A Set of supplementary English materials using infographic for seventh graders of BOPKRI 1 Junior High School.

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ABSTRACT

Matuate, Vitha Ama, (2015). A Set of Supplementary English Materials using Infographic for Seventh Grader of BOPKRI 1 Junior High School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

BOPKRI 1 Junior High School is one of the schools that applies English as the school subject. The writer found some of learning and teaching problems

based on the writer’s experience as the PPL teacher and based on the result of the interview with the English teacher. The first problem is that some students did not learnt English in the elementary school. The second problem is that the students have some difficulties in learning grammar, vocabulary mastery and English skills. To overcome those problems, the writer decided to design English infographic supplementary materials to help the students in English learning.

There are two problems in this study. They are (1) How is a set of supplementary English materials using infographic media for seventh graders of

BOPKRI 1 Junior High School designed?, and (2) What does the set of English supplementary materials using infographic for seventh graders of BOPKRI 1 Junior High School look like? To answer the first research problem of this study, the writer used five out of ten steps from research and development of Borg and Gall (1983) and combined it with six steps of instructional media design by Kemp (1977) to produce the writer’s research model. The research model are (1) pre-design survey and data analysis, (2) planning the pre-design material needs (3) designing the design material (4) post design survey and designed material evaluation, and (5) designing the design material.

To answer the second research problem, the writer presented the supplementary designed materials that consisted of seven titles. The titles are (1) Help me, Please, (2) What do you do?, (3) I like your dress, (4) My favorite singer I Afgan, (5) How many apple that you have?, (6) Show me how to make mango juice, (7) I got your message. Each unit of the supplementary deigned materials consisted of three main contents, namely “Let’s get started”, “Let’s focus, and

“Let’s review. In “Let’ get started” were asked to observe the introduction of each topic. In “Let’s focus”, the writer presented the infograpfic and the learning activities. The learning activities were consisted of individual work, partner work, and group group work activities. In “Let’s review”, the students were asked to review the material by reading the short summary of each unit and doing the exercises. The writer added two additional contents for the supplementary designed materials. The contents were “Fun Time”, and “Did You Know?”

In the end of the research, the writer had the evaluation of the designed material from the evaluators. The result of the evaluation showed almost all the evaluators’ opinion were between agree and strongly agree (degree of agreement). This means that the designed material was appropriate to be used for the seventh grader of BOPKRI 1 Junior High School.

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ABSTRAK

Matuate, Vitha Ama, (2015). A Set of Supplementary English Materials using Infographic for Seventh Grader of BOPKRI 1 Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma

SMP BOPKRI 1 merupakan salah satu sekolah yang menerapkan Bahasa Inggris dalam matapelajaran sekolah. Dari pengalaman penulis sebagai guru PPL dan dari hasil wawancara informal dengan guru Bahasa Inggris, terdapat beberapa masalah dalam proses belajar mengajar bahasa Inggris. Pertama, tidak semua siswa belajar bahasa inggris di sekolah dasar. Kedua, siswa masih kesulitan dalam belajar struktur bahasa, kosakalata dan kemampuan berbahasa Inggris. Untuk mengatasi masalah tersebut, penulis memutuskan untuk mendesain material tambahan Bahasa Inggris menggunakan Infographic dalam membantu siswa belajar bahasa Inggris.

Terdapat dua rumusan masalah dalam studi ini. Pertama (1) Bagaimana desain materi tambahan Bahasa Inggris menggunakan Infographic untuk kelas tujuh SMP BOPKRI 1 Yogyakarta, dan (2)Seperti apa materi tambahan Bahasa Inggris mengunakan Infographic untuk kelas tujuh SMP BOPKRI 1 Yogyakarta?” Untuk menjawab rumusan masalah pertama, menggunakan 5 dari sepuluh tahap dari teori penelitian dan pengembangan Borg dan Gall (1983) dan mengkombinasikannya dengan desain media instruksional Kemp (1977) dalam menentukan tahapan-tahapan penelitian penulis yang antara lain (1) pre-design survey and data analysis, (2) planning the design material needs (3) designing the design material (4) post design survey and designed material evaluation, (5) designing the design material, and (6) revising the design material.

Untuk menjawab rumusan masalah kedua, penulis memperkenalkan materi tambahan yang terdiri dari tujuh judul. Materi yang dihasilkan adalah (1) Help me, Please, (2) What do you do?, (3) I like your dress, (4) My favorite singer I Afgan, (5) How many apple that you have?, (6) Show me how to make mango juice, (7) I got your message. Setiap unit terdiri dari tiga bagian utama yaitu

“Let’s get started”, “Let’s focus, and “Let’s review. Dalam “Let’ get started” Para siswa diajak untuk mengamati perkenalan dari setiap unit. Dalam “Let’s focus”, penulis memperkenalkan infographic, dan aktivitas-aktivitas belajar. Aktivitas belajar terdiri dari kegiatan individual, kegiatan berpasangan, dan kegiatan kelompok. Dalam “Let’s review”, para siswa diajak untuk mengulang kembali pelajaran yang telah dipelajari. Penulis memasukan dua konten tambahan dalam materi tambahan. Konten tersebut adalah “Fun Time”, and “Did You Know?”

Penulis mendapakan evaluasi materi pembelajaran dari beberapa evaluator. Dari hasil evaluasi tersebut menunjukkan hampir semua pendapat evaluator berada diantara di pilihan setuju dan sangat setuju(tingkat kesepakatan. Ini menunjukkan materi yang dihasilkan sesuai untuk diterapkan di kelas tujuh SMP BOPKRI 1 Yogyakarta.

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A SET OF SUPPLEMENTARY ENGLISH MATERIALS

USING INFOGRAPHIC FOR SEVENTH GRADERS

OF BOPKRI 1 JUNIOR HIGH SCHOOL

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Vitha Ama Matuate Student Number: 111214126

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

MAKE A WISH, TAKE A CHANCE

AND

MAKE A CHANGE

(Vitha Ama Matuate)

I dedicate this thesis to my beloved people who always love me, To Jesus Christ and Virgin Mary, who always bless me in everything that I do, To my parents, who love and sacrifice themselves for me, To my little sister, who always loves and supports me in everything that I do, To all my beloved friends, who always support and make me happy every single day.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, August 10, 2015 The Writer

Vitha Ama Matuate 111214126

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASIKARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:

Nama : Vitha Ama Matuate

Nomor Mahasiswa : 111214126

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A SET OF SUPPLEMENTARY ENGLISH MATERIALS USING INFOGRAPHIC FOR SEVENTH GRADERS

OF BOPKRI 1 JUNIOR HIGH SCHOOL

Beserta perangkat yang diperlukan (bila ada) dengan demikian, saya berikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas dan mempublikasikannya di internet ataumedialain untuk kepentingan akademis tanpa perlu meminta ijin maupun royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 10 Agustus 2015 Yang menyatakan,

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vii

ABSTRACT

BOPKRI 1 Junior High School is one of the schools that applies English as the school subject. The writer found some of learning and teaching problems

There are two problems in this study. They are (1) How is a set of supplementary English materials using infographic media for seventh graders of

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ABSTRAK

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ACKNOWLEDGEMENTS

I want to give my greatest gratitude to Jesus Christ for His loves, blessings, and supports so that I can accomplish this thesis. He makes me believe that I can do all of these. I also would like to express my biggest gratitude to my family especially my father Drs. B. Ahie and my mother Trifonnia Henny Alon, S.Pd., who always support me in everything that I did for my life. I also thank my little sister Maria Adol Fina Balomahu, and for all my family for their support while I was studying and doing my thesis in Yogyakarta.

My special gratitude and deep appreciation go to my thesis advisor Paulus Kuswandono, Ph.D., who guided me in writing my thesis. I would like to thank him for the time, support, advice and patience during my thesis process.

I also would like to thank BOPKRI 1 Junior High School. I thank Paryadi, S.Pd., as the headmaster of BOPKRI 1 Junior High School, for letting me do the research in BOPKRI 1 Junior High School. I thank Daru Kurniwan, S.Pd, and

Madyasari Widianti, M.Pd. for helping me in doing my design. I thank them for their ideas, criticism, comments, feedback and support. I also would like to thank them as my evaluators for the post-design survey.

I am also indebted to the other evaluators: Marwati, S.Pd., I thank her for the evaluation and feedback. Her evaluation and feedback help me in revising the supplementary material.

I would like to thank all my friends who supported me while I was doing my thesis. I thank EMC and FPMKB for being my second family while I am

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studying in Yogyakarta. I thank my besties Agatha Lisa, Sonia Alexandra Pereira, Josephine Fanny Damayanti, Nurita Sekar Asri, Nadia Gitya, Priska Wardani, Arum Galih Rahayu, Tusita Maina Dewi, kak Vania Williany and all my friends from the English Language Education Study Program batch 2011 who always give me support in everything that I do.

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Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUTUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xiv

CHAPTER I INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 3

C. Problem Limitation ... 4

D. Research Objectives ... 5

E. Research Benefits ... 5

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CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Infographic ... 9

2. Kemp’s Instructional Media Design ... 11

3. Visual Information in Learning ... 19

4. Task Based Learning ... 27

a. The Meaning of Task Based Learning ... 27

b. The Framework of Task Based Learning ... 28

5. Parameters of Book Activities ... 30

B. Theoretical Framework ... 31

CHAPTER III: RESEARCH METHODOLOGY ... 34

A. Research Method ... 34

B. Research Setting ... 41

C. Research Participants ... 42

D. Instrument and Data Gathering Technique ... 42

E. Data Analysis Technique ... 45

F. Research Procedure ... 48

CHAPTER IV: RESUTLS AND DISCUSSION ... 50

A. The Design Process of Supplementary Material Using Infographic ... 50

1. Pre-design Survey and Data Analysis ... 51

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3. Designing the Designed Material ... 63

4. Post-design Survey and Designed Material Evaluation ... 70

5. Revising the Designed Material ... 79

B. The Presentation of the Supplementary Material Using Infographic .... 79

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 82

A. Conclusions ... 82

B. Suggestions ... 84

REFERENCES ... 86

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LIST OF TABLES

Table Page

3.1 The Description of the Participant for the Pre-design survey ... 42

3.2 The Format Description of the Participants of the Post-design Survey (blank) ... 43

3.3 The Format of the Participants’ Opinion in Pre-design Survey ... 47

3.4 The Format of the Evaluators’ Opinion in Post-design Survey ... 47

4.1 The Points of Agreement for the Pre-design survey Questionnaire ... 54

4.2 The First Part of the Questionnaire for the Pre-design Survey ... 55

4.3 Some Focuses from the Syllabus ... 62

4.4 The Objectives of the Supplementary Material ... 69

4.5 The Description of the Evaluators for the Post-design Survey ... 70

4.6 The First Part of the Post-Design Survey Questionnaire ... 71

4.7 The Strengths and the Weakness of the Supplementary Design Material ... 75

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LIST OF FIGURES

Figure

Page

2.1 The Adjectives’ Infographic ... 10

2.2 Kemp’s Instructional Design Model ... 18

2.3 Visual Information about Brain ... 19

2.4 Examples of Sign Language ... 21

2.5 The Example of Flash Card... 23

2.6 Highlighting Text with Highlighter ... 24

2.7 Example of Chart ... 24

2.8 Example of Diagram ... 25

2.9 Examples of Illustration ... 25

2.10 Example of Map ... 26

2.11 Example of Venn Diagram ... 26

2.12 Example of Historical Photograph ... 26

2.13 Examples of Avatar, Pictograph and Music notes ... 27

2.14 Components of the TBL framework ... 29

2.15 Kemp Instructional Design Model steps ... 32

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LISTS OF APPENDICES

Appendix Page

Appendix A: Permission Letter (from the Secretariat) ... 89

Appendix B: Research Permit Letter (from BOPKRI 1 Junior High School) 91 Appendix C: The Result of Pre-design Questionnaire ... 93

Appendix D: Appendix D: Questionnaire (post-survey) ... 97

Appendix E: Syllabus ... 100

Appendix F: Lesson Plan ... 115

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CHAPTER I INTRODUCTION

In this chapter, the writer introduces the basic information of this study. There are six parts of this chapter. They are the research background, the research problem, the problem limitation, the research objectives, the research benefits, and the definition of terms.

A. Research Background

English nowadays becomes very important as the international language for communicating used by people around the world. In Indonesia, English becomes one of the important subjects at school. English is taught from the kindergarten up to the university. In this era, it is important for the students to learn all the language elements to improve their language skills.

BOPKRI 1 Junior High School is one of the schools which used English as one of the compulsory subjects in its teaching learning process at school. This school applied 2013 Curriculum since July 2014. Since January 2015, the school returns to use the School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan. Based on the observation result, the writer found some information that the students had different backgrounds of learning English. The writer found that some of the students have already had backgrounds of English learning since in the elementary school.

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However, there are few of the students who started learning English in junior high school. In language learning, the students need to master and understand the basic elements of language first before they learn more about the language. They need more materials to help them in learning English, which should be easy to be remembered and understood so those materials can grab the students’ interest in learning English. That is why the writer decided to design the English supplementary grammar and vocabulary for seventh grader of BOPKRI 1

Junior High School.

In BOPKRI 1 Junior High School, not all of students learnt English in their elementary school. For some students, English is a new subject. It is difficult for them to follow their friends who already had the basics English. They always find some difficulties in the learning process. On the other side, teaching English as the second language has its own difficulties for the teachers. It is about choosing the appropriate materials and learning activities to teach English, so that all of the students will fully understand the material.

In the learning process, the seventh graders of BOPKRI 1 Junior High School learn English and get the information from the English book or teacher’s explanation. The students were difficult to understand the information directly. Some of the students were hardly to understand the focus of the material because English was still unfamiliar for them. The other students can follow the teacher’s explanation. However, they have some problems in memorizing the grammar, vocabulary or in understanding the other language elements. To overcome the

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problems, this study designed a set of English supplementary material using infographic.

In this study, the writer designed a supplementary book contains the infographic and combined it with Task-based learning as the learning technique in the supplementary book. Task as stated by Richards, et al (1986) usually involves the teacher to identify the purpose of the completion of task. Using various kinds of tasks in language learning helps the readers or the students to be more communicative since the task also contains various kinds of learning activities that require the readers or the students to practice the language by themselves (as cited in Nunan, 2004, p. 2).

B. Research Problems

The problems of this study are formulated in two questions. The problems are:

1. How is a set of English supplementary materials for the seventh graders of

BOPKRI 1 Junior High School using infographic media designed?

2. What does the set of English supplementary materials using infographic for the seventh graders of BOPKRI 1 Junior High School look like?

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C. Problem Limitation

This study aimed to design the supplementary material which can help students to improve their English skills. These components help the students to develop their listening, reading, speaking, and writing skills. The designed material are designed in the form of supplementary book using infographic to learn grammar, vocabulary and other language functions (expressions and text genre). The materials are designed for second semester of junior high school. This designed material used the syllabus, competence standard and basic competence of the seventh grade of BOPKRI 1 Junior High School that will be adjusted to the students’ level and interest.

One of the problems that rose in the teaching and learning activities is some students have difficulties in learning English. The students were bored with the techniques and learning media used by their teacher. Infographic as the supplementary media was aimed to give a variety in teaching, and learning activities in the classroom. The infographic was designed in a form of supplementary book which has various exercises based on task-based learning. The infographics are the explanation of the language focus in each unit. The exercises and other learning activities help the students to practice their English skills (listening, reading, speaking and writing) more by themselves. Hopefully, this media can help the students in understanding the material that they have learned at school. The writer also hopes that the supplementary designed material can be used not only at school but it also can be used as the daily exercise book for English practice at home.

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D. Research Objectives

There are two research objectives of this study. The first research objective is to find out how a set of English supplementary materials using infographic for the seventh graders of BOPKRI 1 Junior High School is designed. The second objective is to find out what the English supplementary materials using infographic for the seventh graders of BOPKRI 1 Junior High School looks like.

E. Research Benefits

The results of this research are expected to be useful for those who are concerned and willing to be an English teacher since infographic can be used as an alternative way in teaching and learning grammar, vocabulary and the other language functions in learning English. There are some other groups who may get benefits from this study.

First, for the English teachers, this study can help the teachers in developing their technique in teaching grammar, vocabulary and language function especially for junior high school students. The designed material will help them improves their technique and strategies in teaching. The book also has various kinds of activities and exercises that can be used as the source of teaching material for the teacher.

For the students, the designed material will help the students in learning English especially when they learn about grammar and vocabulary. By using infographic supplementary materials in learning English, the students’ interest in learning English is expected to increase and they can understand the material

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easily. Therefore the students will be prepared to learn the other components of English when they reach the higher levels of their education.

For the other researchers, this study may help the future researchers as the reference to develop better instructional materials design using the other methods that used in teaching and learning process.

F. Definition of terms

In order to avoid the misinterpretation, the terms of this study need to be defined. There are some specific terms related to this study. The explanation about the definition of terms is described a follows.

1. Instructional Material Design

The instructional material design is creating the new materials that will be useful for teacher in their teaching performances. The main concern of this material design has been with methods of teaching, rather than with learning that means rather than the outcomes of education (Kemp, 1977, p. 6).

2. Supplementary Materials

As stated by Oxford dictionary, supplement is an item that is added to something else in order to complete it. In this research, supplementary materials are materials which are used to support the existing teaching material. It refers to the English expression, grammar, text genres, and vocabulary in form of infographic which are intended to help the students in motivating themselves in learning English. It also helps the teacher in their teaching process.

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3. Infographic

Smiciklas (2012) on his book says that infographic is formally defined as

“the visualization of data or ideas that tries to convey complex information to an audience in a manner that can be quickly consumed and easily to be understood” (p. 3). It means that infographic shows the information in a practical way, therefore the audience or the reader can understand the information easily.

4. Task-based learning

Task-based learning is one of the techniques in language teaching which aims to provide the learner with the natural context of the language, so if the learners need to complete the task they have to encourage themselves to interact with others (Larsen-Freeman, 2000, p.2). Cadlin and Murphy (1987) also added that the main focus of the task-based learning is the language learning which are presented in a problem-solving form, so the students can expand the knowledge that they know and the new knowledge that they get from the learning process (as cited in Larsen-Freeman, 2000, p. 144).

5. The Seventh Grader Students of BOPKRI 1 Junior High School

In this study, the materials are designed for the seventh grade students of

BOPKRI 1 Junior High School. The materials are designed for the second semester. The school is located in Jalan Mas Suharto 48, Yogyakarta.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter was divided into two parts, namely the theoretical description and the theoretical framework. The theoretical description states some related literature which are useful in document analysis and designing the material. The theoretical framework puts the writer’s concepts based on the theoretical description in conducting this study.

A. Theoretical Description

This chapter reviews some theories related to this study. Some of them are discussed in the theoretical description which can help the writer to do this study. The theoretical description helps the writer to answer the first problem on how a set of English supplementary materials using infographic for the seventh graders of BOPKR 1 Junior High School using infographic is media designed; and the second problem, what the set of English supplementary materials using infographic for seventh graders of BOPKRI 1 Junior High School is look like. The theories are about infographic, instructional design model, and visual information in learning. The following theories provide important information related to this study.

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1. Infographic

Infographic is used to visualize the data. Infographic is information graphic that represents the data, knowledge or other information visually with images, graphics, tables and colors. Smiciklas (2012) says that “infographic is defined as the visualization of the information or thoughts that carry the complicated information to a group of people in a practical way which is easy to

use and understand”(p. 3). “They are concise, easily digestible, and aesthetically

appealing, incorporating clever visual elements to highlight key information” (Bellato, 2013). The readers find it easy to find the main idea of the information after read the infographic. It is because infographic has the main points of the information. It also agreed by Wisniewski and Fichter (2007) that say the infographic visually representing the information by providing the shortcut to the main points and illustrates relationships better than text (p. 57). As stated by Bellato (2013), infographic presented in modern and dynamic visual format and usually creates in many forms which are most commonly found as online poster (as cited in Davis & Quinn, 2014, p. 16). (See Figure 2.1)

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Figure 2.1 Adjective Infographic

This is the example of adjective infographic. As seen on the picture, the design contains some main points with short descriptions and examples of the information which is about the explanation of adjective. The design also used pictures, colors and shapes in order to make the design looks more interesting. This design also explains the information systematically so that the audience can easily get the main points of the information.

The use of infographic in learning helps the students to absorb the information easily through graphic-colors and pictures. It is also agreed by Felder and Salomon (2000) in his research which shows that the student who prefer information in a form of visual information retain the material most effectively when they are able to see it, that is, when material is presented with illustration and photos, slides or other graphic form . Learning by using infographic can increase the learner experience (Bellato, 2014).

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The infographic presented the material in exciting and powerful ways so that the students can be more interested in learning (Davis & Quinn, 2014, p. 16). Sometimes infographic used as the focus of the learning material. If the infographic given by the teacher is interesting, it will stimulate the learner’s interest, and can motivate the learner to explore more information (Bellato, 2014). Furthermore, Rotrkl (2014) from British Council noted that the best way to use the infographic is with interactive whiteboards. In the whiteboard, the teacher can display the information and explain it. It also can be in a form of printed explanation which is used colorful, and attractive vectors. In English learning, infographic can give an inspiring approach to set homework for students which used for them to learn English more. For example, they can see the grammar explanation and then doing some exercises and learning activities related to the infographic explanation. This was the idea of the supplementary material that the writer designed for this study.

2. The Instructional Design Model

The instructional design model that used in this study is Kemp’s instructional design model. As stated by Kemp’s (1977), this type of model can be implemented in any educational level. This model is designed to supply the answers which are considered as the important elements of the instructional technology. There are:

a. Objectives (What must be learned)

b. Activities and resources (What procedures and resources will work best to reach the desired learning styles?)

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c. Evaluation (How will we know when the required learning has taken place?)

The process of Kemp’s instructional design plan is flexible, which

means the writer can start the process from the element that the writer is ready with. The writer can choose the step whenever the writer need for research. In this theory, Kemp (1977) divides the instructional design into eight parts. The eight parts are as follows:

1) Choose the Goals, the List of Topics, and Starting the General Purposes

As stated by Kemp (1977), the writer should start the design by considering the goal first. It begins with the recognition of the school system. In identifying the goals, it may be derived from the society, the students and the subject areas. The society determined the goals include the changes of personal values in living with the society, the development of responsibility and concern for self and others. The students determined the goals include the job preparedness, problem solving skills, or the constructively of using the leisure time, so the goal can be more specific.

After recognizing the goals, the writer lists the major topics for the content area. The topics will be the basic of the instruction which express the general purposes. It is what the students are expected to learn as a result of instruction. (Kemp, 1997, p.13)

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2)Identify the Learner’s Characteristics and Needs

In this part, the writer recognized the characteristics and needs of the learners. It is an important step before the writer designs the supplementary materials. This part also helps the writer to select the suitable methods and material for the students. In finding the learners’ characteristics, it is must to

obtain the information about the learners’ capabilities, needs, and interests. These

should be affect the emphases in the selection of the topics and levels, the choice and the sequence of the objectives, the depth of treatment, and the variety of learning activities (Kemp, 1977, pp.18-19).

As stated by Kemp (1977), there are two things need that to be

considered in finding the learners’ characteristics; academic and social factors. The academic contains the number of students, the academic background, the grade-point average, the level intelligence, the reading level, the scores on standardized achievement and the aptitude tests, the study habits, the ability to work individually, the background in subject or topic, the motivation for studying the subject, the expectation of course, the vocational and aspirations. The social factors include the physical and emotional handicaps, age, maturity, special talents, attention span, socio-economic situation and relations among the students. There are also two learning factors; the learning conditions and the learning styles. The learning conditions go to the factors which can affect the concentration ability, absorb and retain information. The learning styles go to the visual, verbal (listening and reading), and physical activities.

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3) Specify the Learning Objectives

In this part, the learning objectives become important instructional

design’s step. By stating measurable objectives that the teacher knows specifically about what the teacher wants to teach for example, can later determine whether we have to accomplish it. Kemp (1977) states that the objectives of the learning can be divided into three major categories which are include cognitive, psychomotor, and affective domains (p. 9). First is cognitive domain which is the most important domain for educational program. Bloom at al. (1956) have developed a taxonomy for the cognitive domain which contains of knowledge (ability to memorize, recall, and repeat the information presented earlier), comprehension (ability to interpret or restate the information, application ability to use or apply the information, theories, principles, or laws to new situation), analysis (ability to divide complex knowledge into separate parts and to recognize the relationships of those parts), synthesis (ability to bring together separate elements of knowledge to form new patterns or wholes), and evaluation (ability to make judgments based on knowledge).

The second domain is psychomotor domain. This domain treats the skills requiring use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing. The psychomotor behaviors generally are easy to be observed, described and measured. The last domain is affective domain. This domain involves objectives concerning attitudes, appreciations, values, and all emotions. Affective domain forms a continuum for attitudinal behavior from simple awareness and acceptance into internalization, as

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attitudes become part of an individual’s practicing value system. However, this

domain has a problem in translating the feelings into identifiable and observable behavior which makes the writing of attitudinal objectives very difficult.

In this learning objectives part, the writer should recognize that those three domains are closely related in two ways. First, the single objective can involve learning in two or more domains. Second, attitudinal development may precede successful learning in the other domains.

4) List the Subject Contents that Support Each Objective.

Subject contents are very important in the students’ learning

experiences. It must closely relate to the objectives and to the students’ need. The subject content is the traditional starting point in teaching. It usually used as the subject-centered in teaching. The textbook, for example, is used by the teacher as the primary instructional resource, which often determines objectives, content, and teaching sequence.

In instructional design plan, Kemp (1977) says that subject content is selecting and organizing the specific knowledge which includes fact and information, skills which includes the steps of procedures, conditions, and requirements, the last one is the additional factors of any topic (p. 44). All of

these elements of subject contents must be related to the learners’ need and

interest.

5) Develop Pre-assessment to Identify the Students’ Background

Developing pre-assessment is done after examining the learning objective and the subject content in the instructional design. The pre-assessment

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will answer these questions: first, is the student prepared to learn about the topic or unit? Second is the student already competent in some of the stated objectives? (Kemp, 1977, p. 50) Through this pre-assessment, the writer will know about the

students’ background and the students’ level of knowledge about the topic.

6) Select Learning and Teaching Activities

After the writer developed the pre-assessment, the next step is that the writer have to do is selecting the learning activities, teaching activities, and instructional resources. This part of instructional design is planned to find the method to accomplish the objective. The teacher must determine the most efficient and effective methods and then select the materials to provide learning experiences that will utilize the content associated with each objective (Kemp, 1977, p. 55).

After deciding the plans and also the teaching learning activities, teacher must select the supporting and instructional material resources which can help to explain and motive the students in learning, so the students can easily understand the materials. Not only the materials, teachers must consider the selection of media which is closely associated with the planning of teaching and learning activities. This will be explained more in the next part of the instructional design.

7) Organize the Support Services

In this part of instructional media design, the writer is considering the support services, which are include budget, personnel, facilities, equipment, and also the schedule for the instructional plan. In the traditional educational program,

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educator often make plans using certain instructional methods and for the preparation the teacher did not consider about the support services that they will require later in their teaching performance. As stated by Kemp (1997), considering the appropriate planning is very important in making the design materials. It means that it is important to make some survey before the writer starts to design the materials.

8) Evaluate Students’ Learning towards the Designed Material

This part of design model is needed to measure the students’ accomplishment about how far the students achieve the objectives of the design material. It helps the writer to revise and re-evaluate the designed material that still needs improvement. There will be two kinds of part that will help the writer in gathering data for evaluation. First is formative evaluation which takes place during developments and try-outs. The formative evaluation allows teacher to determine in any point in the instructional sequence. If the students know the material, so the design does not require too much attention of the students.

The second evaluation is summative evaluation. This evaluation is

concern with evaluating the degree of students’ final achievement of the

objectives, as shown by the unit, course, or module post-test. It is may also mean following up on the students after they complete the course to determine if and how they are using the knowledge, skills and attitudes which is treated in the program.

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Figure 2.2 Kemp’s Instructional Design Model

The Kemp’s instructional design model steps are connected from one to another. Because of its flexibility, the writer can start the research whenever the writer wants as the writer needs for this study. The writer used six steps out of the eight steps of Kemp’s instructional design steps for the supplementary material designed.

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3. Visual Information in Learning

Infographic is categorized as information visualization or data visualization. (See Figure 2.3).

Figure 2.3 The Example of Visual Information about Brain Infographic

As stated by Thomas, Place, & Hillyard, (2008), there are some forms in visual information for example photographs and images which contains lots of designs and colors. By using images in the classroom learning process, the teacher can use tools in engaging the visual learning among the students (as cited in Matrix, 2014). It is more focused on the approach to communicate the complex data spontaneously (Thomas & Cook, 2004). Visual information nowadays is in a form of descriptive rather than comparative with the meaning of context of data.

The use of infographic as visual information can be great for all types of learner especially visual learner. Visual is also categorized as one of multiple intelligences. Gardner (1983) divides the multiple intelligences into seven and one of them is visual – spatial. As stated by him, this type of intelligences people

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always think in the physical term and very aware of everything around them (as cited in Lane, 2012).

Flemming (2001) in his Visual Audiotory Kinesthetic (VAK) learning style model presents some of visual learning characteristics. They are:

a. The visual learners think in pictures and need to create vivid mental images to retain information. They become understand if they try to imagine the information, for example, the process of rain. Rather than reading it from books which in narrative form, the visual learners understand the process of the rain by imagining it. It helps them to understand the information easily.

b. Visual learners enjoy looking at maps, charts, pictures, videos, and movies. Everything that are visual, something that they can see or watch.

c. They also have some visual skills for example demonstrated in puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, and interpreting visual image.

There are some visual learning characteristics for those who are categorized as the visual learners which are based on Collorado State University’s article. In the article, it stated that visual learners are good at spelling but forget names. A person with visual learning characteristic is easy to remember the

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picture of a person rather than the names. Visual learners need quiet study time. They cannot be disturbed with noises. They like to study in a quiet place, so they can concentrate more on their study. Visual people had difficulties to work with audio and kinesthetic people. Visual learners have to think awhile before understanding lecture. This is the way when they tried to understand the information by create their own imagination. Visual learner is good at spelling. They are good in remembering letters. Visual learners like colors and fashion. The colors can attract people visually with different kinds and characteristic of the colors itself. Visual people dream in color. It means that color help the visual people in creating the imagination of something. Visual learners understand charts. Charts can help them in summarizing the information that the visual learner get. It is easier for them to absorb the material easily. The last characteristic of visual learner is good with sign language (See Figure 2.3).

Figure 2.4 Examples of sign language

They are some suggestions that come from the same article. It can be used by the visual learner to help them in their learning process.

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1) Draw a map of events in history or draw scientific process. It will create visual form information which can be easy for the visual learner to understand.

2) Make outlines of everything. By writing the point or the focus of the information can help the visual learner to arrange the information. Then from those points, the visual learners can elaborate the points by their own. This usually helps in writing essays and presentations.

3) Copy what is on the board. This will help the visual learner to repeat the information once again. To make it easier to understand, sometimes they will copy the information that they get in their own way by creating a mind map or make a short summary by using color, graphic or picture. 4) Ask the teacher to make the diagram of the learning material. So the

visual learner can absorb the information easily through the diagram. 5) Make diagram sentences. For example mind map. Mind map is one of

alternative ways in memorizing some information. It is a diagram/graphic that people usually draw in order to summary the information.

6) Take notes, make lists of the important. This can help the visual learner to memorize the material well by writing the point as the focus of the material that they get before.

7) Watch videos. Using video as the visual resources can help the students absorb and remember the material well.

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8) Color code words, research notes. This characteristic helps the visual learners to remember the main points of the information. Usually color code word is used to highlight the important part of the information. 9) Outline reading. This helps the visual learner to get more understanding

in reading. Outline reading lead the visual learners to read the reading text. Sometimes, outline reading are provided in a form of worksheets. 10)Use flashcards. Flash card can be an alternative tool in learning. For

example, the use of flash card in English learning is used in order to learn and memorize the English vocabularies. It is easy for the learners remember the vocabulary by using flash card. (See Figure 2.5)

Figure 2.5 The Example of Flash Card

11)Use highlighters, circle words, underline. Colors can help the students to remember the important information in text by highlighting some sentence using highlighters.

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Figure 2.6 Highlighting Text with Highlighter

In order to help the teachers to understand the use and the process of making the infographic, they have to understand some elements of visual. As stated by Lamb and Callison (2012) (as cited in Lamb & Johnson, 2012, p. 57), there are seven categories of visual elements.

a. Charts and graphs. As stated by Lamb and Callison (2012), survey is often represented in form of charts and graphs.

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b. Diagram. Diagram is useful in showing the simplified visual representation of an idea, object or concept. Diagram work well for showing relationships such as part and wholes.

Figure 2.8 Example of Diagram

c. Illustration. For example cartoon sketch and technical drawings.

Figure 2.9 Examples of Illustration

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Figure 2.10 Example of Map

e. Organizers. For example concept maps, cause/effect organizers and Venn diagram. Organizers are effective to show the relationships among data connection, chronologies of events, and comparison.

Figure 2.11 Example of Venn Diagram

f. Images. For example the historical photograph or satellite images.

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g. Symbol. For example traffic sign, music notations, avatar, pictograph etc. Symbols are visual tools that are used to represent ideas, concept, or other abstractions. Avatar can be used to represent human and pictograph can be used to represent chat and maps.

Figure 2.13 Examples of avatar, pictograph and music notes

4. Task-based Learning

In this study, the writer combines the infographic supplementary material with one of the learning techniques. The writer used task-based learning in this study and made the infographic in a form of book to make the students easier to learn English. In this discussion, the writer divided the explanation into two parts.

a. The Meaning of Task-based Learning.

As stated by Nunan (2004), the concept of the task has become important in the syllabus design, classroom teaching, and learner assessment. The task-based learning is aimed to provide the students with the natural concept in learning. By using the task-based learning, the students are expected to increase they knowledge in learning a process and can also make a good interaction with others in order to develop their language skills.

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In the task-based learning, the term of task as the main focus of the learning process is important. Long (1985) said that the term of the tasks that is used in task-based are based on everything that people do in everyday life activities (as cited in Nunan 2004, p.2). Richards, et al, (1986) added that the task may or may not involve the production of the language. The use of various kinds of activity in task-based learning is to make it more communicative in the learning process (as cited in Nunan, 2004, p. 2).

b. The Framework of the Task-Based Learning

In task-based learning, the daily activities that we do are transformed into tasks in language learning process. The focused of the task- based learning enables the language learners to develop the language skills and also the

knowledge of the language itself through the learners’ interaction in

communicating the language. The skills that enable the language learners in developing their skills are language exercises and communicative activities (Nunan 2004, p. 22). Various language exercises can be used in language teaching. The language exercises come in many shapes, forms and can be focused on the lexical, phonological and grammar.

As stated by Willis (1996), there are three components of the task based learning framework. These components are pre-task, task cycle, and language focus.

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Figure 2.15 Components of the TBL framework (Willis 1996: 52)

In the pre-task, the students discussed the topic with teacher. Then the students highlight the useful words and phrases that help them in understanding the task instructions. As stated by Willis (1996), a good textbook will have ideas for introducing the topic and task, and will also include the preparatory activities for the learner which can be done before they move further in learning the language (p. 46). Willis (1996) also added some activities for the pre-task such as classifying words and phrases, matching phrases to pictures, memory challenge, brainstorming, and mind maps. These activities help the teacher to introduce the topic to the students.

Task cycle consists of three stages. First stage is a task, where the students do the task in pair or in small groups. The task helps students to develop fluency in the target language and strategies in communication. Through the task, the students are expected to become better communicators and also learn new words and phrases so they can enrich their knowledge in learning English. Second stage

PRE-TASK

Introduction to topic and task

TASK CYCLE

Task, Planning and Report

LANGUAGE FOCUS

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is planning, which comes after the task. It describes how the students to plan the report effectively. After the students finish the task, the students tell the answer and discuss it with the teacher and the whole class. Here the teacher encourages the students to speak, check the answers and give feedback for the students’ answers. The role of the teacher in this step is as the language adviser, helping students shape their meanings and express more exactly what they want to say. In the process of this stage, teachers are allowed to correct the students’ language in their speaking. The last stage of the task cycle is report which deals with the report as the conclusion of the task cycle. The teacher as the chairperson summarizes the whole learning and teaching activity.

5. Parameters for Book Activities

Willis (1996) divides the textbook activities into four parameters. These parameters consist of some activities for the textbook that used task-based learning technique. The parameters are goal, pre-task preparation time, interaction patterns, and post-task activities. For goal of the task, the teacher have to make sure that the final goal is clear to the students, so they will know how to achieve the goal. In pre-task, the students can think the strategic planning of how to do the task. Here, they are free to do their task by using different kind of skills. Next activity is about interaction patterns. It is some of the interaction that usually used for doing the task. The interactions are individuals, pairs, groups, and also whole class interaction. The last activity is the post-task activity. This activity is about reflecting and evaluating all the learning process. In this study the writer chose the

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parameters for book activities to choose the sub-part for each unit in supplementary material book.

B. Theoretical Framework

This part of the study explains the relation of theoretical description in solving problem which is mentioned in Chapter 1. It is important to include the related studies to analyze the object of the study. To answer the first research problem about how a set of supplementary English materials for BOPKRI 1 Junior High School using infographic media is designed, the writer has to understand about the principles in teaching grammar, vocabulary and the other elements in English language, understand about the students’ characteristics and needs, and also have some information about the curriculum which included the syllabus that used by the teacher.

As stated by Wisniewski and Fichter (2007), the infographic is as the visual media used to instruct, inform, illuminate and entertain readers (p. 57). In this study, the writer designed the infographic as the media to inform the language focus of each learning material. The infographic were combined with the task-based instruction in a form of supplementary book. To make the supplementary book using the infographic, the writer should consider the topics so that they can use the infographic to explore more the information of a topic easily (Lamb and Johnson 2014, p. 55)

In developing and designing the supplementary English materials, the writer use Kemp’s Instructional design model to design the supplementary

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material. Because of its flexibility, the writer can start to design the material from whichever step the writer is ready to start. The writer also can omit the step that is

not needed for the research. Out of eight steps on Kemp’s instructional media

design, the writer only used six steps; 1) Considering the goals, topics and general purposes, 2) Identifying learner’s characteristic and need by developing the pre -assessments 3) Specifying learning objectives, 4) List the subject content, 5) Selecting teaching learning activities and resources, and 6) design materials’ evaluation and revision.

Figure 2.16 Kemp Instructional Design Model steps

The content of the supplementary book that is designed by the writer is used the parameters of book activities by Willis (1996). Those parameters are goal/outcomes, pre-task activities, interaction pattern, and post-task activities. The last step of Kemp’s instructional design model is to evaluate the student’s

Considering the goals, topic and general purposes

Design materials’evaluation and revision

Identifying Learner’s Characteristics and Needs

Specifying the Learning Objective

Selecting teaching learning activities and resources List the subject content

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learning in terms of their accomplishment of objectives by reviewing and reevaluating the design material that need improvement. Nevertheless in this study, the writer only focuses to design the supplementary English material in a form of infographic, so it is not necessary to implement the design for evaluation at school. The writer evaluated the design by distributing the questionnaire to some evaluators. It will be discussed further on the next chapter.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discussed the methods of the research analysis, the research procedure and also data analysis. This part of the study includes research method, research setting, research participant, instrument and data gathering technique, and data analysis technique and research procedure.

A. Research Method

There were two major problems found in this study. First, this study was conducted to know how supplementary English materials for seventh grade of

BOPKRI 1 Junior High School are designed using infographic media. Second, this study was also conducted to know how does the set of supplementary English materials for BOPKRI 1 Junior High School look like.

To answer the research question/problems of this study, the writer used the research and development (R&D) from Borg and Gall (1983) theory. The followings will explain more about this research.

This study used research and development method. Before the writer started the research, the writer observed the curriculum and the learning material used in English learning. It contained the learning materials such as books, journals and the syllabus that were used by the school. The information that the writer had were used for designing the infographic, the learning exercises and

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learning activities for the deigned material. The data and the information about the

students’ need in language learning was very important in order to help the writer designed the material.

After finding the data and information for the design, the writer conducted the research using Borg and Gall’s (1983) theory to achieve the research objectives in this study. This method was purposed by Walter R. Borg and Meredith Damian Gall (1983). As stated by Borg and Gall (1983) research and development is a process used to develop the educational product so that it can be acceptable to use in teaching learning process at school (p. 772). In this theory, Borg and Gall (1983) said that there are 10 stages of research and development cycles.

1. Research and Information Collecting

The first step that the writer used was analyzing the learning needs about the material that the writer wanted to design and develop. The data could be taken from the observation, interview, or questionnaire distribution.

2. Planning

After collecting some information, the writer did the next stage. The next stage would be the planning of the study. As stated by Borg and Gall (1983),

“Planning is the most important aspect in stating the objective to be achieved by

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3. Develop preliminary of product

From this step of the research and development method, the writer listed and chose the learning techniques that would be suitable for the designed material. In this stage, the writer chose and organized the content of the material.

4. Preliminary field testing

As stated by Borg and Gall (1983), the aim of the preliminary field testing is to find the evaluation of the designed product in the qualitative.

5. Main Product revision

This stage was for the revision of the designed material. The result would be in a qualitative research. It means that the writer analyzed the data and described it in a descriptive form. The evaluation of the deigned material would be more focusing on the process of the research.

6. Main field test

In this stage, the writer should have the field test to test the design so the writer would know whether the designed material was suitable or not.

7. Operational product revision

After conducting the test of the material, the writer did the revision to get the design material ready to be used.

8. Operational field testing

After the writer did the revision the writer did the test one more time. 9. Final product revision

This stage will make the final revision for the designed material. The designed material will be completely ready to use.

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10. Dissemination and implementation

This would be the last stage in the research and development method. The purposed of this stage was to develop the implementation of the design material.

In this study, the writer used the first five steps from Borg and Gall theory because the writer only had limited sources and time to conduct more steps of this study. Since it is flexible to use, the writer started the research from research and information collecting, planning, develop preliminary of product, preliminary field testing, and main product revision.

1) Research and Information Collecting

Research and information collecting aimed to get the relevant information in the process of developing the product. This step of the research is usually called as the pre-design survey where the writer conduct an observation, interviews the English teacher, and distributes the questionnaire to the students. The research and information collecting steps were held in BOPKRI 1 Junior High School. These steps were important in collecting the students’ learning needs and information for the material design. These needs helped the writer in designing the supplementary material activities. For the infographic, the writer also got some educational information from The information was gathered by conducting the informal interview.

2) Planning

After conducting some researches and collected some information, the writer began to formulate the topics, goals, and general purposes in planning the

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material design. In this step, the writer reviewed the syllabus used by BOPKRI 1

Junior High School in order to identify the topics and the goals of the material. The syllabus helped the writer in planning the materials design. For the infographic, the writer chose to make the design based on the syllabus indicator on the syllabus. The infographic discussed the focus of each indicator. The indicators were divided into 7 units as the focus of each unit. Each units of the supplementary book discussed two or four indicators. Those indicators were depended on the topic that was provided by the writer. The writer also wrote some exercises related to the indicators. The next step that the writer did was developing preliminary of the product.

3) Develop preliminary of product

In this step, the writer began to design the materials based on the information that the writer had before. In designing the material, the data was selected based on the learners’ needs, characteristics, and abilities in learning. The writer also had to decide the content which was needed for the designed materials. In designing supplementary materials, the writer needed some sources that were related to grammar, vocabulary mastery and other English language elements for seventh grader of BOPKRI 1 Junior High School. The sources were found on the other English books and also on some journals or worksheets which can be found in the internet. The sources helped the writer in making the supplementary book. In making the supplementary book, the writer used task-based learning and also the communicative approach. There were some exercises that support infographic so that the students can practice their English in reading and writing skill. It also

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used communicative approach which required the students to practice their speaking skill.

4)Preliminary field testing

Preliminary field testing which is usually called as post-design survey, aimed to obtain the qualitative evaluation of the product (Borg & Gall, 1983, p. 782). The writer evaluated the materials and gathered some comment and suggestions about the supplementary designed material. Those evaluation elements would decide whether the designed materials were appropriate or relevant enough to be implemented as the teaching learning materials. In this study, the designed materials were assessed by distributing the evaluative questionnaire to two English teachers of BOPKRI 1 Junior High School, and one of English tutors from All plus Puri Kids who had some experiences in teaching junior high school students.

5) Main product revision

In this step, the designed materials were revised based on the feedback on the preliminary field testing step. The purpose of this step is to make the final version of the design before it was applied as teaching learning material. The materials were expected to be more appropriate and ready to be used in the classroom after passing some revision from the evaluators.

The writer found that the research method step which were taken from Borg and Gall (1983) theory was related to the instructional design model from Kemp. In this study, the writer decided to use the combination between both of

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the theories for the design process. The combination of both theories can be seen in figure 3.1.

Writer’s Research model Borg and Gall Theory Kemp’s Instructional Design

Figure 3.1 Writer’s Research Model

From the figure can be seen that the writer combined the research survey method and the instructional design model for the research study. Before designing the supplementary material, the writer did pre-design survey and data analysis (research and information collecting) by identifying the learner’s characteristics and needs. In this step the writer distributed the questionnaires and

Planning Identifying the learner’s characteristics and Design materials’ evaluation and revision Develop Preliminary of Product Preliminary Field Testing Main Product Revision Research and Information Collecting Pre-design Survey

and Data Analysis

Planning the Designed Material Contents Designing the Designed Material Post-design Survey and Designed Material Evaluation Revising the Designed Material Considering goals, topic and general

purposes

Specifying the learning objective

List the subject content

Selecting teaching learning activities and

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analyzed the data. On the next step of the research study, the writer was planned for the designed material contents by considering the goals, topics and general purposes related to the participants answer from the pre-design survey. After planning the contents for designed material, the writer started to make the designed material (developing preliminary of product). The writer needed to consider about the learning objective specification, the list of the subject contents and selecting the teaching and learning activities for the supplementary book

based on the students’ characteristics and needs.

The next step was post-design survey and designed material evaluation (preliminary field testing). After deigning the supplementary material, the writer met the evaluators to evaluate the designed material. The comments, feedback and suggestions by the evaluators helped the writer in revising the designed material (main product revision).

B. Research Setting

This section includes some information about when and where the study is conducted. The explanation about this section is divided into two parts. They are setting of time and the technique of selecting the participants. The writer conducted the research at BOPKRI 1 Junior High School on Mas Suharto 48 Yogyakarta. The writer already observed the students and class situation on the previous semester during PPL program. In gathering the data for this study, the writer distributed the questionnaires and did the informal interview in March 2014.

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~ 108 ~

ATTENTION!

All students must join the class meeting from 15th_December

to 21th December. Headmaster

Mr Jono

Let’s Practice More

Choose and (X) cross the right answer.

1. The notice means . . .

A. The students must not make a noise. B. Students must make a noise.

C. Students must not speak. D. Students must speak.

2. (See picture on question 1) You can find the notice in . . . A. Shopping mall C. Hall

B. Library D. Stadium

3. The sign means. .

A. You can turn left C. You can turn right B. You cannot turn left D. You cannot turn right

4. (See question number 3) Where you can find the sign? A. At the restaurants C. On the streets B. At the hospitals D. At the markets 5. Look at the following caution!

What does the word flammable means?

A. It can burn easily. C. It will fly easily.

B. It is poison. D. It has cables inside.

6. Look at the following caution!

The following caution means. . .

A. You have to be careful. There is a radioactive material.

B. You have to walk on the floor C. You have to stay in this area.

D. you don‟t have to be careful.

Read the following text to answer number 7 and 8!

7. What kind of text is it? A. A letter

B. A. label C. A post card

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~ 109 ~

To: All students and teachers

Come and visit our new library. Lots of new books are available.

You can also enjoy our newest DVD collection.

Head Librarian

Ramadhan

8. What is the text about?

A. The class meeting at school. B. The winner of the class meeting. C. An announcement to join a meeting D. Joining the class meeting

Read the following text to answer question number 9-11!

9. What are the things offered in the new library?

A. Books and DVDs C. Old books

B. Phones D. Accessories

10. Who makes the announcement?

A. The students C. The librarian B. The teachers D. The staff 11. Why does the writer make the announcement?

A. To review a new novel.

B. To invite the readers to visit the library. C. To let readers know about the librarian D. To help the readers.

Read the following text to answer questions 12-13!

12. Who sends the message?

A. Tika C. Andy

B. Tika‟s friend D. Andy‟s friend

13. Who receives the message?

A. Tika C. Tika‟s friend

B. Andy D. Andy‟s friend

Dear Tika,

I‟m sorry for cancelling our plan to go to One Direction concert tonight. I have to study for my math test tomorrow. I‟m sorry. I hope you are not

upset. I promise we will watch another concert later. Andy

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~ 110 ~

14. “ . . . . for cancelling our plan. . .” The synonym of the underlined word is.. .

A. Postponing C. Planning

B. Delaying D. Calling Off

Read the following text to answer number 15-18! 15. What kind of text it is?

A. Wedding invitation C. Short message B. Birthday card D. Announcement 16. When do you send the card?

A. When a friend celebrates her birthday B. When your friend sick

C.When your friend needs help D. When you need some information

17. “ May your wishes come true”

The synonymof theunderlined word is. . . .

A. Happiness C. Loves

B. Hopes D. Sickness

Read the following text to question number answer 18-20

18. To whom you send this card?

A. To a sick person. B. To a happy person

C. To a person who is celebrating a birthday.

D.To congraculate person who is graduate.

19. “ To Gea,

I‟ve heard you do not feel well. “ It means Gea is. . . A. Happy

B. Angry 20.Who send the card?

A. Gea C. Gugus‟ friend

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~ 111 ~

Song of the Day

(Listen to the song and complete the missing lyric)

DON

’

T STOP BELIEVING

(Glee)

Just a small town girl Living in a lonely _______

She‟s took the midnight train going anywhere

Just a city boy

Born and raised in South Detroit He took the midnight ________ going anywhere

A singer in a smoky room The smells of wine and cheap perfume

For a smile they can share the night It goes on and on and on and on **Strangers waiting

Up and down the boulevard

the shadow searching in the night Streetlights, __________

Living just to find emotion Hiding somewhere in the night Working hard to get my fill Everybody wants a thrill

Paying anything to roll the dice Just one more time

Some will win, some will lose

Some are born to sing the blues Oh, the movie never ends

It goes on and on and on and on ** Don't ______ believing

Hold on to that feeling Streetlights, people

_______ stop believing Hold on to that feeling Streetlights, people Don't stop!

Source:

www.metrolyric.com

People

world

Don't

train

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~ 113 ~

Books and Picture Sources

Emalia I,S (2009). Interactive English 1: junior high school grade VII. Bogor: Yudistira

Zaida, Nur (2013) . Mandiri : practice your English competence 1 for SMP/MTs class VII : kurikulum 2013. Jakarta: Erlangga.

http://brainly.co.id/tugas/724551

http://www.yeuanhvan.com/grammar-topics/1772-unit-13-dialogues-someany http://www.yeuanhvan.com/grammar-topics/1795-unit-14-dialogues-muchmanya-lot

http://www.proprofs.com/quiz-school/story.php?title=COUNTABLE-UNCOUNTABLE-NOUNS-IN-ENGLISH-1

http://quizmy.com/quizme/97/English-Grammar-Tricks-Countable-Uncountable-Nouns.html http://www.carmenlu.com/first/grammar/countable1_1.htm

http://www.englishgrammar.org/simple-present-tense-worksheet-2/

http://freeenglishcourse.info/7-contoh-kartu-ucapan-bahasa-inggris-berbagai-situasi/ http://www.carabelajarbahasainggrisoke.com/2014/05/percakapan-dialog-bahasa-inggris-meminta-pendapat-asking-for-and-giving-opinion.html

www.sederet.com

www.google.com/ studio-c-grocery-bag

http://www.wikihow.com/Get-Your-Friends-to-Stop-Borrowing-Your-Things

http://gallery.gerardprins.com/v/assignments/location/2007-11-26_01DSC_1654.jpg/

http://www.dreamstime.com/stock-photography-friendly-waitress-coffee-pot-image11262472

http://www.belajaringgris.net/expression-of-offering-help-3166.html

https://lanivcox.wordpress.com/2013/05/21/how-students-are-misunderstood-in-the-classroom/

http://blog.chron.com/careerrescue/2013/08/avoid-the-guessing-game-that-comes-with-job-search/

http://spoki.tvnet.lv/foto-izlases/Vai-nav-smukas/194854/1/2

www.angelaamman.com/2012/08/we-shall-butt-heads.html/excited-daughter

http://celebritybabies.people.com/2013/03/14/petiteparade-new-york-fashion-week-march-2013/

http://romieditions.deviantart.com/art/Taylor-Swift-Png-275558086 http://www.songkick.com/artists/4689918-austin-mahone

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https://blueshirtkhakipants.wordpress.com/2013/08/

http://www.kapanlagi.com/showbiz/selebriti/foto-fresh-afgan-dalam-video-klip-terbarunya-f4af5e.html

A Set of supplementary English materials using infographic for seventh graders of BOPKRI 1 Junior High School.

USING INFOGRAPHIC FOR SEVENTH GRADERS

OF BOPKRI 1 JUNIOR HIGH SCHOOL

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LISTS OF APPENDICES

CHAPTER III

RESEARCH METHODOLOGY

~ 108 ~

Let’s Practice More

~ 109 ~

To: All students and teachers

Come and visit our new library. Lots of new books are available.

You can also enjoy our newest DVD collection.

Head Librarian

Ramadhan

~ 110 ~

~ 111 ~

Song of the Day

DON

’

T STOP BELIEVING

(Glee)

Source:

www.metrolyric.com

People

world

Don't

train

~ 113 ~

Books and Picture Sources

~ 114 ~

Parts

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