How to cite:

Puput Asri Ramadhani, Prih febtiningsih, Siti Niah (2022) The Development Of English Learning Media

Through Powtoon To Improve Students’ Reading Comprehension At Xi Grade Of Smk Negeri 1 Dayun,

(7) 9

http://dx.doi.org/10.36418/syntax-literate.v6i6

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Syntax Literate: Jurnal Ilmiah Indonesia p–ISSN: 2541-0849 e-ISSN: 2548-1398

Vol.

No.

September 2022

THE DEVELOPMENT OF ENGLISH LEARNING MEDIA THROUGH

POWTOON TO IMPROVE STUDENTS’ READING COMPREHENSION AT XI

GRADE OF SMK NEGERI 1 DAYUN

Puput Asri Ramadhani, Prih Febtiningsih, Siti Niah

Universitas Muhammadiyah Riau

Email: [email protected], [email protected],

[email protected]

Abstract

Reading comprehension is the interaction between readers and the text in order

to form a meaning from the text, which is a complex process that involves word

knowledge and world knowledge. In addition, reading comprehension is one of

the most important reading skills and is required to achieve the overall goals of

the reading process. In reading comprehension, the readers’ involves much

more than responses to text. Hence, reading comprehension is a complex mental

process. stated reading necessitates a connection between learning activities,

the learner's experience, and the learner's prior knowledge in order to form the

meaning of a text. Reading comprehension is not an innate ability, nor is it an

easily facilitated skill that ends when the reader can recognize and say the

written symbols. Indeed, it is a complex process that requires mental abilities

and potentials, practice and drill, and the application of various thinking,

explanation, analysis, critique, and contrasting skills. People can gain a lot of

information and knowledge by reading in this globalization era. Reading

comprehension seems to be a skill that everyone should develop. Reading

comprehension requires three elements to exist: the reader, the text, and the

purposeful activity of reading. Furthermore, the process necessitates ongoing

practice, development, and refinement, as well as creativity and critical

thinking.

Keywords: Development, English Learning Media, Powtoon, Student, Reading

Comprehension

The Development Of English Learning Media Through Powtoon To Improve Students’ 
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Introduction
 
Reading comprehension is not only read the text but also know the meaning of 
the text (Mogea, 2019). According to (Michael, Ejeng, Udit, & Yunus, 2019) reading 
comprehension  is the  level of  text comprehension  that focuses  on  the  recognition of 
words, which then gives rise to meaning; understanding is the ability to fully interpret 
the texts. The importance of reading as a language skill should never be underestimated. 
It is one of the most important ways to obtain information, particularly for educational 
purposes  (Al-Jarrah  &  Ismail,  2018).  According  to    (Saraswati,  2021)  students  are 
expected to master reading by achieving the competency standard and basic competency 
which  are  established  based  on  the  curriculum  2013.  Furthermore,  students  should 
master in reading because there are many enhanced books written in English (Andrés, 
2020).  On the  other  statement  by Tang  et  al.  (2019)  that  Reading  comprehension  is 
more than just reading aloud; it is reading that is established to understand the meaning 
of words, sentences, and paragraphs as they are. 
If a student basically reads aloud but does not understand the content of the text, 
the  student  is  failing  to  comprehend  the  passage  (Tang,  Asrifan,  Chen,  Haedar,  & 
Agussalim, 2019). Finding the technique or method to solve the problem is critical for 
the teacher (Yenice, 2011). 
In reading, most of students will encounter some unfamiliar words while reading 
(Nation & Coady, 2014). This means that reading comprehension is not easy to do. This 
is mentioned by (Rahayuningsih, 2020) that in fact, there are still a lot of students who 
struggle with reading comprehension. (Satriani, 2018) also argue that  students may get 
difficulties in reading comprehension. According to (Nurjanah, 2018) (Shofi & Jannah, 
2022)  in  reading,  students  commonly  have  problems  due  to  a  lack  of  vocabulary. 
Students are struggle with many issues when it comes to understanding the text, such as 
vocabulary  knowledge,  background  knowledge,  grammatical  problems,  and  poor 
reading  strategies, all of  which  are critical  to  reducing the  difficulty  (Wyatt,  Midraj, 
Ayish, Bradley, & Balfaqeeh, 2021). Students are struggle to determine the main idea 
and locate specific information in the texts (Englert & Mariage, 2020). Hence, students 
may have difficulty understanding reading text due to incorrect word identification and 
recognition (Roembke, Hazeltine, Reed, & McMurray, 2019). Moreover, another factor 
of students’ reading problems is that students have less motivation in reading. One of 
the problems in reading is caused by a lack of motivation and ability to read. According 
to  (Dedi,  2018)  motivation  is  a  type  of  internal  drive  that  pushes  someone  to  do 
activities like reading in order to achieve learning objectives. The reason why students 
are less motivated is because they are feel bored with the teachers' traditional approach, 
which makes them less motivated to learn to read (Rizqon, 2021). Furthermore, the use 
of  less  innovative  learning  media  is  also  a  cause  of  reading  problems.  As  stated  by 
(Widyahening, 2018) the use of learning media that is less innovative makes students 
feel  bored.  However,  it  is  still  necessary  for  students  to  master  in  reading 
comprehension (Dhillon, Herman, & Syafryadin, 2020).  

Puput Asri Ramadhani, Prih febtiningsih, Siti Niah 
 
 Syntax Literate, Vol. 7, No. 9, September 2022  15580 
Based on the observations conducted on January 17th, 2023, in the XI Technical 
Light  Machine (TKRO) class at  SMK Negeri  1  Dayun, it was found  that the school 
implements the Curriculum 2013. The primary learning media used by the teacher were 
monotonous such as; whiteboards and textbooks (Aisyah & Haryudin, 2020). To engage 
the students before the lesson, the teacher make a guessing game as a brain refreshment 
activity.  After  doing  that,  the  teacher  proceeded  to  explain  the  material  on  the 
whiteboard. Throughout the lesson, they are several students were not attention to the 
teacher's explanations. Some students were playing with their cellphones, while others 
are making fun with their friends. 
Moreover, the teacher said that students had lack of motivation to study English, 
which subsequently affected their level of focus during lessons (Lei & Medwell, 2021). 
However, the teacher said that students particularly enjoy engaging with videos, games, 
and quizzes as part of their learning activity. The teacher had previously experimented 
with  the media  and  witnessed  positive student engagement.  Furthermore, the teacher 
expressed difficulty in consistently innovating and incorporating various learning media 
into the lessons because the teacher is busy on her schedule of the other activity beside 
as  a  teacher.  As  a  result,  the  teacher  using  a  general  teaching  approach  in  learning 
activity. After doing the interview with the teacher, the researcher interview 11 out of 
the  16  students  of  XII  TKRO.  The  students  said  English  is  difficult.  Students  also 
mentioned that reading and writing as particularly difficult due to lack of vocabulary 
and lack of motivation in learning. Furthermore, students said that reading is a boring 
activity.  
Referring to problems above, it is necessary for the teachers to think about what 
learning  methods  they  will  use  to  improve  their  students  reading  comprehension. 
English teachers are expected to develop an appropriate learning strategy to  improve 
reading  comprehension  (Haerazi,  Prayati,  &  Vikasari,  2019).Hence,  the  teachers  can 
boost their students’ learning motivation by developing some learning methods (Lin & 
Tsai, 2021). (Puspitarini & Hanif, 2019) stated that learning activities will run smoothly 
when students have the motivation to learn. The use of learning methods can not stand 
alone because the media is also required as a tool to convey materials for the students. 
According  to  Mellisa  et  al.  (2023)  the  use  of  learning  media  can  improve  the 
effectiveness of the learning process. Reading comprehension can be improved using 
technology, and in fact, there are many sources of media that can be applied by teachers 
in teaching reading (Napratilora, Lisa, & Bangsawan, 2020) 
In addition to learning media, the use of media as a learning methods is not a 
new thing in this era of globalization as it is  today (Rahmatullah & Ghufron,  2021). 
Teachers can use media to process, capture, and convey information from a student to 
another so that students can easily understand the message (Laksana, 2017) Sukardi et 
al., 2020). According to (Lestari, Suranata, & Bayu, 2022) learning process will become 
more interesting and less monotonous by using learning media; students can also be 
directly involved in using the media, making students more active and the classroom 
atmosphere more enjoyable. Basically, the use of the media in the process of teaching 

The Development Of English Learning Media Through Powtoon To Improve Students’ 
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and  learning  English  will  attract  students’  motivation  and  attention  (Sinaga  & 
Oktaviani, 2020). (Erya & Pustika, 2021) also expressed that the students are interested 
in something digital, online, and unique.  
Referring to the background previously described, the researcher is interested to 
develop  English  learning  media  to  make  new  innovation  of  learning  media  and 
hopefully  can  improve  students  reading  comprehension.  In  this  development,  the 
researcher  will  focus  on  analytical  exposition  text  material,  in  accordance  with  the 
syllabus. Also the researcher will provide animation video to improve students’ reading 
comprehension  through  Powtoon.  One  of  audio-visual  media  that  recently  and  more 
often used as learning media is Powtoon animation video (Deliviana, 2017). Powtoon 
application is one type of technology media that can be used to make new innovation of 
English learning media. As mentioned by (Ridha Yoni Astika, Anggoro, & Andriani, 
2019)  Powtoon has  advantages in  terms of  animation features,  there  are handwritten 
animations, cartoons, transition effects, and the ease of use of the timeline. In line with 
that statement, a similar study has been done by Ningsih (2021) she used the Powtoon 
application to teach recount text. The results demonstrated that using Powtoon in the 
classroom  can  create  an  improved  atmosphere,  increase  student  motivation  and 
independence,  and increase teacher creativity.  (Pada, 2021)  conducted a study  which 
used an experimental design in determining the impact of using Powtoon to the students' 
motivation. According to the study findings, using Powtoon has a necessary impact on 
increasing student motivation.  
Based on explanation and  the results of  obeservation  above, the researcher is 
interested conduct the research entitled "The Development of English Learning Media 
Through Powtoon To Improve Students’ Reading Comprehension At XI Grade of SMK 
Negeri 1 Dayun”. 
 
Research Methodology 
This  research  conducted  by  R&D  (research    and  development)  method. 
According to (Sandiyanti, 2018) Research and Development is a research method that 
produces  products  and  tests  the  effectiveness  of  these  products.  Research  & 
Development is research that begins with research and then continues with development 
(Gusti Astika, 2020). This research is used to develop English learning media based on 
powtoon as a teaching method of reading comprehension for class XI vocational high 
school. The researcher will develop English learning media through Powtoon with audio 
visual type namely animation video to improve reading comprehension. 
In  this development  research,  the  researcher  will  use the  ADDIE  model  as  a 
design that is considered appropriate to use in this research (Ab Latif & Nor, 2020). The 
ADDIE  model  was  developed  by  (Molenda,  2003).  The  ADDIE  model  is  chosen 
because  it  correlates  with  the  problems  underlying  this  research;  there is curriculum 
analysis,  students  and  teacher  problems  analysis,  and  consideration  of  student 
characteristics and existing conditions. Analyze, Design, Development, Implementation, 
and Evaluate are the five steps of the ADDIE model research (Cahyadi, 2019). 

Puput Asri Ramadhani, Prih febtiningsih, Siti Niah

Syntax Literate, Vol. 7, No. 9, September 2022 15582

Research Setting

The research is being conducted at SMK Negeri 1 Dayun, which is located on

Permai Sawit Village in Dayun District, Riau, Indonesia. This research will conducted

on Agustus 2023 in first semester of academic year 2023/2024.

Research Subject

The population for this research to develop English learning media is XI grade

students at SMK Negeri 1 Dayun. There are 5 classes of eleventh grade students at

SMK Negeri 1 Dayun, with each class consisting of 25 to 30 students. The sample

corresponds to the XI technical light vehicle class. The total number of students in the

sample for this research was 26, and there are only male students in this class.

Therefore, the selection of the XI technical light vehicle class as the sample for

this research was based on several considerations. The observation results indicated that

this particular class faced challenges in their learning activities due to a lack of

innovative learning media. Recognizing this issue, it became crucial to target this

specific class in order to address and explore potential solutions for improving their

learning experience.

Research and Development Procedure

The procedure for development learning media with ADDIE model are:

Analyze

The first steps in ADDIE model is analyze. In this step, the researcher will do

observation and interviews to know students problems, needs and how the learning

activities in the classroom. This is conducted to determine what the students need to

improve their reading comprehension. Furthermore, the results of those analyses can

help the researcher find the most suitable learning media for the students.

Design

For the second step, the researcher starts to design the learning media after

analyses the students problems and condition in the classroom (Fahreza, Sumilat,

Anggraheni, Wayansari, & Leonard, 2022). The design step consist of media designed

in the form of animated video or known as audio visual media. The researcher uses a

syllabus as a guide for learning material to design a learning media. The design of

learning media will consist of analytical exposition material and the duration of the

animated video will be 7-10 minutes. The video animation learning media also comes

with several creation of interesting filters and sound using the Powtoon.

Development

At this point, the design of learning media must be revised and validated by the

experts. The data gathered by experts through the use of validation instruments will be

analyzed to determine whether the media are good and appropriate for the students. As a

result, the product will be revised once more. This revision will not be completed until

the product has been approved by the experts. The team of experts consists of two

experts; one material expert and one media expert.

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Implementation

Product trials are conducted during the implementation stage. It means that the

product has been approved for the students.

Evaluation

This represents the end of the steps. Post test will be taken at this step to

recognize the effectiveness of development products and research. The results of the

evaluation are used to provide feedback to the user model/ method.

Data Collection Method

In this research, the following types of data collection methods were used in this

study:

a. Observation.

Observation was assist in monitoring the learning process in the classroom. The

goal of observation is to find out how the process of learning activities, find out the

learning method, and the learning media that used.

b. Interview.

The interview was conducted with a teacher who teaches English lessons and the

students of XI TKRO. The interview was to know what the students problems and

needs, as well as what the teacher's problem in the process of learning activity.

c. Questionnaire.

Questionnaire are using to measure the media and material are valid to be use for

this research. The questionnaire will be given to the material expert and media

expert.

d. Reading Comprehension Test (Pre-test and Post test)

The students were assessed by the pretest scores, which will be compared to post

test score and determine there are any improvements in their reading

comprehension.

There are four instruments that are used in this research:

1. Media Expert Validation Instrument,

2. Material Expert Validation Instrument,

3. Reading Comprehension Test,

4. Documentation.

Data Collection Procedure

1. Pre-test.

The pre-test was carried out before the research began to see the differences

obtained after the learning media had been developed.

2. Post test.

The post test is carried out after the media developed is suitable for use. The results

of the post test will be compared with the pre test to see whether the developed

media is successful in improving students' reading comprehension

Data Analysis Technique

To develop the English learning media, the data is collect by using a interview,

questionnaire and reading comprehension text.

Puput Asri Ramadhani, Prih febtiningsih, Siti Niah

Syntax Literate, Vol. 7, No. 9, September 2022 15584

1. Observation

The primary objective of observation is to ascertain the dynamics of learning

activities, identify the teaching methodologies employed, and explore the learning

resources utilized.

2. Interview

The interview aimed to understand the challenges and requirements of the students,

along with identifying the issues encountered by the teacher during the learning

activities.

3. Questionaire

The questionaire analysis technique was used descriptively, with data obtained

from a questionaire by a media expert and a material expert in the form of

qualitative data that would be converted into quantitative data or likert scale. The

results of this questionaire data will be obtained from a Likert Scale assessment

question, whereas qualitative data will be obtained from an assessment based on the

validators' criticism and suggestions.

Result And Discussion

This study aims to produce interactive learning media products using Powtoon

media with the aim of increasing students' reading comprehension (Kafah, Nulhakim, &

Pamungkas, 2020). This media can be used on smartphones or tablet devices. Thus, this

research includes development research (Development and Research).

This research was conducted at SMK Negeri 1 Dayum permai Villager, Siak and

16 students were selected to use media Powtoon. In this study, a pre-test and post-test in

the form of a reading comprehension test was done to determine the level of students'

reading comprehension.

Media Validation and Material Validation data.

a. Media Validation Result

Validation by media experts aims to determine the suitability of the media being

developed. This validation was carried out by one of the media expert validators. This

test was carried out using a Likert scale with a score of 4 = Very Good, 3 = Good, 2 =

Fair, and 1 = Not Good.

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15585 Syntax Literate, Vol. 7, No. 9, September 2022

Table 1

Result Media of Validation Step I

Indikator

Skor

Ketepatan penggunaan jenis huruf

Ketepatan penggunaan ukuran huruf

Kesesuaian warna huruf dan background

Keterbacaan tulisan

Kejelasan materi dalam video

Ketepatan pemilihan background

Penggunaan animasi video

Penggunaan icon animasi

Kesesuaian tata letak Teks

Kemudahan mengakses media

Kemampuan media untuk menambah pengetahuan siswa

Kemampuan media untuk mendorong siswa dalam belajar sendiri

TOTAL

Based on table 1 above, it can be seen that the results of stage 1 validation by

media experts obtained a percentage of the eligibility component of 93,75% with "very

good" criteria. From stage 1 media analysis data, the overall feasibility of the

assessment in the form of a quality percentage with the following results:

P = 45 X 100% = 93,75

According to media experts, this Android-based interactive learning media is

included in the "good and requires revision" category. In this case, the researcher needs

a slight revision according to the advice of media experts, as follows:

Table 2

Error

Resolution

Consistency of sound power

needs to be considered

Adjust the volume more consitent

The example need to be

explain

Give more example and read louder

The tips section doesn't match

between the writing and the

sound

Tips section and sounding must be more

adjusted.

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Syntax Literate, Vol. 7, No. 9, September 2022 15586

Table 3

Result Media of Validation Step II

Indikator

Skor

Ketepatan penggunaan jenis huruf

Ketepatan penggunaan ukuran huruf

Kesesuaian warna huruf dan background

Keterbacaan tulisan

Kejelasan materi dalam video

Ketepatan pemilihan background

Penggunaan animasi video

Penggunaan icon animasi

Kesesuaian tata letak Teks

Kemudahan mengakses media

Kemampuan media untuk menambah pengetahuan siswa

Kemampuan media untuk mendorong siswa dalam belajar sendiri

TOTAL

Based on the objectives of this development research, it can be seen that the

development of learning through powtoon media to improve reading comprehension of

students of XI SMK 1 Negeri Dayum was carried out using the ADDIE development

model, which consists of several stages, namely analysis, design, development

(development), implementation (implementation), and evaluation (evaluation).

Researchers carry out activities including needs analysis. The first stage in the

process is analyzing the problems and needs of students by making observations. Based

on the results of observations, it is known that students have difficulty writing answers

to questions given by educators because they are confused about how to write sentences

from these answers..

Discussion

Based on the results and discussion on learning media through powtoon

research, the following results are obtained:

Learning media through powtoon media can help make learning fun for students.

Learning media through powtoon learning media is declared suitable for use in learning

based on the results of material expert validation with a percentage value of 93.18% and

media expert validation of 95.83%.

Media learning through powtoon received effective criteria in the effectiveness test

conducted by class X1 students of SMK Negeri 1 Dayum. By carrying out pretests and

posttests.

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15587 Syntax Literate, Vol. 7, No. 9, September 2022

Suggestion

In order for there to be an increase in the development of this Android-based

interactive learning medium, the authors suggest related parties, including the

following:

For students, they can use learning media through Powtoon as a means of independent

learning.

For teachers, it is hoped that they can find ways to make lessons interesting by using

learning media that pay attention to and interest in student learning so that student

learning outcomes can increase.

For future researchers, it is suggested that this learning medium through powtoon be

further developed so that it can be used as a means for learning Siwa's reading

comprehension.

Puput Asri Ramadhani, Prih febtiningsih, Siti Niah

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