The use of text types board for 7th and 8th grades of SMP Putra Tama Bantul

THE USE OF TEXT-TYPES-BOARD FOR 7TH _{AND 8}TH _{GRADES OF} SMP PUTRA TAMA BANTUL

A SARJANA PENDIDIKAN _THESIS

Presented as Partial Fufillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Victory Cahya Adi Student Number: 131214039

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

THE USE OF TEXT-TYPES-BOARD FOR 7TH _{AND 8}TH _{GRADES OF} SMP PUTRA TAMA BANTUL

A SARJANA PENDIDIKAN _THESIS

Presented as Partial Fufillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Victory Cahya Adi Student Number: 131214039

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

vi ABSTRACT

Adi, Victory Cahya. (2017). The Use of Text-Types-Board for 7th and 8th Grades of SMP Putra Tama Bantul. Yogyakarta: English Language Education Study Program, Department of Language and Art Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study was intended to create a set of text type board for junior high school students. The learning media aim to help the students find some basic information about text types in English in a simple way. This learning media also help the students find proper sources of information directly.

This study was conducted to answer two research questions. The first question dealt with how a set of text type board learning media for junior high school is designed. The second question dealt with how the text type board teaching media affect the junior high school students’ learning process.

In order to answer the first research question, the writer adapted the seven steps of instructional model from Kemp (2001) and Dick, Carey and Carey’s (2009). The steps are identifying the needs of the learners, identifying the learners and context, identifying the instructional goals, sequencing the content, developing the instructional materials, conducting the formative evaluation, and revising the instructional materials.

In order to answer the second research question, the writer presented the learning media called Text-Types-Board. Then, the writer applied it to7th and 8th grades of SMP Putra Tama for four times. The research was conducted on March 29th, 30th 2017 and 5th, 6th April 2017. The writer also validated the design to test whether the design were acceptable for students as a learning media or not. The result for the tested learning media showed that this text types board acceptable (3.90) as a learning media for junior high school. The students said that the availability of the Text Types Board really helps them solve the problem about English texts.

Keywords: Learning media, text types in English, junior high school students, Text Types Board

vii ABSTRAK

Adi, Victory Cahya. (2017). The use of text-types-board for 7th and 8th grades of SMP Putra Tama Bantul. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini dimaksudkan untuk membuat seperangkat media pembelajaran bernama papan jenis teks untuk siswa SMP. Media pembelajaran ini bertujuan untuk membantu siswa dalam menemukan informasi jenis teks dalam Bahasa Inggris secara mudah. Media pembelajaran ini juga membantu siswa dalam menemukan informasi yang sesuai secara langsung.

Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah. Rumusan masalah pertama berkaitan dengan bagaimana papan jenis teks untuk siswa SMP didesain. Rumusan masalah kedua berkaitan dengan pengaruh yang didapatkan setelah penggunaan media pembelajaran tersebut terhadap siswa SMP dalam proses pembelajaran mereka.

Untuk menjawab rumusan masalah pertama, penulis mengadaptasi teori tujuh langkah desain pembelajaran milik Kemp (2001) dan Dick, Carey dan Carey (2009). Langkah-langkah tersebut adalah mengidentifikasi kebutuhan siswa, mengidentifikasi konteks siswa, mengidentifikasi tujuan pembelajaran, mengurutkan konten, membuat materi pembelajaran, melaksanakan evaluasi formatif, dan memperbaiki materi pembelajaran.

Untuk menjawab rumusan masalah kedua, penulis menampilkan media pembelajaran yang disebut papan jenis teks. Kemudian, penulis melakukan pengujian alat di kelas 7 dan 8 SMP Putra Tama sebanyak empat kali pada tanggal 29 dan 30 Maret 2017 serta 5 dan 6 April 2017. Penulis juga melakukan validasi alat kepada validator untuk memastikan apakah media pembelajaran ini dapat digunakan atau tidak.

Hasil dari pengujian memunjukkan bahawa media pembelajaran yang ada dapat digunakan sebagai media pembeajaran (3,90) untuk siswa sekolah menengah pertama. Para siswa menyatakan bahwa dengan adanya media pembelajaran berupa papan jenis text dapat membantu mereka menyelesaikan permasalahan terkait teks dalam Bahasa Inggris.

Kata Kunci: Learning media, text types in English, junior high school students, Text Types Board

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ACKNOWLEDGMENTS

First of all, I dedicate my biggest gratitude to Jesus Christ for all blessings that are given to me so that I could struggle to finish my thesis. I would also thank Him for giving me many beloved people who have supported me in doing my thesis.

I would like to express my gratitude to my beloved parents, Sukartono and Fajar Sih Wilujeng who become my motivations and reasons for finishing my thesis. I also want to thank my brother Angger Ray Asa Gusti and all my family members who have supported me in their own ways.

I also want to deliver my special gratitude to my thesis advisor Christina Lhaksmita Anandari, S.Pd., Ed.M. I would not be able to do my thesis alone without her kindness and patience in guiding me. I would also like to express my deepest gratitude to my inspiring academic advisor, Drs. Y. B. Gunawan, M. A. and all of the lecturers who have supported and guided me for about four years.

I would like to thank the family of SMP Putra Tama for their willingness to become my inspiration to write this thesis. I would like to thank the headmaster, Yusup Bambang Agung Saputro, M.Pd., the 7th and 8th English teacher of SMP Putra Tama, FX August Tri, S.Pd, and all of the 7th and 8th students of SMP Putra Tama.

I would like to thank all my friends in the English Language Education Study Program batch 2013. I would like to thank all my classmates in class B for their support for each other. I thank them for all memories and moments that we have.

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I would like to express my gratitude to the members of Radio Masdha FM especially those from the batches 2012, 2013, 2014. Radio Smart FM and Radio Sonora FM Yogyakarta. I thank them for always supporting me.

Last but not least I would like to thank all those who have supported me and prayed for me during my study in Sanata Dharma University. May God bless them.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I INTRODUCTION A. Research Background ... 1

B. Research Questions ... 3

C. Research Significance ... 3

D. Definition of Terms ... 4

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ... 7

xi

2. Review on Related Theories ... 8

a. Learning Media... 8

b. Perception ... 9

c. The Young Adolescent Learner ... 9

d. Self-regulation Theory ... 10

e. Text Types of Reading and Writing ... 11

f. Teaching Reading and Writing Technique ... 11

g. Motivation ... 14

B. Theoretical Framework ... 14

CHAPTER III RESEARCH METHODOLOGY A. Research Method ... 16

B. Research Setting ... 18

C. Research Participants ... 18

D. Instruments and Data Gathering Technique ... 19

E. Data Analysis Technique ... 20

CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. The Elaboration of the Steps in Designing and Making Text-types-board ... 23

1. Identifying the Learners’ Needs ... 23

2. Identifying the Learner and Context ... 26

xii

4. Sequencing the Content ... 27

5. Developing Instructional Materials ... 27

6. Conducting the Formative Evaluation ... 36

7. Revising the Designed Material ... 40

B. The Effect of Text-types-board for the Learners... 41

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 44

B. Recommendations ... 46

REFERENCES ... 48

xiii

LIST OF TABLES

Table Page

4.1 The Result of the Learner’s Needs Questionnaires ... 24 4.2 The Description of the Participants in Formative Evaluation ... 37 4.3 The Result of the Formative Evaluation ... 38

xiv

LIST OF FIGURES

Figure Page

3.1 Combination of the Theories ... 17

4.1 The Blueprint of Text Types Board ... 30

4.2 The Design of Text Types Board... 31

4.3 Main Board ... 32

4.4 Information Board ... 32

xv

LIST OF APPENDICES

Page

Appendix A Letter of Research Permission ... 52

Appendix B Questionnaire for Learner’s Need Analysis ... 53

Appendix C Questionnaire for Formative Evaluation ... 57

Appendix D The Result of the Posttest ... 62

1 CHAPTER I INTRODUCTION

In chapter one, the researcher presents the introduction of this research. There are four sections included in this chapter. They are research background, research questions, significance of the study, and definiton of terms.

A. Research Background

One of the parts of learning language is talking about texts. English itself is known to have texts that will also be studied in the first stage of formal education. Junior high schools in Indonesia become the first level which has English as a compulsory subjectafter the Department of Education decided to remove English from elementary school and make it into local values (muatan lokal).

Starting in 2013, Indonesian schools began using Kurikulum 2013 (Curriculum 2013) which emphasizes on independent learning. The teacher as the facilitator must facilitate students with proper sources of learning. It aims to prevent students from obtaining incorrect information and using incorrect sources of learning. One of the sources of knowledge is learning media. Therefore, learning media is very important as a source of information.

SMP Putra Tama is one of the junior high schools that meets the criteria of the research. The first criterion is the school uses Kurikulum 2013. The second

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one is the school has minimum facilities to support independent learning for students.

SMP Putra Tama is located on Jalan Mgr. Alb. Sugiyopranoto number 02 Klodran, Bantul, Yogyakarta. The school has three classes for each grade from 7, 8, and 9 grades. There are five students in grade 7 and 16 students in grade 8. FX August Tri, S.Pd is the teacher for both classes. According to the interview with FX August Tri, S.Pd the English teacher of SMP Putra Tama the level of the

students’ English proficiency is elementary. The students need lots of improvement to increase their ability.

Teaching and learning activities for English subject in SMP Putra Tama are based on Kurikulum 2013. It means the school applies student-centered learning. However, the activities inside the classroom are still teacher centered sometimes.

When the researcher asked the students about English learning so far, they answered that the learning activities are sometimes boring because they just sit and listen to the explanations from the teacher. The teacher also rarely use learning media while explained about English topics. They hope that learning English become interesting by using new methods and learning media.

Learning media become the researcher’s concern to help the SMP Putra Tama students get their English learning motivation. According to Van Els, Bongaerts, Extra, Van Os, and Janssen-van Dieten (1984), media are all aids

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which may be used by teachers and learners to attain certain educational objectives.

One of the parts of learning language is talking about texts. Therefore, the researcher chose English topic about texts in 7th and 8th grades. The Text Types Board is implemented as a learning media to help the students. The learning media is specified only for help on written activity.

B. Research Questions

The researcher formulates two questions in this study:

1. How is a set of Text Types Board learning media for junior high school designed?

2. How do the Text Types Board learning media affect junior high school students learning process?

C. Research Significance

This study is expected to be beneficial for: 1. English Teachers

The researcher hopes this research can help the English teachers who are going to teach Text Type in English for junior high school. The English teachers may use the Text Types Board to help the students find the information about text types in English easily.

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2. Future Researchers

The researcher hopes that this research can be used by future researchers who wish to elaborate this topic deeper. The researcher also hopes this research can be used as a reference to support some relevant studies in the future.

D. Definition of Terms

This section presents several keywords which are used in this study. This section also presents the definitions of several terms dealing with what the researcher discussed in this study.

1. English Text Types

According to Rotter and Bendl (1998) there are twelve text types in English. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote spoof, news item. In this study the researcher only used narrative, recount, descriptive, report, and procedure text for junior high school due to 2013 curriculum.

2. Junior High School

According to UU RI No. 20 Tahun 2003, education path are devided into three levels as follows primary education, middle education, and higher education. Junior High School, known locally as Sekolah Menengah Pertama or abbreviated as SMP in Indonesia, is a part of middle education.

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3. Learning media

According to Van Els et al (1984), learning media are all aids which may be used by teachers and learners to attain certain educational objectives. Furthermore, media can be specified in different ways. In this study, learning media refer to Text Types Board which is in a form of board. In this learning media contain Text Type, Purpose(s), General Classification, and Example of the Text.

4. Perception

According to Kotler (1995) Perception is the process of how people select, organize, and interpret information inputs to create a meaningful overall picture. In this study theory of perception is needed to design a learning media. All of the development process is based on learners’ perceptions/needs.

5. Independent Learning

According to Foster (1972), Independent study is a process, a method and a philosophy of education: in which a student acquires knowledge by his or her own efforts and develops the ability for inquiry and critical evaluation. In this study, the functions of the Text Types Board are as source of knowledge and comparison. These two aspects lead the learners into an independent learning.

6. Self-regulation

According to Bandura (1991), self-regulation theory is a system of conscious personal management that involves the process of guiding one's own thoughts, behaviors, and feelings to reach goals. Individuals must function as

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contributors to their own motivation, behavior, and development within a network of reciprocally interacting influences. In this study, learners can use Text Types Board according to their needs. They know whenever they need information about a text they could use this learning media. The application is easy and simple in a form of board.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews the theories that underline the study. It consists of two parts, namely theoretical description and theoretical framework. Theoretical description discusses about the theories used by the researcher as the bases of the study. Theoretical framework explains how the theories help the researcher to answer the research questions.

A. Theoretical Description

This part consists of related studies and review of related literature. Related studies part contains of the previous studies that related to the research that conducted. In review on related theories section, the researcher provides review on related theories for supporting the research.

1. Related Studies

In order to avoid unnecessarily replication, the researcher previews some studies which are related to this study. Aini (2013) with her research aimed to investigate (1) the use of instructional media by the teachers in teaching English to young learners; (2) the problems that they encounter in using instructional media; also (3) problem solving of the media utilization problems has done the analysis about use of learning media and its problems.

8 Then, Damayanti (2012) describes the performance and the weaknesses of the English learning media and applied it at SMP Negeri 8 Palopo. She found that the performance of her media have weaknesses such as the content, grammar, and the form of her learning media.

Text Types Board appears to answer the problems through the product of learning media which is acceptable for young adolescence learners. The previous studies also become the researcher’s consideration especially for the quality of the learning media. The content, the grammar, and the form will be designed clearly and carefully.

2. Review on Related Theories

In this section, the researcher provides review on related theories for supporting the research. The theories are:

a. Learning media

Learning media is valuable instructional tools that can help learner make learning more effective and interesting. Harmer (2007) says that a range of objects, pictures and other things that can be used as instructional media to present and manipulate language and to involve students in the activities. Popular print media offer good opportunities for improving learners reading and writing skills in particular (Bertram, 2010).

To develop the learning media the seven steps from Kemp and Dick, Carey and Carey’s (2009) instructional model become the researcher’s reference. They are identifying the needs of learner, identifying the learner and context, identifying the instructional goals, sequencing the content, developing the

9 instructional materials, conducting the formative evaluation, revising the instructional materials.

Reiser and Dick (1996) designate instructional media as one of the instructional planning that should be prepared by teachers before coming in classroom. Instructional media can be defined as the physical means including traditional means such as chalk, blackboard, textbooks and modern means such as videos, tape, recorders, computers, overhead projectors, and others presenting instructional activities delivered to the students.

Thus it can be concluded that instructional media are everything connecting and delivering messages purposively from teachers to students in order to bring in controlled instructional environment.

b. Perception

According to Kotler (1995), perception is the process of how people select, organize, and interpret information inputs to create a meaningful overall picture. In this study perception is needed to form a learning media especially from

learners’ perceptions.

Theory of perception is important for this research because the product of the research is designed for the students so all of the components, contents, and form are based on the students’ perceptions and needs.

c. Young Adolescent Learners

According to Wilson and Horch (2002), developmental characteristics of young adolescents have been grouped into four categories: physical, intellectual,

10 social, and emotional. All four areas are important because they directly influence what happens in the classroom. Let be focused on the intellectual characteristics.

On the intellectual characteristics, the first thing that young adolescent learners have is active involvement in learning. Then, they are motivated to learn when the lessons are taking their attention. They also exhibits, independent and have a critical thinking.

Theory of the young adolescent learners is needed by the researcher to develop the learning media according to their characters. Junior high school students are included in young adolescent learners. Thus, based on the subject of the research the researcher needs this theory to develop the learning media that suitable for their characteristics.

d. Self-regulation Theory (SRT)

According to Bandura (1991), self-regulation theory is a system of conscious personal management that involves the process of guiding one's own thoughts, behaviors, and feelings to reach goals. Self-regulation consists of several stages, and individuals must function as contributors to their own motivation, behavior, and development within a network of reciprocally interacting influences.

Expanding beyond Bandura's three steps, Redmond (2012) reviews how specific strategies enhance individual learning processes and how it orients toward regulation and achievement processes including: observation, self-evaluation, self-reaction, and self-efficacy. Self-observation may be considered insufficient because motivation depends on one’s expectations of outcomes and

11 efficacy. The researcher needs these theories to make sure that learners can use Text Types Board according to their needs. That activity indicates self-regulation.

e. Text Types of Reading and Writing

According to Rotter and Bendl (1998), there are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote spoof, news item. In this study, according to Kurikulum 2013, text types that would be learned by junior high school students are only narrative, recount, descriptive, report, and procedure text.

Based on Rotter and Bendl (1998), narrative’s social function is to tell stories or past events and entertain the readers. The generic structure of the text is orientation, complication, and resolution. Recount text is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the readers. The generic structure is orientation, events, and reorientation.

Rotter and Bendl (1998) also stated that descriptive text is texts which function to describe a particular person, place, or thing. The generic structure is identification and description. Report text is a text which presents information about something as it is. It is as a result of systematic observation analysis. The generic structure is general classification and description. Procedure is a text that is designed to describe how something is achieved through the sequence of actions or steps.

f. Teaching Reading and Writing Technique

When teachers deliver the text types material, they have to use the reading and writing techniques for text type material. According to www.nclrc.orgin using

12 the teaching reading techniques, teachers should be pay attention to several elements.

The first one is focused on the reading process. To accomplish this goal, instructors focus on the process of reading rather than on its product. When students read the text types the reading process takes an important role especially for identifying the type of the text.

Second, the instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. The challenges emerge here because teacher should be able to help their students become effective readers by teaching them how to use strategies before, during, and after reading.

Third, reading activity for students should be able to stimulate their communicative competence through classroom and homework reading activities. This step becomes the next challenge for teachers because they have to resemble (or be) real-life reading tasks that involve meaningful communication using English text types.

Learning English text types is not only talk about reading but also producing written text related to English text types. According to Verner (2009) there are several techniques that teachers may use for teaching English text types.

The first one is brainstorming. The object in brainstorming is to compile as large a list as possible of potential examples for a given topic. The challenge for teacher is how to stimulate their idea by providing several examples of English text types.

13 Then, the next step is free writing. Free writing is an individual activity for

getting thoughts from students’ head on to paper. How to explain the concept of stream of consciousness and tell students that free writing is easy become the challenge that teachers must be face. Next, the important part is journalistic questions. Teachers should be able to explain journalistic questions by reviewing the question words: who, what, where, when, why and how.

The last one is cluster mapping. It shows relationships between ideas. English teachers must be able to facilitate the students in this part because cluster mapping does not only talking about teacher’s teaching abilities to explain about this concept but also the students must also be able to identify whether their written products are related and well-structured or not. Teacher must have at least examples of English text types which are clear and well-structured.

To make the learning media the researcher needs these theories to make sure that the media contains those techniques. They are also required to make sure that the learning media is proper enough to be a source of knowledge.

The use of Text Types Board for both teaching reading and writing techniques is as a first source of knowledge and as a reference for students. Text Types Board as a first source of knowledge means when students need a source of knowledge for the first time, Text Types Board can facilitate them in learning types of text in English.

Text Types Board as a reference of learning means this learning media can also stimulate their independent learning. They can use Text Types Board as a validator for their work while reading or writing about text types in English.

14 g. Motivation

According to Nevid (2013) motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. Motivation is what causes human to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. Theory of motivation is important for the researcher because one of the purposes of the research is to increase students’ interest in learning text types in English. Through this theory, the researcher wants to make the learning media interesting, so it can increase the students’ motivation to learn English.

B. Theoretical Framework

According to Kurikulum 2013, types of text that would be learned by junior high school students are narrative, recount, descriptive, report, and procedure text.

This study dealt with designing a set of Text type Board. This learning media can help the students get the information about text typesin English. To conduct this research, the researcher needed several theories to solve the research problems. The first one is theory of young adolescent by Wilson and Horch (2002). The researcher paid attention to some factors affecting the students’ understanding about text types. Since students in junior high school are young adolescents, teachers have to know about developmental characteristics of young adolescents that have been grouped into four categories: physical, intellectual, social, and emotional. Especially in intellectual areas. This theory helped the

15 researcher answer the first research question, especially on the object of the research which is junior high school.

After knowing the characteristics of the object, the researcher also paid attention to the techniques for teaching reading and writing in text type topic. Based on www.nclrc.org and Verner (2009), there are several techniques in teaching reading and writing. Reading techniques focuses on the reading process, integrating reading strategies, and using authentic materials and approaches. The writing techniques there are brainstorming, free writing, and cluster maping. The researcher needed those theories to answer the second research question especially for the quality of the media as a support in teaching text types material. The theories were also necessary to make sure that the learning media is proper to be a source of knowledge.

Also talked about the media’s effect for the students. The researcher needed the theory of motivation by Nevid to implement the effect as a motivation. According to Nevid (2013) motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. Motivation is what causes us to act. Hence, this theory was needed to help researcher answer the second research question.

Then, to get a good quality of the learning media, the researcher used questionnaire as a source of the data to develop the Text Types Board. The researcher must also pass the validation to check the reliability of the product.

16 CHAPTER III

RESEARCH METHODOLOGY

In this chapter the researcher presents the methodology to answer the research questions. This chapter covers research method, setting, participants, data gathering technique and data analysis.

A. Research Method

To answer the research questions, the researcher used Research and Development method by Borg and Gall (1983). There are five steps in R & D: 1) Research and Information Collecting: It includes review of literature, classroom observations, and preparation of report of state of the art; 2) Planning: Planning includes defining skills, stating objectives determining course sequence, and small scale feasibility testing; 3) Develop Preliminary Form of Product: It includes preparation of instructional materials, handbooks, and evaluating devices; 4) Preliminary Field Testing: This step includes testing the product into the real target or subject in a real condition; 5) Final Product Revision: Final product revision includes validation and final revision. The combination between Borg

and Gall’s steps and Dick, Carey, and Carey’s (2009) instructional design model as follows:

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Figure 3.1 Combinations of the Theories

Borg and Gall’s (1983) Research and Development Method becomes the foundation for developing the product of the learning media. All of the steps are

according to that theory. Then, Kemp’s (2001) and Dick, Carey, and Carey’s

(2009) instructional model help the researcher understand the steps in Borg and Gall’s method in detail. For example the first step in Borg and Gall’s research and development method is research and information collecting. Based on that step, the researcher can implement it easily by comparing it with the instructional design model proposed by Kemp (2001) and Dick, Carey, and Carey (2009) of

Research and Development Method Borg and Gall (1983)

Research and

Information Collecting

Planning

Developing Preliminary Form of Product

Kemp’s (2001) and Dick, Carey, and Carey’s (2009)

Identifying the Learners’

Needs

Developing Instructional Material

Sequencing the Content

Identifying Instructional Goals

Identifying the Learners Context

Final Product Revision

Preliminary Field Testing

Conducting the Formative Evaluation

Revising the Designed Material

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which steps are clearer such as identifying the learners’ needs, identifying the learner and context, and identifying instructional goals. Furthermore, both of the theories strengthened each other.

B. Research Setting

The research was conducted in the 7th and 8th grades of SMP Putra Tama Bantul, Daerah Istimewa Yogyakarta. The researcher has already observed that the teaching media was proper to support the learning activity there. According to the condition, the school has limited facilities to support the learning activities. There are no supporting learning media besides the main learning media like internet access, projectors, viewers, and whiteboards. Then, the researcher conducted the research on March 29th_{, 30}th _{and April 5}th_{, 6}th _{2017 to 7}th _{and 8}th

grades of SMP Putra Tama.

C. Research Participants

The 17 participants in this research were divided into two groups. The first group was the participants in Research and Information Collecting and the second one was the participants in the Preliminary Field Testing. The participants in the Research and Information Collecting were the English teacher in SMP Putra Tama and all students of the 7th and 8th grades of SMP Putra Tama. Preliminary Field Testing participants were English teacher who became the evaluatorand examiner for the Preliminary Field Testing. The research was conducted on March 29th, 30th and April 5th, 6th for 17 respondents from 7th and 8th grades of SMP Putra Tama.

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D. Instruments and Data Gathering Technique 1. Research Instrument

The researcher used questionnaire and interview for the instruments. According to Creswell (2012), a questionnaire is a form used to collect the data from participants in a study to complete and return to the researcher. Then, Creswell (2012) defines an interview as one of the instruments that the researcher asked some questions based on an interview guide, listened to the answers, observed the behavior, and recorded the responses.

For research and information collecting data step, the researcher also used interview technique. This technique was applied to know the condition of the learning process in SMP Putra Tama. The interview was conducted for English teacher in SMP Putra Tama and 17 students of the 7th and 8th grades of SMP Putra Tama Bantul. For Preliminary Field Testing the researcher used questionnaires for English teacher who became the evaluatorand examiner for the Preliminary Field Testing.

2. Data Gathering Technique

The data were gathered from questionnaire and interview. The questionnaire was a research instrument which could accommodate the researcher in collecting many data. The results of collected data could also be measured easily in the form of tables if the researcher used questionnaire as the instrument.

As Creswell (2012, p.382) states “A questionnaire is a form used in a survey design that participants in a study complete and return to the researcher”. The

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researcher form number of questions and distribute them to the respondents. The researcher uses this theory for collecting the data as a source for the research. Besides, the data is also used as a reference to develop the learning media. All of the data from Research and Information step in interview technique would be analyzed. The interview was conducted for an English teacher in SMP Putra Tama and all students of the 7th _{and 8}th _{grades of SMP Putra Tama. For Preliminary}

Field Testing the researcher used questionnaires for English teacher who became the evaluator and examiner for the Preliminary Field Testing.

E. Data Analysis Technique

The data were gathered from the questionnaire and the interview. The analysis was conducted by collecting all the data from questionnaires which were spread to the 17 students of 7th and 8th grades of SMP Putra Tama.

In this study, there were two kinds of data. The first was the data from the learners’ needs analysis questionnaire. The questionnaire contained ten closed-ended questions. All of the questions consisted of two choices “yes” or “no”. To analyze the closed-ended questions, the researcher calculated the mean of each answer for each number to know the average condition. The formula is:

Note:

n = the number of the participants who choose for certain option = the total number of participants

21

Then, researcher need to test the reliability and validity of the learning media. Reliability and validity were essential to the effectiveness of any data-gathering procedure according to Best and Khan (2006). This research needed multiple data to answer the research questions.

The study was conducted to know the quality of the learning media. The quality of learning media tested by validators. The validators’ perception should be identified to fulfill the reliability and validity of research, so multiple data is needed in this research.

The formative evaluation questionnaires consisted of ten closed ended questions and an open-ended question. There are five points of agreement in the close-ended questions namely (1) very poor, (2) poor, (3) undecided, (4) good, and (5) very good. The researcher calculated the mean of each option for each number. The formula is:

Note:

M = Mean or average

= the sum of respondent’s answer

= the total number of the respondents

M =

22

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.

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 7th and 8th _{of SMP Putra Tama students. The questionnaires consisted of ten}

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.

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 media 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.

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 7th _{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 7th and 8th 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 7th _and

8th grades of SMP Putra Tama’s students had and to the learners’ need. The result of the analysis was the 7th and 8th 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

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

28 using instructional media; also (3) problem solving of the media utilization problems.

The researcher considered those three purposes when developing the instructional media. Here the elaboration of the three purposes helped the researcher test the reliability of the learning media called Text Types Board:

a. The Use of Instructional Media to Young Learners

This learning media was designed for young learners. According to Wilson and Horch (2002), developmental characteristics of young adolescents have been grouped into four categories: physical, intellectual, social, and emotional. All four areas are important because they directly impact what happen in the classroom. No area should take priority over the others and all areas must be addressed. This learning media also considered those four kind of developmental characteristics.

Text Types Board indirectly asks the learners to do the physical movements by shifting the board and seeking information about text that learners needed. This part represents fulfillment of the need for physical activity.

Text Types board as a source of information also supports the need for young adolescence learners especially on the intellectual side. This learning media gives valid and simple contents of text types information. Hence, it can quickly improve intellectual ability of young adolescence learners.

The next point of developmental characteristics for young adolescence learners is social aspect. In the future, this learning media can be used in a class activity such as focus group discussion. The example of the actual activity is a

29

focus group discussion to identify several texts’ elements such as the text type, the purpose of the text, and general classification through the use of Text Types Board.

The emotional aspect becomes the fourth point of developmental characteristics. The researcher deliberately chose the use of color to give an interesting impression while developed this learning media. Children's emotions are directly related to their mood, attraction, and interest. Therefore, the development of Text Types Board also paid attention to interesting color combinations to be seen.

The process of making the learning media start from considering the component of the learning media. The researcher chose carton paper because the component is strong enough. Then, the researcher cut the carton by following the blueprint on the next page.

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

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

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.

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 amuse/entertain 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, event(s), 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 goal/aim, materials/equipment(s), and steps/method.

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.

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 column’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.

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.

37 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 S2 = 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.

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.

39 Notes:

N: Total Respondent/Data 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 instructions/manual 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 7th _{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

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 one's 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

45 4. Sequencing the content

5. Developing the instructional materials 6. Conducting the formative evaluation 7. Revising the instructional materials

In designing the Text Types Board, the researcher identified the learners’ needs by analyzing the questionnaires given to the learners. After identifying the learners’ needs, the next step was identifying the learners’ needs and brought it into the context. Thus, the researcher gave them a test about the basic knowledge about text types in English. The researcher asked them to mention the purposes and the general classifications of several text types in English. From that activity, the researcher knew their problem regarding text types in English.

After knowing the learners’ needs and the context, the researcher formulated the instructional goals. Then, the contents were sequenced based on the materials that the learners needed to learn. The researcher did not include other text types in English that was not thought for junior high school. Therefore, the learning media will be useful for the learners.

In order to answer the second question stated in research problems, the researcher presented a learning media called Text Types Board which consists of four columns. The columns are as follows:

1. Text Types 2. Purpose

3. General Classification 4. Example of the Text

46 The researcher wanted to know whether the Text Types Board functioned well or not. The researcher gave some exercises about text types during the

students’ learning process. Then, the researcher provided the learning media in the classroom and asked the students to use the learning media if they needed it. According to the questionnaire and the observation, the result was showed that the learning media called Text Types Board was needed by the learners. They also understood how to use it as a source of learning to help them finish the exercise.

The conclusion about this research is the researcher learns something about the design. The combination of effort and goodwill become color of the journey when designing this learning media. Both of them become the researcher’s spirit to finish this research. Efforts never betray the result. This learning media has successfully given positive effect for the students.Students said that the availability of the Text Types Board really helps them solve the problem about English texts. The results of the questionnaire agree that high percentage proves that Text Types Board is needed by students. This learning media also got 3.90 when passing formative evaluation stage. It proves that Text Types Board has ready to become a learning media for students especially in junior high school.

B. Recommendations

This part provides recommendations for the junior high school English teachers and other researchers who are interested in developing the learning media called Text Types Board.

47

1. The Junior High School English Teachers

The researcher recommends that the junior high school teachers implement the Text Types Board and use it as the learning media to teach text types in English. The researcher hopes that the teachers help the students by showing how to use the Text Types Board. The researcher also recommends that Text Types Board becomes one of the proper sources for the students when they need information related with text types in English.

2. Other Researchers

The design of the learning media is very simple. The materials for making the Text Types Board are also simple and cheap. The contents of the Text Types Board are also limited especially for the examples of the texts. Therefore, the researcher invites other researchers who are interested in learning media like Text Types Board to continue the research by elaborating, developing, and implementing the designed learning media.

48 REFERENCES

Aini, W. N. (2013). Instructional media in teaching English to young learners: A case study in elementary schools in Kuningan. unpublished thesis, Universitas Pendidikan Indonesia.

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processess, 50, 248-287

Bertram, C., Ranby, P., Adendorff, M., Reed, Y., & Roberts, N. (2010). Using media in teaching. Cape Town: South African Institute for Distance Education.

Creswell, J. W. 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed). Boston: Pearson Education, Inc.

Dick, W., Carey, L., & Carey, J. (2009). The systematic design of instruction. Upper Saddle River, NJ: Pearson Education Limited.

Harmer, J. (2007). The practice of language teaching. Cambridge: Ashford Color Press.

Kemp, J. (2001). Instructional design: A plan or unit and course development. New York: Wiley Inc.

Kotler, P. (1995). Marketing management analysis, planning, implementation & control. Cambrige: Prentice Hall Int.

Nevid, J. (2013). Psychology: Concepts and applications. Belmont: Wadworth. Nunan, D. (1979). Practical English language teaching. New York: McGraw-Hill

Publisher.

Reiser, R. A. & Dick, W. (1996). Instructional planning (2nd _{Ed). Boston: Allyn}

and Bacon.

Rotter, W and Bendl, H. (1978). Your companion to English texts: Comprehension - analysis - appreciation – production (Kollegstufe/Abitur/Universität). München: Manz.

Sands, L. B. (1965). Audio-visual procedures in teaching. New York: University of California.

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th _Ed).

49 Techniques of teaching reading. Retrieved on October 24th, 2016, from

http://www.nclrc.org/essentials/reading/goalsread.html

Van Els, T., Bongaerts, T., Extra, G., Van Os, Charles., Dieten, A. M. J. (1984). Applied linguistics and the learning and teaching of foreign languages. London: Munshiram Manoharlal Publishers Pvt. Ltd.

Verner, S. (2009). How to teach writing: 6 methods for generating writing ideas. Retrieved on September 25th, 2016, from http://busyteacher.org/4650-how-to-teach-writing-6-methods-for-generating.html

Borg, W.R. & Gall, M. D. (1983). Educational research: An introduction (4th Ed). New York: Longman.

Wilson, L. M. & Horch, H. W. (2002). Implications of brain research for teaching young adolescents (3rd Ed). New York: Middle School Journal.

50

51

53

54

Kuesioner

II. Berilah tanda centang( √ )pada kolomya dan tidak ! Identitas Responden

Nama Kelas Jenis Kelamin Usia

No PERNYATAAN Ya Tidak

1 Saya menyukai pembelajaran Bahasa Inggris dengan menggunakan media pengajaran.

2 Media pengajaran membuat saya lebih memiliki ketertarikan dalam belajar Bahasa Inggris.

3 Media pengajaran mempermudah saya memahami sebuah topik yang sedang dipelajari.

4 Text Type Board merupakan media pengajaran yang menarik untuk belajar jenis-jenis teks dalam Bahasa Inggris.

5 Saya dapat menggunakan Text Type Board untuk mempelajari jenis-jenis teks dalam Bahasa Inggris. 6 Saya dapat dengan mudah menemukan informasi dan

contoh mengenai jenis teks dalam Bahasa Inggris dengan menggunakan Text Type Board.

7 Saya dapat dengan mudah mengidentifikasi jenis teks yang disediakan oleh guru dengan menggunakan bantuan Text Type Board.

8 Text Type Board membantu saya menentukan jenis teks BahasaInggris di dalam sebuah diskusi kelompok.

9 Saya menjadi lebih mandiri dalam mempelajari jenis-jenis teks dalam Bahasa Inggris setelah adanya Text Type Board.

10 Saya mudah membedakan jenis-jenis teks dalam Bahasa Inggris dengan menggunakan Text Type Board.

55

Kuesioner

II. Berilah tanda centang( √ )pada kolom ya dan tidak ! Identitas Responden

Nama Kelas Jenis Kelamin Usia

Puthut Seno Aji VII Laki-laki 13

No PERNYATAAN Ya Tidak

1 Saya menyukai pembelajaran Bahasa Inggris dengan menggunakan media pengajaran. √ 2 Media pengajaran membuat saya lebih memiliki

ketertarikan dalam belajar Bahasa Inggris. √ 3 Media pengajaran mempermudah saya memahami

sebuah topik yang sedang dipelajari. √ 4 Text Type Board merupakan media pengajaran yang

menarik untuk belajar jenis-jenis teks dalam Bahasa Inggris.

√ 5 Saya dapat menggunakan Text Type Board untuk

mempelajari jenis-jenis teks dalam Bahasa Inggris. √ 6 Saya dapat dengan mudah menemukan informasi dan

contoh mengenai jenis teks dalam Bahasa Inggris dengan menggunakan Text Type Board.

√ 7 Saya dapat dengan mudah mengidentifikasi jenis teks

yang disediakan oleh guru dengan menggunakan bantuan Text Type Board.

√ 8 Text Type Board membantu saya menentukan jenis teks

Bahasa Inggris di dalam sebuah diskusi kelompok. √ 9 Saya menjadi lebih mandiri dalam mempelajari

jenis-jenis teks dalam Bahasa Inggris setelah adanya Text Type Board.

√ 10 Saya mudah membedakan jenis-jenis teks dalam Bahasa

56

Kuesioner

II. Berilah tanda centang( √ )pada kolom ya dan tidak ! Identitas Responden

Nama Kelas Jenis Kelamin Usia

Sisilia Nia Noverina VIII Perempuan 17

No PERNYATAAN Ya Tidak

1 Saya menyukai pembelajaran Bahasa Inggris dengan menggunakan media pengajaran. √ 2 Media pengajaran membuat saya lebih memiliki

ketertarikan dalam belajar Bahasa Inggris. √ 3 Media pengajaran mempermudah saya memahami

sebuah topik yang sedang dipelajari. √ 4 Text Type Board merupakan media pengajaran yang

menarik untuk belajar jenis-jenis teks dalam Bahasa Inggris.

√ 5 Saya dapat menggunakan Text Type Board untuk

mempelajari jenis-jenis teks dalam Bahasa Inggris. √ 6 Saya dapat dengan mudah menemukan informasi dan

contoh mengenai jenis teks dalam Bahasa Inggris dengan menggunakan Text Type Board.

√ 7 Saya dapat dengan mudah mengidentifikasi jenis teks

yang disediakan oleh guru dengan menggunakan bantuan Text Type Board.

√ 8 Text Type Board membantu saya menentukan jenis teks

Bahasa Inggris di dalam sebuah diskusi kelompok. √ 9 Saya menjadi lebih mandiri dalam mempelajari

jenis-jenis teks dalam Bahasa Inggris setelah adanya Text Type Board.

√ 10 Saya mudah membedakan jenis-jenis teks dalam Bahasa

57

58

Questionnaire

In order to collect the data analysis for the formative evaluation, the writer uses questionnaire to collect the data. The questionnaire is intended to obtain the data from the appropriate respondents to give feedback concerning the Text Type Board. As a respondent of this research, you are requested to evaluate the sample of the Text Type Board as a teaching media.

Respondent’s Identity

Name Educational Background Teaching Experiences year(s) You are requested to choose one of the options provided by ticking the column, which corresponds with the degree of your agreement. The number and the degree of agreement are categorized as follows:

1 = very poor 2 = poor 3 = undecided 4 = good 5 = very good

I. Close-Ended Questionnaires

No Statements

Degree of Agreement 1 2 3 4 5 1 The teaching media is well formulated.

2 The instructional objectives are well formulated. 3 The teaching media is able to meet the objectives. 4 The topics are well selected and arranged.

5 The instructions are clear.

6 Generally, the contents are well elaborated.

7 Text Type Board is simple enough to cover all of the information needed to learn about types of English text.

8 Students can use the Text Type Board as a source to learn types of English text.

9 Generally, the Text Type board will enable to help the students become independent learners.

10 Students can understand easily when there is a learning media like Text Type Board.

59 II. Open-Ended Questionnaires

Please give comments or opinions about Text Type Board:

……… ……… ……… ……… ……… ……… ……… ……… ……… ……… ………

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Questionnaire

In order to collect the data analysis for the formative evaluation, the writer uses questionnaire to collect the data. The questionnaire is intended to obtain the data from the appropriate respondents to give feedback concerning the Text Type Board. As a respondent of this research, you are requested to evaluate the sample of the Text Type Board as a teaching media.

Respondent’s Identity

Name Educational Background Teaching Experiences Priyatno Ardi S2 8 year(s) You are requested to choose one of the options provided by ticking the column, which corresponds with the degree of your agreement. The number and the degree of agreement are categorized as follows:

1 = very poor 2 = poor 3 = undecided 4 = good 5 = very good

I. Close-Ended Questionnaires

No Statements

Degree of Agreement 1 2 3 4 5 1 The teaching media is well formulated. √

2 The instructional objectives are well formulated. √ 3 The teaching media is able to meet the objectives. √ 4 The topics are well selected and arranged. √

5 The instructions are clear. √

6 Generally, the contents are well elaborated. √ 7 Text Type Board is simple enough to cover all of the

information needed to learn about types of English text.

√

8 Students can use the Text Type Board as a source to learn types of English text.

√ 9 Generally, the Text Type board will enable to help

the students become independent learners.

√ 10 Students can understand easily when there is a

learning media like Text Type Board.

61 II. Open-Ended Questionnaires

Please give comments or opinions about Text Type Board: - Change the examples into a complex ones.

- Check the grammar. - Good content.

- Good learning media.

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The Content of “Example of the Text” Column Snow White

Orientation

Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.

Complication 1

One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White did not want her uncle to do this so she decided to ran away. The next morning she ran away from home into the woods.

Resolution 1

Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.

Meanwhile, the seven dwarf were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarf said “what is your name?” Snow White said, “my name is Snow White.”

Doc, one of the dwarf, said, “If you wish, you may live here with us.” Snow White said, “oh could I? Thank you.” Then Snow White told the dwarfs the whole story and finally Snow White and the 7 dwarf lived happily ever after.

My Adolescence Orientation

I had my adolescence when I was thirteen.

Events

It started with acne that showed up on my face. It was very annoying. It lowered my self-esteem and I was embarrassed to come out of my house and play with friends.

Fortunately, my mom gave me a good medicine. In three weeks, the acnes started to vanish although those showed some black spot in my face.

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Reorientation

That was my bad experience with adolescence, though there were still lots of good experience too.

Monas Identification

Monas National Monument is a 132 meter tower in e center of Merdeka Square, Central Jakarta, Indonesia. It symbolizes the struggle for Indonesian independence of our country.

Description

The monument consists of a 177.7 meter obelisk on a 45 meter square platform at a height of 17 meter. Towering monument symbolizes the philosophy of Lingga and Yoni resembles rice or mortar. Resembles a phallus, or pestle mortar pestle and Yoni resembles rice or mortar, two important things in the tradition of Indonesian agriculture.

Construction began in 1961 under the direction of President Sukarno. The monument was opened to the public in 1975. It is topped by a flame covered with gold foil.

The Pelican Report General Classification

The white pelican is one of the most successful fish-eating birds.

Description

The success is largely due to its command hunting behavior. A group, perhaps two dozen birds, will gather in a curved arc some distance offshore. The birds then begin to move forward towards the shore, beating the water furiously with their wings, driving the fish before them.

When the water is shallow enough for the birds to reach the fish, the formation breaks up as each bird lifts its head, the water drains from its bill leaving the fish which are then swallowed. Pelicans are among the oldest group of birds. Fossils of this genus have been found dating back 40 million years.

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How to Make Sandwich Materials

- Two slices of bread - Tomatoes

- Salad

- Cheddar cheese - Tomato sauce - Lettuce leaves - Mayonnaise

Steps

Firstly, place a slice of beard on the plate. Second, put the tomato sauce.

Then, add salad, slice tomatoes, cheddar cheese, mayonnaise, tomato sauce on it. Next, add lettuce leave.

After that, put a slice of bread on the top to cover them. Finally, serve it!