DESIGNING SUPPLEMENTARY GRAMMAR MATERIALS FOR

GRADE 10 STUDENTS OF MAN 1 BATANG HARI

BY USING CARRD

A Thesis

Submitted as Partial Fulfillment for the Requirements to Obtain the Degree of Sarjana Pendidikan in English Education Study Program

WRITTEN BY:

HANNAFIRSTA SEROJA MUJAPASA

A1B217034

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND LITERATURE DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

JAMBI UNIVERSITY

2021

APPROVAL

LETTER OF RATIFICATION

This thesis entitled “Designing Supplementary Grammar Materials for grade 10 Students of MAN 1 Batang Hari by Using Carrd” written by Hannafirsta Seroja Mujapasa, student’s number A1B217034, has been defended in front of the board of examiner on June 30, 2021, and was declared acceptable.

The board of Examiners

1. Saharudin, Drs M.App.Sc, M.Ed, Ph.D. (ChairPerson) NIP. 196608161993031003

2. Dra. Radiatan Mardiah, M.Hum. (Secretary) NIP. 196802121993032002

Jambi, 2021

The Head ofEnglish Education Study Program

Nyimas Triyana Safitri, S.Pd., M.Ed,St. NIP. 197410022001122001

DECLARATION OF ORIGINALITY

I, Hannafirsta Seroja Mujapasa, (A1B217034) declare that Designing Supplementary Grammar Materials for Grade 10 Students of MAN 1 Batang Hari by Using Carrd is my own work, that has not been submitted before for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledge as complete references.

Jambi, May 5th, 2021

Hannafirsta Seroja Mujapasa A1B217034

ABSTRACT

MUJAPASA, HANNAFIRSTA S 2021, Designing Supplementary Grammar Materials for Grade 10 Students of MAN 1 Batang Hari by Using Carrd. Thesis. English Education Study Program. Faculty of Teacher Training and Education of Jambi University in Academic Year 2020/2021. The first supervisor is Drs. Saharudin, M.App.Sc, M.Ed, Ph.D. The second supervisor is Dra. Radiatan Mardiah., M.Hum.

Key words: Supplementary Materials, Development of Learning website, Learning website for grammar materials

The English textbook used by grade 10 students has very little grammar material and the work sheet which aims to support the textbook has many grammar errors. Therefore, researcher sees the need to design supplementary grammar materials in the form of website to support students’ independent learning. This research aims to know the process of designing supplementary grammar materials for grade 10 students of MAN 1 Batang Hari and to know the feasibility of the product based on the media validator, content validator, and students’ assessment. The method used is Research and Development. ADDIE Model was used for the framework. The participants of this research are the grade 10 students of MAN 1 Batang Hari. The data of this research were taken through questionnaires and document analysis. The stage of media development started from analysis phase which consists of need analysis and document analysis, then designing the product according to the results of analysis phase, developing the product step-by-step, and implementing the learning website a class of students. The learning website had been validated by validators and the result showed that content validator scored 3.8 content-wise and 4 usability wise. Then, the media validator scored 4.2 appearance-wise and 4.5 programming-wise. According to the level category, the content and media validator deemed this product as feasible and valid to be implemented. The students’ assessment scored 4.5 overall, which is categorized as excellent.

ACKNOWLEDGEMENT

First and foremost, I thank Allah SWT, the almighty, for the countless blessings

and letting me through all the difficulties. Finally, I could finish this thesis after a

long time.

Second, I would like to express my sincerest gratitude to my supervisors. Drs.

Saharudin, M.App.Sc, M.Ed, Ph.D and Dra. Radiatan Mardiah., M.Hum, who

had provided a plenty of helpful feedback and have been such great teachers while

I was preparing this thesis. This thesis would not be nearly as good without their

help.

I would like to thank several people whose presence have helped me

tremendously during the time I spent in college. Some of my friends whom I

would like to thank are Arani, Christiana, Fitri, Alin, Azima, and Mania. I would

especially like to thank my family. My mother and father, for the endless

supports, love and sacrifices for me throughout my academic life. My sister,

Hanni, who provided me with great reassurance and emotional support. I could

never thank my family enough for the continuous support and encouragement. If

not for these people, I doubt I would be in this point of my life today.

Jambi, May 2021

Writer,

Hannafirsta Seroja Mujapasa

NIM. A1B217034

TABLE OF CONTENTS

COVER....................................................................................................................iAPPROVAL...........................................................................................................iiDECLARATION OF ORIGINALITY...............................................................iiiABSTRACT...........................................................................................................ivACKNOWLEDGEMENT.....................................................................................vLIST OF TABLES..............................................................................................viiiLIST OF PICTURES.............................................................................................xLIST OF APPENDICES......................................................................................xi CHAPTER 1 (INTRODUCTION) …………........…………………………...1

1.1 Background...............................................................................................11.2 Research Questions...................................................................................31.3 Research Purpose......................................................................................41.4 Limitation..................................................................................................41.5 Product Spesification.................................................................................51.6 Significance of The Research....................................................................51.7 Definition of Key Terms...........................................................................6CHAPTER 2 (REVIEW OF LITERATURE)……………..………………...72.1 Grammar....................................................................................................7

2.1.1 Definition of Grammar.......................................................................72.1.2 The Role of Grammar Knowledge in EFL learning..........................8

2.2 The Application of Technology in Teaching Grammar..........................102.3 Supplementary Material..........................................................................122.4 Media.......................................................................................................14

2.4.1 Learning Media definition...............................................................142.4.2 Classification of Learning Media.....................................................15

2.6 Online Websites as Media for Languange Learning...............................152.7 Previous study.........................................................................................20CHAPTER 3 (RESERACH METHODOLOGY…………………………...223.1 Research Design......................................................................................22

3.1.1 Analysis............................................................................................233.1.2 Design..............................................................................................243.1.3 Development....................................................................................243.1.4 Implementation................................................................................26

3.2 The Site of the Research..........................................................................273.3 The participants.......................................................................................273.4 Data Collection Intrument.......................................................................27

3.4.1 Questionnaire...................................................................................283.4.2 Document analysis...........................................................................36

3.5 Data Analysis Technique.........................................................................36CHAPTER 4 (FINDINGS AND DISCUSSIONS)……………………….....394.1 Overview of the Research.......................................................................394.2 Analysis Stage.........................................................................................404.3 Document Analysis.................................................................................55

4.3.1 The Result of Document Analysis...................................................564.4 Design......................................................................................................584.5 Development...........................................................................................59

4.5.1 Production........................................................................................604.5.2 Validation.........................................................................................674.5.3 Revision...........................................................................................71

4.6 Implementation........................................................................................754.7 Feasibility of Learning Media.................................................................76

4.7.1 Feasibility of Media Based on The Content expert..........................764.7.2 Feasibility of Learning Media Based on Media Experts..................774.7.3 Feasibility of Learning Media Based on Student Assessment.........77

CHAPTER 5 (CONCLUSION AND SUGGESTION)…..............………...815.1 Conclusion...............................................................................................815.2 Suggestion...............................................................................................82

LIST OF TABLES

Table 1 Classification of Students' Experience……………………………………….29

Table 2 Classification of Students' Proficiency.....................................................30

Table 3 Classification of Students' Difficulties.....................................................30

Table 4 Classification of Media Design.................................................................30

Table 5 Reliability Test Conclusion.......................................................................31

Table 6 The Grid for Need Analysis Questionnaire..............................................32

Table 7 Content validation sheet............................................................................33

Table 8 Media validation sheet..............................................................................33

Table 9 One-to-one evaluation questionnaire........................................................35

Table 10 Students’ assessment sheet.....................................................................35

Table 11 Benchmark Reference Approach............................................................37

Table 12 Result of Document Analysis.................................................................56

Table 13 Results of Content aspect’s validation....................................................67

Table 14 Results of Usability’s aspect’ validation.................................................68

Table 15 Results of Appearance aspect’s validation.............................................69

Table 16 Results of Programming aspect’s validation...........................................70

Table 17 Revision..................................................................................................72

Table 18 Results of Content aspect’s validation....................................................73

Table 19 Results of Usability’s aspect’s validation...............................................74

Table 20 Results of Students’ assessment..............................................................75

LIST OF PICTURES

Figure 1. Designing the header..............................................................................61

Figure 2. Designing icons for menu.......................................................................61

Figure 3. Designing icons for the category............................................................62

Figure 4. Designing icons for menu.......................................................................62

Figure 5. Designing illustration for exercise questions..........................................62

Figure 6. Website starting page..............................................................................63

Figure 7. Main page...............................................................................................64

Figure 8. Home......................................................................................................64

Figure 9. Exercise..................................................................................................65

Figure 10. Quiz......................................................................................................66

Figure 11. Music....................................................................................................66

Figure 12. Question................................................................................................67

Figure 13. Feedback...............................................................................................67

LIST OF APPENDICES

Appendix 1. Flowchart...........................................................................................89

Appendix 2. Storyboard.........................................................................................90

Appendix 3. Letter of Statement............................................................................94

Appendix 4. Content validation sheet....................................................................95

Appendix 6. Media validation sheet......................................................................98

1

CHAPTER I

INTRODUCTION

1.1 Background

Learning grammar is undoubtedly very important, as grammar is one of

the fundamental features of English. The ability to use grammar properly makes it

easy for everyone to understand the meaning conveyed. Grammar makes up for

the lack of contextual input or information in a sentence to make the speakers'

meaning clear. According to Ellis (2006), grammar learning will provide students

with the basis to effectively assist them in using a foreign language. However,

grammar itself is still seen as a difficulty, an obstacle even, by most EFL learners,

especially students in Indonesia. In addition to that, Al-Mekhlafi (2011) said

students fear grammar so much that the slightest mention of it might cause them

pleasure or even terror. This shows how most EFL learners still fear grammar,

which their lack of grammar mastery might cause.

In learning grammar, self-learning is essential because, with limited time,

teachers can not cover many materials in class. Soliman (2014) asserted that the

allocated time in traditional face-to-face classes is often insufficient for students to

develop their language skills. In this case, the learner can do two solutions,

namely additional courses outside the classroom or studying independently.

However, not every student can join an additional course as it usually requires a

certain amount of money. Another solution is independent learning or self-

learning. Zimmerman (2002) defines self-learning as a situation in which the

students independently look for materials, information, and solutions for their

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learning. Self-learning is crucial if one seeks to master a skill or knowledge, and

grammar learning is not an exception. To do self-learning, teachers should equip

the students with supplementary materials.

Based on the information obtained in the observation In MAN 1 Batang

Hari, the school is using the 2013 curriculum. Based on the 2013 curriculum,

English lessons for high school students consist of four integrated skills, which

means there is more than one skill combined in one activity—for example, writing

and reading or listening and speaking. The 2013 curriculum also emphasizes

implementing a scientific approach, such as an inductive or deductive approach.

The school uses the textbook from The Ministry of Education and Culture for the

English class. The textbook is entitled "Bahasa Inggris" written by Utami

Widianti, Zulianti Rohmah, and Furaidah. The Institute of Research and

Development published the textbook. Out of fifteen chapters of the book,

grammar is part of the language feature on fourteen chapters. Grammar is not

being taught explicitly but is integrated with listening, speaking, reading, and

writing skills. However, each chapter is short, and grammar is taught at a glimpse.

Tyas and Safitri (2019) published an analysis of the textbook “Bahasa

Inggris”. They said this book does not give the students a deeper understanding of

grammar and that if students do not have additional courses, they will have

difficulties mastering grammar. The textbook does not teach grammar in

systematic order, and there is a lack of authentic materials with various contexts.

MAN 1 Batang Hari also uses LKS (students' worksheet), which consists of

exercises to support the textbook. The exercises are mainly given as homework.

The worksheet uses the inductive approach in teaching grammar. However, the

3

researcher found many incorrect usages of grammar in the exercises that are

provided for the students. In the inductive approach, learners are supposed to

figure the rules out by observing the examples presented to them. If the presented

examples are incorrect, it will possibly affect the learners' grammar knowledge

negatively.

Since there is already a lack of grammar materials in the textbook, and there

are many obvious grammar errors in the students' worksheets, the researcher saw

the need to design supplementary grammar materials for the grade 10 students of

MAN 1 Batang Hari.

Given the versatility of technology today, today's learners are expected to

make the best out of technology for their learning. Grade 10 students are part of

digital natives who grew along with the expansion of the internet and technology.

Operating electronic devices has become a natural part of their lives. For that

reason, to integrate technology into students' grammar learning, the

supplementary materials will be designed by using Carrd. Carrd is a one-page

website that is incredibly easy to use and operate. According to Product Hunt, an

American website where its users share, discover, and rate new products, Carrd

scored 4.6 out of 5 and gathered 58 reviews that mainly agree it is easy and simple

to use. Therefore, the researcher decided to conduct a study entitled "Designing

Supplementary Grammar Materials for Grade 10 Students in MAN 1 Batang Hari

by Using Carrd".

1.2 Research Questions

To guide the research, four research questions were formulated as follow:

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1. How is the the process of designing supplementary grammar materials by

using Carrd for the grade 10 students of MAN 1 Batang Hari?

2. How is the assessment of content expert and media expert on the grammar

learning media for the grade 10 students of MAN 1 Batang Hari?

3. How is the students’ assessment on the grammar learning media for the

grade 10 students of MAN 1 Batang Hari?

4. How is the feasibility of the product based on the content expert, media

expert and the students’ assessment?

1.3 Research Purpose

The purpose of this study are as follow:

1. To describe the process of designing supplementary grammar materials by

using Carrd for the grade 10 students of MAN 1 Batang Hari.

2. To know the assessment of content expert and media expert on the grammar

learning media for the grade 10 students of MAN 1 Batang Hari.

3. To know the students’ assessment on the grammar learning media for the

grade 10 students of MAN 1 Batang Hari.

4. To know the feasibility of the product based on the content expert, media

expert and the students’ assessment.

1.4 Limitation

The limitations of this research are as follow:

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1. This research was focused on designing supplementary grammar

materials in the form of website created with Carrd for the grade 10

students of MAN 1 Batang Hari.

2. The product was developed with the ADDIE model (Analysis-Design-

Development-Implementation-Evaluation) by Lee and Owens (2004)

3. The grammar focus for the materials was based in the textbook

“Bahasa Inggris”.

1.5 Product Specification

The expected spesification of this product are as follows:

The product is in the form of a website that will contain supplementary

grammar materials. Students will need an internet connection and

electronic devices such as mobile phones, laptops, or computers to use the

product.

The supplementary materials consist of reviews and exercises about

grammar. The grammar focus was based on the textbook used by the grade

10 students.

The product is expected to be used by students to do self-learning outside

of the classroom and further their understanding of grammar. 

1.6 Significance of The Research

1. The theoretical benefit

The results of this study are expected to provide input in the development

of learning media for grammar to improve the quality and quality of learning.

6

2. Practical benefits

a. For researchers

Providing additional insight knowledge in producing learning media

following the criteria for teaching materials.

b. For student

The results of this study are useful for increasing interest and motivation to

learn with interesting learning media.

1.7 Definition of Key Terms

1. Supplementary material is materials that are created for students’

additional learning source that can facilitate their independent or self

learning.

2. Grammar learning is the process of acquiring grammar knowledge.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2

2.1 Definition of Grammar

The concept of grammar has been defined differently by various

language research. In general, grammar is defined as the system, rules, and

structure of a language. Klammer, Schulz, and Volpe (2000) made several

points about the concept of grammar: (1) Grammar can be defined as a

system of language that speakers have on their minds; (2) Grammar is a

description of a linguistic system; (3) Grammar also means a set of rules

about a language. In addition, Hartwell in Weaver and Bush (2008) asserts

that grammar is the structure and patterns of a language; grammar has rules

that govern how a sentence is structured to organize words into an utterance

that is capable of delivering meaning.

According to Yusob (2018), one of grammar's importance lies in its

ability to complement the other language skills such as listening, speaking,

reading, and writing. Widodo (2006) adds that in acquiring the appropriate

utterances of a language, having a good understanding of grammar is a

necessity.

Klammer, Schulz & Volpe (2000) state that grammar has several

distinct meanings: (1) Grammar can be related to a linguistic system that

8

exists in a speaker's mind of a language; (2) Grammar also means a

description of the language system; (3) Grammar can also be defined as an

ideal set of rules. Meanwhile, in Weaver (2008), Hartwell says that grammar

is the structural elements and patterns of a language, regardless of whether

anyone is aware of them; the rules that make a sentence not just a random

string of words but a structure capable of communicating meaning.

Correctly applying grammar rules will help speakers articulate their

thoughts in a comprehensible manner and achieve successful communication

(Yuseob, 2018). Grammar enables speakers to combine words into

comprehensive sentences that allow them to express themselves in a way that

is easy to understand.

From the discussion above, the researcher can conclude that grammar is

a set of rules which govern how a language is used and constructed. Grammar

is also considered a fundamental feature of a language, as it co-exists with

other language skills such as listening, speaking, reading, and writing.

2.1.1 The Role of Grammar Knowledge in EFL learning

Many scholars and researchers have addressed the issue of whether

grammar plays an important role in learning a foreign language. Some of the

research conclude that grammar should hold a central role and be the heart of

foreign or second language. Meanwhile there are also some research who argue

that grammar has no significant importance in language learning, even

downplayed its role as unnecessary (Sogutlu, 2016).

This has led to another hotly debated issue about how grammar affects

learners’ fluency and accuracy. According to Hirose (2001), for first-years

9

English majors, aiming at fluency is important especially in writing activities, as

EFL students tend to have a lack of experience of composing in English. On the

other hand, Schoonen et.al. (2009) argue that linguistic skills and knowledge are

important in writing activities, because its purpose is to formulate a message.

Schoonen et.al. suggest that to get the intended message accross, it is necessary

for writers to have a broad knowledge of “words reperoire, collocations, sentence

frames, and morphological options”.

Nassaji (2004) adds that language learning may be more effective if

learners pay attention to form while using the language for communication. This

implies that trying to communicate in L2 while also focusing on spesific grammar

forms will contribute to both fluency and accuracy. Hemmens (2011) believes

successful language speakers should be able to communicate in any situation with

“comprehension, confidence and effectiveness. In order to achieve that, being

fluent in communication and choosing their language choice accurately are

required, not an either or situation; it’s both.”

Batstone and Ellis (2009) suggest that learners should be taught about

how form and meaning are connected. They add that meaning-focused activites

are good for learners in order for them to experience the kind of language use they

will find outside of the classroom. Sogutlu (2014) asserts that activities that will

help learners able to differentiate meanings of two slightly different forms should

be applied in classroom, so that misunderstandings can be avoided.

2.2 Teaching Grammar in Isolation

Teaching grammar in isolation is a traditional method of grammar teaching

where grammar is taught explicitly. Explicit grammar teaching refers to the

10

teaching methods making form the focus, and it emphasizes learning the

grammatical rules purposeful to efficiently and accurately use language

ingredients. Norris and Ortega (2000), as cited in Mahboob (2016), think,

"Explicit instruction of grammar results in important gains in the learning of form,

and these gains are durable over time." In addition to that, Nassaji and Fotos

(2004) asserted that a balance of both explicit and implicit teaching method which

means a combination of explicit grammar rules and exposing students to

situations where students can use similar structures.

Nevertheless, Correa (2011), as cited in Mahboob (2016), proposed a

solution to the matter in which:

"…the beginner level students benefit from explicit and implicit knowledge,

but intermediate and advanced learners benefit more from explicit (metalinguistic)

knowledge. Acquisition of some linguistic items is best acquired through explicit

instruction while others through a more naturalistic exposure with no focus on

form."

The solution suggested that grammar in isolation is still feasible and suitable

to help a beginner understand the basis of the language, as grammar is the main

building block of the language,

2.3 The Application of Technology in Teaching Grammar

Azidan and Gunasegaran (2013) say that as the world has become more

technology-dependent, there is a significant shift in the methodology of teaching,

material development, and assessment of the English education field. Compared

to a few decades ago, there is no denying that today's learners are vastly different,

11

especially with the very rapid growth of technology. Eaton (2010) states that

today's students are tech-savvy. Being tech-savvy means, one is well-informed

about the way modern technology works, especially computers and smartphones.

This allows students to have easy and quick access to a world of resources and

information. Chapelle (2007) also points out that the impact of technology will

continue to dominate the lives of language learners in their formal and informal

learning experiences.

As teenagers nowadays are often labeled as "digital natives" because they

grow in an environment where technology has rapidly developed and expanded,

several surveys have been carried out to identify the use of technology among

teenagers and school students (Rahamat et al., 2017). Hung and Khine (2006) also

state that emerging technology with learning is, in fact, vital and very necessary.

A study conducted by The Educause Center for Applied Research [ECAR]

(2012) on Mobile IT in higher education shows that the surveyed students believe

mobile computing devices such as cellphones, smartphones, and tablet computers

to be important for academic activities. This shows that students mainly have

positive perceptions about adapting technology-based tools into their learning. In

their study about students' perspective on using mobile computing devices for

learning, Gikas and Grant (2013) find that several advantages that students' feel

while mobile devices assisted their learning which is summed up into (a) provides

information quickly (b) communication and content collaboration, (c) various

ways of learning, and (d) situated learning.

Tomlinson (2009) and Genc Iter (2015) say that students will feel

motivated to learn more with how easy it is to access information and learning

12

materials using technology, especially materials on the internet. Furthermore,

Harmer (2017) emphasizes that teachers should encourage their students to

actively look for suitable and appropriate materials for their language learning

through their technological devices. Larsen-Freeman and Anderson (2011) add

that learners will be provided with authentic materials that will likely increase

their motivation in learning a language by utilizing technology for language

learning.

While integrating technology into the classroom is important, teachers

need to familiarize themselves with the types of

digital tools can be used for educational purposes (Stover, Yearta, and

Harris, 2016). It is a known fact that most students these days own at least one

digital device such as a smartphone, laptop, computer, etc., and the internet is a

big part of their daily lives. However, despite operating gadgets comfortably for

their personal needs, learners might feel unprepared to use digital tools for

academic purposes. As Ally (2009) points out, learners use their devices for

socializing or entertainment most of the time. Educators have to ensure the

readiness of their learners to incorporate technology into their learning.

In MAN 1 Batang Hari itself, technology has not become a part of English

classes, let alone learning grammar. For grammar, students rely on the practice

questions contained in student worksheets.worksheets.

2.4 Supplementary Material

McGrath (2002) defines supplementary materials as materials taken from

other sources outside the textbook for learning purposes. In addition,

13

Lailaningrum and Rachmajanti (2013) state that supplementary materials refer to

materials that support the main coursebook used in the classroom.

Audrey and Nichols in Hidayat (2001) disclosed several criteria for

material selections as follows.

The lesson's content should be valid enough, meaning the truth of the

material unquestionable and understandable.

The material provided must be of sufficient significance or benefit.

The material should be attractive.

Materials should be within the limits of the child's ability to study

them.

Meanwhile, According to Furqon (2009), good teaching materials must

fulfill the following criteria:

The substance discussed must be true, complete, and actual, covering

concepts of facts, procedures, terms, and notations.

Readability level, both in terms of language difficulties and substance,

must be following the level of learning ability.

The systematics of materials must be clear, coherent, and easy to

understand.

The researcher used two principles to design appropriate supplementary

grammar materials based on a task-based language teaching approach. Those

principles are material design principles and task design principles. The researcher

used the principles of material design by Tomlinson (2001) to create the grammar

materials. Those principles are (1) Materials design should achieve impacts which

14

means that the materials have noticeable effects on students (students' curiosity,

interest, and attention through appealing presentation). (2) Materials should

require and facilitate students' self-investment. (3) The learners' attention should

be drawn to linguistic features of the input.

2.5 Media

The word media comes from Latin, namely "medius" which means

"middle", "intermediary," or "introduction". In Arabic, media is called 'wasail', the

Jamaican form of 'wasilah', which is a synonym for "always" which means

"middle". The word "middle" itself means between two sides, and it is also called

an 'intermediary' (wasilah) or the one who intervenes between the two sides

(Yudhi Munadi, 2013). Based on the above statement, the media can also be

called an introduction or liaison, delivering or connecting, or channeling things

from one side to the other. Furthermore, Gerlach and Ely (Azhar Arsyad, 2011)

explain that "the media can be defined broadly includes humans, material, or

events that establish the conditions that create students able to acquire knowledge,

skills or attitudes."

Based on this understanding, teachers, textbooks, and the environment

school can be considered a medium. To be more specific, the media in learning is

more likely to be interpreted as graphic tools, photographic and electronic, to

capture, process, and reconstitute visual or verbal information for learning. Yudhi

Munadi (2013) defines "a learning media is everything that conveys and channels

messages from sources in a manner planned to create a conducive learning

environment in which the recipient can carry out the learning process efficiently

and effectively". According to these opinions, it can be concluded that learning

15

media is a tool used to transmit messages from learning resources, namely books

or modules and other learning resources, to the recipient, namely students, in

order to create a learning environment that is conducive, efficient, and fun.

2.5.1 Classification of Learning Media

Learning media have different characteristics and functions that vary in

supporting the success of the learning process. To produce a good learning

process, a teacher must know the nature and function of each media. Therefore, it

is very important to know the grouping of learning media in order to make it

easier for educators to understand the nature of the media and in determining

which media is suitable for learning or certain learning topics.

Learning media develop according to development technology in his day.

Some experts classify learning media from a different point of view. Schramm

(Rayandra Asyhar, 2012: 46) "classifying the media based on the complex sound,

i.e., complex media (film, TV, video / VCD) and media simple (slides, audio,

transparency, text)".

Referring to the grouping of media prepared by experts, there are five

categories of learning media according to Setyosari & Sihkabudden (Rayandra

Asyhar, 2012), namely:

1. Grouping based on physical characteristics

Based on the characteristics and physical form, learning media can be

grouped into four types, namely:

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1. Two-dimensional (2D) learning media, namely media that shows only one

direction of view, is only seen in dimensions of length and width. For

example, photos, graphics, maps, and others.

2. Three-dimensional (3D) learning media, namely media whose appearance

can be observed from any direction of view and has a length, width, and

height/thickness. For example, models, prototypes, ball boxes, tables,

chairs, and the environment.

3. Still picture media, namely media that uses projection media that only

displays a still image on the screen. For example, photos, writings,

pictures of animals, or pictures of the universe.

4. Motion picture media, namely media that uses projection media. It can

display moving images, including television, film, or video recorders,

including motion viewing media that is presented through a monitor screen

(screen) on a computer or LCD screen, and so on. 

2. Grouping based on the main elements

Based on the main elements or senses stimulated, learning media are classified

into three types, namely visual media, audio media, and audio-visual media. These

three classifications were further described by Sulaiman (Rayandra Asyhar, 2012:

48) into ten types, namely:

1. Audio media is media that produces sound, such as audio cassette tape

recorders and radios.

2. Visual media is two-dimensional visual media and three-dimensional

visual media.

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3. Audio-visual media is media that can produce images and sounds in a

media unit.

4. Audio motion visual media: the use of all audio and visual capabilities in

the classroom, such as television, videotape/cassette recorders, and sound-

film.

5. Audiovisual still media: complete media except the motion/motion

appearance is not there, such as sound-filmstrips, sound-slides, and still

recording on television.

6. Semi-motion audio media is media capable of displaying dots but unable

to transmit a real motion completely. 

7. Motion visual media: silent film (silent film) and (loop film)

8. Visual still media: images, slides, filmstrips, OHPs, and transparencies.

9. Print media: media that only displays information in the form of certain

symbols and in alphanumeric forms, such as books, modules, magazines,

etc.

3. Grouping based on learning experiences

Thomas and Sutjiono (Rayandra Asyhar, 2012: 50) classify learning media into

three groups, namely direct experience, imitation experience, and verbal

experience (from words).

1. Experience through verbal information, namely in the form of spoken

words spoken by learners, including recorded words from recording media

and words written or printed such as printed materials, radio, and the like.

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2. Experience through real media, namely in the form of direct experience in

an event (first-hand experience) or observing or actual objects at the

location.

3. Experience through artificial media is in the form of imitation or model of

an object, process, or thing. For example, molimo for molecular models,

globe earth as a model for planet earth, product prototypes, and others.

4. Grouping by usage

Classification of learning media based on their use can be divided into two

groups: those grouped based on the number of users and how they are used.

Midun (Rayandra Asyhar, 2012: 50) explains:   

Based on the number of uses

Based on the number of users, learning media can be divided into three types,

namely:

1. Learning media that are used individually by students.

2. Learning media that are used in groups/classes, such as films, slides, and

other projection media.

3. The mass use of instructional media such as television, radio, films, slides.

2.6 Online Websites as Media for Languange Learning

Many websites offer EFL teaching or learning materials such as

worksheets, exercises, lesson plans, games, and other resources for teachers and

students that are available for free. Murray and Mcpherson (2004) say both

teachers and students are provided with valuable online services and materials

through ESL websites on the internet. This also allows students to independently

19

choose their own materials or activities that are suitable for their learning needs

and access them at their own convenience.

According to Jones (2000), as cited in Moote (2002), there are three

models of online learning sites that are categorized into distributive, tutorial, and

cooperative.

1. The distributive model provides materials that learners can use for their

independent learning. Learners may respond to the passages and questions

by doing multiple-choice, gap-filling, or other exercises.

2. The tutorial model is usually a fee-for-service type of website that

provides two-way communication between the teacher and the learner.

3. The cooperative model allows students to communicate with each other as

well as with the teacher.

Unat (2002) asserts that some challenges that students might encounter

during online learning through the website are unclear instructions which prevent

students from using their time efficiently. In line with this, Murray and

Mcpherson (2004) suggest that ESL websites should provide explicit instruction

on interacting with the learning activities. In addition, Kung and Chuo (2002) say

that the extent of how successful students' learning through the online website will

depend on how well the materials suit students' level and needs. Kung and Chuo

also conduct a study about students' perception of learning through EFL websites

in which the result affirms that students find the internet useful and necessary

for learning, noting that clear instruction about the activities and how to

use the website should be provided.

20

There have been many website builders on the internet that can be used for

educational purposes, especially language learning. Wordpress, Wix, Weebly,

Squarespace, etc., are the most common choices to build a website. For this study,

the researcher will use Carrd. Carrd, launched in 2016, is a relatively new website

builder specializing in building attractive and simple landing page sites.

2.7 Previous study

There are several existing studies relating to the topic of online learning.

First is a thesis entitled "Designing Supplementary Reading Materials for Mid

Beginner Students Using Schoology" by Daniel Adhi Widiatama (2016). This

study uses a social networking service to design supplementary reading materials

for learning and acquiring materials independently. Second is the paper entitled

"The Effect of Using Blogs to Enhance the Writing Skill of English Language

Learners at a Saudi University" by Alsubaie and Madini (2018). This study

investigates the effect of using blogs as a supplementary tool for teaching English,

especially writing. The authors believe teaching materials such as textbooks have

insufficient content that is important for writing skills, and providing

supplementary materials through blogging can solve the problem. With blogging,

the students are encouraged to keep writing posts and provide feedback for their

peers' writings. Another study related to online learning is a thesis entitled

"Edmodo Mediated English Speaking Materials for Nursing Students Novice

Level" by Matius Hebi Anjarmoko (2017). This study investigates the

implementation of English materials distributed through EDMODO, an online

platform that is widely used for learning. In this study, the author provided

speaking exercises that can be accessed anywhere and everywhere outside the

21

class. This study emphasizes the importance of technology, especially the internet,

for students' learning.

The previous research mentioned above have some similarities with this

research. Every research tried to use learning media for students’ advantage.

However, there are differences as well. One of the research used Schoology for

developing the materials, which has a feature that allows students to communicate

with their teacher. However, the researcher chose to use Carrd because it has

easier navigations and less complicated than Schoology and is not as interactive.

22

CHAPTER III

RESEARCH METHOD

3.

1.1 Research Design

The researcher conducted Research and Development (R&D) that aimed at

designing a learning media in the form of an online website. According to Seels &

Richey (1994), research and development are opposed to simple instructional

development; it is the study of designing, developing, and evaluating instructional

programs, processes and products systematically that should achieve the criteria of

internal consistency and effectiveness. The researcher used the ADDIE method as

a framework in developing the product. Lee and Owens, quoted from Endang

Mulyatiningsih (2012), describes the design stages of ADDIE as follows:

Diagram 1The Stages of ADDIE Model

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Diagram 1 shows the ADDIE Model stages that are often used in research

and developmental research. It included five stages which are Analysis, Design,

Development, Implementation, and Evaluation. However, due to the limitation of

time, the stages were terminated until implementation. The steps of this research

can be seen in Diagram 2 below:

Diagram 2The stages of ADDIE Model for this research

1.1.1 Analysis

The analysis stage is where the researcher analyzes the need for

developing materials and analyzing the feasibility and development terms. The

stages of analysis carried out by the author included three things, namely needs

analysis, curriculum analysis, and character analysis of students.

1.1.1.1 Needs Analysis

Need analysis is one of the most important parts of designing media.

Kizlik (2010) refers to need analysis as a way to determine the “gaps” between

current conditions and desired conditions.” In this step, the researcher used a

24

questionnaire to see students’ needs, lack and wants. The results of the need

analysis were part of the consideration in designing the media.

1.1.1.2 Document Analysis

Document analysis was conducted by analyzing the English textbook

entitled “Bahasa Inggris” and the syllabus for the English lesson used in MAN 1

Batang Hari

The analysis was done to collect information about the curriculum used in

the school, the genre of the texts, and the grammar focus of English learning for

the second semester of tenth grade in MAN 1 Batang Hari.

1.1.2 Design

The second stage of the ADDIE model is the design stage. At this stage,

the researcher:

a. Chose necessary software to be used to design the website and the

supplementary grammar materials.

b. Made a flowchart, a development flowchart that provides a final picture of

a display that is translated into a media script.

c. Created a storyboard that was done with a flowchart as a reference.

1.1.3 Development

The development stage is the product realization stage. At this stage, the

website development was carried out by the researcher following the design. After

that, The website and grammar materials were validated to assess the content and

construct validity. For further explanation, the researcher carried out two stages of

development:

25

a. Production

To guide the production process, there are some spesifications that the

grammar learning website has. They are explained in the following points:

The website included:

1. Supplementary grammar materials. The researcher designed the

materials based on the syllabus and the English textbook used by

grade 10 students of MAN 1 Batang Hari.

2. Design. The website was designed as attractive as possible.

The researcher used some softwares to design the website and materials

such as:

1. Carrd, a website builder that was used to design the website.

2. Jotform, a platform that was used to create quizzes for the grammar

exercises.

3. Soundcloud, a music platform that was used to add the backsound

in the website.

4. Canva, a graphic design platform that was used to design the

website title and the icons.

b. Validation

Validation was carried out by experts; media expert and content expert.

The explanation is as follows:

1. Content expert

The content expert evaluated and validated the product in term of the

grammar materials in the website. The qualified media experts are

26

those of teachers and lecturers who are experienced in teaching

grammar. ‘

2. Media Expert

The media expert validated and evaluated the product in term of the

media shape. The qualifed media experts are those of teachers or

lecturers who have expertise in media, information and technology.

c. Revision

After the validation process, the product was revised based on

comments and suggestions from the content expert and the media

expert.

d. One-to-one evaluation.

This step was taken to obtain initial input on learning media from an

experienced and competent English teacher in their field. The teacher

of English subject selected for assessing the website.

1.1.4 Implementation

After validation, the implementation stage was carried. The students used

the learning media that had been developed and assessed the media. The

researcher distributed the link to the website containing grammar material that has

been designed for 30 students. The students were asked to use the website by

going through the grammar materials provided and do some quizzes. After that,

the researcher distributed a questionnaire to assess grammar learning websites to

the 30 students. This was done to obtain data that can be used for the revision of

the product.

27

1.2 The Site of the Research

The research site is where the research is conducted to gain the research

data. This research was conducted in MAN 1 Batang Hari, which is located in Jl.

Teratai, Muara Bulian, Batang Hari, Jambi. The reasons why this school was

chosen were:

a. The students’ worksheets which contain exercises to support the textbook,

still has many grammar errors.

b. There is very little explanation about grammar in the textbook “Bahasa

Inggris.”

c. There is an openness from the teachers to the research.

1.3 The participants

The participants of this research were grade 10 students of MAN 1 Batang

Hari who are enrolled in the 2020 academic year. There are four classes in total,

which are 10 MIA 1, 10 MIA 2, 10 IIS 1, and 10 IIS 2. There were a total of 71

students of grade 10 students who participated in this research. These reason of

their participation is that:

a. They are grade 10 students of MAN 1 Batang Hari

b. They were willing to participate in the research.

1.4 Data Collection Intrument

The data was collected by using several data collection techniques as

follow:

28

1.4.1 Questionnaire

The researcher distributed several questionnaires. The questionnaires were

for need analysis, content validation, media validation, one-to-one evaluation, and

students’ assessment during implementation.

1.4.1.1 Need Analysis

The questionnaire was adapted from a thesis by Andre Noviandi (2020)

entitled “Developing Motion Graphic Video Protoype as a Supplementary

Grammar Learning Media in English Education Study Program Jambi

University”.

1.4.1.1.1 Validity test

Validity is the validity of the research instrument used. Validity shows the

extent to which the measuring instrument used is able to measure what one wants

to measure (Muhammad, 2009). A questionnaire is said to be valid if the

questions on the questionnaire are able to reveal something that is measured by

the questionnaire. The basis for the decision to test the validity of the

questionnaire is:

a) If r count > r table, then the item is valid and feasible for research use.

b) If r count > r table, then the item is invalid and not feasible for research

use.

Test the validity of the analysis questionnaire using the Karl Person

formula, as follows:

r = nΣxy – (Σx) (Σy)

29

. √{nΣx² – (Σx)²} {nΣy2 – (Σy)2}

Description :

n = Number of data pairs X and Y

Σx = Total sum of Variable X

Σy = Total sum of Variable Y

Σx2 = Square of Total Number of Variables X

Σy2 = Square of Total Number of Variables Y

Σxy = Multiplication Result of the total number of Variable X and Y

The results of calculations performed with SPSS version 25.0 to tabular

form as follows:

Table 1 Classification of Students' Experience

Item r count r table DescriptionX1 0.680 0.444 ValidX2 0.776 0.444 ValidX3 0.900 0.444 ValidX4 0.387 0.444 InvalidX5 0.853 0.444 ValidX6 0.566 0.444 Valid

N:20

Based on the validity test using a sample of 20 above, as many as five

items declared valid by the significant level of 0.05, so if r count> r table, then the

instrument is valid and feasible for research use.

30

Table 2 Classification of Students' Proficiency

Item r count r table DescriptionX1 0.912 0.444 ValidX2 0.886 0.444 ValidX3 0.814 0.444 ValidX4 0.781 0.444 ValidX5 0.782 0.444 ValidX6 0.751 0.444 ValidX7 0.736 0.444 Valid

N:20

Based on the validity test using a sample of 20 above, as many as seven

items declared valid by the significant level of 0.05, so if r count> r table, then the

instrument is valid and feasible for research use.

Table 3 Classification of Students' Difficulties

Item r count r table DescriptionX1 0.576 0.444 ValidX2 0.440 0.444 InvalidX3 0.666 0.444 ValidX4 0.436 0.444 InvalidX5 0.678 0.444 Valid

N:20

Based on the validity test using a sample of 20 above, as many as three

items declared valid by the significant level of 0.05, so if r count> r table, then the

instrument is valid and feasible for research use.

Table 4 Classification of Media Design

Item r count r table DescriptionX1 0.553 0.444 ValidX2 0.820 0.444 ValidX3 0.382 0.444 InvalidX4 0.168 0.444 InvalidX5 0.499 0.444 Valid

31

X6 0.503 0.444 ValidX7 0.358 0.444 Invalid

N:20

Based on the validity test using a sample of 20 above, as many as four

items declared valid by the significant level of 0.05, so if r count> r table, then the

instrument is valid and feasible for research use.

1.4.1.1.2 Reliability Test

Reliability is a tool to measure the extent to which the measuring

instrument used can be trusted. That is, the results of these measuring instruments

are relatively the same at any time. According to Wiratna (2014), the reliability

test can be carried out jointly with all items or all question items in the

questionnaire.

The basis for decision making in the reliability test is as follows:

If the Cronbach's Alpha value is> 60 then the questionnaire is declared

consistent or reliable.

If the Cronbach's Alpha value < 60 then the questionnaire is declared

inconsistent or unreliable.

To measure the reliability of the questionnaire instrument in this study

using the SPSS version 25,0 program assistance. The conclusion of the reliability

test can be seen in the following table.

Table 5 Reliability Test Conclusion

Reliability StatisticsCronbach's Alpha N of Items

.815 18

32

From the results of the reliability test, the Cronbach's Alpha value was

0.815, which means that it is greater than the alpha value = 0.815> 0.60. Then it

can be declared that the instruments are reliable.

As the validity and realibility of the items for the need analysis

questionnaire are confirmed, the grid for the questionnaire is listed in the

following table:

Table 6 The Grid for Need Analysis Questionnaire

Classification ItemLearners’ Experience 1-5Learners’ Proficiency 6-12Learners’ Difficulties 13-15Media Design 15-19

Total 19

1.4.1.2 Content validation

The content expert validation was carried out by a lecturer from University

of Jambi. The content expert's instrument is a questionnaire, which was adopted

from the thesis entitled “Developing Motion Graphic Video Prototype as a

Supplementary Grammar Learning Media in English Education Study Program

Jambi University” by Andre Noviandi.

The instrument questionnaire for the content expert is described as

follows:

33

Table 7 Content validation sheet

Aspect Indicators

Content

Material truthSystematics of material presentationClarity of material descriptionThe word choiceThe amount of exercisesGrammar accuracyMaterials facilitate students’ self-investmentMaterials can arouse students’ curiosity and interestThe materials can attention to linguistic features of the input.Understandable feedbacksThe compatibility of the exercise and the explained materialThe images presented support the material

Usability Flexibility of the mediaBeneficial for individual learning

1.4.1.3 Media Validation

The media expert validation was carried out by a lecturer from University

of Jambi. The media expert's instrument is a questionnaire, which was adopted

from the thesis of entitled “Pengembangan Media Pembelajaran Berbasis

Multimedia Interkatif Menggunakan Adobe Flash CS5 Untuk SMK Kelas XI

Kompetensi Keahlian Administrasi Perkantoran Pada Kompetensi Dasar

Menguraikan Sistem Informasi Manajemen” by Nurul Anggraeni.

The instrument questionnaire for the media expert is described as follows:

Table 8 Media validation sheet

Aspects Indicators

Appearance Choice of color composition

34

The font type, color and sizeConsistency of button placementConsistency of button useThe arrangement of texts and picturesImage display qualityMedia attractiveness

Programming

Volume clarity of the musicThe clarity of navigationClear instructions for using the websiteEasy to useWebsite speedMusic accompanimentMedia flexibilityMedia benefits for individual learning

1.4.1.4 One-to-one evaluation

This step was taken to obtain initial input on learning media from an

experienced and competent English teacher in their field. The teacher of English

subject selected for assessing the website was Mr. Amri Ikhsan S.Pd., M.Pd. who

is an English teacher for grade 10 and 11 in MAN 1 Batang Hari. For the one-to-

one evaluation, a questionnaire was used to assess the website in terms of content

and usability.

The instrument for the one-to-one evaluation is a questionnaire, which was

adopted from the thesis of entitled “Pengembangan Media Pembelajaran Berbasis

Multimedia Interkatif Menggunakan Adobe Flash CS5 Untuk SMK Kelas XI

Kompetensi Keahlian Administrasi Perkantoran Pada Kompetensi Dasar

Menguraikan Sistem Informasi Manajemen” by Nurul Anggraeni.

The questionnaire is described as follows:

35

Table 9 One-to-one evaluation questionnaire

No Aspect Indicator

1 Content Relevancy with the English syllabusSystematic material presentationClarity of material descriptionAdequacy of giving exerciseAdequacy of providing feedback

Grammar accuracyThe word choiceMaterial truthThe compatibility of the material difficulty and the studentsThe images presented support the material

2 UsabilityFlexibility of the mediaBeneficial for individual learning

1.4.1.5 Students’ assessment

Table 10 Students’ assessment sheet

No Aspek yang IndicatorsDinilai

1 UseClarity of instructions in every exerciseClarity of material descriptionClarity of examplesProviding opportunities for students to practice

individuallyThe feedback increases motivationThe clarity of the language usedSuitability of pictures to describe the contentsWebsite is easy to navigateThe arrangement of texts and picturesThe quality of picturesThe background music

36

Background color and textFont type and sizeThe attractiveness of the websiteBeneficial for individual learning

1.4.2 Document analysis

The documents that were analyzed are the English syllabus, English lesson

plans, and English textbook used by grade 10 students of MAN 1 Batang Hari.

The school uses the textbook from The Ministry of Education and Culture entitled

“Bahasa Inggris”. The document analysis was done to determine the contents of

the materials, the grammar focus, and the genre of the texts.

1.5 Data Analysis Technique

In this study, the data was analyzed with qualitative and quantitative

methods as described below:

a. Quantitative

The quantitative data obtained from the questionnaire was then converted

to qualitative data with a scale of 5 (Likert scale) to determine the quality of the

product with the following description:

Very poor is given score 1

Poor is given score 2

Average is given score 3

Good is given score 4

Excellent is given score 5

37

The five scale conversion uses the conversion reference on The

Benchmark Reference Approach (Pendekatan Acuan Patokan) developed by Eko

Putro Widoyoko (2009) is shown in the table below:

Table 11 Benchmark Reference Approach

Quantative Score Criteri aData

Formula Average Score5

X>4.2 ExcellentX> Xi + 1.8 Sbi

4 3.4<X≤4.2 GoodXi + 0.6 Sbi<X ≤ Xi + 1.8 Sbi

3 2.6<X≤3.4 AverageXi – 0.6 Sbi<X ≤ Xi + 0.6 Sbi

2 1.8<X≤2.6 PoorXi – 1.8 Sbi<X ≤ Xi – 0.6 Sbi

1 X≤1.8 Very poorX ≤ Xi – 1.8 Sbi

Source: Eko Putro Widoyoko (2009)

Explanation:

Xi(Average ideal score) = 1 2 (Ideal maximum score + ideal minimum score)

𝑠𝑏𝑖(Ideal standard deviation/Simpangan baku ideal)= 1 6 (Ideal maximum score – ideal minimum score)

= Empirical score

The following is the calculation of the data for each scale:

Skor Maks. = 5

Skor Min. = 1

Xi = ½ (5+1)

= 3

Sbi = 1/6 (5-1)

= 0.67

Scale 5= X > 3 + (1.8 x 0.67)

= X>3+1.2

= X>4.2

38

= 3+0,4<X≤4,2

= 3.4< X ≤ 4.2

= 3–0.4<X≤3+0.4

= 2.6< X ≤ 3.4

= 3–1.2<X≤3–0.4

= 1.8< X ≤ 2.6

= X≤3–1.2

= X≤1.8

Calculate the average of each aspect using the following formula:

the average of each aspect = The total score of each indicatorsthe amount of indicators

In this study, a minimum value of "3.4" was determined with the category

"Good", so that if the results of the research from content experts, media experts,

and studentsget minimum scores, then the product was the result of the

development is deemed valid for use.

b. Qualitative

Qualitative data is the analysis of English syllabus, English textbook,

suggestions made by content experts, media experts, and students were collected.

39

CHAPTER IV

FINDING AND DISCUSSION

This chapter presents the finding and discussion from the collected data.

It includes various stages from the ADDIE Model by Lee and Owens (2004),

which consisted of analysis, design, development, and implementation. This

chapter answers the question about the process of designing supplementary

grammar materials for grade 10 students of MAN 1 Batang Hari by using

Carrd, the assessment from material and media experts, students’ assessments,

and the feasibility of the designed product..

4.1 Overview of the Research

This research aimed to show the process of designing supplementary

grammar materials for grade 10 students of MAN 1 Batang Hari by using

Carrd. This research was expected to provide students with supplementary

grammar materials that they can use outside of the class for their independent

learning. The development process of this learning media utilized the benefits

that technology can give in language learning. In creating this supplementary

learning media, the researcher went through the five stages of ADDIE. The

results were obtained in the form of assessment from the media expert toward

website design proposed, assessment from the content expert towards the

content of the grammar website, the subjective perception of students on the

use of website, and the final design of the products developed.

40

4.2 Analysis Stage

The analysis stage consists of three parts: need analysis and document

analysis

4.2.1 Need analysis

The need analysis was held through questionnaire which was

distributed to 71 participants. The participants were the grade 10 students of

MAN 1 Batang Hari. There were five main aspects in the questionnaire;

learners’ experiences, learners’ proficiency, learners’ difficulties, and media

design analysis.

A. Learners’ Experiences

In this section, the researcher wanted to see the students' experiences

while studying grammar. This section has five statements, first about the

frequency of students learning grammar independently, the frequency of using

material other than textbooks from the teacher, the frequency of using the

internet to learn grammar, the frequency of doing grammar exercises to

improve their grammar skills, and lastly, the frequency of re-learning the

material taught in class. The participants could answer by choosing number one

for very infrequently, number two for infrequently, number three for

sometimes, number four for frequently, and number five for very frequently..

41

5

18 1725

6

I learn grammar individually outside the class

Very infrequently Infrequently SometimesFrequently Very frequently

Chart 1.1 The frequency of students learning grammar

individually outside the class

Chart 1.1 identifies the students’ frequency in learning grammar

independently outside the class. The statement in this chart is, “I learn grammar

individually outside the class.” The chart shows that 5 students chose very

infrequently, 18 students chose infrequently, 17 students preferred sometimes,

16 students chose frequently, and only 6 students chose frequently. The result

shows that most students frequently do grammar learning individually outside

of the class. This means the students need the right grammar materials to guide

them in their independent learning.

511

22 25

9

I learn by using materials beside the book that is used by my English teacher

Very Infrequently Infrequently SometimesFrequently Very Frequently

Chart 1.2 The frequency of using material other than textbooks from the teacher

42

Chart 1.2 identifies the students’ frequency of using a material other

than textbooks from the teacher. The statement in this chart is, “I learn by using

materials beside the book that my English teacher uses.” The chart shows that 5

students chose very infrequently, 11 students chose infrequently, 22 students

preferred sometimes, 25 students chose frequently, and 9 students chose very

frequently. The result shows that most students do use materials outside of the

textbook for grammar learning. The textbook students use is entitled “Bahasa

Inggris” which uses the 2013 curriculum. 2013 curriculum applies integrated

learning, which means grammar is not taught explicitly but integrated into the

other skills. Students using materials outside the textbook show that they need

more grammar materials as the textbook does not provide them enough.

4 417

34

12

I use learning resources from internet when learning grammar

Very infrequently Infrequently SometimesFrequently Very Frequently

Chart 1.3 The frequency of using the internet to learn grammar

Chart 1.3 identifies the students’ frequency of using the internet to learn

grammar. The statement in this chart is “I use learning resources from internet

when learning grammar”. The chart shows that 4 students chose very

in2frequently, 4 students chose infrequently, 17 students preferred sometimes,

34 students chose frequently and 12 student chose very frequently. The result

shows that most students do use resources from the internet when they’re

43

learning grammar. This shows that grammar learning media in the form of a

website which is easily accessible by the internet will be useful for students.

913 11

27

11

I do grammar exercises to increase my understanding about the lesson

Very Infrequently Infrequently SometimesFrequently Very Frequently

Chart 1.4 The frequency of doing grammar exercises

Chart 1.4 identifies the students’ frequency of doing grammar exercises

to improve their grammar. The statement in this chart is “I do grammar

exercises to increase my understanding about the lesson”. The chart shows that

9 students chose very infrequently, 13 students chose infrequently, 11 students

preferred sometimes, 27 students chose frequently and 11 student chose very

frequently. The result shows that most students frequently do grammar

exercises in order to improve their grammar. Grammar learning media that has

lots of practice questions will be suitable for students.

615 16

25

9

I re-learn the grammar lesson that have been taught in class.

Very infrequently Infrequently SometimesFrequently Very Frequently

Chart 1.5 The frequency of re-learning grammar materials

44

Chart 1.5 identifies the students’ frequency of re-learning grammar

materials that have been taught in class. The statement in this chart is “I re-

learn the grammar lesson that have been taught in class.”. The chart shows that

6 students chose very infrequently, 15 students chose infrequently, 16 students

preferred sometimes, 25 students chose frequently and 9 student chose very

frequently. The result shows that most students frequently re-learn the grammar

lesson they’ve received in class. Providing students with a grammar learning

media will be useful because they can learn more about what they have learned

in class.

B. Learners’ Proficiency

To identify learners' proficiency, researchers enter several statements to

analyze students' assessment of their proficiency. The language features put in

the questions were taken from the English textbook. The result of this aspect

was considered when deciding which language features should be prioritized

for the materials. There were six statements related to this aspect, first about

students' understanding of sentence structure of present perfect tense, students'

understanding of sentence structure of past tense, students' understanding of

singular-plural, students' understanding of adjectives and adverbs work,

students' understanding of the will and will be going, students' understanding of

would prefer and would rather, and lastly, students' understanding of passive

voice.

45

6

34

1510 6

I understand the sentence structure of Present perfect in English

Poor Below Average AverageAbove Average Excellent

Chart 2. 1 Learners’ understanding of sentence structure of present

perfect tense

Chart 2.1 identifies students’ understanding level on the sentence

structure of past tense. The statement in this chart is “I understand the sentence

structure of present perfect tense in English”, The choices students can choose

are very poor, below average, average, above average, and is given score . The

answers obtained from this statement shows that 6 students chose poor, 34

students chose below average, 15 students chose average, 10 students chose

above average, and 6 students chose is given score .

From the results it can be seen that most students do not have good

understanding of the sentence structure of present perfect tense.

3

21

35

8 4

I understand the sentence structure of past tense in English

Poor Below Average AverageAbove Average Excellent

46

Chart 2. 2 Learners’ understanding of sentence structure of past tense

Chart 2.1 identifies students’ understanding level on the sentence

structure of past tense. The statement in this chart is “I understand the sentence

structure of past tense in English”, The choices students can choose are very

poor, below average, average, above average, and is given score . The answers

obtained from this statement shows that 3 students chose poor, 21 students

chose below average, 35 students chose average, 8 students chose above

average, and 4 students chose is given score .

From the results it can be seen that most students have an average

understanding on how sentence structure of past tense work.

314 10

30

14

I understand how to you singular and plural in a sentence

Poor Below Average AverageAbove Average Excellent

Chart 2. 3 Learners’ understanding of singular and plural.

Chart 2.3 identifies students’ understanding level on singular and plural.

The statement in this chart is “I understand how singular and plural work in a

sentence”, The choices students can choose are very poor, below average,

average, above average, and is given score . The answers obtained from this

statement shows that 3 students chose poor, 14 students chose below average,

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10 students chose average, 30 students chose above average, and 14 students

chose is given score .

From the results it can be seen that most students most students

understand how singular and plural work in a sentence.

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2024

7

I understand how to use "will and "will be going" in a sentence

Poor Below Average AverageAbove Average Excellent

Chart 2. 4 Learners’ understanding of will and will be going

Chart 2.4 identifies students’ understanding level on the use of will and

will be going. The statement in this chart is “I understand how to use will and

will be going in a sentence”, The choices students can choose are very poor,

below average, average, above average, and is given score . The answers

obtained from this statement shows that 3 students chose poor, 11 students

chose below average, 20 students chose average, 24 students chose above

average, and 7 students chose is given score .

From the results it can be seen that most students know how to use

will and will be going to in a sentence.

48

10

30

168 7

I understand how to use "would prefer" and "would rather" in a sentence

Poor Below Average AverageAbove Average Excellent

Chart 2.5 Learners’ understanding of would prefer and would rather

Chart 2.5 identifies students’ understanding level on the use of would

prefer and would rather. The statement in this chart is “I understand how to use

would prefer and would rather in a sentence”, The choices students can choose

are very poor, below average, average, above average, and is given score . The

answers obtained from this statement shows that 10 students chose poor, 30

students chose below average, 16 students chose average, 8 students chose

above average, and 7 students chose is given score .

From the results it can be seen that most students still do not know how

to use would prefer and would rather in a sentence.

411

26 23

7

I understand how adjective and adverb work in a sentence

Poor Below Average AverageAbove Average Excellent

Chart 2.6 Learners’ understanding of adjective and adverb

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Chart 2.6 identifies students’ understanding level on how adjective and

adverb work in a sentence. The statement in this chart is “I understand how

adjective and adverb work in a sentence”, The choices students can choose are

very poor, below average, average, above average, and is given score . The

answers obtained from this statement shows that 4 students chose poor, 11

students chose below average, 26 students chose average, 23 students chose

above average, and 7 students chose is given score .

From the results it can be seen that most students already know how to

use adjective and adverb in a sentence.

20 21

12 107

I understand the sentence structure of Passive Voice

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 2.7 Learners’ understanding of passive voice

Chart 2.7 identifies students’ understanding in the sentence structure of

passive voice. The statement in this chart is “I understand the sentence structure of

Passive Voice”, The choices that students can choose are strongly disagree,

disagree, neutral, agree, and strongly agree.. The answers obtained from this

statement shows that 20 students chose strongly disagree, 21 students chose

disagree, 12 students stayed neutral, 10 students chose agree, and the rest 7 chose

strongly agree

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From the results it can be seen that most students still have difficulties

in understanding the sentence structure of passive voice.

C. Learners’ Difficulties

To identify students' difficulties, the researcher made several statements

about the difficulties students faced while they were studying grammar. Four

statements were made for this aspect, which consist of: students’ difficulty in

understanding the differences between tenses, students’ difficulty in

understanding grammar textbook, Students’ difficulty in finding appropriate

learning material, and students’ difficulty in learning grammar independently.

The choices that students can choose are strongly disagree, disagree, neutral,

agree, and strongly agree.

321 11

24 27

I have difficulty in understanding the grammar materials in the textbook

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 3.1Students’ difficulty in understanding grammar text book

Chart 3.1 identifies students’ difficulty in understanding grammar

textbook. The statement in this chart is “I have difficulty in understanding the

grammar materials in the textbook”, The choices that students can choose are

strongly disagree, disagree, neutral, agree, and strongly agree.. The answers

obtained from this statement shows that 3 students chose strongly disagree, 21

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students chose disagree, 11 students stayed neutral, 24 students chose agree,

and the rest 27 chose strongly agree

From the results it can be seen that most students still have difficulties

in understanding the grammar materials from text book. This means more

simplified grammar materials will be provided for the students.

110 10

2030

I  have difficulty in finding learning materials that are appropriate for me

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 3.2 Students’ difficulty in finding appropriate learning

material

Chart 3.2 identifies students’ difficulty in finding appropriate learning

material. The statement in this chart is “I  have difficulty in finding learning

materials that are appropriate for me”, The choices that students can choose are

strongly disagree, disagree, neutral, agree, and strongly agree.. The answers

obtained from this statement shows that 1 students chose strongly disagre, 10

students chose disagree, 10 students stayed neutral, 20 students chose agree,

and the rest 30 chose strongly agree.

From the results it can be seen most students still have difficulties in

finding the appropriate grammar materials for themselves. This means the

grammar learning media will be suitable for them as it will be designed to suit

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their needs.

11 237

1822

I have difficulty in learning grammar independently

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 3.3 Students’ difficulty in learning grammar independently

Chart 3.3 identifies students’ difficulty in learning grammar

independently. The statement in this chart is “I have difficulty in learning

grammar independently”, The choices that students can choose are strongly

disagree, disagree, neutral, agree, and strongly agree.. The answers obtained

from this statement shows that 11 students chose strongly disagre, 23 students

chose disagree, 7 students stayed neutral, 8 students chose agree, and the rest

22 chose strongly agree

From the results it can be seen that most students do not have

difficulties in learning grammar independently. This means a grammar learning

media that is designed for their independent learning will be very suitable.

D. Media Design

In this section, the researcher intends to identify student preferences in

the design of the product to be made. The students’ answers were taken into

considerations in designing the product. They can answer by choosing strongly

disagree, disagree, undecided, agree, and strongly agree.

53

4

17 1522

13

I like a learning media that has many pictures.

 

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 4.1 Students’ preferences about media that has many pictures

Chart 4.1 identifies students’ preferences about media that has many

pictures. The statement in this chart is “I like a learning media that has many

pictures”, The choices that students can choose are strongly disagree, disagree,

neutral, agree, and strongly agree. The answers obtained from this statement

shows that 4 students chose strongly disagree, 17 students chose disagree, 15

students stayed neutral, 22 students chose agree, and the rest 13 chose strongly

agree. From the results it can be seen that most students prefer media that has

many pictures.

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22 24

10

I like a colorful learning media

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 4.2 Students’ preferences about colorful learning media

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Chart 4.2 identifies students’ preferences about colorful learning media.

The statement in this chart is “I like a colorful learning media”, The choices

that students can choose are strongly disagree, disagree, neutral, agree, and

strongly agree. The answers obtained from this statement shows that 3 students

chose strongly disagre, 12 students chose disagree, 22 students stayed neutral,

24 students chose agree, and the rest 10 chose strongly agree

From the results it can be seen that most students prefer colorful learning

media.

4 711

26 23

I like media where there is a music that accompanies me while studying

Strongly Disagree Disagree NeutralAgree Strongly Agree

Chart 4.3 Students’ preferences about learning media that has music

Chart 4.3 identifies students’ preferences about learning media that has

background music. The statement in this chart is “I like media where there is a

music that accommpanies me while studying”, The choices that students can

choose are strongly disagree, disagree, neutral, agree, and strongly agree. The

answers obtained from this statement shows that 4 students chose strongly

disagre, 7 students chose disagree, 11 students stayed neutral, 26 students chose

agree, and the rest 23 chose strongly agree

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From the results it can be seen that most students prefer media that has

music in it to accompany them while studying.

0 1 0 6

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I need the explanation about the answer from the exercises about grammar

Strongly Disagree Disagree Neutral AgreeStrongly Agree

Chart 4.4Students’ preferences about media that explains the

answers of the exercises

Chart 4.7 identifies students’ preferences about media that explains the

answers of the exercises. The statement in this chart is “I need the explanation

about the answer from the exercises about grammar”, The choices that students

can choose are strongly disagree, disagree, neutral, agree, and strongly agree.

The answers obtained from this statement shows that 0 students chose strongly

disagre, 1 students chose disagree, 0 students stayed neutral, 6 students chose

agree, and the rest 64 chose strongly agree

From the results it can be seen that most students prefer media that

explains about the answers of the exercises.

4.3 Document Analysis

Document analysis was conducted by analyzing the English textbook titled

“Bahasa Inggris” and the syllabus for English lesson used in MAN 1 Batang Hari.

The analysis was done in order to collect information about the curriculum is used

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in the school, the genre of the texts, and grammar focus of English learning for

the second semester of tenth grade in MAN 1 Batang Hari.

4.3.1 The Result of Document Analysis

Based on the analysis of the English textbook, syllabus and lesson plan,

the researcher discovered that for the first semester, there were five chapters

studied by students. The details are shown in the following table:

Table 12 Result of Document Analysis

Chapter Grammar Focus Text

1. Talking About Self Pronoun Transactional text (Talking about identity)

2. Congratulating and complimenting

Simple Past, Present Perfect, Singular-plural

Transactional text (Complimenting and congratulating)

3. Expressing Intentions Will & be going to, Would prefer & Would Rather

Transactional text (Talking about intentions)

4. Which One is Your Best Get-away

Noun Phrases Descriptive text

5. Let’s Visit Niagara Falls Adjectives and Adverbs, Passive voice

Descriptive text

Based on the table above, it can be seen that in the English Textbook,

each chapter has a grammar focus. For the first semester, the grammar focuses

are: 1) Pronoun, 2) Will & be going to, 3) Would prefer to & Would Rather 4)

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Noun Phrases, 5) Adjectives and Adverbs, 6) Passive Voice, 7) Simple Past

Tense, 8) Present Continuous Tense, and 9) Present Perfect Tense. For the

learning media, one chapter will only have one grammar focus. Therefore, for a

chapter that has more than one grammar focus, the grammar focus were put

into the need analysis. The grammar focuses that were placed were:

Chapter 2 which consists of: 1) Simple Past, 2) Present perfect, 3)

Singular-plural,

Chapter 3 which consists of 1) Will & be going to, 2) Would prefer

& Would Rather

Chapter 5 which consists of 1) Adjective and Adverb, and 2) Passive

Voice.

Based on the result, students have weaker understanding in present

perfect tense, would prefer & would rather, and passive voice.

In addition, it can also be seen that the text genre used is transactional

text and descriptive text. The types of transactional texts that are used are: 1)

Transactional text for talking about identity, 2) Transactional text for

congratulating and complimenting, and 3) Transactional text for talking about

intentions.

Therefore, from the document analysis, several conclusions were

obtained to be used for the development of learning media, namely as follows:

a. Five chapters from the textbook “Bahasa Inggris” are included in

the learning media. The included chapters are Talking about Self,

58

Congratulating and Complimenting Others, Expressing Intentions,

Which One is Your Best Getaway, and Let’s Visit Niagara Falls.

b. Each chapter has one grammar focus. Chapter 1 covered pronoun,

chapter 2 covered present perfect tense, chapter 3 covered would

prefer and would rather, chapter 4 covered noun phrases, and

chapter 5 covered passive voice.

c. The genres of the texts for the exercises are transactional text and

descriptive text.

4.4 Design

Referring to the needs analysis, an overview is obtained about the needs

and difficulties faced by students in learning grammar. The design stage is a

follow-up to the needs analysis. The design of the media was created based on the

needs analysis. At this stage, there are various kinds of activities that were carried

out, including the following:

4.4.1 Choosing Softwares

In this activity, the researcher selected several softwares that were used for

media development. Carrd is the main software in developing the media, while

Jotform, Canva, and Soundcloud served as complementary softwares.

a. Carrd

Carrd was chosen as the website builder software. With Carrd, the

researcher built a grammar website based on the results of the needs analysis.

Carrd is the main software in developing the media, while the other softwares

served as complements

b. Jotform

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Jotform was chosen as the quiz maker. Quizzes are part of the grammar

website built by researchers, therefore researchers chose Jotform because it is

simple and easy to use.

c. Canva

Researchers used Canva to create the website header as well as the icon for

the menu on the website. Researchers also use Canva to create images that are

relevant to exercise questions.

d. Soundcloud

Because many students prefer to listen to music while studying, the

researchers used SouncCloud as a music player software on the website.

4.4.2 Flowchart

According to Winarno (2006), “flowcharts are pictures that use standard

symbols to describe a system or process". Flowcharts are used to design

interactive multimedia-based learning media. Flowcharts are useful for showing

the flow of the program to be created, because some parts have a connection with

each other. In this process the researcher aimed to determine the program flow

that will be made. The flowchart can be seen in appendix 1.

4.4.3 Storyboard

The storyboard was created after making a flowchart, because the

flowchart was used as a reference for making storyboards. Storyboard is a sketch

that uses words. For more details, the storyboard can be seen in appendix 2.

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4.5 Development

The making of this learning media is done by using Carrd to build the

website and Canva to design the website icon and header. The development

process is divided into two stages, which are production and validation. The

followings are pictures of learning media during the development process.

4.5.1 Production

4.5.1.1 Making the Header and Icons

Before creating the website, the researcher created a header for the website

and the icons needed for the “menu” and “chapter page”. In addition, the

researcher also made the illustrations needed for the questions in the “exercise”

page. This stage was carried out by the researcher herself. The difficulty in this

stage is that the researcher had to think about a design that is not too excessive but

looks attractive.

Figure 1. Designing the header

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Figure 2. Designing icons for menu

Figure 4. Designing icons for menu

Figure 3. Designing icons for the category

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4.5.1.2 Making the website

After the supporting pictures were finished, the researcher proceeded to

design the website. Website creation was used with Carrd. The following are

pictures of the website during the development process.

a) Starting page

Figure 6. Website starting page

This page is the opening page for learning media. On this page, there is a

website title, "Today's Grammar" and a navigation button, "Get started" button.

Figure 5. Designing illustration for exercise questions

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The navigation button "Get started" is used to enter the main page of learning

media. Navigation button "Get started" will function if the user clicks the button.

b) Main Page

Figure 7. Main page

After the user clicks the "Get started" navigation button, the user will

enter the main page. This page is a menu of the learning website. On this page,

there are five icons with short description about each icon. The main page has a

menu for students to choose. The menu consists of 1. Home; 2. Exercise; 3. Quiz;

4. Glossary; 5. Music. For more details, the following will explain about using the

menu as follows:

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Home

Figure 8. Home

The introduction to the website is placed on the “Home” page. The

introduction of the website itself consists of the use of the website, the purpose

of creating the website, and the name of the website developer. In this page,

there is also a navigator button placed at the bottom. If users click the button,

they will be brought back to the “Menu” page.

Exercise

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Figure 9. Exercise

In the “Exercise” page, there are six navigator buttons. Those buttons are:

1) Chapter 1; 2) Chapter 2; 3) Chapter 3; 4) Chapter 4; 5) Chapter 5; and 6)

Menu. The chapter navigator buttons will direct users to exercises based on the

selected chapter. The chapters are created based on the result of document

analysis. The “Menu” navigator” button will bring users back to the “Menu” page

when clicked.

Quiz

The next page in the Menu is “Quiz”. On this page, there are six navigator

buttons with their respective functions. The six navigator buttons are 1) Chapter 1;

Figure 10. Quiz

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2) Chapter 2; 3) Chapter 3; 4) Chapter 4; 5) Chapter 5; and 6) Menu. The button

labeled chapter if clicked will direct the user to the quizzes based on the selected

chapter. While the menu button will take the user back to the "Menu" page when

clicked.

Music

The "Music" page is filled with a music player to accompany students in

their learning activities. This music feature itself is included because in the

media category needs analysis, students choose to listen to music when they are

studying. According to the results of the needs analysis, the music chosen is

instrumental music - without song lyrics

c) Question

Figure 11. Music

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The questions page contains practice questions that will be done by

students. There are five navigation buttons that function as the multiple choice

options, so when one of the choices is clicked, the question page display will

change as shown in Figure 13.

On the "feedback" page, there is a navigation button "back to question" to

repeat the question, and "next question" to move to the next question. On this

page, students can get direct feedback from each question, that is, if the student

chooses the wrong answer, an explanation will appear about the error in the

selected answer, as well as if the answer is correct.

On each page, the use of the same icon and button, only the content of

each page is different. The content of the page is adjusted to the menu on the

Figure 13. Feedback

Figure 12. Question

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learning media. The finished learning media is saved in draft form. That way, the

website can still be edited for revision.

4.5.2 Validation

4.5.2.1 Content Validation

After the learning media was developed, expert validation was carried out.

Content expert validation is used to assess material that has been compiled in

learning media. The content expert is Dr. Reli Handayani, S.S., M.Pd., a lecturer

from University of Jambi. Two aspects were assessed, namely the content aspect

and the usability aspect. The questionnaire uses a Likert scale with five alternative

answers, namely 1, 2, 3, 4, and 5. The results of analysis from the content expert

can be seen in the following table:

1) Content aspect

Table 13 Results of Content aspect’s validation

Indicators Score Category

Material truth 5 Excellent

Systematics of material presentation 3

Average

Clarity of material description 3

Average

The word choice 3Average

The amount of exercises 5 Excellent

Grammar accuracy 3 Average

Materials facilitate students’ self-investment 4

Good

Materials can arouse students’ curiosity and interest

4Good

The materials can attention to linguistic features of the input.

4Good

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Understandable feedbacks 5 Excellent

The compatibility of the exercise and the explained material

4 Good

The images presented support the material 3 Average

Total 46Average score 3.8 Good

Based on the results of the table above, there are 12 indicator items

obtained from the content aspect. The total score of validation is 46 with 12

indicators, so that the average result of the assessment from the content expert is

3.83. Referring to the conversion table, the result of the learning aspect’s

validation is Good.

2) Usability aspect

Table 14 Results of Usability’s aspect’ validation

Indicators Score CategoryFlexibility of the media 4 GoodBeneficial for individual learning 4 Good

Total 8Average score 4 Good

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Based on the results of the table above, there are 2 indicator items obtained

from the usability aspect. The total score of validation is 8 with 2 indicators, so

that the average result of the assessment from the content expert is 4. Referring to

the conversion table, the result of the learning aspect’s validation is excellent.

4.5.2.2 Media Validation

Validation conducted by media experts is used to assess the product. This

assessment intends to see whether the media is feasible or not to be implemented

to students.

The media expert validation was carried out by a media expert, Tubagus

Zam Zam Al Arif, S.Pd., M.Pd., a lecturer from University of Jambi. Two aspects

were assessed, namely the appearance aspect and programming aspect. The

questionnaire uses a Likert scale with five alternative answers, namely 1, 2, 3, 4,

and 5. The results of analysis from the media expert can be seen in the following

table:

1) Appearance aspect

Table 15 Results of Appearance aspect’s validation

Indicators Score CategoryChoice of color composition 5 Excellent

The font type, color and size 5 Excellent

Consistency of button placement 4 Good

Consistency of button use 4 Good

The arrangement of texts and pictures 3 Average

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Image display quality 5 Excellent

Media attractiveness 4 GoodTotal 30

Average score 4,2 Good

Based on the results of the table above, there are 7 indicator items obtained

from content validation. The total score of validation is 30 with 7 indicators, so

that the average result of the assessment from the media expert is 4,2. Referring to

the conversion table, the result of the appearance aspect's validaton is good.

2) Programming aspect

Table 16 Results of Programming aspect’s validation

Indicators Score CategoryVolume clarity of the music 5 Excellent

The clarity of navigation 4 Good

Clear instructions for using the website 4 Good

Easy to use 5 Excellent

Website speed 4 Good

Music accompaniment 5 Excellent

Media flexibility 4 GoodMedia benefits for individual learning 4 Good

Total 35Average score 4,3 Excellent

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Based on the results of the table above, there are 8 indicator items obtained

from content validation. The total score of validation is 35 with 8 indicators, so

that the average result of the assessment from the media expert is 4,3. Referring to

the conversion table, the result of the programming aspect's validation is

excellent.

4.5.2.3 Comments and suggestion

a. Material

1. The display of some of the materials is confusing.

2. Compare example sentences of pronouns to see the differences.

3. Some pictures are irrelevant to the question.

4. Give clearer instructions for the exercises.

5. Some questions are confusing and needed to be revised.

b. Media

1. Generally, the menu and home button is at the top right or left

corner not at the bottom of the display screen.

2. Pictures are too big, especially in each feedback of exercise.

3. The text “question” is too large.

4. The navigation is not clear enough.

5. It would be better if you provide text for each button.

4.5.3 Revision

Based on comments and suggestions from media experts, revisions were

made as follows:

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Table 17 Revision

Suggestion RevisionBefore After

Pictures are too big, especially in each feedback of exercise

The text “question” is too large

It would be better if you provide text for each button

The researcher added a guide for the button instead of giving each button text.

Compare example sentences of pronouns to see the differences

The researcher added several comparisons between subjective pronoun and objective pronouns

The display of some of the materials is confusing.

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The researcher simplified the material display to reduce any possibility of confusion.

4.5.4 One-to-one evaluation

This step was taken to obtain initial input on learning media from an

experienced and competent English teacher in their field. The teacher of English

subject selected for assessing the website was Mr. Amri Ikhsan S.Pd., M.Pd. who

is an English teacher for grade 10 and 11 in MAN 1 Batang Hari. For the one-to-

one evaluation, a questionnaire was used to assess the website in terms of content

and usability. The results of the one-to-one evaluation of the grammar learning

website can be seen in table 17.

a) Content aspect

Table 18 Results of Content aspect’s validation

Indicators Score CategoryRelevancy with the English syllabus 5 Excellent

Systematic material 4

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presentation GoodClarity of material description 5 ExcellentAdequacy of giving exercise 4 GoodAdequacy of providing feedback 5 Excellent

Grammar accuracy 4 Good

The word choice 4 Good

Material truth 4 Good

The compatibility of the material difficulty and the students

3 Average

The images presented support the material 4 Good

Total 42Average score 4,2 Good

Based on the results of the table above, there are 10 indicator items

obtained from the learning aspect. The total score of validation is 42 with 12

indicators, so that the average result of the assessment from the content expert is

4.2. Referring to the conversion table, the result of the content aspect’s validation

is good.

3) Usability aspect

Table 19 Results of Usability’s aspect’s validation

Indicators Score CategoryFlexibility of the media 4 GoodBeneficial for individual learning 5 Excellent

Total 9Average score 4,5 Excellent

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Based on the results of the table above, there are 2 indicator items

obtained from the usability aspect. The total score of validation is 9 with 2

indicators, so that the average result of the assessment from the content expert is

4.5. Referring to the conversion table, the result of the usability aspect’s

validation is excellent.

At the time of the assessment by the English subject teacher there was a

comment that was given for revision, which was adding the number of questions.

As a revision, the researcher increased the numbers of questions from 125 to 225.

4.6 Implementation

28 students of class 10 MIA 1 participated in the implementation of this

product. The questionnaire was made using google form which was distributed in

the WhatsApp group of class 10 MIA 1. Before students used the grammar

learning website and filled out the questionnaire that had been provided, the

developer gave an explanation to students about how to fill out a questionnaire

and explain about the grammar learning website.

Table 20 Results of Students’ assessment

Indicators Score Average CategoryClarity of instructions in every exercise 116 4,1 Good

Clarity of material description 114 4 Good

Clarity of examples 118 4,2 GoodProviding opportunities for students to practice individually

120 4,3 Excellent

The feedback increases motivation 118 4,2 Good

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The clarity of the language used 122 4,4 Excellent

Suitability of pictures to describe the contents

130 4,6 Excellent

Website is easy to navigate 125 4,5 Excellent

The arrangement of texts and pictures 129 4,6 Excellent

The quality of pictures 133 4,8 Excellent

The background music 131 4,7 Excellent

Background color and text 127 4,5 Excellent

Font type and size 132 4,7 Excellent

The attractiveness of the website 134 4,8 Excellent

Beneficial for individual learning 135 4,8 Excellent

Total 1884 125,6Average score 4,5 Excellent

The total score of the assessment based on implementation data involving

28 students with 15 indicators is 1884, which means the results of the students’

assessment is 4.5. Referring to the conversion table, the result of the students’

assessment of the product is excellent.

4.7 Feasibility of Learning Media

4.7.1 Feasibility of Media Based on The Content expert

Content expert validation was carried out to assess 2 aspects, namely the

content aspect and the usability aspect. Based on the results of the first stage

assessment of the content aspect with 12 indicators, an average score of 3.8 was

obtained and it was categorized as good. Then the usability aspect got an average

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score of 4 and is categorized as good, the assessment consists of 2 indicators. The

overall average rating of this assessment is 3.9. So that the feasibility level of

product on content expert validation is in the good category, which means it is

valid to be used by the students for individual learning.

4.7.2 Feasibility of Learning Media Based on Media Experts

Media expert validation was carried out to assess 2 aspects, namely

appearance aspect and programming aspect. Based on the results of the first stage

assessment of the appearance aspect which has 7 indicators, the average scores

was 4.2 and it was categorized as good. Then the programming aspect got an

average score of 4.3 and is categorized as excellent, the assessment consists of 8

indicators. The overall average rating of this assessment was 4.3. So that the

feasibility level of product on media expert validation is in the excellent category,

which means it is valid to be used by the students for individual learning.

4.7.3 Feasibility of Learning Media Based on Student Assessment

The implementation stage was carried out on 28 students of grade 10 MIA

1. The aspect that was assessed in the trial was the aspect of using learning media.

Based on the implementation, an average score of 4.5 was obtained. Referring to

the conversion table, the average score falls into the range X >4.2 which is

categorized as excellent. So that the feasibility level of the media based on student

assessments is in the excellent category, which means it is valid to be used by the

students for individual learning.

Discussion

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The designing of supplementary grammar materials by using Carrd went

through 4 stages, namely 1. Analysis; 2. Design; 3. Development; 4.

Implementation. Product development was carried out based on the textbook

"English" and the English syllabus at MAN 1 Batang Hari. Product development

was done by using Carrd, Canva, Jotform, and Soundcloud. To produce an

appropriate learning media, content expert validation, media expert validation,

one-to-one evaluation and implementation involving students were carried out.

All of these stages were intended to obtain data for revisions or improvements to

achieve an appropriate and useful learning media for its users.

The results of the content expert validation shows that the product fell into

the good category with an average score of 3.9. In the content aspect, indicators of

material truth, the amount of exercises, and understandable feedbacks are

considered excellent by the content expert. The indicators of materials facilitate

students’ self-investment, materials can arouse students’ curiousity, materials can

draw attention to linguistic features and the compatibility between the explained

material and exercises are considered good by the content expert. Meanwhile the

indicators of systematics of material presentation, clarity of material description,

the word choice, grammar accuracy, and images presented the materials are

considered average. In the usability aspect, the indicators of flexibility of the

media, and beneficial for individual learning are considered good by content

experts..

The results of the media expert validation show that the website learning

media is excellent with an average score of 4.3. In the appearance aspect,

indicators of choice of color composition, the font type, color, and size, and image

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display quality are considered excellent by the media expert. The indicators of

consistency of button placement, consistency of button use, and media

attractiveness were considered good by media experts. Meanwhile, the indicator

of the arrangement of texts and pictures was considered average by the media

expert.

In the programming aspect, volume clarity of the music, easy to use, and

music accompaniment are considered excellent by media experts. The indicators

of clarity of the navigation, clear instructions for using the website, website speed,

media flexibility and media benefits for individual learning are considered good

by the media expert.

After the product was determined to be feasible by the content expert and

the media expert, the grammar learning website was implemented on students.

The number of assessment scores based data involving 28 students with 15

indicators is 1,884 with an average score of 4.5. Referring to the table of

conversion, the category of the students’ assessment of the product is excellent.

Based on the results of the assessment of content expert, media expert and

students, this product has the following benefits:

The grammar website provides students with supplementary materials to

learn grammar independently.

The supplementary grammar website can make students motivated to learn

grammar independently.

The supplementary grammar website is designed attractively which gets

rid of students' boredom and increases their interest.

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The development of the supplementary grammar website has some

limitations, namely:

The product that was developed is still at the beginner level, it only covers

materials from one semester only and does not include all the grammar

focus in the textbook and syllabus.

The implementation of supplementary grammar website was only done on

class 10 MIA 1.

The researcher only knows the feasibility of the supplementary grammar

website for individual learning, without knowing its effectiveness in the

teaching and learning process in class.

Carrd is a non-profit website builder, which means the researcher did not

get any profit for developing the learning media.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the results of the research and discussion that had been done, it is

concluded that:

82

1. The designing of supplementary grammar materials by using Carrd provided

an output in the form of a learning website. The development of this learning

media was carried out in 4 stages, namely a. analysis stage; b. design stage; c.

development stage; and d. implementation stage.

a. The analysis stage was carried out in two stages, namely need analysis and

document analysis. Need analysis was done by analyzing student needs,

while document analysis was done by analyzing the English textbook

entitled “Bahasa Inggris” and the syllabus.

b. The design stage was carried out after the analysis stage. The design stage

included software selection, making flowcharts and making storyboards.

c. The development stage was carried out after the planning stage. The

development stage of learning media products includes the creation of

learning media, validation of content expert and content expert.

d. The implementation stage was carried out by 28 students of class 10 MIA

1.

2. Based on the content validation on the content aspect, the supplementary

grammar materials website obtained an average score of 3.8 in the good

category and the usability aspect received an average score of 4 in the good

category. Furthermore, the media validation on the appearance aspect received

an average of 4.2 in the good category and the programming aspect received an

average of 4.3 in the excellent category.

3. Based on the student's assessment, the supplementary grammar materials

website obtained an average score of 4.5 in the excellent category.

83

4. The feasibility of supplementary grammar materials website based on the

content validation got an average score of 3.9 with the good category in the

aspects of content and usability. The feasibility of The supplementary grammar

materials website based on the media validation got an average score of 4.3

with the excellent category in appearance and programming aspects.

Furthermore, based on the student's assessment, the supplementary grammar

materials website got an average score of 4.5 in the excellent category.

5. The grammar learning website can be found with this link

(todaysgrammar.carrd.co)

Based on these conclusions, the supplementary grammar materials website

is suitable for use as learning media for grade 10 students of MAN 1 Batang Hari.

5.2 Suggestion

Based on the results of the research discussion and conclusions, the

following things can be suggested:

1. It is hoped that this development program can be used as a school program

so that it allows teachers to develop learning media on other materials.

2. Implementation should not only be carried out in one school, so that it can

see the usefulness of the media in other schools.

3. It is hoped that the development of learning media will not only reach

students’ assessment, but also assess the effectiveness of the learning

media in the learning process.

84

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WEBSITE NAME

MENU

HOME

WEBSITE INTRODUCTION

HOW TO USE

GO BACK TO MENU

GO BACK TO MENU

EXERCISE

CHAPTER 1

CHAPTER 2

CHAPTER 3

CHAPTER 4

CHAPTER 5

GO BACK TO MENU

QUIZ

CHAPTER 1

CHAPTER 2

CHAPTER 3

CHAPTER 4

CHAPTER 5

GO BACK TO MENU

GLOSSARY

DEFINITIONS OF TERMS

GO BACK TO MENU

MUSIC

MUSIC PLAYER

GO BACK TO MENU

88

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APPENDICES

Appendix 1. Flowchart

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Appendix 2. Storyboard

Frame name: Starting page

90

Appearance InteractionText:

- Website nameButton:

- Get started

Click Get started to go to the Menu

Frame: Menu

Appearance InteractionText:

- MenuButton:

- Home- Exercises- Quiz- Glossary- Music

- Click "Home" to see an introductory website.

- Click "Exercise" to view practice questions.

- Click "Quiz" to view test questions.- Click "Glossary" to see definitions

of terms- Click "Music" to set up the music

player.

Frame name: Home

Get started

Home

Exercise

Quiz

Glossary

Music

91

Appearance InteractionText:

- Home- Website introduction

Button:- Back to menu

Click “Back to menu” to go back to the menu.

Appearance InteractionText:

- ExerciseButton:

- Chapter 1- Chapter 2- Chapter 3- Chapter 4- Chapter 5;- Back to menu

- Click “Chapter 1” to go to the exercise, do the same with other chapters.- Click “Back to menu” to go back to the menu.

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

92

s

Appearance InteractionText:

- QuizButton:

- Chapter 1- Chapter 2- Chapter 3- Chapter 4- Chapter 5l;- Back to menu

- Click “Chapter 1” to go to the quiz, do the same with other chapters.- Click “Back to menu” to go back to the menu.

Frame name: Glossary

Appearance InteractionText:

- Glossary- Term definitions

Button:

Click “Back to menu” to go back to the menu.

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

93

- Back to menu

Frame name: Music

Appearance InteractionText:

- MusicMusic playerButton:

- Back to menu

- Play music with music player- Click “Back to menu” to go back to

the menu.

94

Appendix 3. Letter of Statement

95

Appendix 4. Content validation sheet

96

97

98

Appendix 6. Media validation sheet

99

100

101