the characters that the researcher paid attention in the observation.
b. The teacher and the students’ opinion about the pop up book collected
through questionnaire have been given. Each option has the point’s ranges:
it started from 0-4 points. If the students or teacher choose a, the score
would be 4 points, if the students or teacher choose d, then the score got 1
point, and so forth. After that, all of items were analyed by computing all
14
score, and finally deciding the category into ranges. Whether the category in
the higher or in the lower level.
c. To identify the significant progress of the students during the learning
process done by using the pop up book, this study compared the result of the
students evaluation before learnt with the pop up book and after students’
learnt with the pop up book. The evaluation test was given before the
teaching and learning process and also after the teaching and learning
process done. Both evaluation test in the same model. In order to collect the
data related to the test. The researcher applied pre-experimental design
where students were given pre and posttest. The researcher assumed that the
pre-experimental research design which appropriate with this study was the
formula of One-Group Pretest-Posttest design. Based on Bord and Gall
(1983: 657-658) state that there are three steps of One-Group PretestPosttest design: the first step is distribution of a pretest measuring the
dependent variable, teh second step is the application of the experimental
treatment (in this case, try out the pop up book) to the subject, and the last
step is the administration of a posttest measuring the dependent variable
again. The steps of the design can be presented into the formula as Nunan
(1992) wrote that:
Table 3.1 One-Group Pretest-Posttest design
X
O1
Where:
O1
= students’ score before try out
X
= treatment
O2
= students’ score after try out
O2
15
To calculated and to compute the data of the students’ score before and
after try out, this study used the following formula adopted from sugiyono (2010:
197):
X´ 1− X´ 2
t = s12 s 22
√
s1
s2
n1 + n1 −2r √ n1 √ n2
[ ][ ]
Where:
X1
= mean of sample pretest
S12
= variants sample present
X2
= mean of the sample posttest
S22
= variants sample posttest
S1
= deviation standard of posstest
t
= t-value
n
= number of sample
Then, the coorelation between two samples applied the formula adapted
from sujiyono (1987: 201):
r
∑ x1 x2
x 1 x 2= n. s . s
1
2
Where:
r x1 x2
= Coorelation index between X1 and X2
∑ x1 x2
= The result of deviation score X1 and X2
n
= number of subject
S1
= Deviation standard of X1
S2
= Deviation standard of X2
The researcher also stated the statistical hypothesis to assume the
effectiveness of the product. The hypothesis used was:
Ho: µ1 ≤ µ2 and Ha: µ1 ≥ µ2.
16
2.6
Procedure of the Research and Development’s Study
As the some previous studies have been done, most of the researchers
conducting their research in R & D design. R & D study most adopted from Borg
and Gall (1983). This study also applied 7 cycles from Borg and Gall (1983: 775),
the following diagram is present the procedure of study briefly and clearly.
Figure 3.1 R & D Cycles in alternative Test adapted from Borg and Gall
(1983)
1. Need Analysis
Student Analysis
2. Develop preliminary
form of products
Stake holder
Analysis
3. Expert and lecturer
validation
Expert from UNNES
4. First product revision
5. First main field testing
Students
6. Second product revision
7. Producting final product
Lecturer from
UM.MAT
17
This figure explains the steps done by the researcher. It has been started
from the need analysis, the analysis including the students’ and stakeholders need
analysis. Stakeholder means the teachers, and the schoolitself. Then, the stages of
the study have been conducted is elaborated in the following steps:
2.6.1 Stage 1: Research and Information Collecting
This study started by reviewing the literature such us pop up book are exist
and commonly used by the lower secondary school in Sumbawa, West Nusa
Tenggara. Reviewing the curriculum and syllabus has been implemented there:
also other materials used by the teacher when they are teaching in the seventh
grade students of lower secondary school.
The researcher also observed the classroom activies and did the
preliminary research in order to know the kinds of the pop up book design or the
pop up book model that the teacher and students’ need. This observation was
supposed to find out the real problems faced by the teacher and students’ in West
Nusa Tenggara, especially in SMP N 3 Alas Barat, related to the pop up book
applied in the school. The last steps of the first stage was preparing the report and
starting to decide what the most appropriate pop up book for the lower secondary
level.
2.6.2
Stages 2: Planning
In this stage, the researcher began to define the kinds of language skills,
stating objectives of the pop up book, determining course sequence, and choose
the best topic of the pop up book based on the students’ and teachers’ need. The
researcher defined carefully about the students’ standard competence, basic
competence, language skill, and the number of meeting. There were six times of
meeting taken in the try out for one semester: five times for teaching learning
activities and one time to conduct the evaluation.
18
The researcher designed the pop up book based on the curriculum existed
and then followed the syllabus and lesson plan related to the standard of
competence and content standard. Lesson plan includes the instructional materials,
the learning activies, time allotment, and sources of learning theories.
2.6.3
Stages 3: Develop Preliminary of Product
The researcher began to prepare the instructional materials. The material
was ordered based on the planning. The researcher focused in developing pop up
book by adopting the communicative-situational approach in the teaching
materials. The materials developed consistently based on the content standard of
the seventh grade students of lower secondary school: also paid attention to the
curriculum was implemented on the school.
2.6.4
Stages 4: First Product Revision
Before the materials were applied in the classroom setting, the researcher
showed the advisor first and asked four expects to revise those materials. Two the
expects were the lecturers from UNNES, they were the advisor also. The second
expert were two lecturers from UM-Mataram who understand the pop up book
analysis. The researcher also prepared the checklist of validation forms and
suggestions forms both lecturers and advisors in order to make some correlations
or revisions. After all of the experts sure about the validity and the feasibility of
the materials, the researcher moved on the next steps.
2.6.5
Stages 5: Main Field Testing
The pop up book has been tried out the seventh grade students of lower
secondary school 3 Alas Barat, Sumbawa, West Nusa Tenggara. There were 25
students at the seventh grade students from 170 populations in the school. The
researcher collaborated together with the English teacher to test the product. The
researcher asked the teacher to use this pop up book as the teaching instructional
materials when she taught. The resarcher acted as an observer, and noted down
some points related to the students’ behavior during the teaching and learning
process going on.
2.6.6
Stages 6: Second Product Revision
19
During the classroom learning going on, the product was revised again by the
experts for the second times. In this revised, the product was considered the
relationship with the curriculum, level of difficulties, attractiveness and how it is
practical. Then the researcher categorized the successful of the students if 80% of
the students got score at least 65 points, means that the student passed the passing
grade. The categorized based on the decision of the students Passing Grade
standard (KKM) which has been stated by the school.
2.6.7 Stages 7: Producing the Final Product
After the product has been revised and validated by the experts for the
second times, the researcher started to complete and to arrange the make a match
in a new product. Finally. The product is ready to use as an instructional learning
material.