Syntax Literate: Jurnal Ilmiah Indonesia p�ISSN:
2541-0849 e-ISSN: 2548-1398
Vol. 7, No. 10, Oktober 2022
DEVELOPING MODULE TO TEACH AND LEARN WRITING SELF-INTRODUCING AT SENIOR HIGH SCHOOL
Ega Nur Fadillah, Wakhid Nashruddin, Ahmad Rifai
English
Language Teaching Department, Indonesia
E-mail: eganurfadillah31@gmail.com, w[email protected],
ahmadrifai@syekhnurjati.ac.id
Abstract
The importance of modules is developed in the learning process
because the module can facilitate students in independent and face-to-face
learning. The objective of this
research was to find out the characteristics of teaching and learning module and to describe how module as learning
media can support the development. This research using qualitative method with
research design is Research and Development (D&R). The data collection
techniques used in this research are interviews and questionnaires. The data
analysis technique used for the interview the questionnaires are data reduction,
data display, and conclusion drawing/verification. The steps of this research
are need analysis, research planning, and develop a preliminary from of
product. This research found that the characteristics of teaching and learning
module based on aspects of module, teaching, learning, writing,
self-introduction, and senior high school (adolescent). The form of the
teaching and learning module is in accordance with product specifications based
on respondents anwers and product is validated by an expert.
Keywords: Module, Teaching,
Learning, Writing, Self-Introduction, Senior High School
Introduction
Indonesia's education quality
is decreasing whether face-to-face or online learning. The quality of education in Indonesia is
currently very concerning (Agustang, Mutiara & Asrifan, 2021, p. 1). The PISA report shows that Indonesia's score is low because it ranks 74th in order of 79 countries in the category
of reading, science, and mathematics (OECD, 2018, p. 1). It may occur as a
result of a number of reasons. There are several factors that cause the low
quality of education in Indonesia such as low facilities and
infrastructure, low quality of teachers, and low quality of students
(Fajri & Afriansyah, 2019, p. 2).
For the phenomena identified,
a need in making progressive attempts emerges. It is agreed that education
quality should be improved. The improvement of education can be in several aspects. As critics
from Fajri & Afriansyah (2019, p. 2), one attempt requires better learning
facilities and infrastructure. Learning media to facilitate learning should be
improved and prepared so they suit students' needs. In addition, after the
pandemic, the education in Indonesia has experienced substantial modifications in its efforts to
respond to changing learning demands since the pandemic. One important point is
that educators are pushed to create a variety of media for learning to
accommodate the situation. It requires modules that support the implementation of this
program. The module is an independent learning package that includes a series
of learning experiences that are planned and designed systematically to help
students achieve learning goals (Wati, Syafryadin, & Apriani, 2021, p. 356).
The learning module is essential for learning.
Modules are crucial in the
learning process. The importance of modules is developed in the learning
process because the module can facilitate students in independent
and face-to-face learning (Nugroho, et all., 2019, p. 93). Learning modules can
also be used at any time and place, allowing students to learn without having
to rely on their subject teacher (Wati, Syafryadin, & Apriani, 2021, p.
356). Students can learn according to their skills and learning speeds, and the
modules can be used to finish the entire learning process (P. 356).
The modules that are made can
be used properly, are easy to read, and are understood by students. Educators are
required to continue developing the modules in order to facilitate students in
learning objectives. Modules are crucial to develop in the learning process to
facilitate students to be independent conventional or face-to-face (Nugroho, et
all., 2019, p. 94). Educators with professional competence should be able to realize
concepts and reflect well on learning independence as they are demanded to be
more creative and innovative in developing materials. Teachers are required to
have competence to use and develop teaching materials according to the needs
and in accordance with learning objectives (Rohmawati & Hasanah, 2020, p.
114).
The presence of teaching
materials helps the process of teaching activities. However, this study would
like to discuss a different matter. Previous research has not discussed how module to teach and learn writing self-introduction, especially at senior high schools. Therefore, this research can be
something new in teaching and learning
writing self-introduction.
The main aim of this research was to investigate how the teacher develops module to teach and learn writing self-introduction.
Research Method
This research used a
qualitative approach, because this method did not use
statistics. Qualitative research method is a research method based on the
philosophy of post positivism, used to examine the condition of natural
objects, (as opposed to experimentation) where the researcher is the key
instrument, sampling of data sources is carried out purposively and
snowballing, collection techniques are triangulation (combined), data analysis
is inductive/qualitative, and qualitative research results emphasize meaning
rather than generalization (Sugiyono, 2015, p. 15). Qualitative methods were used
because this research is directed to obtain facts related to developing
learning modules to teach self introduction writing for Senior High School.
Qualitative research methods are often called naturalistic research methods
because the research is carried
out in natural conditions; also called the ethnographic method, because
initially this method was more widely used for research in the field of
cultural anthropology; referred to as a qualitative method because the data
collected and the analysis is more qualitative (Gall, Gall, & Borg, 2003,
p. 476).
This qualitative research
focused with the development learning module to educate writing skills,
especially self-introduction. As a result, in this research, the type of
qualitative research used to conduct the research is known as Research and
Development design. A research and development design is a method used to
create a product and assess its effectiveness (Sugiyono, 2015). The objective
of R&D design is to create new or improved interventions or products that
will help students accomplish well-defined learning objectives and goals.
This R&D research
typically consists of 10 steps adopted from Gall, Gall & Borg (2003). There are ten R&D steps can be minimized and just the steps that are
relevant to this present study can be adapted. Due to the limited time, this
research only adapts four of the ten R&D steps mentioned by Gall, Gall, & Borg
(2003). They are research and information collection, planning, developing, and expert validation an early version of a product, since this is sufficient to assess
the validity and efficiency of a developed media. Therefore, the researcher
adapted the stages of Gall, Borg, & Gall (2003), including:
1.
Research
and Information Collection
2.
Planning,
3.
Developing the product, and
4.
Expert
validation
�����������
Participants/Subject/Population
and Sample
Data sources are also called
the subject and object of the research. The source of data is the data that
researchers could obtain to gain the necessary information of the research.
Subject of the research is the participant who will be researched, which are
the students and teacher. Object of the research is the place where the process
is done to collect the data in order to meet the aims of the research. The
researcher conducts the research focused in Senior High School. There are two
types of data, which are primary data and secondary data. Researcher�s primary
data is information obtained from the results of interviews from students and
teachers, which are related to the development of English teaching media in
writing skill. Meanwhile, a researcher's secondary data is information obtained
from the document, which can be used to support the information which is
obtained in the findings of this research.
Instruments
Data collection of this research is literature review, questionnaire, and interview.
Literature review is a technique for identfying,
evaluating, and synthesizing research result and ideas that have been produced
by researchers. The research used literature reviewed method that will be used
to conduct data collection, which is this data collection technique usec when
the researcher intends to conduct a preliminary research aims to find the
essence of the problem that will be researched (Sugiyono, 2013). Reseracher
choosed literatire review as a method that will be used to collect data with the
intent of obtain or dig deeper and detailed information by using various forms
of descriptions from previous research. This research, the literature review
was carried out by looking for references to journals and books that were
relevant to the topics searced on Google Search, Google Scholar, Lib Gen, and
Z-Library. The inclusion and exclusion criteria for journals and books found so
that there not too many articles.
Then,
the researcher chose Questionnaires.
Questionnaires �are
forms used in the survey design complete and returned to the researcher by the
participants in the research as stated by Creswell (2015). Participants mark
answers to questions and supply basic, personal, or demographic information
about themselves. Because the researcher will gather a large amount of data
from students, the questionnaire is chosen as the first data collection
technique.
The researcher also
choosed interview. Interview is a technique used by
researchers in gathering information verbally from respondents through direct
face-to-face interaction or through the use of technologies (such as the
telephone) in order to obtain data that can answer research questions. The use of
audio recordings in interviews allows a person to take notes throughout the
interview regarding the interviewee's answers. Since just a few teachers were
asked, the researcher chose this technique for the teacher (Creswell, 2015, p.
385).In the process of collecting
data, this study used semi-structured interview techniques. This type of
interview is included in the in-depth interview category, which is more free in
its implementation when compared to structured interviews (Sugiyono, 2015, p.
320). The purpose of this type of interview is to find problems more openly,
where the parties invited to the interview are asked for their opinions and
ideas (P. 320). This� research used a
interview technique by asking the specifications of the six main questions of the
instruments. In this research,
there are two teachers
who did the interview.
The teachers are the English teachers
at senior hogh school and have experience in teaching at the senior high school level for 5 years.
Data
Analysis
The data gathered from the student questionnaire was carefully and
thoroughly analyzed by the researcher. Several steps were used to examine the
data (Miles as cited in Nurraufu, 2013, p. 1). This first is coding student data, calculate a percentage of the data to make it
easier to evaluate, data
reduction involves choosing, simplifying, and summarizing data, compare and contrast the theory with the field
data results, displaying
the data.
After
the researcher obtained the data from the interview of teachers, the researcher
analyzed it carefully and in detail. Data
analysis activities according to Sugiyono (2015, p. 337-345) are data reduction, data display, and
conclusion drawing/verification.
1.
Data
reduction
Reducing
data means summarizing, choosing the main things, focusing on the things that
are important, looking for patterns and themes and removing unnecessary ones.
2.
Data
Display
In qualitative research, data presentation can be done in
the form of brief descriptions, charts, relationships between categories,
flowcharts, and etcetera.
3.
Conclusion
Drawing/Verification
Conclusions in qualitative research may be able to answer
the formulation of the problem that was formulated from the start, but maybe
not, because as has been stated that the problems and problems in qualitative
research are still temporary and will develop after the research is in the
field.
Results and
Discussion
The researcher informs
several findings from answering research
question number one about the characteristics of Module to teach and learn
writing self-introduction at senior high school. It
becomes the theories and references in the developing module to teach and learn
writing self-introduction at senior high school. This criteria of this source and references there are
from the books and journals, the journals should be published between
2012-2022, the books should be published between 2012-2022, the journals and
books should discuss the topics of module, teaching, laerning, writing,
self-introduction, and senior high school, and the journals index nationally
and internationally. This chapter describes the
findings in 6 sections. The first is the concept of the module, the second is teaching, the third is
learning, the fourth is writing, the fifth is self-introduction, and finally is
senior high school.
1.��� The characteristics of modules based on the aspect of developing
are: (1) a book written as a complete teaching unit.
It is designed with purpose to ease a learner or a
small group of learners used independently, with or without the presence or
guidance of a teacher, (2) It is to facilitate their active
participation in the process of learning, without regular supervision, (3) It has all
elements of the subject formed into a collection of printed, audiovisual or
computer-based material, a self-contained, officially structured learning
experience, (3) It has a clear set of learning outcomes and assessment criteria, (4) It can aid
learners construct what they learn and understand completed, (5) It has a set
of systematic learning activities based on a curriculum suited to the
competencies that students must acquire.
2.��� The Characteristics of Teaching and Learning
Module Based on Aspect of Teaching:
(1) Teaching is a means for facilitating learning through
a framework, (2)It is an activity of educators showing,
helping, giving instructions, guiding to student to learn how to do something, (3) It
provides with knowledge, causing to know or understand, to get, to change, and
improve skills, personality, ideals, appreciation and the learning, (4) It
can encourage personal discovery that connects old and new ideas, concepts,
information, and knowledge, (5)
It is a conscious effort of an educator or a
term teaching is used to refer to anything done by materials developers, (6) It
can develop all the potential possessed by students so that it causes changes
in behavior.
3.��� The The Characteristics of Teaching and Learning
Module Based on Aspect of
Learning: (1) Learning is normally considered to be a conscious process, a process for
humans, or a viewed as a personal activity that someone constructs for
himself/herself, (2) It is consist of committing to memory of information relevant to
what is being learned, (3)
It is to gain, acquisition, or adding various kinds of
competencies, (4) It is the retention of information or skills, the involvement of
storage systems, memory, and cognitive organization, the application of active,
conscious focus, subconscious attention, and attitudes, (5) It is a
multifaceted process that is usually taken for granted by individuals until
they have difficulty dealing with complex tasks, (6) It is a
change in behavior, relatively permanent but subject to forgetting, the result
of practice, perhaps reinforced practice.
4.��� The Characteristics of Teaching and Learning
Module Based on Aspect of Writing: (1) Writing is a form of
human communication to deliver, to express feelings, ideas, or messages in
written form or based on the use of traditional visible signs, (2) It is one way
to produce a language or written information which is the product of creativity
of the author, (3) It is easier when one knows the exact goal, considering some basic
decisions before sitting down to write.
5.��� The Characteristics of Teaching and Learning
Module Based on Aspect of Self-Introduction: (1) Self-introduction is a making known (name, address, etc) in
order to know each other, telling to understand (know), introducing yourself,
address, family and all about identity, (2) It is can also introduce
the problems faced today that necessitates self-assurance, (3) It is can be
used to determine how people strive to explain themselves to others including
expressing one's name, age, hobbies, and so on and in teaching, (4) It is a kind
of ice-breaking activity to encourage students to get to know each other and
exchange some information.
6.��� The
Characteristics of Teaching and Learning
Module Based on Aspect of Senior
High School: (1) Senior High School is one of the many forms of formal education as advanced from junior
high school (in Indonesia: SMP, MTS, or other equal or continuation learning
results of mutual or equivalent SMP or MTS, (2) It is with the characteristics and personality of the students (age
12-19) as adolescent learners, (3) It can influence student study activities who have a high potential
and an ideal time for learning or learning motor activity, both smooth
and rough, which is a fundamental movement.
Discussion
This
chapter intended to inform the
development of the module. It covers identifying key answers from the
participants of the study: Two teachers, two students, and eighteen tenth-grade
students. The process of development is make specification of the product with identifying the components
of modules, putting the data of module components, the module is drafted, and the module is reviewed by an expert,
resulting in expert validation. Identifying the answers of the respondents was
two teachers, two students, and eighteen tenth-grade students in developing the
module had several components, which were cover, validation, preface,
acknowledgment, table of content, content mapping, content, evaluation,
references, and appendix.
For
the example of the cover for this module is title, writer, and publisher. These have been identified from (Q1.T2),
(Q1.T1), (QQ1). During
the interview, for example, in answering question section Q1 about components of module, first teacher (T2)
said that:
�The
learning module is usually just like the paper. The first and most important
part of it is the cover which includes a title, the author, publisher or
institution that publishes the module.� (Q1.T2).
The
expert validating the product is a professional working in the area of English Language
Teaching. In this research,
there is an expert who did the validation judgment. The expert has a Master
qualification in the area of English Language Teaching, and has experience in
teaching at the university level for 10 years. In addition, he has taught
extensive courses in the English Language Teacher Education Department,
including Curriculum Analysis Development,
English Vocabulary for Daily Communication, and Speaking for Daily
Communication, and Micro Teaching
In
judging the product, the expert makes use of an expert validation instrument.
It consists of ten components comprising 30 indicators. Each indicator scored
good (3 points), fair (2 points), and poor (1 point). Maximum score is 100 ((3 points x 30 indicators x 10) : 9).
To be considered as an appropriate product, the scoring should reach a minimum of
76 points. The
classification of the appropriateness of the product refers to Table 1 (adapted from Qomariyah, 2018).
Tabel 1
The qualification of the appropriateness of
the product:
|
Score |
Qualification |
|
90 � 100 |
Good |
|
80 � 89 |
Fair |
|
75 � 79 |
Poor |
In
the component "module" with 7 indicators, the expert gave a score of 21 (out of 21). This shows that this
component can be considered as "good". The component
"teaching" with 6 indicators, the expert gave a score 28 (out of 18). This shows
that this component can be considered as "good". The component
"learning" with 7 indicators, the expert gave a score of 21 (out of 21). This shows that
this component can be considered as "good". The component
"writing" with 3 indicators, the expert gave a score 9 (out of 9). This shows that this component
can be considered as "good". The component
"self-introduction" with 4 indicators, the expert gave a score 12 (out of 12). This shows
that this component can be considered as "good". The component
"senior high school" with 3 indicators, the expert gave a score 9 (out of 9). This shows that this
component can be considered as "good".
In sum, the expert gave a good in validating
of the product. The score of the
product shows ((3 points x 30
indicators x 10) : 9) = 100. Thus, this product gets a good validation from an
expert after going through various revisions or improvements. Although this
product has been declared good, the author is aware of the imperfections of
this product, both in terms of presentation of material, writing language, and etcetera
that are not quite right.
Conclusion
Based on the conclusion,
questions raised in this research were two questions. The first is asking about
the characteristics of module to teach
and learn writing self-introduction at senior high school.
The second is asking about the development process of module to teach and learn writing self-introduction at
senior high school. Regarding the first research question,
it was found out that the characteristics of module includes six main components. Related to the second
research question, the process of developing the module as the product of this study
comprises of some components. They are cover, preface, and acknowledgment, table of ontent, content mapping,
introduction, materials, evaluation, references, and appendix.
In sum, the research question one provides a basis for the development of the
product. To validate the product, researcher make expert validation
instruments. In this phase, the qualitative data were in the form of notes from
validators and analyzed descriptively.
As this research was
conducted in a very limited time, the sequences of research and development were not completely
done. For further research, experimenting or trying out the product is needed.
In addition, comments from the users were not gathered. Limited literature
could not really support the development of comprehensive research instruments.
The recommendations of the
researcher are for theoretically and practically. For theoretically, this
research is expected to provide useful information regarding instructional
learning modules for teaching and learning writing self introduction in EFL
learning. The results of this study are expected to be a reading reference for
the development of learning modules. For practical purposes, this research is expected to be used by
teachers as a medium for teaching writing self-introduction in EFL learning.
This research is expected to be used by students so that students can be
interested in learning modules and
facilitate students' understanding in EFL learning. The recommendations are
also given to teachers, students, and the future researchers
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Copyright holder: Ega
Nur Fadillah, Wakhid Nashruddin, Ahmad Rifai (2022) |
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