Development of Picture Story Module for Increasing Indonesian Speaking Skills in Elementary School, Jakenan District, Pati Regency
DOI:
https://doi.org/10.53797/ujssh.v1i2.6.2022Keywords:
Development, picture story module, speaking skillAbstract
The development of the picture story module was identified as an aspect of Indonesian fifth-grade elementary school speaking skills. This study also explains the effectiveness of developing a picture story module for fifth-grade elementary school Indonesian language skills. This research includes research and development using Research and Development (R&D) methods. The research subjects were teachers and fifth-grade elementary school students in the Jakenan district consisting of four elementary schools, namely Public Elementary School Puluhantengah, Public Elementary School No. 1 Sembaturagung, Public Elementary School No. 2 Sembaturagung, and Public Elementary School Mantingantengah. The development procedure includes: 1) Needs analysis through observation and interviews, 2) Data collection, 3) Product design, 4) Product validation, 5) Design revision, 6) Product trial, 7) Product revision, 8) Usage trial, 9) Product revision, and 10) Mass product manufacture. The product of the research is a picture story module for the fifth-grade Indonesian elementary school material. Data collection techniques used in this study were a list of interview questions, observations and questionnaire sheets for validation. Interviews were used to analyze the needs of fifth-grade teachers, observations were used to analyze the activities of fifth graders, and questionnaires were used to validate the quality of the picture story module by expert lecturers, fifth-grade elementary school teachers, and fifth-grade elementary school students. As a result, the developed Picture Story Module consists of three parts: introduction, content, and additions. The introduction section consists of a cover, foreword, instructions for using the module, and a table of contents. The content section consists of four illustrated stories: the story of 1 my earth is free of waste, the story of 2 decorative lamps that I made, the story of 3 from Tito's test, and the story of 4 of my creative kites. Additional sections include evaluation, self-assessment and bibliography. The results and conclusions of this study, the Indonesian illustrated story module is suitable for fifth-grade students at Public Elementary School Puluhantengah. This Picture Story module can also be used as a guide for teachers in teaching and learning activities in Class V Elementary School.
References
Asrial, A., Syahrial, S., Kurniawan, D. A., Subandiyo, M., & Amalina, N. (2019). Exploring Obstacles in Language Learning among Prospective Primary School Teacher. International Journal of Evaluation and Research in Education, 8(2), 249-254.
Bangun, B. K. (2018). Improving students’ speaking skill by using show and tell method: A classroom action research. International Journal of Language Teaching and Education, 2(1), 41-48.
Dariagan, A. B. D., & Laureto, M. A. (2022). Module Readability, Reading Skills, and Reading Comprehension of Grade 8 Students. Journal of Contemporary Issues and Thought, 12(1), 24-41.
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26.
Directorate of Education Personnel (Kependidikan, D. T., Mutu, D. J. P., Kependidikan, P., & Nasional, D. P). (2008). Penulisan Modul. Jakarta: Direktorat Tenaga Kependidikan Direktorat Jenderal Peningkatan Mutu Pendidik dan Tenaga Kependidikan Departemen Pendidikan Nasional.
Elmaiya, N. (2014). Perancangan Buku Cerita Bergambar Kedatangan Cheng Ho Ke Semarang. Jurnal. Program Studi Desain Komunikasi Viisual Fakultas Ilmu Komputer UDINUS.
Faizah, U. (2009). Keefektifan cerita bergambar untuk pendidikan nilai dan keterampilan berbahasa dalam pembelajaran Bahasa Indonesia. Jurnal Cakrawala Pendidikan, 3(3).
Farida, L. A., & Rozi, F. (2022). Scaffolding Talks in Teaching Speaking Skill to the HigherEducation Students, Why Not?. Asian Pendidikan, 2(1), 42-49. https://doi.org/10.53797/aspen.v2i1.6.2022
Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). An analysis of verbal and non-verbal communication in autistic children. Journal of Research on Language Education, 2(1), 53-56.
Firman, F., Aswar, N., Sukmawaty, S., Mirnawati, M., & Sukirman, S. (2020). Application of the Two Stay Two Stray Learning Model in Improving Indonesian Language Learning Outcomes in Elementary Schools. Jurnal Studi Guru Dan Pembelajaran, 3(3), 551-558.
Gereda, A. (2020). Keterampilan Berbahasa Indonesia: Menggunakan Bahasa Indonesia secara Baik dan Benar. Edu Publisher.
Gift, T., & Wibbels, E. (2014). Reading, writing, and the regrettable status of education research in comparative politics. Annual Review of Political Science, 17, 291-312.
Goh, C. (2016). Teaching speaking. In English Language Teaching Today (pp. 143-159). Springer, Cham.
Kuehne, H., Arslan, A., & Serre, T. (2014). The language of actions: Recovering the syntax and semantics of goal-directed human activities. In Proceedings of the IEEE conference on computer vision and pattern recognition (pp. 780-787).
Nemec, P. B., Spagnolo, A. C., & Soydan, A. S. (2017). Can you hear me now? Teaching listening skills. Psychiatric rehabilitation journal, 40(4), 415.
Nikmah, D. A. A., Setyawan, A., & Citrawati, T. (2020). Analisis Keterampilan Berbicara pada Pembelajaran Bahasa Indonesia Siswa Kelas IV SD Negeri Buluh 2. Prosiding Nasional Pendidikan: LPPM IKIP PGRI Bojonegoro, 1(1).
Nteli, A., & Zafiri, M. (2017). The Development of Speaking Skills using the Immersion Teaching Model: A Case Study of a 5th Grade Greek Primary Class in an EFL Context. Open Science Journal, 2(4).
Nurullayevna, S. N. (2020). The key of effective communication is pronunciation. European Journal of Humanities and Educational Advancements, 1(4), 5-7.
Pebriantika, L. (2019). Needs analysis for the development of e-modules as teaching materials. Asia Proceedings of Social Sciences, 4(3), 49-51.
Sanjaya, W. (2006). Educational Process Standard Oriented Learning Strategy. Jakarta: Kencana Prenada Media Group.
Saputra, J. B. (2015). Communicative Language Teaching: Changing Students’ Speaking Skill. Premise: Journal of English Education and Applied Linguistics, 4(1).
Simbolon, R., Saragih, A. H., & Situmorang, J. (2021). Design of Teaching Materials (Modules) Based on Hyper content. Review of International Geographical Education Online, 11(8).
Sugiyono, P. D. (2017). Metode penelitian bisnis: pendekatan kuantitatif, kualitatif, kombinasi, dan R&D. Penerbit CV. Alfabeta: Bandung, 225.
Tarman, B. (2016). Innovation and education. Research in Social Sciences and Technology, 1(1).
Valle, C. L., Chenausky, K., & Tager-Flusberg, H. (2021). How do minimally verbal children and adolescents with autism spectrum disorder use communicative gestures to complement their spoken language abilities?. Autism & Developmental Language Impairments, 6, 23969415211035065.
Zhang, L. J., Thomas, N., & Qin, T. L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Rumiasih, Murtono, Mohammad Kanzunnudin
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
