DEVELOPING E-MODULE ASSISTED BY FLIP PDF

PROFESSIONAL IN TEACHING WRITING RECOUNT

TEXT FOR SECOND GRADE STUDENT’S OF JUNIOR
HIGH SCHOOL

A RESEARCH PAPER

Submitted to the English Education Study Program Language Education Faculty

of IKIP Siliwangi in Partial Fulfilment of Requirements for the Sarjana
Pendidikan Degree

By
Rika Kartika
Student’s ID. 18220037

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE EDUCATION
IKIP SILIWANGI
CIMAHI
2022
 APPROVAL SHEET
DEVELOPING E-MODULE ASSISTED BY FLIP PDF PROFESSIONAL IN

TEACHING RECOUNT TEXT FOR SECOND GRADE STUDENTS’

OF JUNIOR HIGH SCHOOL

By
Rika Kartika
Student’s ID. 18220037

Approved for Oral Examination Session:

Supervisor I Supervisor II

Ningtyas Orilina Argawati, M.Pd. Hendra Husnussalam S.Pd, M.Hum.

NIDN. 0424098701 NIDN: 040711793

ii
 STATEMENT OF ORIGINALITY

I Hereby Declare That My Thesis Entitled "Developing E-Module Assisted By

Flip PDF Professional In Teaching Writing Recount Text For Second Grade

Students’ of Junior High School" is entirely my own and original works which I

fulfilled as one of the requirements for obtaining Sarjana Pendidikan degree

from IKIP Siliwangi Bandung. There are certain parts that I cited in writing this

thesis are sourced other studies by following the prevalnet procedure of scientific

writing. If in the future my statement is not true, I willing receive a sanctions in

accordance with the applicable regulations.

Cimahi, Oktober 2022

Rika Kartika
NIM. 18220037

iii
 PREFACE

Praise be to Allah SWT, the Almighty God who has gave His grace and

blessing, thus that the thesis "Developing E-Module Assisted By Flip PDF

Professional In Teaching Writing Recount Text For Second Grade Students’ Of

Junior High School. This thesis examines the development of e-module that can

be used as by junior high school teachers the guidelines are located. This thesis

has not been completed expect with the academic guidance of the supervisors

Ningtyas Orilina Argawati, M. Pd and Hendra Husnussalam, S.Pd, M.Hum

where the researcher received many guidance and many lessons, as partial of the

requirements for Sarjana Pendidikan Degree.

The researcher realizes that this thesis is still far from perfection.

Therefore, suggestions and criticisms are very much welcome. Finally, the

researcher hope that this thesis can be useful for the development of the world of

education.

The Researcher

Rika Kartika

iv
 ACKNOWLEDGEMENT

All praise and gratitude to the presence of God Allah SWT, who give us

Messing and mercy therefore I can complete the thesis entitled “ Developing E-

Module Assisted By Flip Pdf Professional In Teaching Writing Recount Text For

Second Grade Students’ of Junior High School”. Shalawat and greetings always

go to Prophet Muhammad SAW, his family, companions and adheremis.

The authors would like to express their gratitude to both parents and

husband who have never stopped giving love, sacrifice and prayers for the

completion of this research, as well as children who have been the biggest

encouragement and motivation so that this research can be completed on time.

The authors also thank the research supervisors, namely Ningtyas Orilina

Argawati, M.Pd and Husnussalam, S.Pd., M.Hum who always provide support,

motivation, advice and input in guiding this thesis. The researcher realizes that in

completing this thesis, the researcher received a lot of direction, assistance, and

support from various parties, either directly or indirectly, so that this thesis can

be completed properly. Therefore, on this occasion the researcher would like to

express his gratitude especially to:

1. Prof. Dr. Hj. Euis Eti Rohaeti, M.Pd., as the Rector of IKIP Siliwangi

2. Dr. Hj. Teti Sobari, M.Pd., as the Dean Faculty of Language Education

3. Yana, S,Pd, M.Hum., as the Head of English Education Study Program

4. All lecturers and staff of the faculty of language education for their

direction while researcher study at IKIP Siliwangi Bandung.

v
 vi

The researcher hopes that this research will provide benefits for the

advancement of education and the readers of this research.

 ABSTRACT

Writing is one of the important skills that should be mastered by the

students’.Writing is considered the most difficult and complicated language skill
to be learned. Writing needs hard thinking to produce idea, words, sentences,
paragraph, and composition. However, in reality students’ have difficulty in
learning it, especially in the Recount Text material. The problem came from
Teachers that have limitations in using teaching materials to support learning
process. This research objectives are to describe the process, the feasibility, and
students’ and teacher’s respond toward E-Module assisted by Flip PDF
Professional. This research method is Research and Developemnt (R&D) in
which adapted from Borg and Gall. The results of this research were analyzed
qualitatively. This research was conducted in one of junior high school in West
Bandung Regency involving eighth grade students’ and teacher. The research
revealed three results. First, the development process produces digital teaching
materials in the form of E-Module with Recount Text material assisted by Flip
PDF Professional. Second, the feasibility of E- Module reached feasible
category based on the validation results by language and teaching materials
expert validators. Third, the responses of students’ and teacher towards the
development of E- Module. Furthermore, this research provides suggestions for
further researcher and development researcher.

Key Term: E-Module, Flip PDF Professional, Recount Text

vii
 TABLE OF CONTENTS

TITLE PAGE.............................................................................................................

APPROVAL SHEET...............................................................................................ii

STATEMENT OF ORIGINALITY......................................................................iii

PREFACE................................................................................................................iv

ACKNOWLEDGEMENT.......................................................................................

ABSTRACT............................................................................................................vii

TABLE OF CONTENTS......................................................................................viii

LIST OF TABLES...............................................................................................xvii

LIST OF FIGURES................................................................................................xi

LIST OF APPENDICE..........................................................................................xii

CHAPTER I INTRODUCTION.......................................................................................

A. Background Of The Research..............................................

B. Research Questions...............................................................

C. Objectives of The Research.................................................

D. Significant Of The Research................................................

E. Operational Definition..........................................................
CHAPTER II LITERATURE REVIEW........................................................................ 10

A. Electronic Module (E-Module)..........................................10

B. Flip PDF Professional.........................................................18

C. Writing.................................................................................20

D. Recount Text........................................................................30

CHAPTER III RESEARCH METHODOLOGY.......................................................... 37

A. Research Method................................................................37

B. The Subject of the Research...............................................39

C. Instruments of the Research..............................................40

D. Product Validation..............................................................41

E. Data Analysis Technique....................................................42

CHAPTER IV RESULTS AND DISCUSSIONS........................................................... 44

A. Results..................................................................................44

B. Discussions...........................................................................70

CHAPTER V CONCLUSION AND SUGGESTION.................................................... 73

A. Conclusion...........................................................................73

B. Suggestions...........................................................................74

REFERENCES.......................................................................................................75

APPENDIX.............................................................................................................79

Appendix 1 Student Interview Transcription............................................................79

Appendix 2 Teacher Interview Transcription...........................................................82

Appendix 3 Field Note Observation.........................................................................86

RENCANA PELAKSANAAN PEMBELAJARAN (RPP).................................87

Students’ Questionnaire.........................................................................................90

Teacher Questionnaire...........................................................................................93

Appendix 7 Validation Sheet....................................................................................96

Appendix 8 Instrument of The Research Approval...................................................97

Appendix 9 Documentation......................................................................................98

LIST OF TABLES

Table 2.1 E-Module Framework..........................................................................16

Table 2.2 The Punctuation Rules..........................................................................27
Table 2.3 The Capitalization Rules......................................................................28
Table 3.1 Sample Information..............................................................................40

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 LIST OF FIGURES

Figure 4.1The Preliminary Draft Product.............................................................46

Figure 4.2 Before and After Revision on Content Components..........................48
Figure 4.3 Before and After Revision on Presentation Components...................49
Figure 4.4 Before and After Revision on Preliminary Field Testing...................52
Figure 4.5 E-Module Cover.................................................................................55
Figure 4.6 Table of Content.................................................................................56
Figure 4.7 Basic Competencies, Main Competencies and Learning Objectives...56
Figure 4.8 Material Description Page...................................................................57
Figure 4.9 Exercise...............................................................................................57
Figure 4.10 The Final Product..............................................................................58
Figure 4.11 Content Feasibility Components.......................................................58
Figure 4.12 Presentation Feasibility Components................................................59
Figure 4.13 Language Feasibility Components....................................................60
 LIST OF APPENDICE

Appendix 1 Student Interview Transcription....................................................... 79

Appendix 2 Teacher Interview Transcription....................................................... 82

Appendix 3 Field Note Observation..................................................................... 86

Appendix 4 Research Lesson Plan....................................................................... 87

Appendix 5 Students’ Questionnaire.................................................................... 90

Appendix 6 Teacher Questionnair........................................................................ 93

Appendix 7 Validation Sheet................................................................................ 95

Appendix 8 Instrument of The Research Approval.............................................. 97

Appendix 9 Documentation.................................................................................. 98

xiii
 CHAPTER I
INTRODUCTION

A. Background of The Research

English is an international language spoken in most countries in the world. It is

used as a mean of communication. Many countries use English for many occasions

such as diplomatic, social, education, etc. some countries consider English as their

native language, but in Indonesia English is considered as a foreign language. As a

foreign language, English is not normally used as a medium of instruction, but English

is used in formal setting, such as school and university. It means that English in

Indonesia is not used for daily interactions, and it is learned in school as one of subjects

in school.

Studying English as a foreign language is gradually getting more important. In

Indonesia, English is considered as a first foreign language and compulsory subject to

be taught in high school. One of the aims of teaching English is developing the ability

to communicate. The ability involves the four skills: listening, speaking, reading and

writing.

The researcher is mainly focused on writing skill. Writing is one of the

important skills that should be mastered by the students’. As Nunan (1999) states that

writing is considered difficult by most students’ where they often make mistakes in

writing. W r i t i n g needs hard thinking to produce idea, words, sentences,

paragraph, and composition. In writing,they need to express their feeling in a good

way. They need to express their ideas and emotion creatively, so the reader can

understand their writing.

1
 2

Raimes (1983) indicates that writing can help our students’ for those reasons;

firstly writing reinforces the grammatical structures, idioms and vocabulary that we

teach, secondly when students’ write, they have a chance to be adventurous with the

language to take risks, and lastly they become very involved with the new language; the

effort to express ideas. There are many writing forms, some are creative, and some are

not. However, all writing is creative writing due to writing uses the materials of

language, experiences, knowledge, textual sources, personal ideas and imaginings of

the writer, bringing out something that did not exist before. Raimes (1983: 3) proposes

the most important reason writing helps students’ learn. Why writing is important. He

mentions that: First, writing reinforces students’ grammatical structure, idioms and

vocabulary. Second, when students’ write, they have a chance to express what they

have already learnt. Third, students’ become involve in new language when they are

writing. They will discover something new to write or a new way to express their ideas.

Based on the results of observations at SMPN 3 Ngamprah, researchers found

problems that: (1) teachers had used e-module teaching materials other than printed

books and worksheets in face-to-face learning and online learning, but the e-module

developed by the teacher was only in PDF format. . This is due to the limitations of

teachers in mastering information and communication technology, so teachers have not

been able to take advantage of existing software to develop e-modules with a more

attractive appearance and can present learning audio and video. So that the e-module

used in learning does not only contain a lot of material and can help students’

understand the material independently; (3) teachers and all students’ already have and

can operate smartphones, while only a few students’ have computers, so that e-modules

are suitable for students’ to use, which can be accessed via smartphones; (4) for

learning materials, the teacher said that recount text material is material that requires
 3

many examples that must be packaged attractively, such as the use of pictures and also

presenting examples through videos so that students’ easily understand the material.

According to syllabus second grade of junior high school the students’ should

be able to analyze the social function, structure, and language features of recount text.

writing, they need to express their feeling in a good way. They need to express their

ideas and emotion creatively, so the reader can understand their writing. Based on the

writer’s experience, the most difficult skill to learn is writing. The writer has observed

some students’ in SMP Negeri 3 Ngamprah about the students’ problems in writing

English text. There are some problems that they faced. First, they lack of vocabularies,

second they do not know how to make a good sentence due to they grammar skill is

low, and third they do not know how to organize writing.

According to Elanneri Karani (2008), there are four problems encountered by

the students’ when they are ordered to write a text. They are problems in content,

organizing, vocabulary, and grammar. First is content, it means that the students’

cannot produce an effective text due to they cannot construct the main idea and

supporting detail into a paragraph. Second is organizing, in organizing the students’

cannot organize paragraph into a good text. Third is vocabulary, sometimes the

students’ lack of vocabulary for constucting a good paragraph, so the students’ cannot

convey their ideas and opinions smoothly. Fourth is grammar, a good text describes a

sentence structure correctly, and the paragraph has a good order of the words in

sentence sequence. In other word, the students’ faced many problems in writing English

text. Their problems focus on the writing procedures, and they usually lack of

vocabulary and grammar mastery to start writing English text.

 4

These problems can be influenced by some factors. Based on the writer’s

experience while teaching in SMP Negeri 3 Ngamprah, such as : 1) teaching materials

that are often used by teachers in learning process generally use printed media such as

handbooks and teaching materials is not interactive and effective in learning process, so

the students’ motivation in teaching and learning activities is low; 2) teachers had used

e-module teaching materials other than printed books and worksheets in learning

process, but the e-module developed by the teacher was only in PDF format, this is due

to the limitations of teachers in mastering information and communication technology,

so teachers have not been able to take advantage of existing software to develop e-

modules with a more attractive appearance and can present learning audio and video.

So that the e-module used in learning does not only contain a lot of material and can

help students’ understand the material independently; 3) teachers and all students’

already have and can operate smartphones, while only a few students’ have computers,

so that e-modules are suitable for students’ to use, which can be accessed via

smartphones; (4) For learning materials, the teacher said that recount text material is

material that requires many examples that must be packaged attractively, such as the

use of pictures and also presenting examples through videos so that students’ easily

understand the material.

One of the thing that can applied to overcome the problems faced by students’ is

made another teaching materials to increase they motivation in learning English,

especially in writing recount text.

Therefore, the researcher decided to develop a learning material that resembles

a textbook, namely an e- module. E-module is a teaching material that uses electronic

media in the form of computers, laptops, and smartphone in delivering media to taught

students’ in class. Several electronic devices that can be combined to build an

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electronic module are: 1) Microsoft Office Power Point, 2) Microsoft Office Word, 3)

Sofware(application) and the web.

E-Modules are teaching materials that can direct and build students’

independence in understanding learning materials. Nisa et al. (2020: 14) emphasized

the advantages of e-modules, namely the cost of making it economical, efficient to

carry, strong and will not be worn down by time, and can be equipped with images,

video, audio and animation.

There is a lot of software that can be used in developing e-modules, namely

kvisoft flipbook maker (Sugianto et al., 2017), 3D page flip professional (Ferdianto et

al., 2019), exe-learning (Muzijah et al., 2020) and flip pdf professional (Seruni et al.,

2020). et al., 2019). Among these software, flip pdf professional has advantages,

namely how to work on flip pdf professional and the operation of the final product

produced is not difficult, can be published offline so that it can be run on a computer

and uploaded online so that it can be run on computers and smartphones. This is what

makes flip pdf professional can be used for beginners who do not know the HTML

programming language (Seruni, 2019: 50).

Flip Pdf Professional is software that can convert PDF files to digital publication flip

pages so that they can be flipped over like a book when opened. In flip pdf professionals can

also add images, audio, video, animation, quizzes, buttons, and others, so as to make the final

product display attractive and interactive (Agustin et al., 2021: 164).

Using professional flip pdf software in developing e-modules is very good and suitable

for use in the learning process. This can be seen from the results of research conducted by

Seruni, et al. (2019), it is known that the e-module he developed obtained an average

percentage of material and language experts 85.00% and media experts 83.35%. The average

percentage of student responses to the field test is 84.39%. Based on the advice given by
 6

Seruni, et al. (2019: 53), it is known that the e-module he developed with Flip PDF

Professional can only be run on a computer, so it is necessary to develop an e-module that can

also be run on a smartphone to make it easier to learn the material on the e-module without

having to open the computer.

The research that will be carried out has similarities with previous research, namely

developing e-modules using the help of a professional flip pdf. The difference with previous

research is that it uses almost all of the features contained in Flip PDF Professional, so that in

e-module there will be audio, video, and buttons that make the e-module more interesting. It is

not difficult to access and operate it due to the e-module is published online, so it can be run on

computers and smartphones using a good internet connection.

Based on the things described above, it is hoped that the development of e-module

assisted professional flip pdfs on recount text for second grade students’ of junior high school

that is carried out can be an alternative teaching material for students’ and teachers, and can

help students’ in independent learning. Therefore, the development research carried out is

regarding Developing E- Module Assisted by Flip PDF Professional in Teaching

Writing Recount Text for Second Grade Students’ of Junior High School.

B. Research Questions

1. How is the process of developing e-module assisted by Flip PDF Professional in

teaching writing recount text ?

2. How is feasibility of e- module assisted by Flip PDF Professional in teaching writing

recount text on experts and practioner?

3. How are teacher and students’ responses toward the developing e-module assisted by

Flip PDF Professional in teaching writing recount text?

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C. Objectives of The Research

Based on the research questions, this research aims to examine:

1. To describe the process of developing e-module assisted by Flip PDF Professional in

teaching writing recount text.

2. To described the feasibility of e-module assisted by Flip PDF Professional in

teaching writing recount text.

3. To described the teacher and students’ responses of developing e-module assisted by

Flip PDF Professional in teaching writing recount text.

D. Significant Of The Research

This research is expected to provide the advantages for students’, teachers and

the other researchers. This research can be a recommendation and opportunity for other

teachers and researchers who want to increase the value and motivation of students’ in

writing recount rext.

1. For Teachers, may this study and e-module can support the teachers to teach writing

recount text and improve the quality of the English learning process.

2. For Students’, may this study and e-module can support the students’ to learn

writing recount text in online or luring learning independently (with or without a

teacher). And can make students’ more interested in participating in the learning

process of recount text.

E. Operational Definition

Some key terms used in this research are as follow:

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1. E- Module

E-module are teaching materials that are packaged systematically and

interesting based on the curriculum and certain conditions that can be displayed

using a computer, laptop, or smartphone. E– module is the electronic based part of

learning utilizing information technology and education. Not only utilizing internet

media but also utilizing that others device such as tape recorders, videos, cassettes,

projectors and others. Sunismi & Fathani (2015) stated that the electronic module is

a printed module that has been converted into an electronic version that can be used

for interactive multimedia applications.

2. Flip PDF Professional

Flip PDF Professional is a powerful flipbook maker for e-catalogs, online

magazines, digital brochures, and e-books. The Flip PDF Professional is different

from the other pdf. It can combine the material in the form of pdf files with images,

animations and learning videos that are still rarely used in physics learning. Flip

PDF Professional is a software that can be used to convert PDF files to digital

publication flip pages and change the appearance to be more attractive like a book

that can be flipped over while reading it (Rahman et al., 2021: 186).

3. Writing

Meyers (2005:2) states that writing is a way to produce language you do

naturally when you speak. Writing is speaking to other on paper – or on a computer

screen. Writing is also an action – a process of discovering and organizing your

ideas, putting them on a paper and reshaping and revising them. In other words,

Palmer (1994:35) states that writing is recursive. It goes back and forth we plan a

little, put words on paper, stop to plan when we want to say next, go back and
 9

change a sentence, or change our minds altogether. From those definitions, writing

can be concluded as the written form of human communication that represent the

language and communication.

4. Recount Text

One kind of texts that is learned by Junior High School Students’ is recount

text. Recount text is one of text types that retells past events. According to

Anderson, a recount is a piece of text that retells past, events, usually in order

in which they happened. Thus, the special features of recount text could be found in

its sequence of events in which the past event is written chronologically. The

purpose of the text is usually to give the reader a description of event. Besides, its

most common purposes are to inform and to entertain.

 CHAPTER II

LITERATURE REVIEW

This chapter presents and discusses theory that is connected with the study. The

discussion focusses on electronic module (e-module), aplication Flip PDF Professional and

writing and recount text.

A. Electronic Module (E-Module)

1. Definition of E- Module

E-module is a teaching material that can assist students’ in studying subject

matter independently which uses electronic media. There is no significant difference

between module and e- module. What distinguishes it is only the form of

presentation, where the e-module is provided in electronic learning media. E-module

is an electronic version of the module where access and use are made through

electronic devices such as computers, laptops, tablets, or even smartphones. Sunismi

& Fathani (2015) (cited in Sucia, Syahrul, and Yasnur, 2019: 64) stated that the

electronic module is a printed module that has been converted into an electronic

version that can be used for interactive multimedia applications. Thus the differences

between module and e-module only on the packaging of both. If module is simple

than textbook, so e-module is simple than module, due to e-module can be brought

by learner everywhere they want in their smartphone.

The advantages of e- modules are complete with interactive media such as

video, audio, animation, and other interactive features that can be played and played

back by students’ when using the e-module. Team of UNY (2016: 3) (cited in

Muhammad, 2020: 32) said that the e-module could be loaded with the material in the

10
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form of pdfs, images, and animations that encourage the user to participate in the

learning process actively. E-modules are innovative due to they can display complete,

interactive teaching materials and good cognitive function. Text on e-modules can be

created using Microsoft Word, Microsoft Power Point and etc. According to Mahayuki

(2013:266), e-module is a module that is combined with Information and

Communication Technology (ICT), has an interactive nature is easy to use, can display

audiovisuals to make it easier to understand the material, and is equipped with

formative test or quizzes that allow immediate automatic feedback. However, e-

modules must be created using special programs/applications (e.g., Flip PDF

Professional).

According to the explanation before, the researcher state that e-module is one

of learning material that can support teaching and learning process effectively, where

in there has the contain of the materials of lesson which will be discussed by teacher

and students’ easier for use, it can accessed in smartphone which brought by

themselves everywhere they gone.

2. Characteristic of Electronic Module

A good e- module should cover as a whole include a description of the

competencies to be achieved, material written in excellent and enjoyable language

equipped with illustrations or examples, written coherently so that it is easy to

understand, completed worksheets, and answer keys. Based on the definition above,

the e-module is an electronic form of a module, so that the characteristics are the

same. According to Daryanto (2013: 9) (cited in Evi: 2018), a good learning e-module

has several characteristics, namely self- instruction, self-contained, stand-alone,

adaptive, and user friendly:

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1. Self-instruction is an essential characteristic of the E-module and must be

contained in the E-module. An E-module must have clear instructions to easily use

it and know what learning objectives they have to achieve.

2. Self-contained. The subject matter is presented in a complete E- module so that

students’ can study the material thoroughly.

3. Stand-alone. E-learning modules must stand alone or not depend on other teaching

materials or do not require other supporting tools in their use. If the E-module

learning still requires other teaching materials, it is not categorized as an

independent learning E-module.

4. Adaptive. E-modules have the adaptability to developments in science and

technology. E-Module learning that is good must be able to adapt to developments

in science and technology. E- Module learning can be said to be adaptive if the E-

module is by the development of science and technology and is flexible to use.

5. User friendly. E-learning modules should be friendly or familiar to the user. Every

exposure and instruction contained in the E- module is helpful and friendly to the

user. One form of user- friendly learning E-module is to use simple and easy to

understand and use commonly used terms. Russel (1974) (cited in Lutfi et al.,

2012: 39; and Heni, 2007: stated there are eight characteristics of module: (a) a

learning package that is 'self-instruction, (b) it recognizes the existence of

individual differences, (c) it contains formulated objectives explicitly, (d) it deals

with the existence of association, structure, and sequence of knowledge, (e) it

uses a variety of instructional media, (f) there is the active participation of

students’, (g) there is reinforcement 'directly to the student's response, and (h) there

is evaluation of the mastery of the material.

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3. E-Module Quality Elements

To produce e-module that can play its function and role in effective learning,

the e- module needs to be designed and developed by considering several elements

that require it, namely: format, organization, attractiveness, font size, blank space, and

consistency.

1) Format

a) Use proportional column format (single or multi). The use of single or multi-

columns must be following the shape and size of the paper used. If using multi-

column, the distance and comparison between columns should be proportional.

b) Use the correct paper format (vertical or horizontal). The use of paper formats

vertically or horizontally must pay attention to the layout and typing format.

c) Use signs (icons) that are easy to graps and emphasize things considered

important or special. Signs can be pictorial, bold, italic, or otherwise.

2) Organization

a) Display a map/chart that describes the scope of material to be discussed in the

module.

b) Organize the contents of the learning material in a systematic order and

arrangement, making it easier for students’ to understand the learning material.

c) Arrange and place manuscripts, pictures, and illustrations so that the

information is easy to understand by students’.

d) Organize between chapters, between units, and between paragraphs with an

arrangement and flow that makes it easier for students’ to understand.

e) Organize between titles, subtitles, and descriptions that are easy for students’ to

follow.

3) Attractiveness
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a. The cover (front cover) combines colors, images (illustrations), shapes, and

sizes of letters to match.

b. The e-module contents by placing stimuli in pictures or illustrations, printing in

bold, italic, underline, or color.

c. Assignments and exercises are packaged in such an attractive way.

4) Letter Shape and Size

a) Use easy-to-read font shapes and sizes following the general characteristics of

students’.

b) Use a proportional ratio of letters between titles, subtitles, and the manuscript's

contents.

c) Avoid using capital letters for the entire text, as this can make the reading

process difficult.

5) Space (blank space)

a) Use unscripted or graphic spaces or blank spaces to add contrast to the

appearance of the module. Blank spaces can serve to add important notes and

provide pause opportunities to students’. Use and place the blank space

proportionally. Free space's placement can be done in several places such as:

b) Space around chapter and section headings.

c) Margin (margin); wide borders force students’ attention to enter the center of

the page.

d) Space between columns; the wider the column, the wider the space between

them.

e) Change between paragraphs and start with a capital letter.

f) Change between chapters or sections.

g) Use shapes and letters consistently from page to page. Try not to combine
 15

multiple prints with too many variations of font shapes and sizes.

h) Use consistent spacing. Consistent with the spacing between the title and the

first line, between the title and the main text. Unequal spacing is often

considered bad and untidy.

i) Use a consistent typing layout, both typing patterns, and typing

margins/boundaries.

6) Consistency/obedience to principles.

All elements in the module, whether related to writing format, organization,

the font form, or blank space, must be consistent.

4. Objectives of E-Module Development

There are several purposes of module development:

a. Clarify and make it easier to present the message so that it is not too verbal.

b. Overcoming the limitations of time, space, and sensory power, both students’ and

teachers/instructors.

c. Can be used appropriately and varies, such as Increasing motivation and passion for

learning for students’; Developing the ability of students’ to interact directly with

the environment and other learning resources; Allowing students’ to learn

independently according to their abilities and interests; Allows students’ to measure

or evaluate their learning outcomes.

Hamdani (2011: 220-224) (cited in M. Taufik, 2013: 8) also stated that one of

the objectives of e-module preparation was to provide teaching materials that are

suitable with the demands of the curriculum by noticing student needs, namely teaching
 16

materials that are suitable with the characteristics of teaching materials and student

characteristics, as well as social and environmental background.

The Ministry of Education and Culture (2017: 6) explains that in module

development, it is best to choose a structure or framework that is simple and best suited
to existing needs and conditions. The module framework is structured as follows:
Table 2.1 E-Module Framework

COVER  Sumarry
 Module Title  Assignment
 Name of Subject  Exercies
 Topic / Learning Material  Self assessment
 Level of Class  Learning Activity 2, and so
on.
 Author following the number of lesson
designed in.
 Table of Contents
 Glossary II I. EVALUATION
I. Introduction Key answers and guidelines for
scoring.
 KD REFERENCES
 Brief description of the APPENDIX
material, rationalization and
relevance (motivation)
 Prerequisites (if any)
 Instructions for Use of E-
Modules

II. LEARNING
 Learning activity 1
 Destination
 Material Description

5. Principles of E-Module Development

Dwi (2015) stated that in e-module development, several principles need

attention. An e-module must be developed based on the results of the needs and
 17

conditions analysis. It is necessary to know with certainty what learning materials need

to be arranged into a module, how many modules are wanted, who will use them, what

resources are required and are available to support the use of the modules, and other

necessary things. Furthermore, a modular design is developed, which is considered the

most suitable with various objective data and information obtained from the needs and

condition analysis. What form, structure, and module components can meet the sundry

needs and conditions.

According to Dwi (2015) Based on the design that has been developed, the

required e-modules are compiled per module. The e-module development process

consists of three main stages:

a. First, determine the appropriate learning strategy and learning media. At this stage,

it is necessary to pay attention to the various characteristics of the competencies to

be studied, the characteristics of students’ and the context, and the situation in

which the e-module will be used.

b. Second, producing or realizing the physical e-module. The components of the e-

module content include learning objectives, learner prerequisites, learning

substances or materials, forms of learning activities, and their supporting elements.

c. Third, develop assessment tools. In this case, it is necessary to pay attention so that

all aspects of competence (related knowledge, skills, and attitudes) can be assessed

based on specific predetermined criteria.

For the development of e-module, a simple structure or framework and best fits

the existing needs and conditions is chosen. Pudji Muljono (2001) (cited in Tri, 2012:

108) revealed the following module development chart:

 18

a. The introductory section consists of a brief description, relevance, and

instructional objectives

b. The presentation section is the module content which is divided into several sub-

sections commonly called Learning Activities 1, Learning Activities 2 and so on.

In textbooks, these learning activities are called sub-chapters. Each module is

expected to be divided into 2-4 Learning Activities, each of which is structured,

among others; the title of the learning activity, a description or a detailed

explanation of the content of the lesson, an exercise that contains activities that

students’ must do, and a summary of the concepts learned, and the closing section

contain formative tests, feedback, and follow-up and there are formal test answer

keys. On the other hand, Hamdani (2011) said that, like other teaching materials,

the preparation of a module should pay attention to the various principles that

make the module fulfill its purpose.

B. Flip PDF Professional

1. Definition of Flip PDF Professional

The module is one of the teaching materials designed to facilitate the learning process

so that students’ can study independently. Meanwhile, the e-module is a renewal of the print

module in the form of digital/electronic with a combination of several other media and an

attractive design without compromising its usefulness. E-Module is part of a digital book, one

of the applications/software used in making digital books is Flip PDF Professional. So, in this

research the researcher developed the e-module used Flip PDF Professional platform. Flip

PDF Professional is an application that can be used to convert pdf to digital flipping pages

that allows us to create interactive learning content with 44 supported features. Flip PDF

Professional is a software that can be used to convert PDF files to digital publication flip
 19

pages and change the appearance to be more attractive like a book that can be flipped over

while reading it (Rahman et al., 2021: 186). Flip PDF Professional is equipped with various

multimedia features that have the function of editing PDF pages to insert images, audio,

video, hyperlinks, quizzes, flash animations, create buttons, and others, which make the final

product display more attractive and interactive. (Seruni, et al., 2019: 50).

So it is in line with Komikesari et al., (2020: 3) which states that Flip PDF

Professional software is very suitable for making e-books and interactive learning media that

are still rarely used in learning and make learning less monotonous. The final result or output

of this professional flip pdf software can be HTML5, EXE, zip, Mac app, FBR, mobile

version, burn to CD. HTML5 format can be operated online on smartphones and computers,

while other formats can only be operated offline on computers (Febrianti, 2021: 105).

Based on the explanation above, it can be seen that Flip PDF Professional is software

used to convert pdf files to digital publication flip pages that allow for developing teaching

materials and interactive learning media due to it has multimedia features that support adding

images, audio, videos, animations, quizzes, and attractive buttons, and easy to operate on a

smartphone or computer.

2. The advantages of Flip PDF Professional include the following:

Using the learning media is expected to provide renewal in the learning process in the

classroom. The use of Flip PDF Professional media can increase students’ interest in learning

and can also affect student achievement or learning outcomes. The use of Flip PDF

Professional can also improve understanding and improve the achievement of learning

outcomes.

a. Interactive publishing. With an attractive appearance by adding videos, images, links and

more, making the flipbook interactive with users.

b. Students’ have diverse experiences from all media.

c. Can eliminate student boredom due to the media used is more varied.

d. In this software, there is an editing function that allows users to add videos, images,
 20

audio, hyperlinks and multimedia objects to pages that can be flipped over like an original

book so that the learning process will be more interesting.

e. Very good for self-study activities.

f. There are various templates, themes, views, backgrounds and plugins to customize the

developed e-module.

g. Students’ are not bored with reading Algebra material even though it is in book form due

to of this Flip PDF Professional media.

h. Use of Flip PDF Professional media without internet online.

i. Flexible output formats such as html, exe, zip, Mac App, mobile version and burn to CD.

3. The Disadvantages of Flip PDF Professional include the following:

a. E-modules that are processed in the software can only be input from pdf format, if

there is a change in the main file, a new project must be created.

b. The file size is quite large due to the contents are full of videos and images.

C. Writing

1. Definition of writing

Richard et al. (2002: 309) and Nation (2009: 119) (cited in Puspa et al. l:

2018) stated that writing is a way to transfer ideas for learners. Through writing, we

can share ideas, express feelings, and convince others. Some students’ have ideas as

authors but have trouble producing, organizing, and translating them into readable

texts.

Writing is an activity that is quite difficult for students’ to do. Andi (2020: 2)

said that writing is seen as a difficult duty for both teachers and students’. Tesema

(2005) and Fidalgo et al. (2009:129) (cited in Puspa et al. 2018: l) stated that for

most English language students’, learning to write in English as a foreign language

is a complex and cognitively challenging challenge. The most complex language

 21

skill to be studied and taught is writing some aspects or elements should be included

in the developing and transforming of their ideas, such as content, vocabulary, and

grammar.

Meyers (2005:2) states that writing is a way to produce language you do

naturally when you speak. Writing is speaking to other people on paper or on a

computer screen. Furthermore, writing is also an action or a process of discovering

and organizing the ideas, putting them on a paper, reshaping and revising them. In

other term, Highman (2011:4) declares that writing is not simply a task to be done

by conducting once research or other preparation is completed. It can be an integral

part of the work progress. Randal (2004: 160) states that writing is an ability to make

a form of words that in general it may have a higher truth value than the fact that it

has set it down. It means that the product of writing should be truly acceptable by

the

readers. Besides, it must contain meaningful values so that the readers can

get the benefits from the writing.

Nunan (2003: 88) says that writing is an intellectual activity of finding the

ideas and thinking about the way to express and arrange them into a statement and

paragraph that is clear to be understood by the people. It means 14 that the writers are

supposed to think their idea and arrange into good arrangement and composition.

Surely, the writers have to consider the grammar and punctuation too. So, it will make

the reader easy to understand the story.

This statement is supported by Hyland (2004: 09) who says that writing is a

way to share personal meanings. The people construct their own views on topic. They

will share their views on a topic to each other then. A person’s views may be different
 22

from other people’s views. It depends on their belief. Therefore, when constructing

their views (ideas), the people have to make it understandable and acceptable.

Nura (2003: 71) says that writing is an activity. Writing is not merely

symbolized spoken language. Writing is a person’s way to express him/herself

and to adapt with the society. Through writing, readers will understand the

writer’s way of thinking. It means that writing can be a reflection of the writer’s

mind.

Additionally, Harmer (2004: 86) stated that writing is a process that what

we write is often heavily influenced by the constraints of genres, then these

elements have to be present in learning activities. It means that writing cannot be

separated with genres especially in teaching learning activities of writing. In this

case, writing activities can be present in a classroom.

From all of those definitions, it can be concluded that writing is an activity

of thinking in which it is expressed into graphic symbols and communicative

written language. In expressing the writers’ thought into written language, the

sense and feeling have the important role, so that the products of writing will be

easily understood and enjoyed by the readers.

2. Purpose of Writing

The purpose of writing is the expression of ideas and the conveying of a

message to the readers. Mc. Mahon et al (1996: 8) states that there are many

purposes of writing which surely different. Those are: a) To express the writers

feeling. The writer wants to produce and express what he/she feels or thinks

through written forms, as in diary or a love letter. It is what is so called expressive

writing. b) To entertain the readers.

 23

The writer intends to entertain the readers through written forms. The

writer usually uses aesthetical materials to entertain the readers. It is called

literary writing. c) To inform the readers. The writer intends to give information

or explain something to the readers. It is a kind of informative writing. d) To

persuade the readers. The writer tries to persuade or convince the readers about

his opinion or concept or idea. It is called persuasive writing.

3. Stages in Writing

According to (Harmer 2004:12), stages or can be called as writing process

is the ways that are used by the writers when they are arranging the written text. It

means that the writing process only focuses on the what the 16 writers do. There

are four stages in writing include prewriting, drafting, editing, and final draft. In

addition, all of those stages can be explained briefly as follows:

a. Prewriting

Prewriting means that the activity in making the outline or design of

writing before the writers start to write. It can help them to organize their ideas

and imagination. The outcome of this stage is the form of outline.

b. Drafting

Drafting is the process when the writers start to write the ideas and

information that they know. Basically, those ideas are used as the guide to

develop the main thought. As the writing process proceeds into editing, a number

of drafts may be produced on the way to final drafts. This is usually done on the

assumption that it will be amended later. The outcome of this stage is the form of

first draft.

c. Revising
 24

In revising process, the will review their final draft to check five aspects

of writing that cover organization, grammar, language use, mechanic, and

content. Revising is a process in which writers not only polish their style, but also

develop their ideas. The outcome of this stage is the form of first draft with

corrective feedback.

d. Editing

It is final version, the writers check their final text revision for some

mistakes that they have made. Checking grammar and spelling 17 accuracies,

punctuations, and word choices usually becomes the main task to be done at this

stage. The outcome of this stage is the form of first draft with error correction

final draft.

4. Aspects of Writing

According to Weigh (2002:16), writing has several elements that must be

included in the product of written text such as contents, organization, vocabulary,

grammar, and mechanic.

Here are the explanations of each element in writing:

a. Content

The definition of content is about the material existed in the

composition such as topic, explanations, discussions, and the core of the main

topic. It means that the content should be consider clearly for a good text.

b. Organization
 25

The meaning of organization during the composing of the writing text

should be consider the sequence of each statement. In addition, the statement

of the recount text be organize well.

c. Vocabulary

Vocabulary means that the word that we used in writing the text.

Furthermore, the vocabulary should suitable, great, and clear for the text. So,

consider the vocabulary will make the result of the text in the recount text

better. In this research, the researcher found that the students’ vocabulary

mastery was low. The students’ did not master vocabulary enough. So, the

researcher would improve the students’ vocabulary mastery.

d. Grammar

It refers to the use of the correct grammatical forms and syntactical

pattern. It is identified from the construction of well-formed sentence.

Studying grammar means knowing how different grammatical elements can

be strung together to make chains of words. There are many kinds of

grammatical form. They are nouns, pronouns, adjectives, tense, adverbs and

preposition. In this research, the researcher focuses in using of tenses and

punctuation. In this research, the researcher found some grammar mistakes

about sentence. The students’ still found difficulties in using sentence, like

present tense, past tense, and future tense. In this research, the researcher

would teach about recount text. The researcher would focus in using past

tense.

e. Mechanic
 26

Mechanics deals with the punctuation, spelling, capitalization as well

as the type of handwriting whether it is clear or not. It is important to arrange

the mechanics kindly since the effect to the writing result. Besides that, the

students’ have to consider the rules of language, punctuation, and spelling.

The recount text which use the true and suitable mechanics will be readable

and easy to understand.

f. Punctuation

Punctuation gives a sign or tone in writing. It is necessary to make the

meaning of the senteces clearly. There are three punctuation marks that you

can use at the end of the sentences. They are period, the question marks,

and the exclamations mark. The following table explains about the

punctuation rules:

Table 2.2 The Punctuation Rules

Punctuation Role Examples

Put period (full stop) at the end My name is Prima Pratama.

of statement. I don’t like to give interviews.

Put a question mark at the end What is your name?

of the question. Do you speak English?

Put exclamation mark at the It sure is hot today!

end of a sentence to show strong

feeling.

g. Capitalization
 27

Capitalization is also important thing in writing. There are some rules

of the capitalization. The following table presents about the rules of

capitalization:

Table 2.3 The Capitalization Rules

Rules Examples

Put capitalize in the first word Mother Sifa is admired for

of a sentence. her

work all over the world.

Put capitalize the pronoun ‘I” Rama and I try to care for

poor, sick people throughout

the world.

Put capitalize of the abbreviations and FBI USA UNICEF

acronyms, which are words formed from the

first letters of words in the

names of organizations.

Put capitalize on all proper nouns. Proper Names of detail : God,

nouns include: names of details and names of Allah

people and their titles. Names of people and their

titles : (Reni C.W, S.pd )

Put capitalize of specific places you could First Street Lake Victoria

find in the map Parangtritis Beach

Put capitalize of names of days, month, and Monday January

special days Independent Day

Put capitalize in the names of specific Asian English Arabic

groups of people (Nationalities, races, and

 28

ethnic

groups), language, and regions.

Put capitalize of name of geographic areas the North

the Southwest

5. Difficulty in Writing

Byrne (1988) (cited in Fikri: 2014) stated that three problems make writing skills

difficult to master, namely linguistic, cognitive, and content problems. The first problem

is linguistic. Linguistic’s problem is related to our shrewdness in writing the correct

structure, and therefore the formed sentences will be able to blend into one another. The

result is that the text is made that readers can implement properly.

The second problem is a cognitive problem related to our mastery of language

forms, structures, and grammar, which are useful for effective communication in writing.

Harmer (2004) (cited in Fikri: 2014) terms it with an organizational problem which is, of

course, more complicated than an organization problem in speaking.

The third is the problem of ideas. This is related to what we can put in writing.

Often we lose ideas in the middle of the writing process.

6. Teaching Writing

Teaching writing especially at Junior High School is not easy as teaching other

language skills which must be learnt as other language skills which are mastered, and it

demands very much of learner, either the basic language proficiency to control their

language performance. While writing, students’ also need much time to think. Teacher

asks students’ to focus on accurate language use and ideas what they will write. Specific

technique is needed in teaching writing English for senior high school.

 29

Lindsay and Knight (2006: 3) say that teaching is the teacher’s job to help

learners learn. Teaching writing is teaching the students’ how to express the idea or

imagination in writing form. Writing is more than productive skill in the written mode. It

is the complicated skill than the other three skills, even for native speakers of language,

since it involves not just a graphic representation of speech, but the development and

presentation of thoughts in a structured way.

Thus, the teachers are able to select a suitable material in writing class, so that

materials and technique could be understandable for the students’ and they can express

their idea, thinking into good writing.

Dorn and Soffos (2001) said that in the teaching writing to young learners,

teachers have to recognize the complexity of the process and also think a moment about

what happens in the mind of their students’ as they create a written work. Teacher must

be creative to prepare materials that feature real-life situations and authentic language in

teaching. Teachers also must be conscious of the types of practice: they are mechanical,

meaningful, and communicative.

Based on those statements, the writer can concluded that the teacher’s role is

needed to motivate students’ in teaching learning process while students’ in transition

period, and teacher must be creative to prepare materials that feature real-life situations

and authentic language in teaching due to they have some different characteristic. In

practicing their writing, they have to follow the steps of process writing to make their

writing more effective and help the students’ to write a text become easier. All of that the

students’ do before writing is very important, due to the student can be guided to think

about a topic in relation to a perceived audience. In this activity of writing involved

process writing.
 30

D. Recount Text

1. Definition of Recount Text

Hyland (2004: 29) states that recount is a kind of genre that has social function

to reconstruct past experience by retelling in original sequence. The tense that use in

recount text is past tense. Then, Hyland’s statement is supported by Anderson (2003)

who defines recount text as a piece of text that retells past events, usually in the order

in which they happened.

The purpose of a recount text is to give the audience a description of what

occurred and when it occurred. Anderson and Anderson (1997: 48) said that recount is

speaking or writing about past events or a piece of text that retells past events, usually

in the order which they happened. It can be the writers’ or others’ experience that

happened in the past. In recount text, the writers can tell everything whether it is

embarrassing, unforgettable, pleasing experience, and other as long as it is already

happened.

Formally, Knapp (2005:223) declared that recounts are sequential texts that do

little more sequence a series of events. Every story, no matter how simple, needs an

orientation. From those statements, the researcher can conclude that recount is a type

of text which retell event or experiences happened in the past. Then, the purpose of

recount text is to entertain, inform, or reflect the readers.

2. Types of Recount Text

According to UC High School Kaleen Writing Handbook (2011), recount text

is classified into three types which include personal recount, factual recount, and

imaginative recount.
 31

a) Personal Recount

A personal recount is where the writer is recounting the personal event that

they were involved directly. It means that the writer is actively involved in the

activity of the event. The purposes of personal recount are to inform and to

entertain the reader.

b) Factual Recount

A factual recount is a list of record of a certain event. It can be used to retell

the particular incident or event, such as an accident report, eyewitness, science

experience, historical events, and newspaper report. Its purpose is just to inform

the reader about what was going on in the past

c) Imaginative Recount

An imaginative recount retells an imaginative story through the eyes of a

fiction character. It means, the event that happened in the text do not occur in the

real life. Its purpose is usually to entertain, and it usually can be found in

textbook.

3. Generic Structure of Recount Text

In making an effective recount text, it needs standard that is used to guide a

writer to make a good writing. Furthermore, recount text has several significant

characteristics. According to Mukarto et al as cited in Novela (2019:20), the generic

structures of recount text consist of: orientation, events, and reorientation.

a) Orientation

Recount begins by telling the reader who was involved, what

happened, where the event took place, and when it happened. Orientation gives
 32

reader background information needed to understand the text, and the reader will

recognize about scene setting and context of the text.

b) Events

Event is the main activities that occurred in the story of the text. In

writing recount text, events are ordered in a chronological sequence. Sometimes,

additional detail is added to the text to give some information for reader.

c) Reorientation

Reorientation is a closing statement that may include elaboration.

Some recount texts also have a concluding paragraph. In this concluding

paragraph, the writer can give his/ her personal comment or statement, but it is

optional one.

4. Language Features of Recount

According to Mark et al as cited in Nugrahani (2016: 21), the language

features of recount text are:

a) Proper noun to identify those involved in the text.

b) Descriptive words to give details about who, what, when, where, and how.

c) The use of past tense to retell the events.

d) Words that show the order of events (for example, first, next, then).

5. Previous Related Study

In writing this thesis, the researcher found some researches which are closely

related to this research, those researchers:

 33

a) Areta Puspa, Mohammad Adnan Latief, Emalia Iragiliati (2018), in their journal

"English for Academic Purposes: E-Module of Writing a Report for Food

Processing Technology Students’."

Their research produced an E-module for writing reports for students’ of the Food

Processing Technology Study Program who participated in an internship

program. This product is a PDF file that can be used by uploading and

downloading through Edmodo, where teachers and students’ are familiar with this

educational social media. E-modules are uploaded on Edmodo so that teachers

and students’ can communicate through them. On the other hand, researchers

provide teacher guides and student guides in downloading the E-module and

using Edmodo. The material is focused on writing reports in English for Food

Processing Technology, especially for twelfth-grade students’. The e-module

provides deductive learning in each unit consisting of theory (explanation),

examples (models), and practice (exercises and tests) which in turn can lead

students’ to complete written reports on internshipindependently.9 However, the

resulting product cannot be used at Junior High School of SMPN 3 Ngamprah ,

Students’ do not learn about writing Food Processing Technology reports for their

internships, so they do not do apprenticeships.

b) Sucia Winita, Syahrul Ramadhan, and Yasnur Asri (2019), in their article "The

Development of Electronic Module Based on Discovery Learning in Writing

Explanation Text." Their article developed an electronic module,"Mahir Menulis

Teks Eksplanasi,"to explain text writing theory that is valid, practical, and

effective, based on discovery learning needs. This module was designed in the

Indonesian language to achieve the contents of the 2013 Indonesian Language

Curriculum for SMA/MAK in Kompetensi Dasar 3.4 and 4.4. The students’ must
 34

understand and produce explanation texts contained. However, the resulting

product cannot be used at Junior High School of Students’ of SMPN 3 Ngamprah

due to in English syllabus for second-grade of Junior High School of SMPN3

Ngamprah not include Explanation Text learning, so it does not enter into the

students’ need due to students’ do not learn the Explanation Text.

c) Anita Widiyanti (2021) in her thesis “Pengembangan Bahan Ajar E- LKPD

Menggunakan Liveworksheet pada Materi Bangun Datar Kelas IV Sekolah

Dasar” In her thesis, she made a teaching material in an electronic worksheet,

using a Liveworksheet. The teaching material contains mathematical material

about Keliling Bangun Datar for elementary level students’ class IV semester II

SDN Sumbersari 1 Malang City. This e- worksheet was made by considering the

current pandemic conditions, which requires SDN Sumbersari 1 Malang City to

carry out PJJ (Distance Learning Process). This e-worksheet was made using

Liveworksheets, where Liveworksheets is applications for designing electronic

worksheets. In the development of the e-worksheet, there were videos as relevant

(real) examples so that learning was more attractive to students’, and teachers

could assign tasks without correcting them. However, the resulting product

cannot be used at Junior High School of SMPN 3 Ngamprah, due to the learning

material is not about English and the level of schools are different. Besides, she

designed an e-LKDP, not an e-module.

d) Sitti Fadhilah Zulkifli (2021) In Her Thesis Developing E-Module Of Writing

Using Liveworksheets For Senior High School Of Modern Islamic Boarding

School Datuk Sulaiman Putri Palopo” In her thesis, she made a teaching material

in an electronic module, using a Liveworksheet. The teaching material contains

writing material for XI Grade students’ of Modern Islamic Boarding School

 35

students’ Datuk Sulaiman Putri Palopo. This e-worksheet was made using

Liveworksheets, where Liveworksheets is applications for designing electronic

worksheets. In the development of the e-worksheet, there were videos as relevant

(real) examples so that learning was more attractive to students’, and teachers

could assign tasks without correcting them. Based on the results of research and

discussion, it was concluded that the E-module of Writing as a source of learning

English writing is suitable for students’ at Senior High School of Modern Islamic

Boarding School Datuk Sulaiman Putri Palopo. However, the resulting product

cannot be used at Junior High School of SMPN 3 Ngamprah, due to the learning

material is about English writing skill and but the level of schools are different.

e) Sri Agus Turnip (2018) in his article “Developing Writing Materials In Recount

Text For The Eight Grade Students’ At Smp Rk Serdang Murni Lubuk Pakam”

his article developed an the writing materials in recount text. The product of this

study is a set of writing materials of recount text entitled “Guide for Writing” for

students’ of second grade of SMP for the eight grade students’, to explain text

writing recount text theory that is valid, practical, and effective, based on

discovery learning needs. The writing material is “My Unforgettable

Experience”. It consists of Pre-writing, Drafting, Responding, and Editing tasks

ranging 15 tasks. However, the resulting product can be used at Junior High

School of Students’ of SMPN 3 Ngamprah due to in English syllabus for second-

grade of Junior High School of SMPN 3 Ngamprah, due to the material is

accordance with the syllabus of second grade students’ and the same grade level.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

This research employed Research and Development (R&D) based on Borg and

Gall. R & D is a type of research that produces a product. Development is the technical

process of a series of elements arranged together to form a product (Ranberg, 1974). The

product is e-module. The stages of the research were adapted based on Borg and Gall

(1971), a presented in Figure 3.1

Research and Research and

Information Planning Develop
Collecting Product
Collecting

Preliminary Product Product

Field Testing Revision Validation

Product Main Field

Revison Testing Final Product

Figure 3.1 the Design of this research (Adapted from Borg and Gall, 1971)

1. Research and Information Collecting

At this stages includes activities to revieww the literature and class

observation (Borg & Gall, 1983). The stages ere done to determine the problems

experienced by students’ in learning English and interest of students’ in learning

English. From the observation data, the researcher collecting material and learn the

syllabus. Thus, the material contained in the e-module is relevant to learning needs

37
 38

2. Planning

The researcher designing layouts, pictures, and texts on recount text material

that had been collected.

3. Develop Product

The product is developed according to the design, plan, and learning

objectives. The researcher designing the layouts, pictures, and text are based on the

recount text material that has been collected and then loaded to the Flip PDF

Professional platform.

4. Product Validation

Product validation is require to measure the feasibility of the product

developed as a teaching materials. Therefore, this also required expert validation. The

validators of this research and product development are two lecturers who are experts

in language and teaching material. The results of validated e-module will be analyzed

to determine their feasibility.

5. Product Revision

In this stages, the revision conduct as its results of the validation.

6. Preliminary Field Testing

The next test subject after the revised product was a small group trial. The

main field testing conducted in from 1-3 schools with 3-12 subjects (Borg & Gall,

1971). Due to the limited time, the researcher conducts is one junior high with 15

subjects as a sample of the population.

7. Produt Revision

In this stages, the revision conduct as its results of the preliminary field

testing.

8. Main Field Testing

 39

The next test subject is a test on a large group. The operational field testing

conducted in from 5-15 schools with 30-100 subjects (Borg & Gall, 1971). Due to the

limited time, the researcher conducted in one junior high school with 30 subjects as a

sample of the population.

9. Final Product

The product is ready to be used for educational purposes in a wider real.

B. The Subject of the Research

1. Validator

This research involved two lectures, there are English lecturer as expert

validator in term of teaching materials validation, an English lecturer as expert

validator in term of language validation and an second grader English teacher as a

practitioner of learning media.

2. Sample Students’

a. Population

The teachers and second grade students’ at public junior high school in

West Bandung Regency who attend during the research activities were involved.

b. Sample

The sample of this research involved two classes, consisting of 45 second

grade students’ who attend the research activity and an Englishh Teachers of

second grade students’. The treatment of learning using product exercises and

questionnaire given to all samples of students’ on different occasions.

Table 3.1 Sample Information

No. Test Stage Number of Sample

1. Main Field Testing 15

2. Operational Field Testing 30

 40

Total 45

C. Instruments of the Research

Instrument is a tool that serves to facilitate the implementation of something.

In addition to compiling teaching materials for e-module, research instruments used to

assess the developed e-module are also compiled. Based on the research objectives, the

following instruments were designed and arranged:

1. Observation

In this research, the researcher role as a non-participant observer. The

researcher apply instructed observation, and take the field note to obtain the data

related to information collecting to develop product and related to obstacle in

developing the product.

2. Interview

Interview is a technique carried out by dialogue using the media or face to face

directly by the interviewer with the resource person who is used as a data source. The

researcher apply semi-interview to collect information or responses regarding learning

recount text using the product. Interview conducted on students’ and teachers as

practitioners.

3. Questionnaire

The questionnaire is a technique of collecting data in form of written

statements or questions in order to obtain answers from respondents (Sugiyono,

2017). The questionnaires were used to obtain the e-module feasibility data from

material experts and teaching materials experts and students’ and teachers' responses.

The questionnaires were distributed to collect the information related to the students’

and teacher’s responses to learning using e-module.

 41

D. Product Validation

Product validation is needed to test the feasibility of the product developed as

teaching material. Therefore, expert validators, preliminary field testing, and main field

testing are needed.

1. Expert validation

If the results of the validation analysis show that the expected results have not

been achieved, the researchers make improvements according to the suggestions

given by the validators. This instrument is in the form of a validation questionnaire

related to the feasibility of the content, the feasibility of the presentation, and the

feasibility of the language. The researcher used a Likert Scale. The Likert scale is

used to measure the attitudes, opinions, and perceptions of a person or group towards

an event or social phenomenon (Widagdo, 2021). The scale used consists of 4 points

with a very appropriate score, namely number 1 = not good, 2 = less, 3 = good, and 4

= very good. Its function is to provide input in the development of web-based

teaching materials, namely e-module.

2. Preliminary Field Testing

The product validation test has been carried out on two validators, a revision

will immediately be made to adjust the input from the two validators. Thus, e-module

assisted by Flip PDF Professional can be tested in small groups, namely preliminary

field testing involved 15 second grade students’ of junior high school. The

preliminary filed testing was conducted to describe students’ respond to the use of e-

module assisted by Flip PDF Professional. The researcher used a Likert Scale. The

Likert scale is used to measure the attitudes, opinions, and perceptions of a person or

group towards an event or social phenomenon (Widagdo, 2021). The scale used
 42

consists of 4 points with a very appropriate score, namely strongly concured,

concured, neutral, disconcured, and strongly disconcured.

3. Main Field Testing

Main field testing was conducted after the preliminary field trial, with a larger

number of students’ involved 30 students’ second grade students’ of junior high

school. The main field testing was conducted to describe the wider students’ and

teacher’s respond to the use of e-module assisted by Flip PDF Professional. The

researcher used a Likert Scale. The Likert scale is used to measure the attitudes,

opinions, and perceptions of a person or group towards an event or social

phenomenon (Widagdo, 2021). The scale used consists of 4 points with a very

appropriate score, namely strongly concured, concured, neutral, disconcured, and

strongly disconcured.

E. Data Analysis Technique

The data analysis technique is a process of simplifying data into a form that is

easier to read and interpret. In this research, the researcher used the data analysis

technique based on Miles and Huberman (1994), consisting of three steps; data reduction,

data display, and conclusion drawing or verification.

1. Data reduction

The data reduction becomes the first step to do in analyzing the data in this

research. According to Miles & Huberman (1994), data reduction refers to the process

of selecting, focusing, simplifying, abstracting, and transforming the data as written

up filed notes or transcripts. Firstly, the researcher transcribed the data. The irrelevant

data which were not related to research questions were described. Then, the researcher

displayed the data is the form of descriptive explanation.

 43

2. Data display

In the process of displaying data, it was based on the formulation of the

research problem. This step is done by presenting a set of information that is

structured and possibility of drawing conclusions since the data obtained during the

process of qualitative research is usually in form of a narrative explanation.

3. Conclusion

The last step to analyze the data in this research is drawing conclusions. In this

step, the researcher concludes the result of the research based on the research

problems that are discovered.

 CHAPTER IV

RESULTS AND DISCUSSIONS

A. Results

This section elaborates the results of product development process, the feasibility

of the product according to the validators, and students’ and teacher respondses toward

product.

1. The Process of Developing E-Module Assisted by Flip PDF Professional

The development conducted in this research was developing e- module

assisted by Flip PDF Professional in teaching writing recount text for second grade

students’ of junior high school.

a. Draft Product of E- Module

The researcher developed the e-module assisted by Flip PDF

Professional platform. The process of developing e-module assisted by Flip PDF

Professional has conducted based on the development of Borg & Gall (1971) it

has nine stages. The resercher do the observation has conducted as part of

Research and Information Collecting stage to investigate the research problem, to

investigate the solutions needs, and to collect literature review. The data obtained

used as a basis in developing the product. The observation has conducted in April

18th 2022.

Based on the information collected, it can be identified that the

students’ as conducting blended learning, lack of variety of digital-based teaching

materials, and the students’ are allowed to bring their phones in certain subjects,

the students’ were less enthusiastic in participating in the learning process.

Based on the problems found, the researcher was interested in

developing teaching materials. The researcher found a platform namely Flip PDF

44
 45

Professional which can be a means to develop digital-based teaching materials.

After that, the researcher plans the material to be loaded, the number of questions,

types of questions, layout design, and color choices.

Considering the inability to design directly using Flip PDF

Professional, the researcher used Canva platform as a design solution. Next, the

researcher started product development, by creating a design e-module using the

Canva platform, due to the Flip PDF Professional platform does not provided

features for designing layouts. After the e-module design has created on Canva

platform, the e-module loaded into Flip PDF Professional platform to combine

with the features in it.The following is the preliminary draft product developed by

the researcher, as presented in Figure 4.1.

 46

Figure 4.1 the Preliminary Draft Product

The Figure 4.1 is the preliminary draft product of e-module design that

has been developed by researcher.

b. Expert Validation

In this stages, the researcher distributed a validation questionnaire to

validators language expert and teaching materials expert on March 29, 2022. The

validators of this research are an English lecturer as expert validator in term of

language validation, an English lecturer as expert validator in term of teaching

materials validation. Validation of a product contains three components, namely

content feasibility component, presentation feasibility component, and language

feasibility component. At this stage the validator has assessed that there were

things that need to be revised by the researcher, including the content feasibility

component and the presentation feasibility component.

1) Content
 47

In the term of content, both validators concuredd that the developed

of e-module is in accordance with the material taught at the second grade level

where in the second grade of junior high school syllabus there is material

about recount text, after seen the learning objectives of the developed e-

module both validators concuredd that the learning objectives are in

accordance with the second grade level of junior high school, in the developed

e-module there are practice questions, where the practice questions according

to the two validators are in accordance with the material being discussed, as

well as the examples provided in the e-module are in accordance with the

material discussed, but both validators concuredd that the examples there are

too few, while students’ need lots of examples in order to understand the

recount text material.

So, in the end of the class students’ can write simple personal

recount text according to the learning objectives. In addition, the two

validators concuredd that in the end of e-module there needs the practice

questions as an evaluation of learning material. The following are the content

of e-module before and after revisions:

Before

After
 48

Figure 4.2 before and after revision

Figure 4.2 the difference between the product before and after the

revision. The researcher made revision in accordance with the suggestions that

given by expert validators. The researcher added example from the previous

one example to four examples. And added practice questions as an evaluation

of learning material.

2) Presentation

In the presentation, the validator assessed that the developed e-

module has been presented in a systematic arrangement, but the validator

evaluated the dark colour and contrast presentation and suggested to made the

colour and contrast presentation brighter, and in terms of font size the

validator evaluated lowercase letters on one page contains quite a lot of text,

which psychologically reduces students’ reading interest.

 49

However, with the display of interesting pictures and videos in the

e-module, both validators stated that the e-module developed could attract

students’ interest in learning. The following are the presentation of e-module

before and after the revisions.

Before After

Figure 4.3 before and after revision

Based on Figure 4.3 it showed the fundamental difference between

the product before and after revision. After revision showed that the colour

were more brighter and the font size were larger than before revision which

make more readable for students’ in using product.

3) Language

Validators concuredd that the e-module developed had fulfilled the

language eligibility component, where the vocabulary and language used were

in accordance with the second grade junior high school level, were

unambiguous and used the right sentence structure. In addition, according to

the validator, the developed e-module used standard language with consistent

terms and symbols. The validator considers that with the fulfillment of the

language eligibility component, it is hoped that students’ can use the

developed e-module more easily and not be confused. 

c. Preliminary Field Testing

In this field testing, researcher involved 15 of second grader junior

high school students’. The researcher distributed product links to class groups, as
 50

a means of teaching using e-module. Students’ used the product themselves to

learned and discussed the recount text material. After learning was completed,

students’ are given a questionnaire to assessed the attractiveness of the products

they have tried. The indicators contained in the questionnaire are:

1) The use of e-module were easy to access, 10 of students’ answered “Strongly

Concured” and 5 of students’ answered “Concured”.

2) The instructions and icons in e-module were easy to understand, 9 of

students’ answered “Strongly Concured”, 5 of students’ answered

“Concured”, and one of students’ answered “Neutral”.

3) The pictures and illustrations contained in e-module help to comprehend the

material, 11 of students’ answered “Strongly Concured” and 4 of students’

answered “Concured”.

4) The e-module presentation was interesting, 12 of students’ answered

“Strongly Concured” and 3 of students’ answered “Concured”.

5) E-module are presented with the appropriate typeface and font size, 13 of

students’ answered “Strongly Concured” and 2 of students’ answered

“Concured”.

6) The subject matter provided in e-module was easy to understand, 13 of

students’ answered “Strongly Concured” and 2 of students’ answered

“Concured”.

7) The exercise were in accordance to the material that have been learned, 14 of

students’ answered “Strongly Concured” and 1 of students’ answered

“Concured”.
 51

8) The language used in the e-module were easy to understand, 12 of students’

answered “Strongly Concured” and 3 of students’ answered “Concured”.

9) The material contained in the e-module were in accordance with the material

that have been learned, 11 of students’ answered “Strongly Concured” 2 of

students’ answered “Concured”, and 1 of students’ answered “Neutral”.

10) The example provided were clear to understand, 10 of students’ answered

“Strongly Concured” and five of students’ answered “Concured”.

11) Learning using e-module was not boring, 14 of students’ answered “Strongly

Concured” and 1 of students’ answered “Concured”.

12) Learning using e-module were a new experience, 15 of students’ answered

“strongly concured”

It can be seen from the results of the preliminary test data, the results

of the analysis of the data obtained show that the used of e-module is a new

experience for them, where they can felt reading textbooks in digital form, thus

growing the enthusiasm and curiosity of students’ to be great. By made an

attractive display and there are pictures and videos, it is hoped that it can attract

students’ interest to learn and read recount text material on the e-module. The

student said that he did not understand the language features of the recount text

which was followed by several other students’, as expressed by the student.

 52

"Miss, saya kurang paham pada bagian language features dari recount text

karena tidak ada cukup contoh yang tersedia". [Miss, I don't understand the part

of language features of recount text, thus there is no enough of example in this e-

module"].

Therefore, the researcher need to revise the product, thus that students’

better comperhend the material contained in the e-module. The researcher revised

the product after the preliminary field testing due to some students’ felt that the

material contained in the e-module was still poorly understood by students’. In

the language features material section, the students’ does not understood the

meaning and use of language features themselves. Therefore, the researcher

added an example of the language features.

Before After

Figure 4.4 Before and After

Revision
 53

Figure 4.4 it can be seen that before the revision there was no example of

of language features, and after the revision there was an example of the language

features. Thus, that students’ were able to understand the uses of language

features in recount text.

d. Main Feld Testing

In this field testing, the researcher involved 30 second grader junior

high school students’. The researcher distributed product links to class groups, as

a means of teaching using e-module. The students’ used the product themselves

to do the questions contained in the e-module. After learning was completed,

students’ are given a questionnaire to assess the attractiveness of the products

they have tried. The indicators contained in the questionnaire are:

1) The use of e-module were easy to access, 16 of students’ answered “Strongly

Concured”, 13 of students’ answered “Concured” and 1 of students’ answered

“Neutral”.

2) The instructions and icons in the e-module were easy to understand, 20 of

students’ answered “Strongly Concured”, 6 of students’ answered “Concured”,

and 4 of students’ answered “Neutral”.

3) The pictures and illustrtions contained in e-module help to comprehend

material, 16 of students’ answered “Strongly Concured”, 12 of students’

answered “Concured” and 2 of students’ answered “Neutral”.

4) The e-module presentation/display was interesting, 19 of students’ answered

“Strongly Concured” and 11 of students’ answered “Concured”.

 54

5) E-module are presented with the appropriate typeface and font size, 14 of

students’ answered “Strongly Concured”, 16 of students’ answered

“Concured”

6) The subject matter provided in e-module was easy to understand, 17 of

students’ answered “Strongly Concured” and 13 of students’ answered

“Concured”.

7) The exercise were in accordance to the material that have been learned, 20 of

students’ answered “Strongly Concured” and 10 of students’ answered

“Concured”.

8) The language used in the e-module were easy to understand, 19 of students’

answered “Strongly Concured” and 11 of students’ answered “Concured”.

9) The material contained in the e-module were in accordance with the material

that have been learned, 22 of students’ answered “Strongly Concured” and

eight of students’ answered “Concured”.

10) The example provided were clear to understand, 18 of students’ answered

“Strongly Concured” and 12 of students’ answered “Concured”.

11) Learning using e-module was not boring, 25 of students’ answered “Strongly

Concured” and five of students’ answered “Concured”.

12) Learning using e-module were a new experience, 30 of students’ answered

“Strongly Concured”
 55

This can be seen from the results of the main field trial data, the results

of data analysis from student statements show that using e-module is a new

experience for students’. Thus, students’ were enthusiastic in the learning

process. According to students’, the use of the product is very beneficial for every

student due to it is easy to used by students’, the material presented was easy

comprehend by students’ supported by pictures, videos and attractive

presentations that make students’ not get bored quickly.

E-module assisted by Flip PDF Professional are ready to use after all

development stages completed. The researcher distributed questionnaires to one

language expert and one teaching materials expert. The researcher make revisions

on everything suggested by the experts. After that, the researcher conducted a

preliminary field test and there were revisions made by the researcher thus that

the product was better for in the main field testing, if there was no revision after

the main field testing, the product was ready to be used and suitable for use as a

teaching materials.

The following are the components contained in e-module that have

been developed by researchers, as follows:

a. Cover

Figure 4.5 E- Module Cover

 56

Figure 4.5 e-module is equipped with a colorful cover that provides

information about the name of the e-module and the material it contains, grade

level and author of e-module.

b. Introduction and Table of Content

Figure 4.6 Introduction and Table of Content

In this e-module there is an introduction and table of content.

Introduction as knowledge for readers and users regarding what has been

recognized by author when making the e-module. And table of content to make it

easier for readers to find the material they want, due to if it is not equipped with a

table of contents, it is feared that readers will find it difficult so that they

discourage reading this e-module. In addition, the presence of a table of contents

makes the e-module look more professional when compared to a written paper

without a table of contents.

c. Guidelines, Basic Competence, Main Competence and Learning Objectives

Figure 4.7 Guidelines, Basic Competence, Main Competence and

Learning Objectives
 57

There are guidelines, to help students’ uses e-module.Beside that, this e-

module is provided with basic competencies, main competences and learning

objectives in accordance with the second grader English syllabus of junior high

school.

d. Description of Material

Figure 4.8 Material Description Page

Figure 4.8 is the description of the material contains explanations of

material recount text and in accordance with the basic competencies that students’

must be master in the learning process.

e. Learning Activities

Figure 4.9 Learning Activities Page

 58

Figure 4.9 the e-module equipped with learning activities according to

the material available on the e-module that related to learning objectives and

provide experiences that will enable students’ to enggagein, practice and get

feedback on specific progress toward those goals.

f. Videos

Figure 4.10 Video

Figure 4.10 In this e-module there is a learning videos related to

recount text material, which is expected to attract students’ interest in learning

process.

g. Evaluation

Figure 4.11 Evaluation Page

 59

Figure 4.11 In this e-module there is a practice question as an

evaluation to find out the students’ towards the recount text material.

h. References Page

Figure 4.12 References Page

Figure 4.12 In the end of this e-module is there References page.

The following is the final product that has been made by the

researcher.
 60

Figure

4.13 the Final Product

Figure 4.13 is the final product after going through three validations,

namely expert validation, preliminary field testing, and main field testing. In

expert validation, the researcher revised the content feasibility component by

adding examples from 2 to 4 examples, the presentation feasibility component by

making the display brighter and enlarging the font thus that student readability

was clear. In the preliminary field test, the researcher revised the content

feasibility component by added an explanation of the language features. Finally,

in the main field testing there were no revisions made by the researcher since
 61

there was no suggets given by the students’ which meant that it was enough to

make students’ comprehend the material contained.

2. Feasibility of the Product

The feasibility of the product regards to content feasibility component,

presentation feasibility component, and language feasibility component. E-module

were declared suitable for use by students’ after going through three stages, namely

expert validation, preliminary field testing, and main field testing. The results can be

interpreted as follow:

a. Content Feasibility Component

In the content feasibility component, the developed e-module contains

recount text material that is made according to the learning objectives taught at

the second grade level of junior high school, as well as examples and questions

that are available according to the material being discussed. As shown in Figure

4.14

Figure 4.14 Content Feasibility Component

 62

Based on the Figure 4.14 as a content feasibility component, e-module

assisted by Flip PDF Prosessional are considered suitable for use by students’

due to the material and learning objectives are in accordance with the second

grade level of junior high school. In addition, the examples and the practice

questions provided can make it easier for students’ to comprehend the material.

b. Presentation Feasibility Component

In this component, e-module developed by researchers are

presented artistically, meaning that they are presented in an attractive manner,

there are illustrations or images that match the material, the type and size of the

font are appropriate so that students’ readability is clear. As shown in Figure 4.14

Figure 4.15 Presentation Feasibility Component

Figure 4.15 as a presentation feasibility component, e-module assisted

by Flip PDF Professional are considered interesting for students’, supported by

the available colours and images, which are able to attract students’ interest in

reading and learning.

c. Language Feasibility Component

In this component, the e-module developed by the researcher used

language and vocabulary that were appropriate for the second grade students’ of

junior high school, used language that does not confuse students’, and the

symbols provided are consistent. As showed in Figure 4.16

 63

Figure 4.16

Language Feasibility Component

Figure 4.16 as a language feasibility component, e-module assisted by

Flip PDF Professional are considered suitable for use by students’ due to the

language and vocabulary used are in accordance with the level for second grade

students’ of junior high school, which means they are easy to understand and

commonly used languages.

3. Students’ Responses

The questionnaires have distributed to 45 second grader students’ and the

interview has conducted to second grade students’ of main field testing. Based on the

questionnaire and interview data, the students’ responses are as follows.

Based on the questionnaire data as many as 26 of students’ answered ‘Strongly

Concured’, 18 of students’ answered ‘Concured’, and only one of student answered

‘Neutral’ that the use of e-module were easy for students’ to use. Moreover, as many

as 27 of students’ answered ‘Strongly Concured, 13 of students’ answered

‘Concured’, and only five of students’ answered ‘Neutral’ that the instructions and

icons in the e-module were easy for them to understand. The student expressed that

the practically of use was easy, as the student stated.

“Mudah ko, setiap pindah halaman tinggal di klik, seperti membuka buku

asli”
 64

[It's easy, every time you move pages, just click like opening an original

book].

Based on the questionnaires data it can be interpreted that as many as 28 of

students’ answered ‘Strongly Concured’, 15 of students’ answered ‘Concured’, and

only two of students’ answered ‘Neutral’ that the pictures and illustrations contained

in e-module helped them understand the material. In addition, the data revealed that

as many as 31 of students’ answered ‘Strongly Concured’ and 14 students’ answered

‘Concured’ that the e-module display was interesting. The responses supported with

the student statement that the display was interesting due to in provided colorful

pictures.

“Tampilannya menarik, karena berwarna gambarnya lucu-lucu dan ada

videonya jadi ga bosen”

[The display was interesting since it provided colorful and pretty pictures and

also there are videos so, we don’t get bored].

As for the font of the display, the students’ argued that it was sufficient, as the

student stated.

“Tulisannya terbaca ko, ga terlalu kecil tapi pas”

[The font was readable, it was not to narrow, it was precise]

Regard to the features in e-module, the student argued that those can be

operated normally.

“Kemarin bisa digunakan dengan baik, ga ada error”

[At the time, it can be used normally, there was no error]

The questionnaires data were revealed that as many as 27 of students’

answered ‘Strongly Concured’ and 18 of students’ answered ‘Concured’ that the

subject matter provided in the e-module was easy for them to understand. In term of
 65

the subject matter, the student expressed that the exercises were in accordance with

the material being learned.

“Untuk soalnya sesuai ko, tentang recount text”

The exercises were in accordance to the rcount text material”In addition, based

on the questionnaires data it can be interpreted that as many as 21 students’ answered

‘Strongly Concured’, 19 of students’ answered ‘Concured’, and five of students’

answered ‘Neutral’ the language used in the e-module were easy for them to

understand. This is in line with the student’s statement that the language used in e-

module can be comprehended.

“Bahasanya masih bisa difahami ko”.

[The language used was still can be comprehended].

Furthermore, the student argued that the material contained in e-modules were

in accordance with the material that the student learned in school, as the student

stated.

“Iya materinya sedang dipelajari di sekolah”

[Yes, the material were what we learn in school].

Based on the questionnaires data it revealed that as many as 25 of students’

answered ‘Strongly Concured’ and as many as 20 students’ answered ‘Concured’ that

the example provided were clear for them, as the student stated.

“Contoh nya membantu jadi tidak bingung cara mengerjakannya dan

mengerti bagaimana soalnya harus diisi”

[The example for using was helped, it made me not confused to fill the

question or exercise provided].

Based on the questionnaires data obtained, that as many as 23 of students’

answered ‘Strongly Concured’, 20 of students’ answered ‘Concured’, and two of

 66

students’ answered ‘Neutral’ that learning using e-module was not boring for them.

In addition, the data it revealed that as many as 26 of students’ answered ‘Strongly

Concured’, 12 of students’ answered ‘Concured’, and only seven of students’

answered ‘Neutral’ that learning using e-module make them enthusiast and as many

as 33 of students’ answered ‘Strongly Concured’ and 12 of students’ answered

‘Concured’ that e-module made them excited to learn. These responses are supported

with the student’s interview data. Regard to learning using E-module, the student

expressed that it made the enthusiasts in learning.

“Semangat ko, karena seru gitu seperti membaca buku asli namun dalam

bentuk digital bias dibuka di handphone jadi bias dipelajari kapan saja dan dimana

saja.”

[We are excited, due to it's fun, like reading an original book, but in digital

form, you can open it on your cellphone so you can study it anytime and anywhere.].

Then, based on the questionnaire data it revealed that as many as 30 of

students’ answered ‘Strongly Concured’ and 15 of students’ ‘Answered Concured’

that earning using e-module were useful for students’.

Furthermore, it revealed that as many as 33 of students’ answered ‘Strongly

Concured’ and 12 students’ answered ‘Concured’ that learning using e-module

were a new experience for students’.

Based on the students’ responses it can be concluded that the students’

responses were positive. In term of practically of use of e-module were easy to used

by students’, the students’ had not discovered the difficulties or error in term the

features and icons. As for the display of e-module, the students’ expressed their

opinion that the pictures and illustrations were helped them understand the material

and it were interesting for them, since it provided colorful pictures.

 67

Moreover, the size of the font were prices for them. In term of subject matter,

the students’ argued that the exercises contained in E-module were accordance to the

material they being learned. As for the example for using it was revealed that it made

students’ not confused and understand to fill the questions. Moreover, students’

argued that learning using e-module provided new experience and made students’

motivated in learning.

4. Teachers’ Responses

The teacher’s questionnaire has distributed an interview has conducted to

second grader English teacher which role as practitioner. The responses are as

follow.Based on the questionnaire data it revealed that the teacher responded

‘Strongly Concured’ that e-module were easy to use by teachers in classroom or

online learning, this is supported with the teacher’s argumentation in interview.

“Sangat mudah ya, apalagi untuk pembelajaran online itu membantu sekali,

sehingga tidak perlu membuat materi di word atau membuat ppt.”

[It's very easy, especially for online learning, it's very helpful, so you don't

need to make material in word or make ppt].

The teacher responded ‘Strongly Concured’ that the use of e-module helped

teachers in teaching English. As the teacher stated in the interview.

“Sangat sangat membantu ya, karena didalam e-module sudah terdapat

materi yang lengkap dan disertai latihan soal yang sesuai dengan materi yang sedang

dibahas”

[It was really helpful, due to in this e-module there is complete material and

accompanied by practice questions that are accordance with the material being

discussed]
 68

The teacher responded ‘Concured’ that e-module made students’ understand

the material. Moreover, the teacher responded ‘Concured’ that e-module can be used

independently by students’, as the teacher opined.

“Sangat praktis ya, siswa seperti membawa buku kemanapun dalam satu

genggaman, sehingga mereka dapat membuka dan mepelajari materi dimanapun dan

kapanpun”

[It's very practical, students’ like to carry books anywhere in one hand, so they

can open and study material anywhere and anytime]

The teacher responded ‘Strongly Concured’ that learning using e-module

made students’ more active and motivated in learning process. Furthermore, the

teacher responded ‘Strongly Concured’ that learning using e-module were interesting

and fun. This is in line with the teacher’s statement

“Kalau hanya mengandalkan buku siswa bisa bosan, tapi ini kan menarik ya

layoutnya berwarna, ada banyak gambar dan ada video juga jadi siswa pasti

senang dan termotivasi dalam belajar”

[If we only rely on books, students’ can get bored, but this is interesting, the

layout is colorful, there are lots of pictures and there are videos too, so students’ will

definitely be happy and motivated in learning]

Based on the questionnaire data it revealed that the teacher responded

‘Concured’ that e-module made students’ focus on learning. This is supported with

the teacher’s statement in the interview.

“Jelas, karena materi yang terdapat dalam e-module sesuai dan dikemas

dalam bentuk yang lebih menarik sehingga siswa dapat focus mempelajari materi

dibandingkan hanya melihat tulisan di buku.”

 69

[Of course, due to the material contained in the e-module is appropriate and

packaged in a more attractive form so that students’ can focus on studying the

material rather than just looking at the writing in the book.]

Based on questionnaire data it was revealed that the teacher responded

‘Strongly Concured’ that e-module were suitable for learning in class. This is in line

with the teacher’s statement.

“Cocok, mudah digunakan dan tidak terlalu banyak memakan kuota siswa”

[It was appropriate for students’, it was easy to use and not consumed a lot of

students’ internet data]

Moreover, the teacher responded ‘Concured’ that learning using e-module

were new experience. As the teacher’s statement.

“Walaupun ibu pernah membuat e-module, namun e-module seperti ini ibu

baru menggunakan, tentu menjadikan e-module lebih menarik dan lebih praktis

dibandingkan menggunakan e-modul yang biasa ibu buat yang hanya di buat di Ms.

Word tampilannya seolah-olah kita membaca buku biasa namun lebih praktis dan

menarik”

["Even though I have made an e-module, this is new to using an e-module like

this, it certainly makes the e-module more interesting and more practical than using

the e-module that I usually make which is only made by Ms. Word looks as if we are

reading an ordinary book but it is more practical and interesting”]

Based on the teacher’s response it can be concluded that the teacher’s

responses were mostly positive, in term of practically of use of e-module were easy

for teacher. As for the advantages of e-module, the teacher expressed opinion that it

helped to teaching English due to of this e-module have complete material and
 70

accompanied by practice questions that are accordance with the material being

discussed.

Moreover, the teacher assumed that e-module can help students’ to

comprehend the material and can be used independently by students’. The use of e-

module made students’ more active and motivated in learning process supported by an

attractive presentation such as colorful layout, availability of images and videos, as

the teacher assumed. Furthermore, the teacher argued that the used of e-module

assisted by flip fdf were new experience for teacher.

B. Discussions

The development of this research through eight stages that developed with

Borg & Gall research procedures to produce e-module assisted by Flip PDF

Professional to teach recount text for second grader in junior high school. In the

collecting information, the researcher collected information through field notes. In the

planning stage, the researcher plans the material to be loaded, the number of questions,

types of questions, layout design, and colour choices. In the development stage, e-

module have been created based on the plans that have been prepared. E-module have

been designed through Canva platform which are then loaded into Flip PDF

Professional.

E-module that have been designed were then validated to the validators, from

the results it is necessary to make revision in the content components and the

presentation component. In the content components, where the colour on the e-module

presentation was dark, thus it needs revision that student readability was clear and

attracts students’ reading interest. In the presentation components, the examples and

practice questions contained was inadequated the needs of students’ in recount text

material, thus in this material students’ need to do more on examples and practice
 71

questions to support students’ comprehended of the material. Then, the researcher

revised the product according to the suggestions given by the two valiators by added

more example of recount text.

 72

Furthermore, after the revised product, the researcher tested the product in the

preliminary field testing involved 15 second grader junior high school students’. After

conducted the preliminary field testing, then the product tested in a larger group namely

main field testing involved 30 second grader of junior high school students’ to describe

the use of e-module products used in learning.As a final product, e-module contain

cover, introduction, table of contents, guidelines, basic competence, main competency,

learning objectives, materials, and practice questions as an evaluation of learning

material. The product is ready to be used for educational purposes in a wider real. The

research procedure was carried out in accordance with the model used to obtain products

that were suitable for use by students’.

The feasibility of the e-module product was categorize suitable for use for

students’ since it had through three validation stages, namely expert validation,

preliminary filed testing, and main filed testing. Components of product feasibility

include content feasibility, presentations feasibility, and language feasibility. On the

content components, the material and the excercise available were in accordance with the

material that being learned. On the presentations components, the product presentations

were attractive with colours and pictures that match the material. Thus, it can increase

students’ learning interest. Regards to the language components, the product used

common language to make it easier for students’ to comprehend the vocabulary

contained in the text of the e-module product.

 73

Based on the results of students’ responses of second grader in junior high

school students’, it was revealed that after using the product students’ tend interested and

enthusiastic to followed the learning process with teaching materials that had been

developed by the researcher. This is in line with Yunianto, Nagara and Suherman (2019),

stated that the development of the e module using flip pdf is very suitable to be used as a

learning medium, in which there are several materials, pictures, and videos that are

neatly arranged to make it easier for students’ to understand learning easily and not

monotonously. The students’ argued that used the product was a new experience for

them and they not get bored.

Based on the results of teacher’s responses, it revealed that using e-module

was a new experience for teachers. This product is easy for teachers and students’ to use,

effective enough for students’ to study independently. In addition, the e-module is also

equipped with audio and video that can support the material so as to strengthhen the

understanding of students’ concepts. This is in line with Rifa Efendi & Yusman Wiyatmo

(2020) e-module assisted by Flip PDF Professional have an attractive appearance and

are presented in easy-to-understand language making it easier for students’ to understand

the material.

In conclusion, this development procedure through nine stages, the product

developed were in form of digital module namely e-module. The validation data revealed

that e-module categorized as a feasibility product that ready to be use. Besides that, the

questionnaires and interview data revealed responses of students’ and teacher toward

learning using e-module mostly positive. E-module reduce the teacher's burden of

correcting or providing feedback on the remainder with a feedback system.

 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter provides the conclusion of the research and provide the suggestion

related to the research and development.

A. Conclusion

Based on objectives of this research of which are to describe the process of

developing e-module assisted by Flip PDF Professional, to the feasibility of the product,

and the students’ and teacher responses. Hence, this research provides three conclusions

as follow:

1. Regard to the development of e-module employ Research and Development (R&D)

method, the developing process begin after the information was collected in Research

and information stages. The component such as picture, layout, and font were design

in Canva platform until it fully design then loaded into Flip PDF Professional. The

developing process of through three validation, including expert validation,

preliminary field testing, and main field testing.

2. Regard to the research question number two, the feasibility of products categorized as

teaching materials is considered feasible after passed the validation stage by making

revisions to added examples, and practice question as an evaluation, making the color

presentation brighter and the font size large. The product was revised according to the

suggestions given by the first and second validators who are expert lecturers in the

field of language and teaching materials.

3. Regard to the research question number three, the students’ and teacher responses

majority with positive toward e-module. The teacher and the majority of students’

have concuredd that its use was not difficult. The majority of students’ also concuredd

that tha e-module helped to comprehending recount text material. In addition, the

73
 74

presentation considered attractive for the use it makes learning fun and not boring. In

addition, teacher and students’ also assumed that e-module makes students’

enthusiastic in participating in the learning process. Moreover, the teacher mentioned

that e-module has the potential to increase students’ motivation in learning english

due to is there any pictures and videos. Furthermore, learning using e-module with

this platform is a new experience for students’ and teacher.

B. Suggestions  

Based on the results of the research, it had been stated that the product

developed was suitable for use in learning, so some suggestions could be given,

including:

1. For teachers, e-module can be applied by combining it through various learning

methods.

2. For students’, e-module can be used as an independent teaching material in supporting

the learning process of writing recount text.

3. For other researchers, the e-module developed has not yet reached the final student

learning outcome measurement, so it is open for other researchers to conduct further

research in order to see the results of increasing student achievement after using the e-

module for recount text writing material. Other researchers can made e-modules with

other materials and develop them even better by paying attention to the interactive

and mobile aspects of an electronic product.

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Appendix 1 Student Interview Transcription

INTERVIEW TRANSCRIPTION

Interviewer : RRA

Interviewee : 8th Grade Student

Interview Setting : August 19th, 2022 at 11.51 AM through WhatsApp

Massager.

Interview Code : IT-S01

No
Interview Outline Interviewee
.
Assalamu’alaykum, ini Alya kelas 8D ya? Wa’alaykumsalam. Oh
Saya Miss RRA waktu itu sempat mengajar iya Miss, ada yang bisa
Bahasa Inggris di sekolah. Alya masih ingat dibantu?
tidak?
1.

Assalamu’alaykum, is this Alya from 8D

Waalaikumsalam. Oh
class? I am Miss RNA, last time I teaching
yes Miss, may I help
English at school. Do you remember, Agatha?
you?
Iya Alya, Miss boleh minta waktunya sebentar Wawancara apa Miss?
untuk wawancara? Lewat chat aja ko sebentar

2.
May I have a moment for an interview? Only
through this chat, for a moment
What kind of interview,
Miss?
Wawancara terkait pembelajaran Oh iya Miss
menggunakan E-Module, Alya masih ingat
tidak?
3.

Interview Interviews related to learning using

E-Module, do you remember, Alya? Oh yes, Miss.
4. Apakah menurut kamu E-Module ini sesuai Iya Miss dipelajari di

79
 80

dengan materi yang kamu pelajar di sekolah? sekolah

Do you think the E-Module is appropriate with

the material you are studying at school?
Yes Miss, the material
were what we learn in
school
Dalam E-Module terdapat panduan Iya Miss panduannya
menggunakan e-module. Apakah hal tersebut membantu jadi tidak
membuat kamu faham cara menggunakannya? bingung cara
menggunakannya
5.
Yes, Miss. The guidlines
was helped, it made me
In the E-Module there are guidelines for use it. not confused to use it.
Do that make you understand how to use it?
Apakah soalnya sesuai dengan materi yang Untuk soalnya sesuai
dibahas atau diajarkan? ko, tentang present
tense.
6.
Is the question in accordance with the material
being discussed or taught? The exercises were in
accordance to the
Recount Text
Baik, dari segi tampilannya menurutmu Tampilannya menarik,
apakah menarik? karena berwarna sama
lucu gambar-
gambarnya.
7.
The display was
Alright, in terms of appearance, do you think interesting since it
it's interesting? provided colorful and
pretty pictures
8. Dari segi tulisannya apakah cukup terbaca Tulisannya terbaca ko,
menurutmu? ga terlalu kecil tapi pas
 81

In terms of on font, do you think it's readable The font was readable, it
enough? was not to narrow, it
was precise
Apakah pembelajaran menggunakan E- Semangat ko, karena
modules membuatmu tertarik dan semangat seru gitu dari pada pake
belajar? buku bosen.
9.
Does learning using E-Module make you It was exciting
interested and excited to learn? compared to book which
were boring
Untuk segi Bahasa nya apakah sulit atau Bahasanya masih bisa
asing bagimu? difahami ko Miss

10.
In terms of language, is it difficult or The language used was
ambiguous to you? still can be
comprehended, Miss
Untuk fiturnya apakah dapat digunakan Kemarin bisa digunakan
dengan baik atau terdapat error? dengan baik, ga ada
error
11.
At the time, it can be
For the feature, can it be used properly or is
used normally, there was
there an error?
no error
Apakah penggunaannya secara keseluruhan Mudah ko, hanya perlu
mudah bagi kamu? di isi saja
12.
Overall, is the use easy for you? It was easy to use, only
had to fill it
13. Baik, cukup saja. Terima kasih banyak yah Wa’alaykumsalam
Agatha atas waktunya mau diwawancara.
Wassalamu’alaykum

Okay, that's enough. Thank you Agatha, for

taking the time to be interviewed. Wa’alaykumsalam
 82

Wassalamu'alaykum
Appendix 2 Teacher Interview Transcription

INTERVIEW TRANSCRIPTION

Interviewer : RRA

Interviewee : 8th Grade Teacher

Interview Setting : August 20th, 2022 at 12.14 PM through WhatsApp

Massager.

Interview Code : IT-T01

No Interview Outline Interviewee

.
1. Assalamu’alaykum, bu mohon maaf Wa’alaykumsalam
mengganggu waktunya. Bu saya RRA yang silahkan.
waktu itu melakukan penelitian dikelas Ibu
menggunakan E-Module. Bolehkah saya
meminta waktunya sebentar untuk
mewawancarai Ibu melalui chat ini berkenaan
dengan hal tersebut?

Assalamu'alaykum, Mrs, may I have your time, Wa’alaykumsalam, sure.

Ms? I am RRA, who was conducted research in
your class using the E-Module. May I ask a
moment to interview you through this chat
regarding the research?
2. Apakah menurut Ibu E-Module mudah untuk
digunakan oleh guru?
In your opinion, does E-Module is easy for
teachers to use?
3. Apakah menurut Ibu E-Module membantu guru
dalam mengajar Bahasa Inggris?
Sangat mudah ya, apalagi
untuk pembelajaran online
itu membantu sekali,
sehingga tidak perlu
membuat materi di word
atau membuat ppt
It's very easy, especially for
online learning, it's very
helpful, so you don't need
to make material in word or
make ppt.
“Sangat membantu ya, jadi
ada variasi gitu. Tidak

82
 83

hanya mengandalkan buku

In your opinion, does E-Module helps teachers
in teaching English? atau harus bikin sendiri”

It was really helpful, it

provided a lot of variation,
not only rely on textbook
source or the teachers
makes by themselves
4. Apakah menurut ibu e-module ini digunakan Ya, tentu. E-Module ini
siswa secara mandiri ?
Sangat praktis, siswa

seperti membawa buku

kemanapun dalam satu

genggaman, sehingga

mereka dapat membuka

In your opinion, does E-Module can be used
independently by students’? dan mepelajari materi

dimanapun dan kapanpun

Yes, Of Course. This e-

module is very practical,

students’ like to carry books

anywhere in one hand, so

they can open and study

material anywhere and

anytime

4. Kalau begitu, apakah dengan penggunaan E- Pasti ya, Kalau hanya

Module dapat membuat siswa lebih aktif dan mengandalkan buku siswa
termotivasi di kelas? bisa bosan, tapi ini kan
menarik ya latihan
soalnya, jadi siswa pasti
 84

senang dan termotivasi

Then, can the use of E-Module make students’ dalam belajar.
more active and motivated in class?
Yes, sure. In the event that
teachers only rely on
textbook it lead to students’
being bored in learning, yet
this e-modules were
interesting, thus the
students’ excited and
motivated in learning
5. Menurut bapak ibu pembelajaran Jelas, kalau hanya
menggunakan E-Module berpotensi mengandalkan buku siswa
meningkatkan motivasi siswa belajar Bahasa bisa bosan, tapi ini kan
inggris ? menarik ya layoutnya
berwarna, ada banyak
gambar dan ada video juga
jadi siswa pasti senang dan
termotivasi dalam belajar
In your opinion, does learning using e-module
have the potential to increase student Of Course. If we only rely
motivation in learning English? on books, students’ can get
bored, but this is
interesting, the layout is
colorful, there are lots of
pictures and there are
videos too, so students’
will definitely be happy
and motivated in learning
6. Apakah menurut ibu E-Module cocok Cocok, mudah digunakan
digunakan siswa di dalam kelas? dan tidak terlalu banyak
memakan kuota siswa
In your opinion, does E-modules is appropriate It was appropriate for
for students’ to use in class? students’, it was easy to use
and not consumed a lot of
students’ internet data
7. Apakah menurut Ibu, E-Module membuat siswa Jelas, karena materi yang
focus dalam belajar Bahasa Inggris ? terdapat dalam e-module
sesuai dan dikemas dalam
bentuk yang lebih menarik
sehingga siswa dapat focus
mempelajari materi
In Your opinion, does e-module made students’ dibandingkan hanya
focus on learning English? melihat tulisan di buku
Of course, due to the
material contained in the e-
 85

module is appropriate and

packaged in a more
attractive form so that
students’ can focus on
studying the material rather
than just looking at the
writing in the book.
7. Apakah menurut Ibu pembelajaran Walaupun ibu pernah
menggunakan E-Module merupakan membuat e-module, namun
pengalaman baru bagi Ibu? e-module seperti ini ibu
baru menggunakan, tentu
menjadikan e-module lebih
menarik dan lebih praktis
dibandingkan
menggunakan e-modul
yang biasa ibu buat yang
hanya di buat di Ms. Word
tampilannya seolah-olah
In your opinion, does learning to use E-modules kita membaca buku biasa
is a new experience for you? namun lebih praktis dan
menarik.

Even though I have made

an e-module, this is new to
using an e-module like this,
it certainly makes the e-
module more interesting
and more practical than
using the e-module that I
usually make which is only
made by Ms. Word looks
as if we are reading an
ordinary book but it is
more practical and
interesting
8. Baik kalau begitu cukup, saya tutup Wa’alaykumsalam
wawancaranya ya bu. Terimakasih atas
kesediaannya untuk diwawancarai,
Wassalamu’alaykum

Alright, then that is enough, I will close the Wa’alaykumsalam

interview, Ms. Thank you for being willing to
be interviewed, Wassalamu'alaykum
Appendix 3 Field Note Observation

FIELD NOTE OBSERVATION

Observer : RRA

Observation Setting : Public Junior High School in West Bandung

at 18th April, 2022

Description
The activity started in the teacher's room to ask permission to do class
observations.
Some students’ do online and offline learning. Learning activities observed in
online learning, students’ start learning at 07.00 AM, the class observed is 8C
class which consists of 35 students’. The teacher starts the lesson by sending a
message to the class group of students’ on the WhatsApp messaging
application. Some students’ respond to messages. Then, the teacher gives
assignments to students’ through Google Forms and Google Classroom.
Assignments must be done by students’ before a certain time. Teachers use
thoseplatform as a daily learning medium.

The learning activity was closed after 60 minutes with the teacher separating
message through class group messages.

Then, the learning activities observed in offline learning, students’ start learning
at 08.00 AM, the class observed is class 8D which consists of 36 students’. The
teacher starts learning by explaining the material to be studied, using textbooks
as the main learning materials and resources. Teachers do not have a variety of
learning media in the classroom. It looks like the students’ are less enthusiastic
in learning. Students’ do the exercises in the textbook and their answers are
collected in the form of a sheet of paper.
Learning activities are closed after 60 minutes with the teacher giving
homework and closing with separating.

86
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMP Negerri 3 Ngamprah

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Genap

Materi Pokok : KD. 3.3 (Recunt Text)

Alokasi Waktu : 2 Jam Pelajaran (2 x 45 Menit)

Pertemuan : 1-3

A. Tujuan Pembelajaran

Melalui kegiatan diskusi dan unjuk kerja, peserta didik diharapkan

dapat : menemukan informasi,menyimpulkan makda dan menyusun text

personal recount terkait pengalaman pribadi diwaktu lampau dengan

memperhatikan struktur teks dan unsur kebahasaan yang sesuai.

B. Media Pembelajaran, Alat dan Metode Belajar

1. Media : E-Module, Worksheet, Lembar Penilaian

2. Alat /Bahan : Smartphone, Laptop

3. Metode Pembelajaran : Inquiry dan Resitasi

C. Langkah-Langkah Pembelajaran

Kegiatan Pendahuluan ( 10 Menit)

Melakukan pembukaan dengan salam pembuka dan berdo’a untuk

memulaipembelajaran, memeriksa kehadiran peserta didik sebagai sikap disiplin.

Mengaitkan materi /tema/ kegiatan pembelajaran yang akan dilakukan dengan

87
 88

pengalaman peserta didik dengan materi / tema / kegiatan sebelumnya serta

mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi

selanjutnya.

Kegiatan Inti (25 Menit)

Kegiatan Literasi Peserta didik diberi motivasi dan panduan untuk

melihat, mengamati, membaca materi recount

text yang tersedia pada e-module yang diakses

menggunakan smartphone masing-masing dan

menuliskangnya kembali bacaan terkait materi

recount text.

Critical Thinking Peserta didik diberikan kesempatan untuk

bertanya dan menggali informasi terkait materi

recount text .

Collaboration Peserta didik diberi kesempatan untuk

mendiskusikan, mengumpulkan informasi,

mempresentasikan ulang, dan saling bertukar

informasi terkait fungsi sosial, struktur teks dan

unsur kebahasaan recount text.

Comunnication Pesertadidik mempresentasikan hasil kerja

individusecara klasikal, mengemukakan

pendapat atau informasi terkait pengalaman

 89

pribadi di waktu lampau dalam recount text.

Creativity Peserta didik diminta untuk membuat contoh

recount text terkait pengalaman pribadi di waktu

lampau.

Kegiatan Penutul (10 Menit)

Peserta didik membuat rangkuman / kesimpulan pembelajaran tentang point-

point penting yang muncuk dalam kegiatan pembelajaran yang baru dilakukan.

Guru memberikan gambaran kepada peserta didik terkait dengan materi yang

akan dipelajari dipertemuan berikutnya.

D. Penilaian Hasil Pembelajaran

1. Penilaian Pengetahuan : tes tertulis pilihan ganda dan tertulis uraian

2. Penilaian Keterampilan : berupa penilaian unjuk keja, penilaian

proyek, penilaian produk dan penilaian portopolio.

Ngamprah, April 2022

Penyusun

RIKA KARTIKA
 Students’ Questionnaire
Selamat Pagi,

Nama Saya Rika Kartika, Mahasiswa Program Study Pendidikan Bahasa Inggris

Ikip Siliwangi, Bandung. Sebagai Bagian Dari Penelitian “Developing E-module

Assisted By Flip Pdf Professional In Teaching Writing Recount Text For Second Grade

Student’s Of Junior High School”, angket ini digunakan untuk meninjau sudut

pandang siswa terhadap pembelajaran menggunakan E-Module. Mohon untuk

mengisi dengan sejujur-jujurnya berdasarkan pendapat pribadi.

Terimakasih,

Nama :
Kelas :

Respon Pribadi Terhadap E-Module

Petunjuk: Silahkan beri tanda centang () pada kolom respon berdasarkan tingkat
kesetujuan anda terhadap pernyataan disamping.

No. Indikator Respon

Sangat Setuju Netral Tidak Sangat
Setuju Setuju Tidak
Setuju
1. E-module mudah saya
gunakan

2. Petunjuk dan ikon

90
 91

didalam E-module
mudah untuk saya
pahami

3. Gambar dan ilustrasi

membantu saya
memahami materi

4. Menurut saya tampilan

E-module sangat
menarik

5. Materi pelajaran dalam

E-module yang
diberikan mudah saya
pahami

6. Contoh kalimat yang

diberikan sangat jelas
bagi saya

7. Pembelajaran
menggunakan E-module
tidak membosankan bagi
saya

8. E-module membantu
saya semangat dalam
mengerjakan latihan soal

9. Bahasa yang digunakan

dalam E-module tidak
sulit untuk saya pahami

10. Pembelajaran
menggunakan E-module
 92

sangat bermanfaat untuk

saya pribadi

11. E-module membuat saya

semangat dalam belajar

12. Pembelajaran
menggunakan E-module
adalah pengalaman baru
bagi saya dalam belajar
 Teacher Questionnaire
Selamat Pagi,

Nama saya Rika Kartika, mahasiswa program study Pendidikan Bahasa Inggris

IKIP Siliwangi, Bandung. Sebagai bagian dari penelitian “Developing E-Module

Assisted By Flip Pdf Professional In Teaching Writing Recount Text For Second Grade

Students’Of Junior High School angket ini digunakan untuk meninjau sudut

pandang guru terhadap pembelajaran menggunakan E-Module.

Mohon untuk mengisi dengan sejujur-jujurnya berdasarkan pendapat pribadi.

Terimakasih,
Nama :
Hari/Tanggal :
Respon Pribadi Terhadap E-Module
Petunjuk: Silahkan beri tanda centang () pada kolom respon berdasarkan tingkat
kesetujuan anda terhadap pernyataan disamping.

No. Indikator Respon

Sangat Setuju Cukup Tidak Sangat
Setuju Setuju Tidak
Setuju
1. E-Module sangat mudah
guru gunakan dalam kelas
2. Penggunaan E-Module
membantu guru dalam
mengajar bahasa inggris
3. E-Module membuat siswa
memahami materi
4. LKS interaktif dapat
digunakan secara mandiri

93
 94

oleh siswa
5. Pembelajaran
menggunakan E-Module
membuat siswa lebih aktif
dan termotivasi di kelas
6. Pembelajaran
menggunakan E-Module
menarik dan
menyenangkan
7. Pembelajaran
menggunakan E-
Moduleberpotensi
meningkatkan motivasi
siswa dalam mengerjakan
soal-soal
8. E-Module membuat siswa
fokus belajar
9. E-Module cocok
digunakan untuk
pembelajaran didalam
kelas
10. Pembelajaran
menggunakan E-Module
tidak asing
Appendix 7 Validation Sheet

95
96
Appendix 8 Instrument of The Research Approval

97
Appendix 9 Documentation

Preliminary Field Testing

Main Field Testing

98