development of a communicative basic...
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DEVELOPMENT OF A COMMUNICATIVE BASIC ENGLISH
MODULE FOR ENGLISH LEARNING AT TPQ AL-AMIN
THESIS
By
ACI MEIDAYANTI
NIM. 210916038
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
2020
ABSTRACT
MEIDAYANTI, ACI, 2020. Development of a Communicative Basic English
Module for English Learning at TPQ AL-Amin. Thesis, English Education
Departement, Tarbiyah and Teacher Training Faculty, State Institute for
Islamic Studies of Ponorogo. Advisor Pryla Rochmawati, M.Pd.
Key Word : module development, teaching learning
The reason for the development of the English Module is based on
research observations on the use of English modules at TPQ Al-Amin. Module
development is considered to be still very minimal, with modules only owned by
the teacher and not according to student needs. Even though the learning module
is needed to make it easier for teachers to transfer knowledge and make it easier
for students to understand English learning. Therefore, researchers developed an
English Module in English Subjects at TPQ Al-Amin.
This study aims to develop a Learning English education module so that it
is communicative to be used during the learning process and to find out how the
feasibility level of the module is in order to produce a module that is valid,
effective, and responsive in learning English.
This research uses research and development or Research and
Development (R&D) methods. The development procedure follows the Borg and
Gall procedure which can be done more simply by involving 10 main steps,
namely: 1) Potentials and problems, 2) Data collection, 3) Product design, 4)
Design validation, 5) Design improvement, 6) Test product testing, 7) product
revision, 8) field testing, 9) final product improvement, 10) dimensions and
implementation. The research is limited to seven stages, namely 1) Potentials and
problems, 2) Data collection, 3) Product Design, 4) Design validation, 5) Design
improvement, 6) Product testing, 7) Product revision.
This learning module was validated by material content expert validators,
and layout design expert validators and was tested on TPQ Al-Amin Mantren
Madiun students. In the developed English module, there are six units, namely
Public Places, Clothes, Transportation, Jobs, Activities, and Telling The Time.
Assessment of module feasibility uses a Likert scale and student assessment uses
the Guttman scale. Based on data analysis, 88%of content providers are in the
“Very Good” category; 83% of the layout expert services were categorized as
“Very Good”; The results of the responses of students at TPQ Al-Amin were 83%
categorized as "Very Good". So that the development of the English module
meets the criteria to be used as a learning medium.
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Education is a form of dynamic human culture. Changes and
developments in education in line with changes in human culture. Changes
in terms of improvements in the quality of education at all levels to protect
the nation in the future. National Education system law number 20 in
article 1 of 2003 states that "Education is a conscious and planned effort to
create an atmosphere of learning and learning process so that students
actively develop their potential to have religious-spiritual strength, self-
control, personality, intelligence, and morals noble, as well as the skills
needed by himself, society, nation, and country.1 In addition, a good
education is an education that is able to prepare students in global
challenges. Therefore, the Government has also set up an education system
that prepares students by teaching foreign language learning in schools
such as English, Japanese, Mandarin, German, and French.2 Along with
the development of Science and Technology, as well as global
competition, without limiting creativity in educational units to update the
learning process.3
1
Keputusan Direktur Jenderal Pendidikan Islam No.6036 Tahun 2015 Kerangka Dasar
dan Struktur Kurikulum Pendidikan Diniyah Formal ULYA. Pasal 1Ayat 1.
2Rahajeng Sita Nariswari, DEVELOPMENT OF POP-UP BOOK MEDIA FOR
LEARNING SKILLS SPEAKING LANGUAGE FRENCH CLASS X STUDENTS OF SMA Negeri 3
KLATEN, (Thesis Universitas Negeri Yogyakarta:2018),1
3Giyanti. Development of POP-UP Media Learning Book for Deaf and Middle School-LB
Students on Motion Materials and Styles. (Thesis UIN Raden Intan Lampung: 2018), 7-8.
2
Learning materials are often the most significant and observable
component of pedagogy. They determine the quality of language input and
language practice during the learning process in the classroom. Richards
stated that materials in language teaching have roles as a resource for the
presentation of materials either spoken or written and as a source of
activities for learners' practice. Therefore, the teachers are obliged to
develop teaching materials which are suitable for the students' needs and
always up-to-date. Teaching and learning can be interpreted as a learning
process in students that occurs either directly or indirectly when
interacting with the environment or other learning resources. In this case,
we can see the use of media that helps the learning process. As a teacher
who facilitates the availability of media.
Learning media should be able to provide benefits, namely
providing a conceptual framework for learning material to be learned by
students and contextual (according to the current situation), so as to be
able to help students to understand learning materials more easily.
Advances in developing technology also involve the role of language,
especially in the use of English so that there is no gap between science and
technology and the conditions that exist today.4
In addition to the use of teaching materials, the learning process
requires a learning model that can improve students' understanding and
skills. This shows that the teaching material prepared must be in
4
Setyati Puji Wulandari, Budiono, and Isnandar Slamet, The Development of Learning
Module with Discovery Learning Approch in Material of Limit Algebra Functions,”(ICMSE:
2016), 165.
3
accordance with the learning model that can increase student activity in
doing the assignments in the teaching material, while also being able to
develop thinking abilities and writing skills so that students become more
independent. For this reason, it is very necessary to have attractive
teaching materials, both print and non-print.
Students may take different approaches to their learning in
different modules. The approach they take will be influenced by their
previous experience of education and how they perceive the demands of
each new module that they encounter. Thus a student's approach to
learning may vary from module to module and indeed, within a single
module.5
Modules are not developed in isolation, but within a course or
programmed structure, and the process is informed by the external national
qualifications framework and where relevant, professional body
requirements. Thus, internal and external factors must be taken into
account at the planning stage. In terms of designing modules, we would
argue that there is a need for a planned integrated approach to the process
with the focus on the learning of the student. We would suggest that
academic staff can begin the process not by focusing on the content of the
5Sylvia Huntley-Moore and John Panter, An Introduction to Module Design, (Saranne
Magennis:2015), 4.
4
module and how they intend to teach it, rather by focusing on the quality
of learning that can be achieved by their students.6
Modules are one form of teaching material that is packaged in a
whole and systematic way, which includes a set of planned learning
experiences and is designed to help students master specific learning goals.
Modules contain a minimum of learning objectives, learning
material/substance, and evaluation.7
In the school environment, teachers who have the task and
authority in fostering the personality of their students to the Muslim
personality both outward behavior, soul activities, and life and beliefs
show dedication to Allah SWT. In this case, the teacher has a very
important role in fostering the personality of his students at school.8
The teacher must be responsible for all children's learning
outcomes through teaching and learning activities. the teacher is a factor
that influences the success or failure of the learning process. Teachers
must be able to create a situation of learning conditions that are as good as
possible.9 The task of the teacher as a profession includes educating,
teaching and training. Educating means continuing and developing life
6
Donnelly, R., Fitzmaurice, M.Designing Modules for Learning. In G. O'Neill, S. Moore
& B. McMullin(eds.)Emerging issues in the practice of University Learning and Teaching
(Dublin: All Ireland Society for Higher Education (AISHE) : 2005) 234
7 Radiyanta Dwi, Materi Teknik Penyususnan Modul. (Faculty of Engineering
UNY:2015). 2-7 .
8Abudin Nata, Filsafat Pendidikan Islam (Jakarta: logos wacana ilmu, 1997), 62.
9Oemar Hamalik, Psikilogi belajarmengajar (Bandung: Sinar Baru Algensindo, 2010), 33.
5
values. Teaching means continuing and developing science and
technology. While training means developing skills.10
Madrasah Diniyah as a non-formal educational institution based on
religious activities that are carried out in the evening after formal school
hours. Madrasah Diniyah simple curriculum and short period learning
activity are not being a barrier for producing educated and intellectual
students. Thus, the existence of Madrasah Diniyah can be developed into
one of the Moslem elite schools that can accommodate the education
needed of lower-middle-class people because the tuition fee is cheap.
Madrasah Diniyah was also able to compete with other Moslem elite
schools that have more expensive tuition fees. Therefore, now in the era of
modernization, the manager of Madrasah Diniyah should avoid the
temptation of material and secularism curriculum in the educational
activity. The purpose is to create the smart young Moslem generation in
knowledge and faith.11
Madrasah Diniyah is a non-formal educational institution teach
about Islamic values. Islamic values are contained in the fields of study
they teach such as the lessons of Fiqih, Tauhid, Akhlaq, Hadits, Tafsir and
other lessons not obtained by students while studying in formal schools
that are not madrasa. The madrasa study hours also begin in the afternoon
between 2.30 am and 5.00 am with different types of students.12
10
Moh. Uzer Usma, Menjadi Guru Profesional (Bandung: Remaja Rosdakarya 2011) 7
11
Zulfia Hanum Alfi Syahr, “Membentuk Madrasah Diniyah Sebagai Alternatif Lembaga
Pendidikan Elite Muslim Bagi Masyarakat” 22 (n.d.): 394.
12Ibid.
6
Since Indonesian’s independence in 1945, madrasa education
institutions have been regulated by the Ministry of Religion which has 2
(two) categories. First, madrassas with a 30% curriculum containing
religious lessons and 70% for lessons needed in daily life, which are
managed by the government and private sector. Second, madrasas whose
curriculum only contains lessons on Islam and are managed by the private
sector. This second category of madrasas is also referred to as the
Madrasah Diniyah which has 3 (three) levels, namely, diniyah awaliyah,
diniyah wustha, and diniyah ulya. The school was established specifically
to produce prospective scholars and provide Islamic learning services to
the community.13
Besides, the difference in Madrasah Diniyah is different from
formal Madrasah schools, namely Madrasah Ibtidaiyah, Madrasah
Tsanawiyah, and Madrasah Aliyah. While the religious school in the
formal form of Madrasah Ibtidaiyah, Tsanawiyah and Aliyah has a broader
range of subjects because it does not only teach about studies Islam as in
Madrasah Diniyah but also provides general lessons as usual formal
schools, such as the science (Natural Sciences), Social Sciences (Social
Sciences) and language in the curriculum.
The existence of Madrasah Diniyah in the community is still quite
a lot found in the regions. Because Madrasah Diniyah has an important
role in educating the community of young people in terms of instilling
13
Alwasilah, A. Chaedar. The Madrasah and Chinese Education in Indonesia: A
Comparative Study. Paper on International Seminar on Islamic Culture and Education in China,
Hongkong 28 April – 2 May 2009, page. 3.
7
moral and religious values early on. Especially during rapid information
flow and sophisticated technology. Where there is no bulkhead of space
and time to access any information because of the many uses of data
technology in the network (online) in everyday life. Therefore, to
anticipate the negative impact of the uncontrolled online utilization for the
community, especially the younger generation, it is very necessary to not
only optimize religious education and character building in schools but
also be supported by the role of Madrasah Diniyah.14
Madrasah Diniyah is a religious education institution that is
expected to be able to continuously provide religious education to young
children of national standard, in order to be able to produce smart and
professional students/students.15
In its implementation, TPQ AL-Amin
Mantren is included in TPQ who has not yet developed modules and
evaluation standards to assess the implementation of English language
learning.16
Because the procurement of module development is considered
very important, the development of the English TPQ module must be
carried out. This is also to facilitate teachers in finding teaching materials
and use teaching methods that are fun and enjoyable so as to make
students always enthusiastic to go to the TPQ so that the existence of the
Al-Qur'an Education Park (TPQ) is more optimal and effective in the
delivery of Islamic religious learning materials and can make a positive
14Ibid.
15
Unggul Priyadi, Syarif Nur Hidayat, and Aprillia Islamawati, “PENINGKATAN
MUTU PEMBELAJARAN TAMAN PENDIDIKAN ALQURAN DENGAN PEMBUATAN
KURIKULUM TPA” 2 (September 3, 2013): 204–11.
16
Preliminary observsi, January 28th, 2020, in Madiun.
8
contribution especially in terms of planting faith and the development of
faith and piety also good character (akhlakul karimah).17
There are many problems faced by students when exploring their
learning English. In her research, based on observations and interviews
with Ms.Evi as an English teacher at TPQ Al-Amin Mantren Dolopo.
Students who learn English are accustomed to memorizing the vocabulary
given by the instructor rather than understanding it. As a result, students
will have difficulty communicating with others if they use new vocabulary
that has the same meaning and lack of confidence when asked to come
forward to writing their answers. Sifa, one of the students who are active
in learning English, finds it difficult if she doesn't see the picture in
module and looking vocabulary in the 5 billion dictionaries. This is felt to
be less effective because students will spend a lot of time guessing the
pictures mentioned by the teacher in the learning material.18
The module is owned only to the teacher, while students only
record what is explained without them being able to study independently
at home. The use of modules that is still minimal in the form of pictorial
material in a general dictionary of 5 billion. Where in the module there are
materials in the form of colors, numbers, an alphabet that they usually
learn in formal education, which are considered less effective for
independent learning. Because the module used is still simple, so it needs
17 Departemen Agama RI, Pedoman Penyelenggaraan dan Pembinaan Madrasah
Diniyah (Jakarta: Depag, 2000) ,7
18 Preliminary observsi, January 28th, 2020, in Madiun.
9
to be developed so that it can be used in the learning process when guided
by the teacher or independent learning.
Therefore it is necessary to improve the instructions in the module
to be more specific for each unit. So each unit will be arranged with a
good choice of a context for language learning and module development is
expected to be easier for teachers or students in the learning process. With
modules that have aspects of content, context, language, and layout make
the module simple and lightweight to carry anywhere rather than using a
module in the form of a dictionary which is certainly heavy if carried by
students who on average are still in elementary school.
The success of learning English can be measured by the extent to
which the language can be used to communicate and interact with people
around. The development of the module is expected to function to increase
students' confidence in speaking English and guessing the names of
objects around them. As a result students not only learn formal material at
school but also can study independently at home. In the module material
that the researcher developed, not only presented pictorial material, but
also material in the form of games and questions that had been adapted to
the needs of TPQ Al-Amin Mantren students.19
This material is deliberately made simple so that students do not
get bored with heavy material that is usually asked to answer questions
from an object that is still ambiguous. with the material modified by the
19 Preliminary observsi, January 29th, 2020, in Madiun.
10
game, aiming that students do not become overwhelmed with the material
in the module and certainly easy to understand.
B. Limitation of the Study
Based on the identification of the problem above, the researcher
limits
the problem is as follows:
This research focus on knowing whether the development of
English language modules can improve students' proficiency mastery of
English and increase student activity.
This research be conducted at TPQ Al-Amin Mantren Madiun,
with 20 students in the 2020/2021 academic year. Therefore the researcher
tries to perfect the existing module by paying attention to several aspects
consisting of content, context, language, presentation, and layout so that it
is easily understood by the teacher and students.
C. Statement of the Problem
Based on the background above, the research problem is
formulated as follows: "How is the process of developing an English
learning module at TPQ Al-Amin?
D. Objective of the Study
The objective of the study in this research is related to statement of
the problem. These are the objectives of the study as follows: “To describe
11
Development of a Communicative Basic English Module for English
Learning at TPQ AL-Amin”.
E. Significance of the Study
The results of the research are expected to be useful for:
1. Theoretical Significances
a. The result of this study will be used as a contribution scientifically
in the field of education.
b. This study can be used as the information and reference for the other
researchers who want to conduct with the similar research topic.
2. Practical Significance
a. Teacher
The research is expected to help teachers improve students' ability
to use modules that have been developed according to the need to
teach English at TPQ Al-Amin.
b. Student
This research is expected to help students at Al-Amin's TPQ in
improving their learning abilities with modules that are suited to
their needs in the learning process with teachers and independent
learning.
F. Organization of the Thesis
The researcher organizes the process of this research report
systematically. This thesis covers five chapters in which the organization
of the thesis. They are:
12
The first chapter is the introduction. It involves the background of
the study, limitation of the study, statement of the problem, objectives of
the study, significance of the study and organization of the thesis. In the
background of the study, the researcher explains the important education
module development. In the limits of this study, researchers limit the
difference in the use of the development of learning modules as a medium
that can improve student understanding in teaching and learning. The
statement of the problem only consists of one problem statement. Because
of the statement of the problem is only one, so the objective of the study is
to know whether module development is effective in teaching at TPQ Al-
Amin. The significance of the study will give a contribution to the
students, teachers, and readers.
The second chapter consists of previous research findings,
theoretical background, theoretical framework, and hypothesis. In this
chapter, the researcher gives about the definition of the module, the
formulation of the module, the definition of English Teaching,
characteristics of the module, the advantages, and disadvantages.
The third chapter is the research methodology. This chapter
involves research design, population and sample, data collection
instrument, the technique of data collection, and technique of data
analysis.
The fourth chapter is product development. This chapter consists of
step in product development, tryout process and expert validation.
13
The last chapter involves the conclusion and suggestion. This
chapter, the researcher will conclude and give the suggestion based on her
research.
14
CHAPTER II
PREVIOUS RESEARCH FINDINGS, REVIEW OF LITERATURE,
AND CONCEPTUAL FRAMEWORK
A. PREVIOUS RESEARCH
As the foundation of the research, this part of the thesis presents a
review of related literature that is considered necessary to gain knowledge
of related theories from many sources. This chapter discusses several
theories and findings related to them. These previous research findings
pertaining to the Module Development, and teaching English.
The first study that the author investigated was a thesis entitled
“Development of POP-UP Book Media Learning for Deaf and Middle
School-LB Students on Motion Materials and Styles”. The author Giyanti
Lampung in The Academic Year of 2018. In his thesis, the researcher This
study aims to develop pop-up book learning media, to analyze the
feasibility of the developed pop-up book learning media, and to determine
the responses of students and educators towards the pop-up learning media
book developed. The type of research used is R&D with procedural
research and development from Borg and Gall which has been modified by
Sugiyono with the development step. Assessment of the feasibility of
using the media Likert scale and assessment of student responses using the
Guttman scale. Based on the analysis of media expert judgment data by
83% in the "Very Good" category; material expert assessment of 90% is
15
categorized as "Very Good"; 89% of linguist ratings are categorized as
"Very Good"; assessment of students' responses in Lampung Province
PKK SLB by 100% categorized as "Very Good" and in SLB Dharma
Bhakti Dharma Pertiwi Bandar Lampung by 96% categorized as "Very
Good"; and 91% of teachers' responses in both schools were categorized as
"Very Good". So the pop-up book of motion material and style meets the
criteria for use as a learning medium.1
The second piece of research investigated was Rahajeng Sita
Nariswari "Development of POP-UP Book Media for Learning Skills
Speaking Language French Class X Students of SMA Negeri 3 Klaten"
This research aims to develop the educational media in the form of a Pop-
up book for learning the speaking skills of learners of the Xth class of
SMA 3 Klaten whose theme is the locations of interesting places at school
and know the level of feasibility of Popu's media. It is R&D research using
6 stages: a) analysis of potentials and problems, b) data collection, c)
drawing of the educational media, d) judging the educational media, e)
reviewing the media, f) reviewing the educational media. This media uses
surveys to judge the quality of material, media and learners' responses.
The pedagogical media judgment judged by the material and media expert
who are two teachers from the French Department at UNY, and the
pedagogical media test took place at SMA 3 Klaten, in class Xème IPA
VII including 28 learners participate. The Pop-up media is the result of
1
Giyanti. Development of POP-UP Media Learning Book for Deaf and Middle School-LB
Students on Motion Materials and Styles. (Thesis UIN Raden Intan Lampung: 2018)
16
research, the theme of which is the locations of interesting places
developed for the learning of speaking skills of learners in the 10th class.
This media shows that: 1) the judgment of the aspect of the feasibility of
material is categorized as “excellent” with a score of 80. 2) the judgment
of the aspect of the feasibility of the media obtained a score of 65 which
makes part in the “excellent” category. 3) the learners' responses obtained
a score of 61.02 which is part of the “Excellent” category. Based on these
research results, it can be concluded that the Pop-up book can be applied
for the learning of oral expression of learners of the Xth class of SMA 3
Klaten.2
The third piece of research was Yuliana Habu "Learning Activities
in Communicative Language Teaching in LPIA (American Indonesian
Educational Institution) Ternate". This thesis is an attempt to identify and
analyze the activities used in communicative language teaching especially
in LPIA Ternate. The concept of Moss (2005) on CLT activities is used to
identify the learning activities used in LPIA. These activities are
conversation grids, questionnaires, games, information gaps, problem-
solving activities, discussions, and role-play. The data from this research
were taken by interviewing the teachers in LPIA and by observing five
classes with 25 students' in each class, about one hour. The data show that
the activities of communicative language teaching that were used in LPIA
Ternate, are games, pair work or group work and discussion. There are two
2Rahajeng Sita Nariswari, Development of POP-UP Media Book for Learning Skills
Speaking Language French Class X Students of SMA Negeri 3 Klaten, (Thesis Universitas Negeri
Yogyakarta:2018)
17
other additional activities used in class. They are debate class and e-trip.
The results of this research show that the learning activities are used in
LPIA Ternate support Moss' concept. These CLT activities are games, pair
work or group work and discussion. Additionally, there are two other CLT
activities that were found or used in LPIA. They are debate class and e-
trip.3
The fourth study is a thesis by Muhammad Muzakki Aufa, entitled
“English Language Teaching and Learning for Young Learners at SD IT
Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT
Cahaya Bangsa Mijen Semarang in the academic year of 2017/2018)” The
purpose of this study is to explain the English language teaching and
learning for young learners in the fifth grade of SD IT Cahaya Bangsa
Mijen Semarang in terms of English teaching materials, teaching methods,
and learning assessment. This study used a qualitative approach because
the data were analyzed using sentences. The data were collected through
three techniques: observation, interview, and documentation. Descriptive
qualitative analysis was used to present the result of a study in the form of
a descriptive explanation. These descriptions were analyzed based on the
principles of English teaching and learning process in young learners’
education. The result of this study showed that there was a certain lesson
plan arranged by the teacher. Language materials were covered in the
textbook which was provided by Yudhistira Publisher. The textbook was
3Yuliana Habu, Learning Activities in Communicative Language Teaching in LPIA
(American Indonesian Educational Institution) Ternate, (Jurnal Thesis UNIVERSITAS SAM
RATULANGI MANADO : 2014)
18
designed specifically for young learners. Several teaching and learning
methods were cooperative learning, problem-solving, audio-lingual
method, grammar-translation method, total physical response, and direct
method. The English learning assessments were test and non-test.
Questions were true false questions, matching questions, and multiple-
choice questions. Non-questions were checklist and rating scale. One of
the young learners' characteristics is play loving so that they need more
attention from the teacher to organize them in the class. The teacher must
give more attention to the students, who do not focus on the learning
activity. Hence, the teaching and learning process can be done clearly and
the learning purpose can be achieved.4
The advantage of this research is that it develops learning media in
the form of modules for English subjects. Equations of researchers and
previous researchers, together develop products in the form of books as a
learning medium. The value of the advantages of learning media modules
carried out by researchers compared with previous researchers is that this
media was developed for students in Al-Qur’an Education Park (TPQ) and
applies activities and daily life. Then the researcher intends to develop
learning module media for TPQ Al-Amin students on English material.
With the hope of helping students in learning activities.
B. REVIEW OF LITERATURE
4 Muhammad Muzakki Aufa, English Language Teaching and Learning for Young
Learners at SD IT Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT Cahaya
Bangsa Mijen Semarang in the academic year of 2017/2018), (UIN WALOSONGO
SEMARANG: 2018). 54.
19
1. Module
a. Definition of Module
The module is a set of teaching materials that are presented
systematically so that users can learn with or without a facilitator.5
The module is designed learning materials systematically based on
specific curriculum and packed in the smallest learning unit and
allow studied independently in units of time.6 The module has the
characteristics of an independent user, unity of content, stand-
alone, adaptive, and friends.7
Modules are not developed in isolation, but within a course
or programmed structure, and the process is informed by the
external national qualifications framework and where relevant,
professional body requirements. Thus, internal and external factors
must be taken into account at the planning stage. In terms of
designing modules, we would argue that there is a need for a
planned integrated approach to the process with the focus on the
learning of the student. We would suggest that academic staff can
begin the process not by focusing on the content of the module and
5Depdiknas, Kamus Besar Bahasa Indonesia Pusat Bahasa, (Gramedia Pustaka Utama,
Jakarta, 2008). 87.
6Purwanto, Pengembangan Modul (Pusat Teknologi Departemen Pendidikan Nasional,
Jakarta, 2007). 47
7Daryanto, Menyusun Modul Bahan Ajar Untuk Persiapan Guru Dalam Mengajar, (Gava
Media, Yogyakarta, 2013). 84
20
how they intend to teach it, rather by focusing on the quality of
learning that can be achieved by their students.8
Modules are one form of teaching material that is packaged
in a whole and systematic way, which includes a set of planned
learning experiences and is designed to help students master
specific learning goals. Modules contain a minimum of learning
objectives, learning material / substance, and evaluation.
The module writing aims:
1) Clarify and facilitate the presentation of messages so they are
not too verbal.
2) Overcoming the limitations of time, space, and senses, both
students or training participants as well as teachers /
instructors.
3) Can be used precisely and varied, such as:
4) Increase motivation and passion for learning for students or
training participants;
5) Develop the ability of students to interact directly with the
environment and other learning resources,
6) Enable students or participants of independent education and
training according to their abilities and interests.
7) Allows students or training participants to be able to measure
or evaluate their own learning outcomes.
8Donnelly, R., Fitzmaurice, M.Designing Modules for Learning. In G. O'Neill, S. Moore
& B. McMullin(eds.)Emerging issues in the practice of University Learning and Teaching
(Dublin: All Ireland Society for Higher Education (AISHE): 2005), 3.
21
b. Characteristics of Module
To produce modules that are able to increase learning
motivation, module development must pay attention to the
characteristics required as modules, namely:
1. Self Instruction
An important characteristic in the module, with these
characters allows someone to learn independently and not
depend on other parties. To fulfill the character of self
instruction, the module must:
a) Contains clear learning objectives, and can describe the
achievement of Competency Standards and Basic
Competencies.
b) Contains learning material that is packaged in small /
specific activity units, making it easier to study thoroughly;
c) Available examples and illustrations that support the clarity
of exposure to learning material;
d) There are practice questions, assignments and the like that
make it possible to measure students' mastery;
e) Contextual, i.e. the material presented is related to the
atmosphere, tasks or context of the students' activities and
environment;
f) Use simple and communicative language,
g) There is a summary of learning material;
22
h) There are assessment instruments, which enable students to
carry out self-assessments;
i) There is feedback on the assessment of students, so students
know the level of mastery of the material;
j) There is information about the references / enrichments /
references that support the intended learning material.
2. Self Contained
Modules are said to be self contained if all required
learning material is contained in the module. The purpose of
this concept is to provide the opportunity for students to learn
the learning material completely, because the learning material
is packaged into a whole unit. If there must be a distribution or
separation of material from one basic competency / basic
competency, it must be done carefully and pay attention to the
breadth of basic competency / basic competency that must be
mastered by students.
3. Stand Alone
Stand alone or stand alone is a module characteristic that
does not depend on teaching materials / other media, or does
not have to be used together with teaching materials / other
media. By using modules, students do not need other teaching
materials to learn and or do assignments on the module. If
students still use and depend on other teaching materials
23
besides the modules used, the teaching materials are not
categorized as stand-alone modules.
4. Adaptive
Modules should have a high adaptability to the
development of science and technology. It is said to be
adaptive if the module can adjust the development of science
and technology, and flexible / flexible to be used in various
hardware (hardware).
5. Friendly / Familiar (User Friendly)
Modules should also meet the rules of user friendly or
friendly / familiar with the wearer. Each instruction and
information display that appears to be helpful and friendly with
the wearer, including the user's ease in responding and access
as you wish. The use of language that is simple, easy to
understand, and uses terms that are commonly used, is one
form of user friendly.9
c. Kind of Module
According to Amri and Ahmadi. In addition, the module is also
useful for teachers and students, the benefits are as follows:
1. Kind for Teachers
a) Obtained modules that match the demands of the curriculum
and according to the learning needs of students
9 Radiyanta Dwi, “Materi Teknik Penyususnan Modul”. Faculty of Engineering: UNY. 2-
7
24
b) No longer depends on textbooks that are sometimes difficult
to obtain.
c) Enriching because it was developed by using it as a
reference.
d) Add the teacher's knowledge and experience in writing
modules.
e) Building effective learning communication between teachers
and students because students will feel more trust in their
teachers.
f) Add credit numbers if collected into books and published.
2. kind for students:
a) Learning activities become more interesting.
b) Opportunities to learn independently and reduce dependence
on teacher attendance.
c) Getting ease in learning each competency that must be
mastered.10
2. English Language Teaching and Learning
a) Teaching for Learning
In this section, we are going to explore a range of teaching
methods and will focus on the methods and combinations of
methods that can best realize the sort of constructive engagement
with learning activities that leads to understanding. Even the best
10
Ibid, 10
25
designed modules, with very worthwhile defined learning
outcomes, can fail if the teaching strategies employed are
inappropriate to encourage and support the learners towards
meeting the desired learning outcomes.
Toohey offers the following definition:
“A teaching strategy is … a plan for someone else’s
learning,andit encompasses the presentations which the teacher
might make, the exercisesand activities designed for students,
materials which will be supplie dorsuggested for students to work
with, and ways in which evidence of their growing understanding
and capability will be collected.”
This definition is very helpful as it emphasizes that a
teaching strategy is fundamentally about supporting your student’s
learning. In giving consideration to how, as academics, we can
teach in order to ensure that our students are engaging with the
learning process, it is necessary to focus on the type of teaching
strategies we can employ to achieve this end.
The following approach will help you to think through and
decide on appropriate teaching strategies for your module. First,
take time to read over your module aims, learning outcomes and
content material. Then, focus on how best you can involve students
26
in making sense of the material through active engagement and
application.11
Learning Outcomes Teaching Strategy Learning Activity
Knowledge
Skills
Transmit/ Inform Lecture
Reading
Tutorial
Researching
Reproduce learning
Linking to theory
Clarify and expand
Self-directed learning
Engage Discussion
Question and Answer
Peer
Teaching/Learning
Web-based Teaching
Interpreting knowledge
Clarify knowledge
Providing multiple
perspectives; self-insight
Exploring learning;
Providing multiple
perspectives;
Practice Seminar Class
Presentation
Field Trip
Clarify knowledge
Presentation skills
Experiential
Application Laboratory
Demonstration
Games
Problem solving
Case Study
Group work
Apply theory to practice
Deepen understanding
Exploring learning
Transform knowledge
Appraising; synthesing
Transform knowledge
Figure 2.1 Teaching for Learning Application
The table above is not a comprehensive summary of all
possible teaching strategies and more detail can be found in the
chapter in Part 2 by Higgs and McCarthy. The reality is that there
11
Roisin Donnelly and Marian Fitzmaurice, “Designing Modules for Learning,” 2015, 13.
27
is no shortage of teaching strategies. However, the key issue for
module designers is selecting the strategies that are most likely to
support the achievement of learning outcomes and are suitable for
use in your teaching context taking into account the resources
available to you.12
a) Teaching Materials
1. Definition Teaching Materials
Teaching Materials are all materials (both information,
tools, and texts) that are arranged systematically, which presents a
complete figure of the competencies that will be mastered by
students and used in the learning process with the aim of planning
and studying learning implementation. For example textbooks,
modules, handouts, worksheets, models or models, audio teaching
materials, interactive teaching materials, and so on.13
Textbooks are like vessels which can be filled and poured
into "bowls" of thirsty learners, whether they will be filled with
delicious food or will be filled with painful bitter drinks, while the
teacher is a media or intermediary whose function is to pour the
contents of the vessel to the learner.14
12
Donnelly, R., Fitzmaurice, M. Designing Modules for Learning. In G. O'Neill, S.
Moore & B.
McMullin(eds.)Emerging issues in the practice of University Learning and Teaching, Dublin, All
Ireland
Society for Higher Education (AISHE: 2005), 14. 13
Andi Prastowo, Panduan Kreatif Membuat Bahan Ajar Inovatif, (Jogjakarta: DIVA
Press, 2015) , 17 14
Abdullah Al-Ghali & Abdulah Hamid Abdullah, Menyusun Buku Ajar Bahasa Arab,
(Padang: Akademia Permata, 2012) , 15
28
Teaching material is material or subject matter arranged
systematically both written and unwritten that is used by teachers
in classroom learning to create an atmosphere/learning
environment that allows students to be interested in learning to
reach the specified competency standards.
Based on some of the definitions of teaching materials
above, it can be concluded that teaching materials are all forms of
materials or materials compiled systematically used by teachers to
be mastered by students according to their needs, and help create
an atmosphere or environment for the implementation of teaching
and learning activities more possible, thus teaching materials are
aids in the learning process for students to better understand a
concept in the material.15
2. Purpose of Teaching Materials
The aim of teaching materials there are at least four main
things surrounding them, namely:
1) Helping students learn something.
2) Provide various types of teaching material choices, so as to
prevent the emergence of boredom in students.
3) Make it easy for students to carry out learning.
15
Ibid., 17
29
4) So that learning activities become more interesting.16
3. Types of Teaching Materials
According to Andi Prastowo based on the form of teaching
materials can be divided into four tigers, namely:
a) Printed teaching materials (printed) are several materials
prepared in the paper, which can function for learning or
delivering information. For example handouts, books,
modules, student worksheets, brochures, leaflets, wall charts,
photos/drawings, models/models.
b) Learning materials (audio) or audio programs are all systems
that use radio signals directly that can be played or heard by
someone or a group of people. For example cassettes, radios,
vinyl records, and audio compact disks.
c) Hearing material (audiovisual) is anything that allows audio
signals to be combined with sequentially moving images. For
example compact disk video and film.
d) Interactive teaching materials (interactive teaching materials)
are a combination of two or more media (audio, text, graphics,
images, animation, and video) that users are manipulated or
treated to control order and/or the natural behavior of a
presentation. For example interactive compact disk.
4. Compilation of Printed Teaching Materials
16
Andi Prastowo, Panduan Kreatif Membuat Bahan Ajar Inovatif, (Jogjakarta: DIVA
Press, 2013), 26
30
In teaching materials that need to be considered is the title
or material presented must be core BC or the main material that
must be achieved by students. According to Steffen-Peter
Ballstaedt in Amri and Ahmadi, the preparation of printed
teaching materials must pay attention to the following:
a) The composition of the display, involves an easy sequence, a
short title, summary and reader tasks.
b) Easy language, concerning the flow of vocabulary, the clarity
of the sentence, the clear relationship of the sentence, and the
sentence that is not too long.
c) Test understanding involves assessing through people and
check the list for understanding.
d) Stimulant, pleasant or not seen, writing encourages readers to
think, and test stimulants.
e) Ease of reading, concerning hospitality to the eye (the letters
used are not too small and easy to read), structured text
sequences, and easy to read.
f) Non-instructional material, which involves the selection of
texts, study materials, and worksheets.
5. Teaching Method
The definition of teaching method is the way of teaching.
Teaching methods means the ways that usually used to do
something, related to the content, is the way to transfer
31
knowledge or to teach. Edward Anthony said that there are three
hierarchical elements namely approach, method, and technique.
An approach is a set of assumptions dealing with the nature of
language, learning and teaching. Method is an overall plan for
systematic presentation of language based upon a selected
approach. Technique is the specific activities manifested in the
classroom that were consistent with a method and therefore is in
harmony with an approach as well.17
Harmer has defined method as the practical realization of
an approach. The methods arrived at decisions about types of
activities, roles of teachers and learners, the kinds of material
which will be helpful, and some model of syllabus organization.
According to Brown, the teaching method definitions as
follows:18
“Methods are a generalized set of classroom specification for
accomplishing linguistic objective. Methods tend to be concerned
primarily with teacher and students roles and behaviors and
secondarily with such features as linguistic and subject matter
objectives, sequencing, and material. They are almost always
thought of as being broadly applicable to a variety of audiences
in a variety of contexts. There is relationship among teaching
method, approach, and technique. Method is the practical
17 Douglas Brown, Teaching by Principles an Interactive Approach to Language
Pedagogy, (San Fransisco State University: Longman, 2001), p., 14.
18
Ibid. p.88.
32
realization of an approach, and includes various procedures and
techniques”.
In every school, teacher should have certain method in
teaching materials by looking at students characteristics. Teaching
children for young learners has different method with teaching
adult learners. In International Community Village have two
different learners, young and adult. So, the teacher should have
certain method in teaching learning. Actually, not all of the
methods are suitable for them.19
6. Teaching Learning Assessment
Assessment is described as an attempt to analyze the
learning process, measure student’s achievement over a period of
time as a result of teaching learning.20
There are some purposes of assessment. First, assessment is
to increase in continuous learning process (formative), second is
to give feedback for students on their progress or achievement
(summative), and inform it to teacher and parents (informative).
Third is to identify students’ need to be supported (diagnostic),
and forth, it is also to check the effectiveness of teaching method
19 Muhammad Muzakki Aufa, English Language Teaching and Learning for Young
Learners at SD IT Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT Cahaya
Bangsa Mijen Semarang in the academic year of 2017/2018), (UIN WALOSONGO
SEMARANG: 2018), P. 24.
20
Reid Wilson, A Summary of Stephen Krashens principles and Practice in Second
Language Acquisition (San Francisco: Longman, 1997), p., 7
33
and learning material (evaluate). According to Brown, there are
two kinds of assessment, formal and informal assessment.21
Criteria for measuring a test, type of test, and a synthesis of
issues in testing will be centered on formal. The meaning of
formal is measurements of language those designated moments
during which the administrator prepared instrument to students
for the purpose of measuring their competence.22
Informal
assessment is involved in all incidental, unplanned, evaluative
coaching and feedback on task designed to elicit performance but
not for the purpose of recording results and making fixed
judgments about a students’ competence. Informal assessment
includes formative and process, and formal assessment include
summative and product. Teacher should consider that assessment
must practically (it is within the means of financial limitations,
time constrains, ease administration, scoring and interpretation),
reliability (consistent and dependable), and validity.23
7. English Learning
Language is a tool used by every human being in
communicate among themselves. Language is also used to convey
information, ideas, concepts or feelings, with words as a tool to
21 Muhammad Muzakki Aufa, English Language Teaching and Learning for Young
Learners at SD IT Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT Cahaya
Bangsa Mijen Semarang in the academic year of 2017/2018), (UIN WALOSONGO
SEMARANG: 2018), 29.
22
Douglas Brown, Teaching by Principles an Interactive Approach to Language
Pedagogy, (San Fransisco State University: Longman, 2001), p. 384.
23
Ibid, p. 388.
34
convey something. Language is not only about expressing ideas
but also about the meaning of words. Language not only explains
something but also as a tool to express identity and social
relations.
In this global era, the ability to speak English is very
important to interact with each other, especially in places where
people speak in English almost every day. Many people use
English as a medium of communication and make it easier for
people who come from various countries to interact and
communicate. As an international language, English is also taught
in Indonesia in both formal and non-formal institutions.24
In the "what should be taught" aspect, the communicative
approach emphasizes the importance of language functions rather
than only focusing on grammar and vocabulary, the principle of
which is to train students to be able to use good language in
various contexts and for various purposes such as communication.
As for the "How to teach" aspect, the communicative approach is
closely related to the idea that language learning can help oneself
to better understand the language being studied as well as many
language exposures used in various opportunities to develop
students' abilities and skills. Making communicative competence
the goal of language teaching and by acknowledging the
24 H. Douglas Brown, Principle of Language Teaching and Learning (San Fransisco State
University: Longman ,2000), 89.
35
independents of language and communication.25
A range of
approaches to teaching and learning may be covered in the test
material. Materials are carefully selected so that they are fair to
candidates from all backgrounds and teaching contexts.
Knowledge of communicative and other approaches to teaching is
expected, as is familiarity with the common terminology of
English language teaching .26
So based on Larsen's opinion, it
can be concluded that the purpose of communicative language
teaching is to give freedom to language users or students to use
language in communication.
In this study researchers used the Moss theory include:
a) Questionnaires (Question List)
Questionnaires aim to enable teachers to find out to what
extent the ability of students to understand the questions given
and be able to see the ability of students to express their
opinions when they answer all questionnaires.
b) Games
Games are important activities to help students in the teaching
and learning process, not all games are applied in the teaching
and learning process only games that are educational and can
be improve language skills used in the process learn how to
25Freeman, Diane Larsen, “Technique and Principles in Language Teaching.(Oxford:
Second Edition.University Press 2000), 56.
26
“TKT (Teaching Knowledge Test) Handbook for Teachers” (Cambridge English
Language Assessment, n.d.), 8.
36
teach. This activity aims to make students not feel bored in the
classroom.
c) Information gap activities
This activity can train students to be able to communicate and
be able solve problems. In this activity not all students obtain
complete information so they must communicate with each
other so that they can complete the information so that they
can complete the assignment given by the teacher.
d) Problem-solving activities
In this activity, students are given a problem and formed a
group so that they can solve the problem together. The purpose
of this activity is for students to improve their speaking ability.
e) Discussion
Discussion is an activity that contains two or more people /
groups that are usually formed to communicate in order to
solve problems and find answers to those problems.
f) Role-plays
In this activity, students are required to act as figures who have
been chosen. The role element in this activity is always
associated with the purpose of using language.27
8. Young and Adult as Learner in English Language
27 H. Douglas Brown, Principle of Language Teaching and Learning (San Fransisco State
University: Longman ,2000), 19
37
There are two kinds of language learners, they are as
follow:
a) Young learners
The definition of young learners is the students for
elementary school which attain the age about 6 to 12. They
were divided into two groups, younger group (6-8 year old) and
older group (9-12 year old). According to the class, they called
as lower classes, first, second, and third, and upper class,
fourth, fifth, sixth class. Meanwhile, Scott divides them into
level one or first step (5-7 year old) and levels two (8-10 year
old). Level two groups, usually called a beginner when they
start to study English at those levels.28
Sarah Phillips, on her book, stated that “young learners,
means children from the first year of formal schooling (five or
six year old) to eleven or twelve year of age”.29
Young learners are primary students. In term of age, young
learners are between the age of approximately five and
twelve.30
19 In the education systems, young learners are
children who are in primary or elementary school. According to
Daniel Muijs and David Reynolds based on their book, young
learners have the characteristics, which are: (a) they can
differentiate objects based on their characteristics, (b) they can
28 Kasihani K. E. Suyanto, English for Young learners, (Jakarta: Bumi Aksara, 2007), 15.
29
Sarah Phillips, Young Learners, (UK: Oxford University Press, 2001), 3.
30
Elli G, 2014, “Young Learners” : Clarifying Our Terms, ELT Journal 68/1 : 75-8
38
arrange logical combination where A is fewer than an B is
fewer than C, etc (c) they can develop the way to think which is
reasonable and systematic, but they still think based on the
physical.31
Young language learners are learners who are learning a
foreign and second language and who are doing during the first
six and seven years at formal schooling.32
Young language
learners are able to make some decisions about their own
learning and they have defined views about what they like and
do not like doing. That is why they are innately independent
learners who can easily be assisted to take responsibility for
their own progress. There is a realistic basis for raising self-
awareness, helping them learn how to set objectives,
identifying needs and taking control over their own
development. All this implies facilitating their growth into
autonomous and life-long learners.33
The age of our students is a major factor in our decision
about how and what to teach. People of different ages have
different needs, competences, and cognitive skills, we might
expect children of primary age to acquire much of a foreign
31 Daniel Muijs and David Reynolds, Effective Teaching: Teori dan Aplikasi,
(Yogyakarta: Penerbit Pustaka Belajar, 2008), 24-25.
32
Penny McKay, Assessing Young Language Learners, (Cambridge: Cambridge
University Press, 2008), p.1.
33
Mario Camilleri, etc, Information and Communication Technologies and Young
Language Learners, (Kapfenberg: Council of Europe, 2003), 9.
39
language through play, whereas for adults we can reasonably
expect a greater use of abstract thought.34
Some people say that young learners learn languages faster
than adults do. They talk of young learners who appear to pick
up new language effortlessly. By being aware of what young
learners can and cannot do developmentally, teachers are better
able to provide appropriate learning experiences for their young
learners.35
Actually we have to know if young learners learn
differently from adolescents and adults in the following ways.
There are some points of them, they are:36
1. They respond to meaning even if they do not understand
individual words.
2. They often learn indirectly rather than directly. That is they
take information from all sides, learning from everything
around them rather than only focusing on the precise topic
they are being taught.
3. Their understanding comes not just from explanation, but
also from what they see and hear and, crucially, have a
chance to touch and interact with.
34 Muhammad Muzakki Aufa, English Language Teaching and Learning for Young
Learners at SD IT Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT Cahaya
Bangsa Mijen Semarang in the academic year of 2017/2018), (UIN WALOSONGO
SEMARANG: 2018), P. 21.
35
Ibid., 21.
36
Jeremy Harmer, The Practice of English Language Teaching, (United Kingdom:
Pearson Longman, 2007), 3rd Ed, p.38
40
4. They have need for individual attention and approval from
the teachers. They are keen to talk about themselves, and
respond well to learn that uses themselves and their own
lives as main topics in the classroom.
5. They have a limited attention span, unless activities as
extremely engaging
they can easily get bored, losing interest after ten minutes or
so.
Young learners can be exposed to co-operative modes of
discovery learning as they are interested in explosion. They
have a rather inquisitive nature and they are able to work with
others. Young learners prefer learning by doing, thus
experiencing reality. Learning about or through abstract
concepts is not a style of young learners to learn. Young
learners are natural learners, provided they are offered an
informal context to promote their active involvement in
making sense of things. They are able to seek information from
others when it is needed and can use what has already been
known sociality and psychologically alike. While learning,
they discover the nature of their own learning.37
37 Muhammad Muzakki Aufa, English Language Teaching and Learning for Young
Learners at SD IT Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT Cahaya
Bangsa Mijen Semarang in the academic year of 2017/2018), (UIN WALOSONGO
SEMARANG: 2018)., 23.
41
Young learners have unique characteristics which have to
get attention by the teachers. When the teachers can understand
about young learner it makes the way to teach easier and the
teachers can teach well.
b) Adult learners
Younger children tend to be influenced by their feelings for
their teacher. The main differences between the older and
younger are that the older people can consider the importance
of studying English, but often become less interested,
embarrassed by having to learn a language or even hostile
because they do not want to seem foolish in front of their
friends. Different with children, the seven to eight year people
may be too young to feel any need for English; their attitude is
mainly affected by whether they like the friends feel about
English. Children tend to be more enthusiastic then older.
Social environment also influences the children’s interest in
learning English.38
The other characteristics between children and adult as
language learners are; first, children have shorter attention than
adult.39
It means children can’t keep concentration and interest
in learning material and activity for a long time. They will be
bored with monotonous learning. But, adults are more able to
38Ibid., 24.
39
Douglas Brown, Teaching by Principles an Interactive Approach to Language
Pedagogy, (San Fransisco State University: Longman, 2001)., 88.
42
keep concentration and interested in learning material and
activity. Second, learning for children should be fun and
natural.40
By this, they will be fun and will not be afraid to
study. It is easier for children to understand the lesson through
non-formal teaching, playing and singing. But for adult can be
easy to understand the lesson through formal teaching. They
can analyze their new knowledge by their old knowledge. Thus
they acquire English language consciously.
Third, the children acquire grammatical rule inductively
and the adult acquire grammatical rule deductively. When
learning grammatical rule, the children can understand it
through example. If they are given the patterns of grammatical
rule first they will be difficult to understand. Different from
children, the adult can understand the pattern of grammatical
rule before seeing some example. They can develop their
abstract thinking ability.41
3. Material Development
Borg and Gall states that material development has its root in the
strategy for developing educational product of proven effectiveness
which is called educational research and development or sometimes it
40 Ag. Bambang Setyadi, Teaching English as a Foreign Language.(Jogjakarta: Graha
Ilmu, 2006), p., 179.
41
Muhammad Muzakki Aufa, English Language Teaching and Learning for Young
Learners at SD IT Cahaya Bangsa Mijen Semarang (A Study at the Fifth Grade of SD IT Cahaya
Bangsa Mijen Semarang in the academic year of 2017/2018), (UIN WALOSONGO
SEMARANG: 2018), P. 25.
43
is contracted into R&D.42
He further states that R&D is a process used
to develop and validate educational products. In relation to developing
the materials, the process consist of some stages to be followed. The
stages are need assessment, reference study, material development,
validation and try out.43
In relation to the development of reading materials, it should
consider the students’ need and background knowledge. Moreover,
the reading materials also should suit the level of the students and
offer a variety of exercises.44
In addition, Brian Tomlinson and
Hitomi Masuhara state that materials should be developed in ways
which provide flexibility of use as well as coherence of connection.45
Furthermore, David Nunan states that the reading materials should be
graded from easy to more difficult materials.46
4. Models of Materials Development
Some models of developing instructional materials are proposed
by experts of instructional design, namely Brian Tomlinson, Jack C
Richards, Dick and Carey, Finney, and Ken Hyland.47
42
Borg, W. and Gall, M. D..Educational Research: An Introduction. (New York: Longman, Inc). 1983,
43 Tom Hutchinson and Alan Waters. English for Specific Purposes: A Learning-Centered
Approach. Cambridge: Cambridge University Press. 1991 44
Ellington, H. Producing Teaching Materials: A Handbook for Teachers And Trainers. London: Kogan Page Ltd.1985.
45Brian Tomlinson and Hitomi Masuhara Developing Course Material: RELC Portfolio
Series 11. Singapore: SEAMEO Regional Language Center. 2004 46
David Nunan. Principle for Designing Language Teaching Materials: Guidelines Periodical for Classroom Language Teachers Vol. 10 No. 2. Singapore: SEAMEO Regional Language Center. 1988
47 Pryla Rochmawati, “INTEGRATING ISLAMIC VALUES INTO ESP READING MATERIAL” 10
(2019): 153.
44
According to Brian Tomlinson, there are seven steps in the
process of materials writing. The steps are identification of need for
materials, exploration of need, contextual realization of materials,
pedagogical realization of materials, production of materials, student
use of materials, evaluation of materials against agreed objectives.48
In addition, Jack C Richards points out that curriculum
development process in language teaching comprise needs analysis,
goal setting, syllabus design, methodology, testing and evaluation.49
Dick and Carey propose a model of instructional design which is
called a systematic instructional design. They offer ten steps
identifying instructional goals, conducting instructional analysis
identifying characteristics of the students, writing performance
objectives, developing test-items, developing instructional strategies,
developing instructional materials, conducting formative evaluation,
revising instructional materials and conducting summative
evaluation.50
Similary, Finney describes a framework of instructional
materials development consisting of four stages of decision making.
The stages are curriculum planning ends/means specification,
program implementation, and implementation in the classroom. She,
48
Brian Tomlinson. Materials Development in Language Teaching. (Cambridge: Cambridge University Pres. 1998), 46
49 Jack C Richards. The Language Teaching Matrix. (New York: Cambridge University
Press, 1999), 63 50
Dick, W & Carey, L. The Systematic Design of Instruction. (London: Scott, Foresman and Company, 2001). 32
45
however, believes that evaluation is not a stage in itself, but as
necessary and integral part of each and all of the stages already
mentioned.51
Ken Hyland suggests nine steps of materials development
related to course materials namely consideration of the students
(personal goals, proficiency levels, interest, etc), consideration of
learning context (duration, resources, relationship to other subject),
consideration of the target context (future roles of learners and the
text and the tasks they need), establishment of course goals and
objectives, planning the syllabus, devising units of work and lessons,
creation or evaluation and selection of materials, teaching the course,
evaluation of learners.52
All models might be applicable and well employed in
developing language instructional materials. However, it is possible to
make some modifications in the model of syllabus/materials
development to suit particular instructional needs, purposes, and
available resources.53
5. Principles for Module Development
In developing modules, several principles need attention.
Modules must be developed based on the results of the needs and
51
Finney, D. The ELT Curriculum: A Flexible Model for a Changing World. In Richards & Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice. (Cambridge: Cambridge University Press, 2002), 74-76
52 Ken Hyland. Second Language Writing. (Cambridge: Cambridge University Press,
2003), 89 53
Pryla Rochmawati, “INTEGRATING ISLAMIC VALUES INTO ESP READING MATERIAL” 10 (2019): 153.
46
conditions analysis. It is important to know exactly what learning
material needs to be arranged into a module, how many modules are
needed, who will use it, what resources are needed and available to
support the use of modules, and other things that are considered
necessary. Subsequently, a module design was deemed most suitable
to be developed various objective data and information obtained from
the analysis of needs and conditions. The form, structure, and
component of the module can fulfill various needs and conditions.54
Based on the designs that have been developed, modules are
arranged according to the modules needed. The module preparation
process consists of three main stages.
a. Determine appropriate learning strategies and learning media. At
this stage, it is important to pay attention to the various
characteristics of the competencies to be learned, the
characteristics of the students, and the characteristics of the
context and situation where the module will be used as a support
in the learning process.
b. Produce or realize physical modules. The component contents of
the module include, among others: learning objectives, required
learners prerequisites, substance or learning material, forms of
learning activities and supporting components.
54
Radiyanta Dwi, “Materi Teknik Penyususnan Modul”. Faculty of Engineering: UNY. 2-
9
47
c. Develop assessment tools. In this case, it should be noted that all
aspects of competence (knowledge, skills, and related attitudes)
can be assessed based on certain predetermined criteria.55
6. Teaching Aims & Module Learning Outcomes
Teaching aims and learning outcomes can be seen as different
sides of the same coin. Teaching aims focus on the teacher’s intentions
with regard to the nature and direction of the module while outcomes
focus on what the students will learn.
a. Teaching Aims
Teaching aims provide an introduction to a module by
outlining its scope in terms of content to be covered by the teacher
and possibly its place within the degree programmer. Aims focus
on what the teacher intends to do rather than what is expected of
students. The main value of specifying teaching aims in the context
of our model is that the very act of articulating your aims for the
module can help you to clarify what it is you want your students to
achieve.
b. Types and Levels of Learning Outcomes
In this section we shall examine some types of learning
outcomes applicable to modules in universities and colleges:
1) Types of Learning Outcomes
55
Ibid., 3-4
48
We distinguish between three broad types of learning
outcomes:
a) intellectual skills;
b) practical (generic and discipline specific) skills;
c) attitudes and values.
We recognize that it is not always obvious whether a skill
should be classified as intellectual or practical and the distinction
between them is somewhat artificial but this is not a major
concern in the context of designing a module where the
important consideration is that you identify the full range of
skills which students will need to demonstrate by the end of your
module.56
c. Module Learning
Modules would mean a set of Self-explanatory tasks that
would include the following components:
a) Grammatical Items, vocabularies, sentence constructions,
situational text-materials and lessons.
b) Visual aids like pictures, charts, flash-cards, drawings, objects,
et al.
c) Audio cassettes of songs, rhymes, speeches, declamations,
intonation patterns, word-spell and pronunciation practice, radio
news recordings, etc.
56 Sylvia Huntley-Moore and John Panter, An Introduction to Module Design, (Saranne
Magennis:2015), 24.
49
d) Audio-visual materials
The focus will be on developing the four skills namely
Listening, Speaking, Reading and Writing in the English
language.57
7. Communicative Basic English Module
The module for the course Communicative English Skills is
intended to be given student TPQ AL-Amin. The module focuses on
listening and reading skills and integrates these two skills with
speaking and writing activities. The module is prepared to enable you,
the student, to communicate in English with acceptable accuracy and
fluency by using English appropriately in different contexts. The
module aims to develop your English language proficiency through
language learning activities designed to help you use English for your
academic and social needs. The language learning activities encourage
you to learn by doing things in English and by reflecting on the
activities you do in each unit. Grammar and vocabulary learning
activities are also included in the module.58
Communicative English Skills will focus on speaking and writing
skills and will, of course, integrate these skills with listening and
reading activities. The writers of the modules believe that both courses
57TIAGO FERNANDES FR. TELESPHORO, “DEVELOPMENT OF MODULES FOR
ENHANCHING ENGLISH LANGUAGE ABILITIES AMONG THE STUDENTS OF
PRIMARY TEACHER EDUCATION PROGRAMME,” THE M.S. UNIVERSITY OF BARODA
VADODARA, n.d., 2015 edition.
58
Dr.Ferede Tekle Ferede, Teklesellassie Yinager, and Lemu Geremew, “Module for
Communicative English Language Skills I (FLEn 1011),” Federal Democratic Republic of
Ethiopia Ministry of Science and Higher Education, 2019, 3.
50
will help you improve your English language proficiency and be
successful in your academic career and social life.
a. Module objectives
Upon completing this module, you will be able to:
1) Express yourself in social and academic events in English;
2) Use English with reasonable level of fluency and accuracy;
3) Listen to talks related to social and academic events given in
English;
4) Read academic and other texts written in English;
5) Write in English as academically and socially appropriate; and
6) Develop your English on your own.59
C. CONCEPTUAL FRAMEWORK
English is a language that has special features in terms of grammar
and literature. Therefore to learn it is not easy. In learning, synergistic
completeness is needed from all existing components, both educators,
students, and learning devices. While the module, is very necessary during
the learning process as a guide or guide for teachers and students. Modules
are needed to equalize perceptions and conceptions between educators and
students.
In the application in the world of education, especially English, the
development of modules themselves received less attention. Existing
institutions usually tend to use books in formal education or book sources
59 Ibid., 3
51
that are already in bookstores. Like in the TPQ Al-Amin Mantren Dolopo.
Even though the modules used are very important for students'
understanding of the material. The module should be adjusted to the needs
of students. So in this case with an easy and interesting format, and can be
used as a means of independent learning.
52
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
As this research deals with the development of module
comprehension materials, the design of this research is categorized intro
research and development (R&D). According to Borg and Gall, R&D is a
process used to develop and validate education product.1
Educational R&D is an industry-based development model in
which the findings of the research are used to design new products and
procedures, which then are systematically field-tested, evaluated, and
refined until they meet specified criteria of effectiveness, quality, or
similar standards. As this research deals with the development of module
comprehension materials, the design of this research is categorized into
research and development (R&D). According to Borg and Gall, R&D is a
process used to develop and validate education products.2
Educational research and development (R & D) is a process
used to develop and validate educational products. The steps of this
process are usually referred to as the R & D cycle, which consists of
studying research findings pertinent to the product to be developed,
developing the product based on the finding, field testing it in the setting
where it will be used eventually and revising it to correct the deficiencies
1 Borg, W. and Gall, M. D. Educational Research: An Introduction. 1983, 2
2 Borg, W. and Gall, M. D. Educational Research: An Introduction. 2007, 775
53
found in the field testing stage. Indicating that the product meets its
behaviorally defined objectives.3
The major step in the R & D cycle used to develop minicourses
are as follows: Research and information collecting, Planning,
Develop a preliminary form of product, Preliminary field testing,
Main product revision, Main field testing, Operational product
revision, Operational field, Final product revision, Dissemination, and
implementation. 4
Furthermore, Donald J Ary, et al states that R&D do not formulate
or test theory but to develop effective products for us in schools include
teacher training materials, media materials, and management system.5
Research is the process to get the solution of the problems after
doing the study and analysis of various factors. Research is a scientific
method for gaining the knowledge by using an investigation for finding
out empirical fact which verifies the hypotesis.6 The objective of R&D is
to produce a complete product that can be used effectively in educational
program. The product of R&D can be textbooks, audiovisual materials,
training manual, equipment, and many others. In relation to the aim to be
3 Borg, W. and Gall, M. D. Educational Research: An Introduction. 1983, 772
4 Ibid, 772
5 Donald J Ary, D.J., Lucy, C ., and Razavieh, A.. Introduction to Research in Education.
(Wadsworth: Thomson Learning), 2004, 134
6 Punaji Setyosari , Metode penelitian pendidikan dan pengembangan, (Jakarta: Kencaan,
2010), 194-195
54
reached in this study, the final product of this study is a English Module
for the students at TPQ Al-Amin Mantren.7
B. Need Analysis
In a certain condition, the module developed should reflect the
students' needs to study english. different types of students have different
needs and what they are taught should be restricted to what they need. the
identification of the needs of the students is considered important since the
actual success of a program is partly determined by the result of it. in order
to suit the needs of the students and their background knowledge, the
developent of a Communicative Basic English Module for English
Learning at TPQ AL-Amin was based on the result of needs analysis.
According to Jack. C Richard, procedures used to collect
information about students’ needs are known as needs analysis.8 Needs
analysis is conducted to obtain information about the type of needs on the
basis of the existing learning teaching situation and the needs of the
student at TPQ Al-Amin.
In order to get information about the needs of the students, the
instruments such as questionnaire and interview were employed. All the
data collected from these instruments were used to suit the needs of the
students on the material developed. In relation to the finding of the
students’ needs, Tom Hutchinson and Alan Waters suggested that it is a
7 Observation, 20 February 2020
8 Jack. C. Richard. Curriculum Development in Language Teaching. (Cambridge:
Cambridge University Press), 145.
55
normal practice to involve both students and lecturers to ask about their
needs.9
C. Research Procedure
The existence of research methods is a scientific way to obtain
specific goals and data for research. After research, there are certain
purposes and uses. There are several objectives of the research, namely,
discovery. In the discovery of existing data must be valid and never done
before, the second is proof, the data obtained is used to prove the existence
of doubts about certain information or knowledge, and development that is
to deepen and expand existing knowledge so that it is better going
forward.10
In this research more refers to the development of learning
media. Researchers use the research method development of Brog and
Gall (In Sugiono),
that is :
“A process used to develop and emphasize educational products.
The steps in this process are generally known as the R&D cycle, which
consists of reviewing results previous studies relating to the components of
the product to be developed, developed into a product, testing on products
that have been designed, and reviewing and correcting products based on
9 Hutchinson, Tom and Waters, Alan. English for specific Purposes: A Learning
Centered Approarch. (Cambridge : Cambridge University Press, 1991), 6 10
Muji Rahayu “Pengembangan Media Kartu Pada Mata Pelajaran Bahasa Inggris
Dengan Model Numbered Head Together Untuk Meningkatkan Motivasi Belajar Siswa Kelas XI
SMA N 1 Tanjung Raya Mesuji”. (Tesis Program Master Studi Teknologi Pendidikan, Surakarta,
2016)h, 27.
56
trial results that the findings of the development activities carried out have
objectivity ".11
Products developed in the field of education include various kinds
of learning media in various fields of study both print media such as books
and other teaching materials. Here the researchers conduct research and
development on the English module. That later expected to be able to help
teachers and students in the learning process. This module contains
pictures and English vocabulary material that has been adapted to TPQ Al-
Amin Mantren students. This module developed so that learning is more
effective and the teacher has other interesting teaching material so that it
can be used in the learning process. The development of learning media is
carried out using the R&D cycle.
D. Model of Development
R&D is carried out through several stages. Each stage is a process
of activities that have the resulting targets.12
Implementation and
achievement of targets at each stage can affect the implementation of the
next stage. Therefore, the implementation must be carried out seriously by
using tested instruments. Research steps and Its development in Borg and
Gall (in Sugiono) includes: 1) Potential and Problems, 2) Data Collection,
3) Product Design, 4) Design Validation, 5) Design Revision, 6) Product
Testing, 7) Product Revision, 8) Usage Trial, 9) Product Revision, 10)
11
Sugiyono, Metode Penelitian Kuantitatif, kualitatif, dan R&D (Bandung: Penerbit
Alfabet,2017), 297. 12
Nana Syaodih, Metode Penelitian Pendidikan, (Bandung : Rosdakarya, 2013).151
57
Mass Production. In general, the steps of product research and
development can be seen in the following figure:
Figure.4.1 Research and Development (R&D)
E. Procedure of Development
This model has development steps that are compatible with
educational development, namely research that produces and develops
certain products which are then subjected to expert validation tests, such as
material tests, design tests, small scale group product trials, and field trials
to determine feasibility of the product that will be produced and then will
be developed. In this study includes ten steps of development the result
will be a product that is ready to use. But in this Borg and Gall research
for Strata One (S1) only reaches step seven, namely potential and
Potential and
Problems
Data
Collection
Product
Design Design
Validation
Design
Revision
Product
Revision
Trial Use Product Trial
Product
Revision
Mass
Production
58
problems, data collection, product design, design validation, design
improvement, product trials, and product revisions.13
1. Potential and Problem
Research can depart from the potential and problems. Potential is
everything that when empowered to use will have added value.
Problems can also be potential. The potential and problems raised in the
research must be demonstrated by empirical data. The potential in this
research development is to develop an English language module at Al-
Amin's TPQ. The potential for developing these products is to make it
easier for students to understand English material, and assist teachers in
making classroom teaching effective, especially in English.14
2. Data Collection
After the potentials and problems can be demonstrated factually
and up to date, then it is necessary to do a variety of information that
can be used as material for planning certain products that are expected
to overcome the problem. Here a method is needed separate research.
Collecting information is carried out at TPQ Al-Amin by conducting
direct observations and interviews with teachers and students. In direct
observations and interviews conducted at TPQ Al-Amin on March 4,
2020, the results obtained are the availability of learning modules in the
form of a 5 billion picture dictionary that is not yet practical and less
13
Sinta Kusuma, Pengembangan Media English Vocabulary Card Pada Mata Pelajaran
Bahasa Inggris Kelas V SD/MI, (Thesis UNIVERSITAS ISLAM NEGERI RADEN INTAN
LAMPUNG: 2018) Pg. 45 14
Observation 22 February 2020
59
attractive to use. The results of interviews with students that
understanding English is still difficult and they do not have the modules
taught by the teacher, consequently they cannot learn independently.15
3. Product Design
The researcher conducts research into the development of the
English language module to assist in the learning process that is focused
on learning English with materials that have been adjusted. The initial
product design was made by researchers to reduce errors. The steps
undertaken in the initial stage of the module disposal are:
a) Gather materials that will be included in the learning module.
Namely from the alphabetical material, colors, numbers, and
transportation.
b) Design an English language module using Microsoft Word matches
the color, material and image.
c) Design an English language module to help the learning process.
4. Design Validation
After the initial product design, then the product consulted with a
team of experts consisting of material experts and media experts.
Material experts will see the compatibility of the material with the
curriculum, truth, adequacy, and accuracy of product content. Media
experts see the accuracy of the display, color, location of the image,
interesting or not the media to be used. Media experts as validators are
15
Ibid,.
60
1 thesis supervisor, 1 R&D lecturer, and 1 computer expert lecturer
IAIN Ponorogo. Validation is done to see the feasibility of this product
and what needs to be improved to produce better media. There are steps
in the design validation that researchers do, which are as follows:
Figure 4.2 Module Validation of Validators (Experts)
5. Design Revision
In the improvement of the product, design validity will be tested by
module and material experts. That way there will appear weaknesses in
the product. So that it can be fixed and reduce the number of
weaknesses. Design improvements are carried out by researchers.
6. Product Trial
Trial is the stage of testing an educational product development
that aims to find the effectiveness of the product in terms of learning
outcomes and the difficulties felt by the teacher (user) both perceived
by the teacher in the management of learning and the difficulties of
Explain the intent and how of module development and module
objectives carried
Ask for answers, suggestions, and comments about the module through a
questionnaire
Visit the validator by bringing module and material
61
students in learning.16
This trial will later be carried out at TPQ Al-
Amin.
7. Product Revision
In this case the existing product will be repaired accordingly
existing shortcomings and weaknesses in accordance with the facts in
the field. Evaluation is really needed in this stage so that it will be able
to produce better and better products. This product revision is done in
order to improve the product that has been made and tested. So that it
can produce products that are suitable for use in the learning process at
TPQ Al-Amin.17
F. Data and Source of Data
In this research, the data collected will be classified into three: (1)
the data collected from the needs analysis, (2) the data obtained from
experts in the validation process, and (3) the data gathered during the T-
test process. The first data was used as the basis to develop the materials.
The second data concerned with the evaluation, comments, and
suggestions of the experts on the design of the materials, content of the
materials, and the model of development of the materials. The third data
dealt with the applicability of the developed materials which involved
16
Wira Sanjaya, Penelitian Pendidikan Jenis, Metode, dan Prosedur,(Jakarta:Kencana
Pranada Media group,2013), 144. 17
Observasion 2020
62
readability of the text, the clarity of the content of the materials, the clarity
of learning, instruction, attractiveness, language and tasks.18
G. Data Collection Technique
The main thing that influences the quality of research data is the
quality of the assessment instruments. The quality of assessment
instruments relates to the validity and reliability of instruments and the
quality of data collection regarding the accuracy of the way to collect
data.19
Data collection techniques in this development that is:
1. Test
Alpha Cronbach’s states that the test is a systematic procedure for
observing and providing a description of a number or more detailed
person with the help of a numerical scale or a categorical system.
Researchers use tests to determine the comparison of student
understanding before using the development of new modules. The test
was carried out twice namely the pretest and posttest. The pretest was
carried out before using module development, and the posttest was
carried out after using module development.20
2. Non-Test
a. Observation
Observation is a process of observation and recording
systematically, logically, objectively, and rationally about various
18
Made Tegeh, Nyoman Jampel, and Pudjawan, MODEL PENELITIAN PENGEMBANGAN. 19
Ibid,. 147 20
Douglas Brown, Language Assessment (New York: Longman, 2004), 3.
63
phenomena, both in actual situations and in artificial situations to
achieve certain goals21
. Researchers used participant observation,
which is an observation carried out by taking part or involving
themselves in the situation carried out in the learning process, to
determine the importance of using teaching material development
at TPQ Al-Amin Mantren Dolopo Madiun.
3. Try-out
a. Interview
Interview is a data collection technique that is done through
conversation and question and answer, both directly and indirectly.
This study uses unstructured interviews, namely open-ended
questions, respondents freely answer the statement. Questions like
this do not structure the answer to the respondent because the
answers in that question are free.
b. Questionnaire Technique
Questionnaire is a list of statements given to respondents to
explore data in accordance with problems, student difficulties in
learning, ways of student learning, ways to memorize students,
learning facilities, learning attitudes. Questionnaires are often used
to assess effective domain results.22
21 Zainal Arifin, Evaluasi Pembelajaran Prinsip, Teknik Prosedur (Bandung: PT Remaja
Rosdakarya, 2014), 153-154 22
Nana Sudjana, Penilaian hasil Proses Belajar Mengajar (Bandung: PT Remaja
Rosdakarya, 1995), 72
64
The questionnaire is a data collection technique that is done
by giving a set of questions or written statements to respondents to
answer. Questionnaires are efficient data collection techniques if
the researcher knows with certainty the variables to be measured
and knows what can be expected from respondents.23
This
questionnaire is used to find data about dhikr, prayer fardhu in
congregation and also spiritual quotient.
The scale used in this study is the Likert scale, which is a
scale used to measure the attitudes, opinions, and perceptions of a
person or group of people about social phenomena. With a Likert
scale, the variables to be measured are translated into indicator
variables. Then the indicator is used as a starting point for
compiling the items of instruments obtained in the form of
statements or questions, namely whether the question narrative is
negative (Unfavorable) or the narrative of the question is positive
(Favorable).24
The following provides a score for each level of Likert
scale both positive and negative questions that can be seen in the
table:
23
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan
R&D, 199. 24
Ibid., 134-135.
65
Likert Scale Questionnaire Score
Answers Alternative
Score of each answer
Positive Statement Negative Statement
Agree (A) 4 1
Doubtful (DB) 3 2
Disagree (DA) 2 3
Strongly Disagree
(SD)
1 4
Figure 3.3 Likert Scale
H. Research Instrument
Instrument can be defined as a tool to collect the data. It has to be
constructed and made to show the empirical and accurately as the real
condition of the subject of the research.25
In this study, the researcher used
test as instrument on data collection.
This test is used to analyze whether there are significant
differences between classes using old modules and the development of
new modules on students' grammar skills at the TPQ Al-Amin Mantren
Dolopo Madiun. Next, the researcher took data from the grammar test. The
test is divided into two groups, they are students who use the old module
and the development of new modules. This test is to provide information
about students' grammar skills (especially in understanding the material)
25
Sugiyono, Metode Penelitian Pendidikan: Pendidikan Kuantitatif, Kualitatif dan R&D (Bandung: Alfabeta, 2008), 118.
66
after completing the teaching process. Then, the researcher analyzes the
test results to find out the differences in students' grammar skills and
interpret them.
There are two kinds of grammar test that is conducted, they are
pre-test and post-test. The researcher gave pre-test before the students’ was
given treatment. And post-test was given after was done the treatment.
In this test, researchers provide 5 questions using multiple choice.
Then, students are given 15 minutes to work on the questions. After that,
their grammar is judged by matching words. The results of this test will be
used as observational data for this study.
I. Data Analysis Technique
The data analysis technique in this development is to describe all
opinions, suggestions, and responses. This data analysis was conducted to
obtain eligibility from learning media, namely the English language
module. The results obtained are used for consideration in improving
English language learning. This development uses data analysis
techniques, namely by analyzing descriptive. Descriptive analysis is used
to analyze the results of the feasibility assessment data by calculating the
average. As the data collected can be grouped into two, namely
quantitative data in the form of numbers and qualitative data in the form of
words. Qualitative data will be analyzed logically and meaningfully, while
quantitative data will be analyzed with average calculations. The results of
67
this descriptive analysis are used to determine the level of feasibility of the
product development in the form of an English language module.26
1. Pre-Research Stage
a. Test Validity of Instruments
Validity is the degree of accuracy between the data that
occurs in the object of research with data that can be reported by
researchers. Thus valid data is "no different" data between the data
reported by the researcher and the data that actually occurs on the
research object.27
Validity is a condition that describes the level of the
instrument concerned can measure what is measured. A test is
called valid if the test can measure what you want and so on is
measured. So the validity is the level of accuracy of the test in
measuring the material and behavior that must be measured. The
formula used to measure the test instrument in this study uses the
product-moment correlation formula. The formula is:
√{ } { }
Statement :
= Product moment correlation index numbers
26
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan
R&D, 207.
27
Ibid. 367.
68
= The sum of all x values
= The sum of all y values
= The number of multiplications between the x
value and the y value
= Number of cases
In the same way, a correlation coefficient is obtained for
other question items. After that to get the validity information,
each value is compared to the rtabel. value. If the value rxy>
rtabel., the question item is declared valid.
To test the validity of the instrument, the researcher took a
sample of 20 respondents using 20 questions for the module
variable, and 15 questions for the English learning variable.
From the results of the calculation of the module instrument
item validity, 12 items are declared valid namely numbers 1,2, 3,
4, 6, 8, 11, 12, 14, 18, 19, 20. For the validity of the English
learning instrument items, 10 items are declared valid i.e.
numbers 3, 4, 5, 7, 8, 9, 10, 11, 12, 13.
The results of these calculations can be concluded in the
following recapitulation table:
69
Tabel.1
“Module Variable Validity Test Results”
Question to- r-count r-tabel r_decision
1 0,470649 0,444 Valid
2 0,449745 0,444 Valid
3 0,625772 0,444 Valid
4 0,736842 0,444 Valid
5 -0,22528 0,444 Invalid
6 0,46534 0,444 Valid
7 -0,11471 0,444 Invalid
8 0,546119 0,444 Valid
9 0,210526 0,444 Invalid
10 0,430155 0,444 Invalid
11 0,535303 0,444 Valid
12 0,449614 0,444 Valid
13 0,416124 0,444 Invalid
14 0,456586 0,444 Valid
15 0,252964 0,444 Invalid
16 0,048099 0,444 Invalid
17 0,118389 0,444 Invalid
18 0,499512 0,444 Valid
19 0,596491 0,444 Valid
20 0,432887 0,444 Valid
Tabel 2
"Test Results of English Learning Variable Validity"
Pertanyaan ke- r-hitung r-tabel Keputusan
1 0,248058 0,444 Invalid
2 -0,00844 0,444 Invalid
3 0,626809 0,444 Valid
4 0,592534 0,444 Valid
5 0,590233 0,444 Valid
6 0,382565 0,444 Invalid
7 0,626809 0,444 Valid
8 0,555869 0,444 Valid
9 0,445255 0,444 Valid
10 0,492082 0,444 Valid
70
11 0,529716 0,444 Valid
12 0,520471 0,444 Valid
13 0,451245 0,444 Valid
14 0,372734 0,444 Invalid
15 0,405726 0,444 Invalid
b. Instrument Reliability Test
Reliability is related to the issue of trust. A test can have a
high level of confidence if the test can give permanent results.
Then the understanding of test reliability, related to the problem of
the determination of test results.28
The technique used to analyze the reliability of this
instrument is alpha cronbath. The following formulas:
(
)(
∑
)
Statement :
: Instrument reliability coefficient (cronbach alpha)
: The number of questions or the number of questions
∑ : Total item variants
: Total variant
1 : Constant number.
28
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Jakarta: PT Bumi Aksara,
2002), 86.
71
Tabel 3
“Research Instrument Reliability Test Results”
Variabel r11 rtabel Statement
English
Module
0,761 0,444 Reliabel
English
Learning
0,689 0,444 Reliabel
Source: Calculation Results for SPSS VERSION 21, Appendix
From the calculation of reliability through the application
of SPSS Version 21 contained in the appendix, it is known that the
reliability value of the instrument in the English Language Module
is 0.761, and the reliability value of the instrument in English
Learning is 0.689. Then consult with rtabel at a significance level of
5% is 0.444. The consultation results show that rcount > rtabel. For
this reason, it can be concluded that the above instruments are
reliable.
J. RESEARCH SCHEDULE
This research was conducted in the even semester of the 2019/2020
school year starting from January 2020. The time of the study was used
starting from January to May, with detailed activities in the table below:
72
No
Research
Activity
Month
January February March April May
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Preparation
And
Planning
2. Observasi and
Planning
3. Instrument
preparation
4. the instrument
Test
5. Eksperiment
(teaching)
6. Data collection
7. Data analysis
and report
preparation
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CHAPTER IV
FINDINGS
A. Setting and Research Subject
1. Setting/location of the Research & Development
The research was conducted at TPQ Al-Amin Mantren, located in
Bader village, Dolopo sub-district, Madiun district. TPQ Al-Amin was
built in 1997 by a local religious figure named Mrs.Siti Asiyah and her
family. Initially, TPQ was carried out after evening prayer and the
students were 5 years - 12 years old. However, because it was too late,
the TPQ was replaced at 3 pm which was deemed suitable for children.
At that time, learning only focused on reciting the Koran. However, in
2017 there were residents who graduated from college with English
education. In the end, the community was enthusiastic when the TPQ
did not only learn about religion but also general knowledge such as
English. It is estimated that every year there are as many as 20
students.1
2. Subject of the Research & Development
The subjects of this research are 20 students. The students were
chosen because they show interest in English and are active in English
learning, but have had problems about module materials. The class
consisted of 20 students, 8 of
whom are male and 12 of whom are female.
1 Observation, 15 Maret 2020
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3. Teacher and Student Data of TPQ Al-Amin
a. Teacher Data
Teacher plays an important role at an educational institution because
teachers are directly involved and responsible for the success of the
teaching and learning process. The situation of teacher TPQ Al-Amin
in the years 2019/2020 amounted to people, with details as female.
Teachers Data of TPQ Al-Amin Mantren
Academic Year 2019/2020
No Name Statement
1 Siti Tarwiyah SKI
2 Sulis Pasholatan
3 Ginarti Yuliani Tajwid
4 Istiqomah Fiqih
5 Evi Dewi Anggraeni English Language
6 Imroatul Fitriyah Arab Language
Figure 4.1 Teachers Data
b. Student Data
Student who are on their intent here areto officially become TPQ
Al-Amin Mantren student and enrolled in the school ledger. The
state of male and female students as researchers conducted in
2019/2010 amounted to 20. The details are as follows.
Students Data of TPQ Al-Amin Mantren
Academic Year 2019/2020
No. Name Gender
1 Vio Duta Wibowo Male
2 Laiza Zaki Ibnu A Male
3 Naufal Adib Pratama Male
4 Arfa NurilI lham Male
5 M. Ilyas Fariza Male
6 Fikri Eka Putra Setyawan Male
7 Brian Maulana Febriansyah Male
8 Arjuna Male
9 Nadya Rahma Anggraini Female
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10 Sinta Fatimatul Khusna Female
11 Shifa Shauqia Chahari Female
12 Meyta Alfiana Female
13 Khysa Adinda Pratama Ipin Female
14 Intan Sevia Ramadhani Female
15 Naila Olifia Ozalia Putri Female
16 Misysel Zahra Arkania Putri Female
17 Hanan Sama Agustin Female
18 Zalita Zalilatul Khusna Female
19 Charisma Najwa Zahrotussifa Female
20 Nanda Female
Figure 4.2 Students Data
B. The Result of Need Analysis
The data about the needs of the students was collected through
questionnaire and interview encompassing items about what English
module the students of TPQ Al-Amin. The learning process is one of the
important phases in gaining knowledge, this triggers researchers to look
for and understand the problems that occur during the learning process.
Researchers conduct observations and participate in the learning process at
TPQ Al-Amin Mantren on Language subjects. In this observation
researchers focus more on seeing the learning media used in the teaching
and learning process and the ability of students to master English
vocabulary. The reality in the learning media is only limited to English
picture dictionary books, the students' vocabulary ability is also difficult
because teachers directly interpret students in the learning process. After
knowing the problems that occur in the field researchers conducted
interviews with educators and students, the researchers concluded that the
main problem that inhibits the difficulty of students in mastering English
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vocabulary is the lack of practical learning media on English subjects. The
first step that must be done is to find out what media development is
suitable so that it can be used to help students understand and memorize
daily vocabulary.
Table 4. The Result of Questionnaire for Need Analysis
Questions Agree Disagree Total
The development of
modules for learning
English should be
tailored to the needs of
students at TPQ Al-
Amin's.
80% 20% 100%
Teaching English at TPQ
Al-Amin uses an efficient
and attractive module. 85% 15% 100%
Teaching English at
TPQ Al-Amin should
be emphasized on
understanding its
contents.
75% 25% 100%
Materials in developing
English modules should
be arranged according
to their level of
difficulty.
90% 10% 100%
The design in the
English module should
be colorful and
illustrated.
85% 15% 100%
Based on the result of the questionnaire distributed to the students
and the result of an interview conducted with the teachers. It was found
that most of the students agree (80%) to develop an English module that is
suitable for their major content subject namely English Education. Many
of them acknowledged that the English module that had been taught before
is very common and unmatched with their major content subject;
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therefore, the module lesson which they once learned has not been able to
assist them to comprehend texts written in English. They also stated that
when the English module materials developed to correspond to their major
content subject, they can update their specific knowledge in their specific
area and have a better understanding of their subject matter.
According to the results of interviews with the head of TPQ Al-
Amin and the teacher, English learning for TPQ Al-Amin students,
Mantren Madiun, must be adapted to the needs of students using modules
related to English studies. It was found that most students agreed (85%).
This is with the consideration that learning English using modules is
considered more efficient and interesting so that students become more
motivated to learn and make learning more effective.
Furthermore, the data shows that students agree (75%) to enter the
list of English Teaching in TPQ Al-Amin should be emphasized on
understanding its contents. This response is in line with what the teachers
stated in the interview. The teachers also suggested that learning materials
include vocabulary, listening, speaking, reading, and writing. For students,
difficulties in understanding English because of the limitations of the
learning module used by the teacher. They hope that learning English
using the appropriate module content can help them better understand the
knowledge they have gained.
Another data also indicated that the module English materials
should bear ranged according to the degree of its difficulty. There were
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(90%) students who stated their agreement about this. They had the reason
that the module English materials need to be compiled based on the level
of its difficulty in order that they can learn the module English materials
easier and more systematic. In line with the above findings, the result of
the interview showed that the teachers agreed with the students' opinions.
They stated that the level of difficulty of the module English materials
should be considered when we give lessons to the students so that they
correspond to the needs and competence of the students. If it is not, the
students will not interested and become unmotivated to learn the module
English materials because they lack of spirit.
In addition to the above findings, the data on the questionnaire
(85%) of students also showed that the English language module was
developed to be more attractive in the presence of various colors and
images. In the opinion of students, an interesting module can make
students more enthusiastic in learning so that students are enthusiastic
about learning English while at TPQ or independent learning. Modules are
designed with attractive color choices and giving examples of questions
will add curiosity to students and attractive designs will make it easier for
students to understand the learning contained in the English module. Data
from interviews with teachers also indicate that it is important to develop
module designs so that students are motivated in learning.
Finally, the interview with teachers also indicated that since
Development Of a Communicative Basic English Module for English
78
Learning at TPQ Al-Amin have the purpose to make the instruction clear
and focus, it is very important to include instructional objectives on the
development English module. It is hoped that the students know what they
have to learn and the goal of what they are learning.
C. Draft of Material Development
The results of the needs analysis into the first draft of the English
Development module. The English module was developed in the form of a
textbook containing reading texts and assignments designed for students at
TPQ Al-Amin. The materials in the textbook are developed so that
students easily understand English material, and are intended to enrich
students' knowledge in their field of study. With the development of the
module, it is hoped that students will be more enthusiastic and not bored
while attending the learning given by English teachers at TPQ Al-Amin.
The first thing to do in the process of developing English module
was to formulate the objectives of learning. After the objectives had been
formulated, the content of the module was selected. Regarding this, the
content of the module was taken from a number of sources especially
those that were related to the content English at TPQ Al-Amin. The
following thing to do was to organize the tasks or activities for each of the
modules. The tasks were presented in such an integrative way that the
students were able to actively participate in the learning-teaching process.
The materials are divided into 6 units based on the main topics,
namely, Public Places, Clothes, Transportation, Jobs, Activities, and
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Telling Time. Each section contains text which involves items such as
comprehension questions, vocabulary tasks, grammar reviews, and
grammar tasks.
By presenting specific topics to be learned and dividing the topics
into units as described above, it is expected that the materials can represent
the needs of the students and fulfill what the students actually need to learn
as well as they are able to encourage the students to learn English. On the
other hand, with the exploitation of the texts into integrated tasks in each
unit, there will be a great chance for the students to do various activities
and to improve their knowledge in the four skills of English. Finally, the
presentation of grammar review and grammar tasks in each unit will give a
chance to the students to learn the model of languages.
D. The Result of the Expert Validation
Expert validation is the process of judging and evaluating topics
about the development of English modules by experts. This was the next
process to do after the draft of the module had been developed, aiming to
get input and approval from the experts. In line with this, the draft of the
development English module was consulted to experts: content and layout
design expert. At this process, the two experts were given questionnaires
to evaluate as well as to give comments and suggestions on the draft of the
development English module in the hope that the data obtained from the
result of the questionnaire can serve as a basis for revising the materials.
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E. The English Module Instructional and Content Expert
The development of the English module was made using the
Microsoft Word application with the following steps:
a. Open the Microsoft Word worksheet,
b. Then click Insert on the menu bar above
c. In the illustration group or column select a shaped
d. Next select the shape of a square shape, after selecting click left mouse
and hold then drag to form a shape. Then appear on the menu bar the
size we choose 8x12 cm then appear above the shape fill bar menu.
e. Then select the Text box to write content that suits students' needs. Such
as statements at the stage of data analysis and observation.
Examples of content development of an English language module before
being revised:
Clothes
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Transportation
1. The results of stage 1 product content validation
Before validation to media content experts, material experts, and
experiments to students are conducted, content expert test instruments
and material experts are validated by the supervisor. After the
instrument is said to be valid by the supervisor, the validation stage is
carried out to an expert in his field.
Table 5. The results of stage 1 product content validation
NO Aspect Criteria Content Expert
ΣTotal number
of criteria
1
Topics material
in Module
English
1 1
50%
2 2
3 2
2 Use of
language
4 3
5 3
6 2
3 Sentence
Structure
7 2
8 3
9 1
4 Vocabulary list
10 2
11 3
12 1
5 Understanding
Questions
13 2
14 2
15 1
6
Material
components
16 3
17 1
18 3
7 Test questions 19 2
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20 3
21 2
8
Order of
learning
content
22 1
23 2
9 Example 24 1
25 2
The results of the validation of learning content in the first stage
based on the above table obtained an assessment of the development of
an English language module that has been adapted to the English
learning conditions of TPQ Al-Amin's students. Validation is carried
out by content expert lecturers by assessing twelve aspects namely the
topic of the material, use of language, sentence structure, vocabulary
list, comprehension of the questions, exercises, test questions,
instructional contents, examples, pictures, the sequence of learning
content, and material components.
The assessment looks at all aspects of how appropriate the module
will be developed. The validator assesses that the material in the
module has not been arranged in a communicative manner, the
arrangement of each unit needs to be addressed and the instructions for
each unit have not been made which will confuse students or teachers.
It would be nice if the module was revised to fit the Research and
Development (R&D).
2. The results of stage 2 product content validation
The results of the second stage of content expert validation
obtained data such as the following table:
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CLOTHES
TRANSPORTATION
Table 6. The results of stage 2 product content validation
NO Aspect Criteria Content Expert
ΣTotal number of
criteria
1 Topics material in Module
English
1 4
88%
2 3
3 4
2 Use of language
4 4
5 3
6 4
3 Sentence Structure
7 4
8 3
9 4
4 Vocabulary list
10 4
11 4
12 4
5 Understanding Questions
13 4
14 3
15 4
6
Material components
16 4
17 3
18 4
7 Test questions
19 4
20 3
21 4
8 Order of learning content 22 3
23 4
9 Example 24 3
25 4
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The results of the validation of learning content in the first stage
based on the above table obtained an assessment of the development of
an English language module that has been adapted to the English
learning conditions of TPQ Al-Amin's students. Validation is carried
out by content expert lecturers by assessing twelve aspects namely the
topic of the material, use of language, sentence structure, vocabulary
list, comprehension of the questions, exercises, test questions,
instructional contents, examples, pictures, the sequence of learning
content, and material components. The assessment looks at all aspects
of how appropriate the module will be developed.
According to the expert, the good points of the draft are firstly
related to the physical appearance of the English development module:
the cover design, letters, typing, spacing, and module layout. She thinks
that they are attractive, neat, consistent, and appropriate. Then the
material arranged is adjusted to the needs so as to provide opportunities
for students to be active in the learning process.
The identified by experts is related to the organization of the
material and the instructional objectives on the material. She assumed
that the organization of matter was arranged precisely in the form of
units. so that students can easily learn together or be independent. In
addition, she stated that the aim of teaching must be adapted to each
organization of the unit and the material given refers to the
85
environmental conditions of students so that students are used to
practicing it.
The found in the material is related to instructions, understanding
questions, and assignments. She explained further that instruction is
needed in the development of modules, with the instruction students can
know what they are supposed to be doing and this helps the teacher in the
learning process. Understanding questions can be understood by students,
according to the context provided, helping develop students' reading skills,
and they provide valuable support for understanding texts. Furthermore,
she stated that the examples given were clear, appropriate, and they could
define concepts clearly and adequately. Regarding the task, the expert
considers that the task is in accordance with the context given,
communicative, they can be carried out by students, they can encourage
student involvement to actively participate in learning.
The identified by the expert was concerned with the directions
material which was considered clear, appropriate, and they could be
understood by students, the coverage of the materials which was
considered relevant and suitable to the needs and interests of the students,
and it represented the aspects studied.
F. Layout Design Expert
The development of the English module was made using the
Microsoft Word application with the following steps:
a. Open the Microsoft Word worksheet,
86
b. Then click Insert on the menu bar above
c. In the illustration group or column select a shaped
d. Next select the shape of a square shape, after selecting click left mouse
and hold then drag to form a shape. Then appear on the menu bar the
size we choose 16 x 10 cm then appear above the shape fill bar menu.
e. Then select an image and the Text box to write content that suits
students' needs. Such as statements at the stage of data analysis and
observation.
Examples of layout development of an English language module
before being revised:
front cover
rear cover
1. The results of stage 1 product Layout Design validation
Before validation to Layout experts, and experiments to students
are conducted, Layout expert test instruments are validated by the
87
supervisor. After the instrument is said to be valid by the supervisor,
the validation stage is carried out to an expert in his field.
Table 7. The results of stage 1 product Layout Design validation
No Aspec Criteria Content Expert
ΣTotal number of
criteria
1 Design Cover
Interesting 2
38%
Good 2
Simple 1
2 Use of letters
Obvious 1
Right 2
Legible 1
3 Typing/writing
Obvious 2
Regular 2
Neat 2
4 Space
Right 1
Legible 1
Neat 1
5 Arrangement of sentences
Obvious 1
Right 2
Neat 2
6 Images
Interesting 1
Obvious 2
Very Nice 1
7 Presentation of material in units Right 2
Regular 2
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8 Display (lay-out) Interesting 1
Very nice 1
9 Organizing the material as a
whole
Interesting 1
Right 2
Obvious 2
The identified by experts regarding the layout design, which need
to be revised. The first bad point according to the expert is related to the
cover design is very striking and the selection of colors is varied, so that
makes the text/title legibility less clear.
The second bad point in the draft is an expert judgment regarding
layout design. Typography "English module" looks annoying in terms
of font selection, font size, and font layout. Then the composition of the
text "English module" looks to dominate the cover area. With the layout
of the IAIN Ponorogo logo, it does not reflect the rules of the elements
and principles of art. It would be better if the illustration of the tree
disappears, to create a balance of the design.
The third bad point found by experts about the layout design in the
development of the English language module. The existence of sentence
settings that are still not quite right and clear, found writing errors
(capital letters), and the lack of semicolons at the end of the sentence.
Example: see chapter 12. Then some images look vague with low
vector quality. Example: the last picture in the circle number table.
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On the basis of comments and suggestions given during the expert
validation, the draft was revised in the hope that the presentation of the
whole design layout becomes effective and interesting.
2. The results of stage 2 product Layout Design validation
The results of the second stage of Layout Design expert validation
obtained data such as the following table:
front cover
rear cover
Table 8. The results of stage 2 product Layout Design validation
No Aspec Criteria Content Expert
ΣTotal
number of
criteria
1 Design Cover
Interesting 3
Good 4
Simple 3
2 Use of letters Obvious 2
90
Right 3
83% Legible 3
3 Typing/writing
Obvious 4
Regular 4
Neat 4
4 Space
Right 3
Legible 3
Neat 4
5 Arrangement of sentences
Obvious 3
Right 4
Neat 3
6 Images
Interesting 3
Obvious 4
Very Nice 3
7 Presentation of material in units Right 4
Regular 3
8 Display (lay-out) Interesting 3
Very nice 3
9 Organizing the material as a
whole
Interesting 4
Right 3
Obvious 3
The results of the validation of Layout design in the first stage
based on the above table obtained an assessment of the development of
an English language module that has been adapted to the English
learning conditions of TPQ Al-Amin's students. Validation is carried
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out by layout expert lecturers by assessing eight aspects namely the
Design cover, Use of letters, Typing, Space, Arrangement of the
sentence, Image, Presentation of material in units, Display,
Organizing. The assessment looks at all aspects of how appropriate the
module will be developed.
Identified by the experts regarding the layout design, which needs
to be revised. The first, according to the expert, is related to the natural
cover design and the selection of contrasting colors, thus making the
reading of the text/title clearer.
The second good point is that the choice of font and the color is in
balance. However, the developer still need to highlight important
keywords in the text with different font and color.
The third revised good point about layout design in English module
development. The sentence arrangement is correct and clear, the capital
letter errors have been corrected and neat, the semicolon at the end of
the sentence has been adjusted. Then the image is clearly visible with
high quality vectors.
What is identified by the expert is to pay attention to the layout
design that is considered clear, appropriate, and understandable by
students, the scope of the layout is considered attractive and in
accordance with the needs and interests of students, and represents the
aspects studied. Natural colors, even spacing, and clearly legible letters.
G. The Tryout of The Developed Materials
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After the module draft has been approved by experts in the
validation process, the next thing to do is try the module. The draft revised
module is tried to get feedback on whether the module being developed
has been repaired or needs to be revised again. Because of the limited
time, only the values of the two draft revised module modules were tried:
units I and II. In line with this, a number of TPQ Al-Amin students were
chosen to be the subjects of the trials and they were involved in the trials.
During the trial process in class, the researcher acts as the main
instrument: observing meetings, the learning process, and making notes
about any findings that arise during the process. The researcher also asked
for the help of the teacher in his class by using modules commonly used in
learning, to observe the learning and teaching process when the trial took
place and take notes about it.
Module trials are carried out by giving students and teaching
modules that are developed to be studied and by distributing
questionnaires to students and teachers at the end of the pilot class to
collect data about the application of the module in terms of difficulty level,
usefulness, effectiveness and attractiveness, and to show areas of difficulty
or issues that need to be revised. Students and teachers are involved in the
trial process to evaluate and provide comments and suggestions about the
material developed. In the trials, the researchers also gave pre-tests to
students at the beginning of the meeting and gave a post-test at the end of
the meeting. This test is intended to determine the mastery of student
93
learning before and after using modules. The following are the results of
the trial.
1. The result of Pre-Test
As stated in the previous section, one part of the pilot activity is to
give students an initial exam at the beginning of the pilot class. In the
test, students are given many questions to answer and the results are
presented in tabular form to show student learning outcomes before
using the modules developed by researchers. For this purpose, twenty
students at TPQ Al-Amin were involved as test subjects.
The pre-test given to the subjects was in the form of production test
which consist of comprehension questions which were taken from one
section of the units on the draft materials. The result of the pre-test can
be seen in the following table.
Table 9. The result of Pre-Test
Frequency Percent Valid Percent Cumulative
Percent
Valid 30 2 10,0 10,0 10,0
40 6 30,0 30,0 40,0
50 7 35,0 35,0 75,0
60 5 25,0 25,0 100,0
Total 20 100,0 100,0
From the table above, it illustrated students’ English achievement
before trying out of the product. Among 20 students at TPQ Al-Amin,
the highest score was 60 and the lowest score was 30. It can be seen
clearly in the following figure:
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Figure 4.1 Histogram for the Result Pre-Test
From the figure above, it can be viewed that the mean (M) score of
students' pre-test was 47.00 and the Deviation Standard (SD) was 9.6.
To determine the category of the result of achievement on pre-test can
be seen as follows:
a. More than M+1.SD (47.00 + 9.6 = 56.6) is categorized into
Good.
b. Between M-1.SD – M+1.SD (56.6-37.4) is categorized into
Medium
c. Less than M-1.SD (47.00 - 9.6 = 37.4) is categorized into poor.
Therefore, the categorization of the students’ achievement can be
seen in the following table:
95
Table 10. Score categorization
No SCORE FREQUENCY PERCENT
AGE
CATEGORY
1 More Than 56 5 25% Good
2 37-55 13 65% Medium
3 Less Than 38 2 10% Poor
The above table reveals that the majority of students at TPQ Al-
Amin are at a moderate level, while the good achievement portion is
65% and bad is at the 10% level.
Referring to the pre-test results above, it shows that the pre-test
results are not satisfactory because the distribution of scores shows
that the number of subjects who obtained the score is still not
balanced. It can also be said that student learning outcomes are not
good because many of them cannot do the tests well. Students need to
learn more and need more practice to improve their English skills.
2. The Result of Post Test
After the trial using the old module is finished, the subject is given
a post-test that already uses the development module. The test given to
the subject consists of the same items as the pre-test: comprehension,
vocabulary, and grammar test, but they are taken from different parts
of the unit in the concept material. Test results are also displayed in the
form of scores, made by calculating the correct and incorrect answers
produced by the subject. Table 3 presents the post-test results obtained
by each subjects.
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Table 11. The Result of Post-Test
Posttest
Frequency Percent Valid
Percent
Cumulative
Percent
Valid 80 6 30,0 30,0 30,0
90 7 35,0 35,0 65,0
100 7 35,0 35,0 100,0
Total 20 100,0 100,0
From table 4 above, it illustrates students' English achievement
after trying development products. Among the 20 TPQ Al-Amin
students, the highest score is 100 and the lowest score is 80. That can
be clearly seen in the following picture:
Figur 4.2 Histogram for the Result Post-Test
From the figure above, it can be viewed that the mean (M) score of
students' post-test was 90.5 and the Deviation Standard (SD) was 8.2.
It showed that most students can be categorized into a good level. To
determine the category of the result of achievement on post-test can be
seen as follows:
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a. More than M+1.SD (90.5 + 8.2 = 98.7) is categorized into Good.
b. Between M-1.SD – M+1.SD (98.7 - 82.3) is categorized into
Medium
c. Less than M-1.SD (90.5 – 8.2 = 82.3) is categorized into poor.
Therefore, the categorization of the students’ achievement can be
seen in the following table:
Table 12. Score Categorization
No SCORE FREQUENCY PERCENT AGE CATEGORY
1 More Than 98 6 30% Good
2 82-97 7 35% Medium
3 Less Than 81 7 35% Poor
The table above shows that the majority of students at TPQ Al-
Amin are at a moderate level, while the portion is 35% of good and
bad achievements is at the level of 35%.
Referring to the posttest results above, it shows that the posttest
results are quite satisfying because the score distribution shows the
number of subjects who get a balanced score. It can also be said that
student learning outcomes improved well, because many of them were
able to take a test with a result of 100.
3. The Result of Observation
Observations were also made during the module trial process.
Observations were made on March 4, 2020, at TPQ Al-Amin Mantren
Madiun. This time is carried out on Wednesday at 3 pm. Here the
researcher collaborates with the teacher to observe the teaching and
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learning process in the classroom. The results of the observations
show that students seem quite interested in the topics presented in the
module because they know that the topics they will study are related
to their main subjects, but many of them seem to lack understanding
of organizations. Because the organization in developing the module
is more systematic, students do not only see pictures and vocabulary,
but they are required to work on examples as listed in the module.
They listen very seriously to the teacher's explanations and can't wait
to learn with the development module.
At the first trial meeting, researchers and teachers had the
impression that students looked enthusiastic when they were invited to
discuss the material in the module even though some of them were
still reluctant to say something. That can be seen from the fact that
many students actively take part in answering and making questions
about the material being discussed and some are just quietly listening
to their friends talk. Active students show a great interest in carrying
out activities that were previously designed, while less active students
tend to show unhappy faces. However, researchers try to encourage
every student in the class to be active, so that students do not hesitate
to advise on the development of modules.
The situation of the pilot class became rather smooth after students
were given explanations and encouragement to carry out assignments
or activities related to learning English. They seem happy to answer
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the questions given, ask questions, read texts, talk in front of the class,
discuss topics with their friends, and do other tasks. In addition, they
look serious in listening to what their classmates say or what is
explained by the teacher to capture the information conveyed to them.
They also seem to appreciate every task their friend does and
sometimes they laugh at him. When the teacher conveys information
in written form or on the blackboard, even though it is very simple,
students try to understand it, and they open the dictionary if they do
not understand it at all. In addition, they look very enthusiastic,
serious, and active in carrying out the tasks contained in the English
module. students are not reluctant to practice new vocabulary that they
find interesting. This learning and teaching situation is almost found
throughout the try-out and it is hoped that the module can really
increase student motivation.
From the observed phenomena described above, it can be stated
that modules need to be developed in order to be able to activate
reading, writing, listening, and increasing students' speaking
knowledge such as vocabulary habituation. The smooth learning and
teaching practice of this knowledge are inseparable from the module's
ability to activate student knowledge on these topics. Modules are
tailored to the needs of students with specific topics that they are
familiar with and that they normally study in their main subjects. On
the other hand, the module contains integrated assignments that allow
100
students to carry out various activities in their learning and hence they
become more active. The smooth learning and teaching practice using
materials also cannot be separated from the ability of materials to
activate students' knowledge about language. Modules are considered
to meet the needs of students and according to the level of students.
Based on such good points, it seems that the module is quite
applicable for Al-Amin TPQ students.
4. The Result of the Try-out
The trial module that was developed was held by involving
students and teachers in TPQ Al-Amin to fill out questionnaires and
interviews that had been prepared previously. In connection with this,
twenty TPQ Al-Amin students were involved in the pilot class. At the
end of the trial, they were given a questionnaire to evaluate and
provide comments and suggestions about the modules developed and
the data obtained from the results of the questionnaire and interviews
will be used to make revisions.
The results of the questionnaire and interview distributed to
students and teachers are as follows. Dealing with the cover design,
typing, spacing, and layout of the module material. The students and
teachers have the same opinion that the English module is so
interesting, clear, neat, consistent, and appropriate.
In terms of organizing modules, both students and teachers say it is
interesting and arranged precisely in the form of units and sections.
101
The teacher also said that organizing the material is logical in terms of
the order of assignments. Regarding the instructional objectives in
each module material, students and teachers state that it is clear,
understandable, and in accordance with student needs. The teacher
also states that the instructions in the module are stated and ordered
correctly.
Regarding the topic, vocabulary list, and text presented on the
draft, students find that the topic is interesting, diverse, and current
because the modules are appropriate to their needs, interests, and
relevant to the subject matter of the content. This opinion is also
supported by teachers who find the same thing in the topic presented.
Next, students state that the vocabulary list is presented in an
appropriate and clearly defined form. The teacher adds that the
vocabulary list is well-chosen and appropriate for the target situation
at the student level. Regarding text, students think that text can satisfy
their reading tastes, they can develop reading skills and can help
understand the subject matter of the content. The teacher has the same
opinion as to the student.
Regarding comprehension questions, grammar reviews, examples,
and assignments, both students and teachers state that understanding
questions are understood correctly, and they provide support for
understanding texts. Also, the teacher thinks that understanding
questions are very helpful for developing students' reading skills.
102
However, some questions need to be modified. In connection with the
grammar review presented, students and teachers have the same
opinion. They think that grammar reviews are relevant to their needs,
clear, and understandable. Next, the teacher states that the grammar
review fits the given context, and represents the underlying
grammatical rules. Regarding the examples, students assume that the
examples given are clear, appropriate, and easy to understand. The
teacher says the same thing with students. He also added that these
examples can define concepts that are explained clearly and
adequately. Regarding assignments, students assume that assignments
are clear, doable, and can encourage them to be active in class. This
opinion is also supported where the teacher says that the assignments
can provide encouragement to students because they are related to
students 'needs in their field of study, and are still within the scope of
students' ability to do so. Also, according to students and teachers, the
task can integrate knowledge about the topic and language being
studied.
Regarding the direction, the scope of the material, and the content
of the material, students and lecturers have the same opinion that the
directions are clear, precise, and comprehensive. Clarity of
instructions that precede each unit helps students follow and do
assignments on the material. The scope of material according to
students is relevant and in accordance with their needs and interests.
103
In addition, the teacher considers that the scope of the material
represents aspects that can help students develop their reading skills.
Regarding the content of the material, both students and teachers
consider that the content of English material is clear, relevant, and
suitable. So far, the teacher says that it is related to the analysis of
teaching objectives and can be understood by students.
For the language used on the materials, the students and the teacher
had the same opinion that the language was clear, suitable to the level
of the students, and it could be understood by the students. In addition,
the teacher stated that the language could become a model of the
correct and meaningful grammatical structures.
Finally, it can be said that the materials were quite applicable in
terms of the level of difficulty, usefulness, effectiveness, and
attractiveness for the students at TPQ Al-Amin. It can also be stated
that the module meets the needs of the students in the sense that the
modules can develop language English of the students and they can
enrich the student's knowledge in their major content subject. This can
be seen nom the answer of the students and the teacher in the
questionnaires and the result of pre-test and post-test.
5. The Final Product
After the module was revised, the module development in this
research resulted in an end product in the form of an English language
module for students at TPQ Al-Amin. Materials were developed based
104
on data collected from the analysis of student needs and revisions
based on data collected from experts during the validation process,
students, and teachers during the trial process which is expected to
help students to learn English. Finally, the module is still possible to
be revised, if some weaknesses are found in the actual
implementation.
105
CHAPTER V
DISCUSSION
A. English Module Development
Educational research and development (R & D) is a process
used to develop and validate educational products. The steps of this
process are usually referred to as the R & D cycle, which consists of
studying research findings pertinent to the product to be developed,
developing the product based on the finding, field testing it in the setting
where it will be used eventually and revising it to correct the deficiencies
found in the field testing stage. Indicating that the product meets its
behaviorally defined objectives.1
The major step in the R & D cycle used to develop mini courses
are as follows: Research and information collecting, Planning,
Develop a preliminary form of product, Preliminary field testing,
Main product revision, Main field testing, Operational product
revision, Operational field, Final product revision, Dissemination, and
implementation. 2
Research and development of English products are carried out with
early-stage planning which is carried out by observation and interviews
conducted at TPQ Al-Amin Mantren.3 It is known that in TPQ Al-Amin, the
English module is not in accordance with the needs of students. Modules are
1 Borg, W. and Gall, M. D. Educational Research: An Introduction. 1983, 772
2 Ibid, 772
3 Observation, 20 February 2020
106
only limited to printed books. The first steps taken in developing this
English module are collecting material that suits existing needs and abilities.
After that, just make a design using Microsoft Word software. In accordance
with the image, material, and color according to the unit. The products that
have been developed are then validated by several experts before being
tested, validation is carried out by 1 material content expert, 1 layout expert,
and 1 English subject teacher.
B. Content Module
Research is the process to get the solution to the problems after
doing the study and analysis of various factors. Research is a scientific
method for gaining the knowledge by using an investigation for finding
out an empirical fact which verifies the hypothesis. The objective of R&D
is to produce a complete product that can be used effectively in
educational programs. The product of R&D can be textbooks, audiovisual
materials, training manuals, equipment, and many others. In relation to the
aim to be reached in this study, the final product of this study is an English
Module for the students at TPQ Al-Amin Mantren.
The product consulted with a team of experts consisting of material
experts and media experts. Material experts will see the compatibility of
the material with the curriculum, truth, adequacy, and accuracy of product
content. Media experts see the accuracy of the display, color, location of
the image, interesting, or not the media to be used. Media experts as
validators are 1 thesis supervisor, 1 R&D lecturer, and 1 computer expert
107
lecturer IAIN Ponorogo. Validation is done to see the feasibility of this
product and what needs to be improved to produce better media.
The results of the validation of the first stage learning content
based on the above analysis obtained an assessment of the development of
an English module that has been adjusted to the conditions of learning
English for TPQ Al-Amin students. Validation is carried out by content
expert lecturers by assessing twelve aspects, namely material topics,
language use, sentence structure, vocabulary lists, understanding
questions, practice questions, test questions, learning content, examples,
pictures, learning sequence. content, and material components. The results
obtained from content experts were 88% which were stated to be used for
TPQ Al-Amin students.
C. Layout Design
This model has development steps that are compatible with
educational development, namely research that produces and develops
certain products which are then subjected to expert validation tests, such as
material tests, design tests, small scale group product trials, and field trials
to determine the feasibility of the product that will be produced and then
will be developed. In this study includes ten steps of development the
result will be a product that is ready to use. But in this Borg and Gall
research for Strata One (S1) only reaches step seven, namely potential and
problems, data collection, product design, design validation, design
improvement, product trials, and product revisions.
108
The researcher conducts research into the development of the
English language module to assist in the learning process that is focused
on learning English with materials that have been adjusted. The initial
product design was made by researchers to reduce errors.
The results of the first stage Layout design validation are based on
assessment data for the development of English modules that have been
adjusted to the conditions of learning English for TPQ Al-Amin students.
Validation is carried out by a layout expert lecturer by assessing eight
aspects, namely Cover Design, Use of Letters, Typing, Spacing, Sentence
Arrangements, Pictures, Presentation of Material in Units, Display,
Organization. The assessment looks at all aspects of how appropriate the
module will be developed. 56.6-37.4 The total value obtained was 82-97
and it was declared that the TPQ Al-Amin students could use it.
D. Product Trials
The trial is the stage of an educational product development that aims to
find the effectiveness of the product in terms of learning outcomes and the
difficulties felt by the teacher both perceived by the teacher in the
management of learning and the difficulties of students in learning.
After the trial using the module is finished, the subject is given a
post-test that already uses the development module. The test given to the
subject consists of the same items as the pre-test: comprehension,
vocabulary, and grammar test, but they are taken from different parts of
the unit in the concept material. Test results are also displayed in the form
109
of scores, made by calculating the correct and incorrect answers produced
by the subject.
This trial was conducted at TPQ Al-Amin. At the initial stage, the
researcher tested the pre-test questions consisting of 20 students which
contained a question and answer sheet. Whereas for the post-test 20
students filled out the Q&A sheet with the following percentage results,
the pre-test still used the old English module and reached the low category.
With an average rating of 37.4 - 56.6%. After the pre-test was carried out,
the post-test test was carried out on students with very good results and for
large-scale TPQ Al-Amin got a percentage of 82.3 - 98.7% which means
this product is suitable for use.
110
CHAPTER VI
CONCLUSION
A. Conclusion
As this research deals with the development of module comprehension
materials, the design of this research is categorized into research and
development (R&D). According to Borg and Gall, R&D is a process used to
develop and validate education products.1
This development is expected to be able to overcome the problems that
exist in TPQ Al-Amin, namely the inefficiency of the learning modules used.
Therefore, researchers conducted research on the development of English
language modules to suit the needs of students which are expected to improve
English learning proficiency with the material developed in the form of
textbooks containing reading texts, language exercises: vocabulary, and
grammar. The material developed is in accordance with the needs and
interests of TPQ Al-Amin so that it is considered appropriate, and applicable
for students.
It is necessary to select the topics which are appropriate for their own
students. The English Module is designed according to the material and needs
of existing students with an interesting mix of colors and images that have
been successfully developed using Microsoft Word software. There are six
units in the development of the English language module, namely Public
Places, Clothes, Transportation, Jobs, Activities, Telling The Time. This
1Borg, W. and Gall, M. D. Educational Research: An Introduction. 1983, 2
111
research and development are carried out in accordance with the Borg and
Gall method which consists of 10 steps which are then simplified into 7 steps
namely, potential problems, data collection, product design, design validation,
product revision, product testing, and product revision.
With the guidance of supervisors and validators. Produced an English
module development product with an assessment of an English module
content expert with a total of 88%, a layout design expert of 83%, a pre-test
before using a module with a score of 56 students and after using the module
a Post-test was carried out with a score of 98 students. Therefore, the
development of the English module at TPQ Al-Amin was declared successful
and suitable for use.
B. Recommendations
In this part, the writer gives recommendations related to Classroom Action
Research. These suggestions are a follow-up based on the conclusions
obtained. These suggestions are intended for:
1. The Institution
For the institution, TPQ Al-Amin Dolopo should be encouraged and
supported by English teachers to improve their quality in teaching. The
teaching and learning process will run well if the school provides facilities
that are needed by both teachers and students. In addition to that, the
school should hold regular meetings with the English teacher in order to
discuss the problems faced by them and figure out the solutions.
112
2. The Teacher
Applying the various kinds of English teaching instructions and
improving classroom management may provide teachers and students with
new experiences in the teaching and learning process. It is recommended
that teachers select an appropriate English teaching technique to be
implemented, as this will help make them better able to achieve their
teaching goals. The teachers should have enough proficiency in English in
implementing the materials in the teaching and learning process. So, the
teacher should continue improving their English. It is necessary for the
teachers to always widen his or her knowledge about the topics when he
implements the materials in the teaching and learning process. Therefore,
the teacher should do a lot of reading about the topics. The teachers is
expected to revise the materials if he finds some drawbacks in the
implementation of the materials for better improvement. It is suggested
that the teachers have creativity in implementing the materials, so that the
students become motivated to learn, to be more active in their learning,
and they do not feel bored.
3. The Student
The English language module that is developed is expected to improve
their ability in mastering vocabulary, learning new material and not only
memorizing words but also understanding their use in context. It is
recommended that students are active and involved in the teaching and
learning process by developing English modules. By having active
113
participation, asking about problems, and expressing their ideas, they can
reduce their difficulties in learning English as a foreign language. They
will also improve their English achievement.
4. The Researcher
It is recommended that researchers conduct research on appropriate
media to be used in the teaching and learning process for English as a
foreign language. This will be an important step towards improving
education in Indonesia. It is recommended that researchers explore and
conduct more research related to the development of English language
modules.
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