Development of Descriptive Text Module Based on Contextual For Students Class X of State Senior High School Gunung Meriah Aceh Singkil (Published)
This study aims to know the module process developed for descriptive text class X of State Senior High School 1 Gunung Meriah Aceh Singkil, to find out the results of writing the descriptive text, and to find out the effectiveness of the descriptive text module. This study used Research and Development (R & D) method. This research method refers to Borg & Gall model with a slight adjustment according to the research context. The type of data used was quantitative description. The results of the study showed that: (1) the first stage module development process was to analyze problems and needs, plan teaching materials, validate modules to material experts and design experts. The results of the validation of the material experts showed that the feasibility of the content with an average of 95.44% in the criteria of very good, the feasibility of the presentation with an average of 93.74% in very good criteria, language feasibility with an average of 93.33% in very good criteria and book feasibility with an average of 99.80% in very good criteria. The validation results from the design experts on the feasibility of the design showed that the module size had an average percentage of 95.83% in very good criteria, the module cover design with an average of 87.95% in very good criteria, and the design of module contents with an average of 89.70% on the criteria of very good. The average percentage results from the overall design assessment sub-component was 90.27% with the criteria of “very good”. The average percentage of individual trials was 90.27%, small group trials was 84.43%, and the limited field group test was 84.43% with the criteria “very good”; (2) Learning outcomes of students in the pretest stage obtained learning outcomes of students class X amounting to 30 people with the total 1991 with an average of 66.36% while in the posttest stage obtained learning outcomes with a total value of 2289 with an average of 76.3%; (3) the average value of students who used contextual based modules was higher with an average of 76.3 %% compared to the average value of students before using teaching materials in the form of modules with an average of 66.36%.
Keywords: Contextual Based, Descriptive Text, Module
Development of Speed Reading Teaching Materials Based On Anticipation Guide Strategy in Observation Result Report Text in Students Class X Mas Sinar Islami Bingai (Published)
This study aims to know the results of the development of learning materials to read quickly based on anticipation guide strategy on observation report text in student class X MAS Sinar Islami Bingai. The research method used is research and development (R & D) method proposed by Sugiyono refers to Borg & Gall model. The test subjects consisted of 3 students with individual trials, 9 students with small group trials, and 30 students with limited field trials. Data collection techniques used were observation, interviews, questionnaires and reading tests. The results showed that: (1) material expert validation including content feasibility with an average of 85.15% on very good criteria, presentation feasibility with an average of 90.38% on very good criteria, and language aspect with an average of 89 , 42% on very good criteria, (2) design expert validation with an average of 82.41% on very good criteria, module size aspect with an average score of 87.5%, cover design with an average score of 85.71% and module design with an average score of 80.55%. (3) teacher responses with an average of 91.91% on very good criteria, (4) individualized trials with an average of 76.85% on good criteria, (5) small group trials with an average of 81.56 % on very good criteria, and (6) limited field tests with an average of 87.54% on very good criteria. The result of student speed reading test before using module equal to 60,67, while the result of speed reading test of observation result text of student after using module increased by 90,33. The difference is 29,66 from before to after. This proves that the teaching materials to read quickly an observation result report text developed can improve student learning outcomes by using learning methods based on anticipation guide strategy. The implication of this research is to give a practical contribution especially in the implementation of learning for teachers as additional teaching materials and as a means to assist and facilitate the students in comprehending the material to read observation results report text so that it can be applied to their life.
Keywords: Development, Module, Speed Reading, Teaching Materials
The Development of Teaching Material of Writing Complex-Procedure Text Based Thinking Map on X Grade Students of State Vocational School 7 Medan (Published)
This research aims to know the result of teaching material development of writing complex-procedure text based thinking map on X grade students of State Vocational School 7 Medan. The used method is Research and Development (R&D) proposed by Sugiyono refered to Borg & Gall model. The trial subject consists of 3 students for individual tria, 9 students for small group trial and 32 student for limited field trial. Data collection technique uses observation, interview, questionaire, and writing test of writing explanation text. The research result shows that: (1) validation of material expert includes contents expediency gets the average 87.5% on very good criterion, presenting expediency obtains the average 85.57% on very good criterion, and the language aspect has the average 88.46% on very good criterion, (2) design expert validation has the average 85.41% on very good criterion, (3) the teacher’s response gets the average 86.03% on very good criterion, (4) the individual trial has the average 78.47% on good criterion, (5) small group tria has the average 82.41% on very good criterion and (6) limited field trial on the average 85.54% on very good criterion. The result of writing complex-procedure text before using module gets 71.09 while learning test result of writing complex-procedure text after using module increases 86.71 %. The different is 15.62% before and after using module. This proves that teaching material of developed writing complex-procedure text can increases student’s learning result by using learning method based thinking map.
Keywords: Complex Procedure Text, Learning Material, Module, Thinking Map