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Developing Context-Based Reading Materials

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DOI: 10.31227/osf.io/mvyh4

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 Advances in Social Science, Education and Humanities Research, volume 263
International Conference on Language, Literature, and Education (ICLLE 2018)

Developing Context-Based Reading Materials

Atmazaki
Padang State University
([email protected])

Abstract--This study aimed to explain the process of developing teaching materials based on Contextual Teaching and Learning
(CTL). As the basis of development, this study used 7 types of texts that should be learned in class VII SMP items, namely
descriptive texts, fantasy texts, procedural texts, report texts, poetical texts, fable texts, and letters texts. The development models
of Plomp is used to analyze the needs (preliminary phase), make the design (prototyping phase), and conduct field test (evaluation
phase). The results show that the contextual reading of developed material meets the criteria of validity, practicality, and
effectiveness. It is expected that these materials can improve reading interest and skills of the students.

Keywords-- reading skill, reading materials, contextual teaching and learning model

I. INTRODUCTION
The ability to read is the essence of self-education and lifelong learning because reading has a role in self-
development (Tella & Akande, 2007). Reading has a positive impact on cognitive development (Moore and Cahill,
2016; Basuki, 2011); the foundation for building other academic skills (Hassen, 2016). Therefore, the ability to read
should be improved in an effort to develop an educated society (Wahyuni, 2010).
Reading skills among students should be improved through various channels, either formal or non-formal
education such as in reading garden (Moore & Cahill, 2016). On formal education, learning to read needs to be
implemented more seriously, both in terms of speed and understanding. Not just being able to answer factual questions
in text, but also connect with the experience, even able to respond the text content (Pineda, 2014). Through reading
garden, reading skills are enhanced for aspects of passion, interest, and fun.
Through the formal education path, the government has implemented a national curriculum since 2013, called
K-13. To support implementation, the Curriculum and Book Center has established a number of textbooks for all
subjects. In addition, the private sector also publishes supporting books as an additional government book. However,
the books are still considered to be much deficient in terms of readability (Fadilah & Mintowati, 2015); incompleteness
of the material description and learning approach (Asri, 2017); improper language usage (Purnanto & Mastudi, 2016);
and inadequate illustrations (Muslich, 2011).
One solution offered to help overcome these shortcomings is the development of teaching materials. The
developed teaching material is focused on reading material for seventh grade junior high school students. Teaching
materials are developed as models so that teachers can make them as examples or guides to develop their own reading
material relevant to student characteristics. In addition, the teaching materials developed are tailored to the CTL
approach so that learning is more student-centered, cooperative learning, self-learning, relating to daily life, not just
memorization, and authentic assessment (Utomo, 2016; Sugiyono, 2010; Khotimah, & Masduki, 2015; Khaefiatinnisa,
2015; Plomp, 1997).
Based on the stated issues and models of teaching materials offered, this study aims to explain the process of
developing teaching materials to help junior high school students learn to read. Teaching materials (product research)
were developed based on a contextual approach intended to motivate students and teachers in the learning process.

II. METHOD
The development research (Gall, Borg, and Gall, 1996) undertaken is following the Plomp (1997) model with
three phases: preliminary research, prototyping phase and assessment phase. In preliminary research, needs, curriculum,
students, and concepts of reading learning in junior high school are identified and analyzed. Based on the analysis of the
needs, reading material is developed for the seven texts that are set. The teaching materials were developed based on
CTL. The teaching materials are validated to students/teachers, and experts (prototyping phase). Once declared valid,
then tested in class to know the level of its practicality and effectiveness (asessment phase).
Several instruments (questionnaires, interviews guide, and tests) were prepared to analyze field conditions, to
determine suitable learning materials, and learning outcomes. The subjects of the trial were the students of grade VII
SMP Padang, West Sumatra, Indonesia with three schools of SMPN 12 Padang, SMPN 8 Padang, and SMPN 30
Padang, with 220 students. Data were descriptively analyzed with product feasibility level above 75%.

Copyright © 2018, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 1
 Advances in Social Science, Education and Humanities Research, volume 263

III. FINDING AND DISCUSSION

a. Preliminary Research
Through interviews, many things are known about the circumstances of learning to read in junior Padang as in
table 1.
Table 1. Requirements Analysis
No. Statement School-1 School-2 School-3
1. Students' skills in reading Good Enough Enough
comprehension.
2. Time to learn to read. Not enough Not enough Not enough
3. Constraints in learning to read. Limited reading sources less time Low student interest in
reading
4. Learners read the difficult aspects Identifying information in Identifying information in Understanding the text
for students. the text the text content
5. Connecting the material with real Yes Yes Yes
life.
6. Students were asked to dig up Yes No No
information on learning.
7. Guidance for students discover No No No
the concept of reading
independently.
8. Referrals for students to ask in Yes Yes No
learning.
9. Cooperative learning. Yes Yes Yes
10. Example text is provided for Yes, taken from the Internet Yes, taken from the No, only book sources
comprehension. and revised Internet and revised
11. Reflection after implementing No No No
learning.
12. Learning resources used in Textbooks of government Textbooks from Ministry Textbooks from Ministry
learning. (Ministry of Education and of Education and Culture of Education and Culture
Culture) and sources on the and sources on the and sources on the
Internet Internet Internet
13. Text books provided by the Already, but still need Already, but still need Already, but still need
government are adequate additional learning additional resources additional resources
resources
14. Advantages and disadvantages of Examples much text is Having a diverse tests, Having a diverse tests,
learning resources that have been displayed, but not close to but the matter is less but the sample text is not
used. the student environment. detailed. close to the student
context

Based on the needs analysis above, it is concluded that the learning process cannot be implemented properly
because of the limitations of teaching materials both in terms of variation and in terms of contents. Especially for junior
high scholl students, there are a number of texts to be learned. In reading learning, students should be able to
understand, identify, and analyze texts. Thus, required reading material is what helps students improve their ability to
understand, identify, and analyze texts. The expected competencies can be seen in table 2.

Table 2. Analysis of Instructional Materials Concept and Relevance To Curriculum

No. Text Learned Comprehension Skills
1. Description text Identifying, analyzing Explaining, presenting data
2. Story fantasy text Identifying, analyzing Retelling, present ideas
3. Procedure text Identifying, analyzing Summing up, the present data
4. Reports text Identifying, analyzing Summing up, summarizes
5. Folk poetry Identifying, analyzing Summing up, examine
6. Fables text Identifying, analyzing Retelling, acting
7. Letter Identifying, analyzing Summing up, write

b. Prototyping Phase
Based on the needs analysis and curriculum analysis, then teaching materials relevant to the needs of learning
to read is designed so learning activity can be more interesting, exciting, and motivating for the students. In general, the
pattern of teaching materials developed is as shown in Figure 1.

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 Advances in Social Science, Education and Humanities Research, volume 263

Picture 1. Design Patterns Reading Materials-Based Context

The process of making design up to validation stage is done as follows. Table 3 shows the self-evaluation of
developed material reaches 88.20 (very valid). This is possible because the design has been done carefully and
considered the needs analysis and student analysis.

Table 3 Self-Evaluation of Reading Materials

No. Rated Aspect Indicators Rating Validity (%) Category
1. Feasibility contents of The accuracy contents of teaching materials to
teaching materials the curriculum
Concepts outlined in teaching materials 88.89 Very valid
The contents of teaching materials
2. Language in teaching Sentence
materials 87.50 Very valid
The idea and style of presentation
Results Validation of Self-Evaluation In Overall 88.20 Very valid

After self-evaluation, teaching materials are validated to the expert. The aspects of validation are content,
language, presentation, and graphics. Validation results are presented in Table 4.

Table 4. Validation Results of Teaching Material by Expert

No. Rated Aspect Indicators Rating Validity (%) Category
1. Feasibility contents of The accuracy contents of teaching materials to
teaching materials the curriculum
Material or concept 87.50 Very valid
The contents of teaching materials
2. Language in teaching Sentence
materials 91.67 Very valid
The idea and style of presentation
3. Presentation materials Core competencies and basic competencies,
indicators, and the purpose of learning
Presentation material 97,50 Very valid
Presentations book
4. Graphics in teaching Display materials
materials 88.89 Very valid
The use of images, colors, fonts, etc.
Validation of Teaching Material by Expert In Overall 92.00 Very valid

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Expert validation results on reading material reach a very valid level, in which content, language, learning and
graphics meet the standard of good teaching materials. Similarly, the results of validation of teaching materials by
teachers of Indonesian subjects as shown in Table 5. In general, teachers stated that the material is very good (very
valid).
Table 5. Validation Results of Teaching Material by Teacher
No., Rated Aspect Indicators Rating Validity (%) Category
1. Feasibility contents of Material or concept
77.78 Valid
teaching materials The contents of teaching materials
2. Language in teaching Sentence
77.78 Valid
materials The idea and style of presentation
3. Presentation materials Presentation material
100.00 Very valid
Presentation book
4. Graphics in teaching Display materials
88.89 Very valid
materials The use of pictures, colors, and fonts.
Total Value of Teacher Response 344.45
Very valid
Response Teacher In Overall 86.11

Prior to use in the classroom, students were also asked to comment on the reading materials developed. The
validation of the students is done through a questionnaire of 220 students. The results can be seen in Table 6.

Table 6. Results of Student Response

Answer
Students Validity Value
No. Statement Category
(%)
Yes No
Understand the material / concepts presented in teaching
1. 203 17 92.27 Very valid
materials.
2. The materials encourage curiosity. 213 7 96.82 Very valid
3. Teaching materials encourage learning effectively. 208 12 94.54 Very valid
4. Sentences that are simple, clear, and easy to understand. 212 8 96.36 Very valid
5. The idea of good order. 215 5 97.73 Very valid
6. The delivery style of teaching materials communicative. 203 17 92.27 Very valid
7. Presentation material or section title is short and clear. 215 5 97.73 Very valid
Presentation materials and establish motivating to ask the
8. 205 15 93.18 Very valid
public to learn.
9. Teaching materials come with instructions for use. 217 3 98.64 Very valid
The order of presentation of teaching materials prepared
10. 217 3 98.64 Very valid
properly.
11. Views increase interest and motivation to learn. 217 3 98.64 Very valid
Illustration is interesting and appropriate to the learning
12 208 12 94.54 Very valid
material.
13. Variations in the use of color increase the motivation to learn. 216 4 98.18 Very valid
Conformity type and size of letters with the level of
14. 216 4 98.18 Very valid
development of students.
Total Value of Students Response 1347.73
Very valid
Values of Student Response In Overall 96.27

Overall prototyping stage is successful. This is evident from the responses of students, teachers, and experts.
Almost all respondents stated that the teaching materials developed fit for use because it fits the context of the students,
the language easily understood, and learning procedures easier for students to understand, answer questions, and to
apply it in real life. In addition, illustrations and font size suit the students.

c. Assessment Phase
After the teaching materials declared valid by the respondents, then trials were conducted in three schools
(SMPN 8 Padang, Padang SMPN 12, and SMPN 31 Padang). In the testing phase, the level of practicality and
effectiveness of reading materials are assessed. Practical values are collected through questionnaires and interviews, and
effectiveness values are collected through knowledge tests. The results of practicality can be seen in table 7 (teachers), 8
(students), 9 (learning activities), the effectiveness can be seen in Table 10 (student attitudes) and 11 (student learning
outcomes).

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Table 7 Results The practicalities by Teachers

No. Rated Aspect Indicators Rating Practicalities (%) Category
1. Presentation Accuracy of KI, KD, indicators and learning
objectives 98.61 Very practical
Presentation material
2. Ease of use Ease of use materials
The contents of reading materials 98.11 Very practical
Benefits application of reading materials
3. Legibility Readability of reading materials 100.00 Very practical
4. Time used Practicality application of read ing materials 88.89 Very practical
Total Value Practicalities by Teachers 385.61
Very practical
Practicalities Value by Teacher In Overall 96.40
Next, practicalities of students. The practicalities value obtained through interviews are conducted with 220
students. Results of the practicalities of such students can be seen in the following table.

Table 8. Practicalities Results of Reading Materials by Students

Answer
Students Practicalities
No. Statement Category
Value (%)
Yes No
1. Interest in teaching materials. 214 6 97.0 Very practical
2. Teaching materials can enhance the spirit of learning. 211 9 96.0 Very practical
3. The benefits of teaching materials in everyday life. 211 9 95.9 Very practical
4. The linkage concept or learning materials to read. 215 5 97.7 Very practical
Teaching materials are easy to read, understand, and
5. 204 16 92.7 Very practical
remember.
Time spent is not unnecessarily long because it is easy to
6. 204 16 92.7 Very practical
understand.
Helping self-learning without any explanation from the
7. 203 17 92.3 Very practical
teacher.
Total Value Practicalities by Students 664.0
Very practical
Practicalities Value by Students In Overall 95.0
Tables 7, 8, and 9 show that, the teaching materials are easy to use, attractive; it can also increase student
interest. In general, teachers and students stated that these materials practical. More specifically, through interviews, the
students stated that the teaching materials developed are exciting, enhance the spirit of learning, related to everyday life,
easy to understand and help independent learning.

Table 9. Results of Student Learning Activities

frequency Percentage
No. Statement Category
of Activities Activity
Studying the teaching materials in accordance with the instructions
1. 192 87.27 Very active
provided.
2. Digging for information or comprehension based learning topics. 192 87.27 Very active
3. Finding itself the concept readings based learning topics. 181 82.27 Very active
Obtaining information through activity based learning topics
4. 187 85.00 Very active
asked.
5. Cooperate and a variety of learning experiences with the group. 192 87.27 Very active
6. Carried out an inquiry to identify the examples provided. 196 89.09 Very active
7. Presenting instructional feedback 174 79.09 Active
8. Working on performance tests appropriate given problem 220 100.00 Very active
Total Value Student Activity 697.26
Very active
Value Student Activity In Overall 87.16
Next is the effectiveness of teaching materials. This phase is done through attitude assessment and student
learning outcomes. The value of student attitudes is obtained through observation of the value of attitude sheet. The
value of student attitudes will be based on classroom research. The experiments were conducted in seven classes. Each
class studied the text. Student attitudes can be seen in table 10.

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Table 10. Results of Student Attitudes

Number of Percentage Rate Attitude
No. School Text that Tested Students Value Predicate
A B C
Trial
Story Fantasy Text 32 91.67 88.54 89.58 89.93 A
1. SMP N 8 Padang Procedure Text 32 91.67 90.63 90.63 90.97 A
Fables Text 30 91.11 90.00 90.11 90.37 A
Description Text 31 94.62 95.69 95.69 95.34 A
2. SMP N 12 Padang
Letter 31 89.25 88.17 89.25 88.89 A
Reports Text 32 97.92 84.38 92.71 91.67 A
3. SMP N 31 Padang
Folk Poetry 32 94.79 90.63 92.71 92.71 A
Total Value Attitude Students 651.03 628.04 640.68 693.88
A
Value Attitude Students In Overall 93,00 89.72 91.53 91.41
Next, student learning outcomes. Student learning outcomes obtained through the ability to read text. The test
is tested in the form of a multiple-choice objective test. The value of students' reading ability test can be seen in Table
11 below.

Table 11. Results Of Student Learning Outcomes Scores

Number of
No. School The Text To Be Tested Value Predicate
Students Trial
Story Fantasy Text 32 83.88 B
1. SMP N 8 Padang Procedure Text 32 84.31 B
Fables Text 30 75.00 B
Description Text 31 78.28 B
2. SMP N 12 Padang
Letter 31 80.65 B
Reports Text 32 80.23 B
3. SMP N 31 Padang
Folk Poetry 32 80.06 B
Students Reading Ability Test Scores 562.41
B
Reading Ability Values In Overall 80.34

Discussion
Analysis of preliminary research (students, curriculum, and concepts) showed that it is important to develop
reading materials on learning Indonesian literature, especially for reading skills. Indonesian learning in Curriculum
2013 (Core Competence and Basic Competence) focus on language and text as the basis (Regulation of the Minister of
Education and Culture No. 24/2016).
In the preliminary research, it was found that the instructional materials used by students in the school have not
been able to support the learning process. This caused the material factors become unexhaustive and detailed, learning
materials do not attract students to read, and the presentation of material in the teaching materials are not connected to
real life contexts of students, so that learning becomes less meaningful. Based on this, it is necessary to develop a model
of instructional materials that can serve as an example for teachers to develop teaching materials that suit the needs of
students.
Next, based on the prototyping phase, is the development of reading materials. Model reading materials
developed by considering four issues, namely the aspect of content, presentation, linguistic, and graphics. First, on the
content, reading materials developed consists of seven text is descriptive texts, fantasy story texts, procedure texts,
report texts, folk poetry, fable texts, and letters. Second, reading materials are developed based on CTL. The structure
of reading material consists of an introduction, materials, and evaluation. Third, the language used according to the
students who use the materials to be easily understood. Fourth, reading materials furnished with illustrations and some
other suitable supporting elements in order to be interesting reading materials.
Reading materials have been designed, it was further validated, in order to obtain a valid material (content,
presentation, linguistic, and graphics). This is in line with Emzir (2010, p. 273), who argues that the validation is the
process of product design assessment done by giving a rating based on rational thinking. Validated reading materials
must meet the eligibility criteria in terms of the validity of the content, language, presentation, and graphics (Depdiknas,
2008, p. 28). Based self-evaluation of teaching materials developed reached very valid category with 88.20% validity.
Thereafter, reading materials were validated to experts. In this study, the validation is performed by four experts
according to their expertise. Based on the validity by experts, teaching materials developed very valid category with
92% of validity. Furthermore, validation reading materials by the response of teachers and students each amounting to
86.11% and 96.27%. This is in accordance with the opinion of Riduwan (2014: 15) who states that value interval of 81-
100 is a very valid category. Based on these values, teaching materials can be tested at schools.
Valid teaching materials are tested to the school for practical value (presentation, ease of use, legibility, and
time spent) and effectiveness (student learning activities, attitudes and learning outcomes) of teaching materials. This

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 Advances in Social Science, Education and Humanities Research, volume 263

activity is part of the assessment phase. Experiments in question is trying out materials that have been validated to some
samples of learning objectives (Daryanto, 2013, p. 51-52). The results showed that the teaching materials developed are
very practical with the practicalities by teacher and students respectively 96.4% and 95%. This is in accordance with the
opinion of Riduwan (2014, p. 15) who states that the interval of 81-100 is very practical. Thus, developed teaching
materials are easy to understand, easy to use, and have enough time to use. Teachers revealed that the materials used are
very helpful in learning reading, because the texts are diverse, close to the students, includes a variety of evaluation
tools and guidelines for the assessment of reading skills.
Lastly, this study performed testing on the effectiveness of reading materials. The effectiveness of reading
materials used is determined by student learning outcomes (Kemp, 1994, p. 320). The results showed reading materials
developed very effective category with 80.34 for the value of student learning outcomes, and 91.41 for the value of
student attitudes.

IV. CONCLUSION AND RECOMMENDATION

Based on the discussion, it can be concluded that in general Indonesian language teachers only use materials
provided by the ministry of education and culture. The teaching materials have not been able to support the learning
process. Therefore, it is necessary to develop models of teaching materials that can serve as a model for teachers to
develop their own teaching materials and tailored to the needs of students and can be linked to real-life contexts of
students as well.
Through some phase of activities that have been carried out, this study produced a reading materials based on
CTL for seventh-grade junior high school students, which consists of seven texts. Development activity in this study
starts with preliminary research, then design reading materials and validated to see the validity. After teaching materials
were valid, teaching materials were tested at school. The results of research trials show that teaching materials are
practical and effective for learning to read for seventh-grade students Indonesian junior high schools. Based on these
results, it is expected that teachers can develop their own teaching materials to be used as additional teaching materials
for the main teaching to suit the needs of students and can be linked to the real-life context of students, especially for
reading skills.

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