1 DESIGNING POVENTURE AS SUPPLEMENTARY TEACHING MATERIAL FOR TEACHING READING ON DESCRIPTIVE TEXT

  

DESIGNING POVENTURE AS SUPPLEMENTARY TEACHING MATERIAL

FOR TEACHING READING ON DESCRIPTIVE TEXT

Husnul Khotimah, Urai Salam, Eni Rosnija

  English Education Study Program, Languages and Arts Education Department Teacher Training and Education Faculty of Tanjungpura University Pontianak Email

  Abstract

  This research was conducted to design a teaching material needed by the teacher and students in reading on descriptive text to support CTL Approach. The material is called Poventure which is the abbreviation of Pontianak Adventure. The research was conducted at SMP Negeri 11 Pontianak with the eighth grade students in academic year 2016/2017 and their English teacher as the participants. The research applied R&D with three phases of development called ADDIE. From the need analysis, it was found that the students need interesting supplementary material to improve their reading comprehension on descriptive text. The research focused on creating the material to fit in the needs. In the research, the design of Poventure covered the concept of the product, while the development of Poventure described the contents and approach included in the product. To validate the product, an expert validation is used with the result of 3.75. This result meant that Poventure is a very good supplementary teaching material for teaching reading on descriptive text to support Contextual Teaching and Learning for grade eighth students at SMPN 11 Pontianak in academic year 2016/2017.

  Keywords: Poventure, Descriptive Text, Reading, CTl, Development Research

  INTRODUCTION

  English is one of the major subjects that have to be mastered by students in junior high school. Most of the people in the world use English, not only as the communication but also as transferring knowledge. In learning English, there are four skills that have to be learned by the students. They are listening, speaking, reading and writing. Reading is one of skills which are very essential for each student. By reading, the readers can increase their understanding about the text or what they have read, enrich their vocabularies and knowledge.

In reading, it’s important to comprehend the meaning of the text in

  order to catch the information and message. Based on the Curiculum Tingkat Satuan Pendidikan (KTSP) Depdikbud (2006), the second year students are expected to be able to understand and respond meaningful written texts in term of functional written text and simple short essay in the form of descriptive and recount text interact with people in the nearest environment. There are many types of texts in reading, which are closely related to the purpose of each type. Descriptive text is one of the text types that taught at the second year of Junior High School.

  Descriptive text has a social function is to describe a particular person, place, or thing, On the other hand, descriptive text has told description and identification of something, someplace or someone. It persuades the reader to imagine the text content.

  Based on the preliminary interview and observation, the writer found some problems related to the English teaching and learning process, especially in the teaching reading in SMP 11 Pontianak. The first problem is the lack of materials provided by the teacher. In the teaching and learning process, the teacher uses the same textbook to teach the four skills. She seldom gives the students different kinds of reading passages. There is only one reading sources dominantly used by the teacher. The teacher used a textbook with title “English In Focus”. Moreover, the teacher explained that the students did not attract with the descriptive text because the text is not completed with pictures. Besides, the material that use by the teacher did not provide local content materials. The majority of materials in the book just focus on national culture contents.

  Those problems above also effect the students’ motivation of the reading activities. The condition makes their interest of reading activities low. They are found unfocused and bored on the teacher’s explanation. Another problem is related to the reading comprehension of the students. Because of the lack of reading materials as their exposure and the low motivation in the reading activities, they found it difficult to comprehend English passages. They commonly found difficulties in getting the information in the text and also analyze the language features and schematic structures of descriptive text.

  Considering the problem and also the lack of media sources used in SMP 11 Pontianak, the writer believed that the students need an interesting media as the alternatives to make reading more effective and efficient for the students. The writer decided to created attractive supplementary materials by combining 3D pictures or pop up and texts in one package. So, the writer decided to design a pop-up book with title ‘Poventure’ in teaching reading descriptive for the eighth grade students of SMPN 11 Pontianak. Pop Up picture at the Poventure will give the student image and illustration which will help them to understand the content of the text and can help the teacher make the students more interest to the learn.

  Moreover, in order to make supplementary materials become more easy and better understanding in learning descriptive reading the writer decided to use Contextual Teaching and Learning (CTL). This approach is the most appropriate to be used as the basic of designing the teaching supplementary materials because Contextual Teaching and Learning Approach help students to make connections between knowledge and its applications to their lives. It will make the students understand and solve the problems, express and develop their ideas.

  To sum up, this study aimed to produce English Supplementary Teaching Materials based on Contextual Teaching and Learning for the eighth grade students of SMP 11 Pontianak to help them develop their reading descriptive text. Furthermore, the pictures in the form of pop-up in Poventure can help the children understand the content of the story more easily and also this supplementary materials can be able to promote the local place of Pontianak.

  METHOD

  In carrying this research the writer used design and development research. Richey and Klein (2007:1) define design and development as “the systematic study of design, development, and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development”.

  In designing the supplementary teaching materials the writer adopts ADDIE model and designed based on seven components of CTL approach. According to Branch (2009:1) ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate. Because of the limit of the writer, the implementation and evaluation phase are not apply in this research, so the writer only use ADD model which consist of Analyze, Design, and Develop.

  Analyze

  The writer conducted an Interview with the teacher to collect the deeper information. Here, the English teacher was the sources of the information. The reasons in conducting the interview is to find teacher’s opinion about the problem in the classroom, information about what students need in learning reading descriptive text and to know the facilities for learning English in the school.

  In analyzed the writer also considered five quality standards before designing supplementary teaching materials. They are the curriculum applied in the school, the syllabus used by the English teacher, the kind of books used, the types of learning and teaching activity based on the curriculum, and the roles of learners, teacher, and instructional materials based on the curriculum (Richards and Rodgers , 2001, p. 24).

  the availability of textbooks and other supplementary material in the library of SMPN 11 Pontianak. The results of the needs analysis which is Analyze were used as guidelines in designing the supplementary teaching material for teaching reading descriptive text based on contextual teaching and learning for grade

  VIII at SMP 11 Pontianak.

  Design

  In this phase the writer started to design the teaching material based on the problem that the writer found from the interview. Here, the writer start to making the concept of Poventure related to the aspects of designing as provided by (Widodo & Savova, 2010, p. 24). Those aspects are skill, topic, standard competence, learning objective, genre of text, grammar and tasks.

  Develop

  In this phase, the writer started to design the second draft of the product by developed the construct of first draft of product based on Contextual Teaching and Learning. There are seven elements of CTL. Accoroding to Johnson (2002: 25) they are constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. After develop the product, the writer asked an expert to evaluate the product in a form of assessment rubric to know whether the product is appropriate or not. The product was evaluated based on the content, layout, language, design and graphic so the strength or the weaknesses of the draft could be found.

  The writer used ADD procedure to collect the data. By using this procedure, the writer also answered the research problems formulated step by step. It was useful to get clear explanations.

  In the analysis phase, the writer considered five quality standards in designing the supplementary materials. They are the curriculum, the syllabus, the book used, teaching and learning activity, and the role of learners, teacher, and instructional materials. Related to the curriculum, the writer found that KTSP (school based curriculum) was used by SMPN 11 Pontianak. In this curriculum, the school was given wider opportunity to develop the variety of teaching and learning process including the learning activities and teaching materials. The English teacher was encouraged to provide interesting and challenging learning activity and teaching materials based on the potential, situation, and the need of school or students. Furthermore, in the syllabus used in KTSP for ELT of reading, students in grade VIII semester must understand the meaning of simple text of descriptive to interact with their social environment.

After that, the writer did library’s observation in order to check and analyze

  In the process of teaching reading descriptive text the writer found that the teacher only used one book, the book entitled “ English in Focus for grade VIII junior high school by Artono Wardiman, Masduki B. Jahur, and M. Sukriman Djusman and published by Pusat Perbukuan Departemen Pendidikan Nasional. In that book, the descriptive text was from Indonesia and not provided with any approach. After checking the book which was used by the English teacher, the writer found that for reading the core competences were that students must understand the meaning and expression in descriptive text to interact with their social environment. In addition, the standard competences were that students in reading process must be able to read the text loudly and express and respond the meaning of the text to interact with their social environment.

  Although the descriptive text came from Indonesia, the teacher still hoped that the descriptive text came from the local place in Pontianak. Furthermore, there was no image for helping the students in learning Descriptive Text. Based on the observation in the library, the writer found that there was no book which can be used as the suppelemetary materials for reading descriptive text.

  To select the activity for students, in this curriculum, the English teacher must consider five things. First, the activity must provide opportunities to students to acquire and process knowledge themselves. Second, the activity must reflect in certain skill. Third, the activity must be adapted based on the ability of students. Fourth, it must be done variously whether in the individual, pair, or group. Last, it is considered with students differences.

  Based on the curriculum, students in grade eighth had fast development in cognitive, psychomotor, and affective aspects. They were able to understand imaginative symbols and value of things around them. Furthermore, they were also able to see the relationship of characters and situation and able to respond the stimuli given. That is why the English teacher must active to be a model for the target language. In addition, the role of the teacher is developing teaching learning activity and materials which is assisted by instructional materials to enhance the students learning mastery.

  After obtaining the data from the need analysis and deciding the media that would be designed. This process aimed at creating an teaching and learning material which can be used in the classroom. Designing was conducted after the need analysis. The result of the need analysis was used to design the supplementary material. The standard competences of the were taken from the KTSP 2006 Curriculum as the school was using that curriculum in the teaching and learning for eighth grade srudents. the writer designed the material based on the need analysis data, the result of the interview as well as the analysis of the observation.

  In designing the supplementary materials the writer designed by following the standard competence in syllabus namely understand and respond meaningful written texts in term of functional written text and simple short essay in the form of descriptive interact with people in the nearest environment. It was designed to achieve learning objectives namely: (1) students are able to pronounce descriptive text by reading loudly using acceptable pronounciation, stress, and intonation, (2) students are able to identify the information in descriptive text, and (3) students are able to respond the meaning in descriptive text by answering questions accurately and acceptable.

  The genre of the text in this supplementary material is decriptive text. There were 3 texts with 4 pop up picture that described the place of the local place provided in this supplementary material; the first title is “Equator Monument”, the second is “Betang Radakng”, and the third is “Tugu Digulist”. In the process of designing the writer decided to choose 3 famous local places in pontianak. The writer choose these local places because they are familiar with student’s life which will help them understand the text better.

  The writer believed that the students are able to directly understand the text because the texts and also the pictures delivered it clearly. The next component was grammar. Grammar was used to explain the were 4 tasks and 1 assessment. They were construction of the sentence and how to applied in the activity related teaching and make a good sentence based on the type of learning activity in KTSP. The activity the expressions and texts given. Grammar consists of three processes which called by was written in the language features ECC process namely exploration, component, because there were some elaboration and confirmation. For task 1.1 characteristics used in sentences in every and task 1.2 were applied in exploration topic. Grammar that was used to be learnt and task 2.1 and task 2.1 were in the was simple present tense. process of elaboration. While for the In designing process, the writer also put assessment the writer put in last part. the tasks and also the assessment. There Here is the outline of Poventure design:

  Table 1. The Outline of Poventure Design

  No Aspects Information

  1. Mentioned: Reading Skill Skill

  2. Mentioned: Pontianak Adventure Topic

  Mentioned:1.1 understand and respond meaningful written texts in term of 3. functional written text and simple short

  Standard Competence essay in the form of descriptive interact with people in the nearest environment

  4. Mentioned: 3 Learning Objectives Learning Objective

  5. Provided: Descriptive Text Genre of Text

  6. Provided: Simple Present Tense Grammar

  7. Provided: 4 tasks and 1 assessment Tasks

  In the development phase, the writer modeling, inquiry, learning community, developed the supplementary teaching reflection and authentic assessment. The material using CTL approach. There are writer put these elements as the activities in seven elements of CTL which were used by Poventure as supplementary teaching the writer namely constructivism questioning, material. This is the student’s activity in reading descriptive text material

  

Table 2. The outline of the Development of Poventure

  No Elements of CTL Information

  1. Constructivism In Activity 1

  2. Questioning In Activity 1 In Activity 2: Reading Text 1 and Activity 3:

  3. Modeling Task 1.1 In Activity 2: Reading Text 1 and Activity 4:

  4. Inquiry Task 1.2 In Activity 5: Reading Text 2, Activity 6:

  5. Learning Community Task 2.1 and Activity 7: Task 2.2

  6. Reflection From Activity 1-7 In Activity 8: Reading Text 3 and Activity 9:

  7. Authentic Assessment Assessment In developing the supplementary speaking materials based on contextual teaching and learning book, the writer used many attractive fonts, different colors, and pop up pictures to make the students enjoy in the teaching and learning process. Reading Supplementary materials on descriptive text was made based on contextual teaching and learning approach which used students contextual social daily life as the main theme of the book, and it helped the students in comprehending the skill more easier.

  Developing the Construction and Description of Poventure

  The writer believed that designing an attractive cover of a book is also important to get student’s attention to read the book.

  In this case, the writer tried to put the important characters of the main topic in the Poventure to be presented in the cover. In this way, the writer hoped that the students will be interested to read the book more deeply. Furthermore, in designing the cover, the writer tried to represnt the identity of the product by adding some pictures of iconic place in Pontianak. The writer put on the logo of Tanjungpura University, title of the supplementary material and the name of the writer. The cover of the Poventure can be seen in the picture below.

  

Figure 1. Cover

  Constructivism and Questioning could be found in the Activity 1 in part of exploration. Here the teacher tried to construct the student’s opinion and knowledge by asking them several question about the pictures related to the reading comprehension materials. Besides written in the Poventure, questioning can be done by the teacher spontaneously in the class to activate student’s attention and stimulate students responses.

  Modelling still found in the step of exporation in Activity 2: Reading Text 1 and Activity 3: Task 1.1. In the element of modelling the teacher gives model how to read and find out the information. This was important because in order to comprehend the supplementary reading material better.

  In inquiry, the writer provided Activity 2: Reading Text 1 and answer the questions in Activity 4: Task 1.2. In this phase the students produce their own discovery of information or knowledge. In the task the students had been given a text and true and Task 2.1 by ansering the question and false task. Activity 7: Task 2.2 by matching the In learning community the students synonym. Poventure designed by the writer discuss and share with the other students was in group forms, the students learnt and because the result of learning was better did the tasks with their friends. Picture

  3 gained if the students discuss and share below is the example of the detail with other students. In learning comunity, information about the activity in learning the writer provided Learning community in community. Activity 5: Reading Text 2, Activity 6:

  

Figure 2. Learning Community Activity

At the end of the activity there was a the student’s progress in comprehending

  reflection which was created to know what information in the text. the students have learnt from the Poventure After the development process was done, book designed by the writer. In this part the the writer asking an expert to eveluate the writer provided indirect instruction to reflect product. This step was called expert what they had learnt from Activity 1 to 7. judgment in which the experts gave the Besides written in the Poventure, reflection comment, suggestion and evaluation for the can be done by the teacher spontaneously in materials whether they already appropriate the class. enough or not. The assessment was

  To know the result of teaching and conducted by providing an assessment rubric learning activity, the writer provided to the expert. This evaluation was done in authentic assessment in Activity 8: Reading order to measure and see the quality of the Text 3 and Activity 9: Assessment. Here the product to be used as a supplementary teacher tries to ase teaching material for teaching reading on ss students’s performance. Teacher asks the students to read the text and descriptive text to support CTL approach. do some tasks related to the text. By doing The result of assessment is provided in the these activities the teacher would like to see table 3 below.

  Table 3. The Result of Assessment Rubric

  10 4 3,6

  4

  29

  4 Total

  4

  7

  4 Appearance aspects

  4

  4

  7

  3 Media aspects

  5 4 3,4

  2 Presentations and language

  content

  The product was evaluated based on the content, presentation, language, media, and appearance so the strength or the weaknesses of the product can be found. The four aspects are evaluated through a Likert scales with the range of four options: strongly agree, agree, disagree and strongly disagree. The result of this assessment became the consideration in revising the material. The comment and suggestion from the expert were very important at improving the book.

  1 The appropriateness of the

  No Criteria Item Max Score Score

  According to the total score which is calculated by using the formula above, the writer obtained 3,75 as the result of the evaluation of the product. In order to know the category of the score, the writer used a guideline from this calculation, the result can be determained according to the Table 4.

  Where: Mn= Mean ∑ = Total core N= Total Number of Data

  Mn = 3,75

  4 ................................................................................................. (1)

  15

  Mn =

  Mn = ∑

  The writer analyzed the expert judgement about Poventure by using mean score. The data from expert judgement was measured by using Mean and analyzed by using formula proposed by Suharto (2008) which is:

  There are ten items in this criterion. The second criterion provides the criteria of presentations and language aspects in material design which has five items. The third criterion is the criteria of media aspects which provided with seven items. The final criterion is the criteria of appearance aspects.

  In the assessment rubric, the writer provided 29 items which divided into five criteria. The first criterion provides the criteria of the appropriateness of the content.

  15

  Table 4. Data Conversion Table for Expert Judgment Scale Descriptive Categories Interval

  1 Poor

  1 ≤ x ≤ 1.74

  2 Fair

  1.75≤ x ≤ 2.24

  3 Good

  2.25 ≤ x ≤ 3.24

  4 Very Good

  3.25 ≤ x ≤ 4 The total score that the writer obtained is 3,75. Based on the guideline in table 4 above, the score of 3,75 is in the criteria of “Very Good” with the description of “Do Not Revised”. From the criteria, it can be emphasized that the expert considers Poventure designed by the writer as a very good product and feasible to be used as supplementary teaching material for teaching reading on descriptive text to support CTL approach.

  DISCUSSION

  Seven elements of CTL Approach within the ELT material were the characteristics used by the writer to develop the product as supplementary teaching material for eighth grade students at SMPN 11 Pontianak in academic year 2016-2017. From the finding explained above, the processes of designing material of analysis, design, and development, phases had relationship with the research questions formulated.

  From the analysis phase, the writer found that CTL Approach which was used to develop ELT materials had relationship with the curriculum used in MTs Al- Rahmah. The writer in developing ELT materials also provided the objectives of learning that were based on the syllabus for eighth grade students. Considering the activity within the process of teaching and learning and defining the roles of the teacher, students and instructional materials during teaching and process are the aspects that the writer did in designing ELT materials. In fact, in the analysis phase of before designing ELT materials done the writer considered to complete the quality standards as given by Richards and Rodgers (2001, p. 24).

  Based on the outline of designing process in the designing phase, the writer had already answered the research questions by checking the main aspects should be provided in designing ELT materials as mentioned in Widodo and Savova (2010, p. 152-154) namely skill, topic, standard competence, learning objective, genre of text, grammar or structure, and tasks.

  From the outline of the development of Poventure in the development phase, the writer also had already checked the characteristics used to develop the materials namely elements of CTL Approach. Those seven elements of CTL approach were constructivism, questioning, modeling, inquiry, learning community, reflection, and authentic assessment.

  In addition, the assessment rubric which was given to the expert in the development phase, the result showed that the english teacher strongly agreed that the supplementary materials designed by the writer is feasible to be used as supplementary teaching material for teaching reading on descriptive text to support CTL approach.

  

CONCLUSION AND SUGGESTION learn English enthusiastically. It is

Conclusion necessary for English teacher to choose the

  Based on the result of the research, the topics for teaching material with interesting writer believed that the research question of topics to be discussed and colorful picture. this research had been answered completely CTL approach is one of the approaches from analysis until development phase. In which can be used by the teacher in design and development phase, the writer developing their teaching material for other also had completed some aspects of language skill. Since the supplementary designing and characteristics of developing material is evaluated only by the expert, it material. The aspects must be included in will be better if the supplementary material designing phase are related to skill, topic, also evaluated by conducting a try-out. It standard competence, learning objective, can give a better evaluation for the genre of text, grammar or structure, and developed material. tasks. In development phase the writer completed the supplementary material with REFERENCES

  Branch, R. M. (2009). Instructional seven elements of CTL approach and after the supplementary teaching material was Design: The ADDIE done the writer asked the expert to evaluate Approach. New York:

  Springer. the final result of supplementary teaching material by using assessment rubric. The Johnson, B. E. (2002). Contextual assessment rubric consists of five aspects teaching and learning: why it is and why it is here to stay . with 29 questions. Based on the assessment rubric the writer found that the expert California: Sage Publication strongly agreed (3,75) that the Ltd. supplementary material designed by the Richards, a. R. (2001). Approaches writer is feasible or appropriate to apply in and Methods in Language SMPN 11 Pontianak for grade VIII Teaching. Cambridge: students.

  Cambridge University Press. Richey, R. C., & Klein, J. D. (2007).

  Suggestion Design and Development

  For a better result of this study, the Research. New Jersey: writerr considers some suggestions which Lawrence Erlbaum Associated. based on the expert’s suggestion. It was suggested that the English teacher needs to Widodo, & Savova. (2010). The design and develop another English Lincom Guide to Material

  Muenchen: teaching material with different skill and Designing ELT. genre of text to motivate the students to Lincom Europa.