The Development of Pictorial Anecdotal Text Materials

as an Alternative Language Learning

Asnawi

, Sri Wahyuni

, Ida Zulaeha

, and Oki Rasdana

Postgraduate Student, Universitas Negeri Semarang, Indonesia

Universitas Islam Riau, Pekanbaru, Indonesia

Universitas Negeri Semarang, Indonesia

Universitas Riau, Pekanbaru, Indonesia

Keywords: Learning Material, Anecdote Text, Pictorial

Abstract: This research was based on literacy recommendations in schools by the ministry as well as the attachment to

the Minister of National Education Regulation Number 16 of 2007 concerning Academic and Competency

Qualification Standards regarding expectations about the writing of teaching materials. In this regard, this

study aims to produce pictorial anecdotal text material. Furthermore, Research and Developmentwas used as

a research method. To collect data, researchers used several instruments such as observation, interviews,

and documentation. Besides that, quantitative and qualitative approaches ware employed to analyze the

data. In the development process, several stages were conducted, namely identifying learning objectives,

analyzing learning, analyzing learners and contexts, formulating performance goals or specific learning

objectives, developing assessment instruments, developing learning strategies, developing and selecting

materials for learning, designing and implementing formative evaluations, learning revisions,designing and

carrying out summative evaluations. Then, the feasibility test of media experts and material was carried out

on the learning material developed. Based on these data appropriate teaching materials are used

withcategoriesexcellent as a learning material in anecdotal text. In other words, the results of this study in

the form of illustrated anecdotal text materials can be used the learningof anecdotal texts.

1 INTRODUCTION

Learning development has an important role in

achieving learning objectives. Therefore, it is

necessary to develop through various models

(Nasrullah, Marlina, & Dwiyanti, 2018). To achieve

the learning objectives of students need to be given a

variety of ideas and innovation skills contained in

the learning model (Chootongchai & Songkram,

2018). This condition means that traditional methods

have not been able to meet the needs of students in

various ways (Zhang, 2018). Thus, teachers need to

develop models or teaching materials used in

learning.

One of the things that is important and very

supportive for learning both from the perspective of

the teachers and students is learning

material(Wahyuni, 2018). Interesting and simple

learning materials is the key to ease in

learning(Pardo, Fernanda, & Téllez, 2009).

Regarding to the needs, the researchers consider it as

an innovation to create interesting and up-to-date

learning materials to help and facilitate learning.

Learning materials should be developed by the

teacher because the teacher is very aware of the

learning conditions in each class he teaches(Asnawi,

2016). Besides, each class has a unique condition to

adjust. It is necessary to develop learning materials

that are suitable for the learning conditions in the

class. The learning materials provided by the

government do not necessarily correspond to the

classroom conditions in the regions(Eriyani, 2018).

Therefore, the researchers think that it is necessary

to develop learning materials to facilitate learning as

an alternative to support the learning process. There

are a number of reasons why teachers need to

develop learning materials. Based on the attachment

to Permendiknas Number 16 of 2007 concerning

Academic and Competency Qualifications

Standards, teachers as professional educators are

expected to possess the ability to develop teaching

materials in accordance with existing mechanisms

Asnawi, ., Wahyuni, S., Zulaeha, I. and Rasdana, O.

The Development of Pictorial Anecdotal Text Materials as an Alternative Language Learning.

DOI: 10.5220/0008993800550062

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 55-62

ISBN: 978-989-758-405-3

by noting the characteristics and social environment

of students. In line with that, Thamrin(2014)

revealed that there were three reasons that were

taken into consideration in developing learning

materials. The first one is, the availability of

teaching materials that fit the demands of the

curriculum. The second one is, the availability of

teaching materials in accordance with the

characteristics of the students. The third one is, the

availability of teaching materials in accordance with

the demands of problem solving learning.

Further, the development of learning materials

must be based on the curriculum adopted, the 2013

curriculum in this case. This is for the relevance of

the teaching materials to the vision and mission that

have been regulated by the Ministry of Education so

that the desired national achievements are realized

and uniform.

One of the texts in the 2013 curriculum is

anecdotal text. Laksono & Baehaqie(2015)stated

that anecdotal texts have a very important role in

people's lives, especially in processing ideas or ideas

and training students to think critically, and express

opinions politely. This certainly will provide an

opportunity for students to give criticism in a

language that is unique to what he feels as a student,

whether it is criticism in the school environment,

region or as large as the country. These skills can

also be addressed directly to officials, state

apparatus, society and others (Nasir, Yusuf, &

Wardana, 2019). Indirectly anecdotal text can be

social control. Because through this text anyone can

be criticized and anyone can criticize it of course in

the form of facts with polite language and contain

lessons through anecdotal stories that he wrote. The

anecdotal text is created as social control or a means

of social criticism based on the facts of the student's

observations of what happened in the community

both to the country (Littlejohn, 2012). Therefore, the

purpose of this research is to produce a pictorial

anecdotal learning material as an alternative

language learning.

2 OVERVIEW

Development of teaching materials is done to

make learning more interesting and can stimulate

students' enthusiasm in learning. With the

development of teaching and learning materials can

meet the demands of student needs. Each student has

a different way of learning. Therefore, it is necessary

to develop teaching materials that are aligned to the

needs of learners. In addition, teaching materials that

are designed or developed should be adjusted to the

curriculum requirements that apply in each country.

Then, the suitability of instructional materials that

are designed with the characteristics of students also

become part of the most mainstream in developing

teaching materials. In this regard Thamrin (2014)

revealed that there are three reasons to be considered

for the development of teaching materials, namely:

First, the availability of teaching materials that

are in line with curriculum requirements. Second,

the availability of teaching materials in accordance

with the characteristics of students.Third, the

availability of teaching materials in accordance with

the demands of solving learning problems. Teaching

material is an arrangement of materials that have

been collected and come from various learning

sources that are made systematically. Therefore,

teaching materials contain certain elements.

According to (Prastowo, 2012) there are six

components related to the development of teaching

materials.

1) Learning instructions, this component includes

instructions for educators and students. In it

explained about how educators should teach

material to students and how students should also

learn the material contained in these teaching

materials.

2) Competencies to be achieved, in teaching

materials should be included competency

standards, basic competencies, and indicators of

achievement of learning outcomes that must be

mastered by students. Thus, it is clear the

objectives to be achieved by students.

3) Supporting information, is a variety of additional

information that can complement a teaching

material. It is hoped that students will more

easily master the knowledge they will obtain.

Copy that, the knowledge obtained by students

will be more comprehensive.

4) Exercises, is a form of assignment given to

students to practice their abilities after learning

teaching material. Thus, the abilities they learn

will be increasingly honed and thoroughly

mastered.

5) Work instructions or worksheets, are sheets

containing a number of procedural steps on how

to carry out certain activities carried out by

students relating to practice or others.

6) Evaluation, is one part of the assessment process.

Because, in the evaluation component there are a

number of questions addressed to students to

measure how far mastery of the competencies

that they have mastered after participating in the

learning process

ICELS 2019 - International Conference on Education, Language, and Society

Teaching material that the authors developed

follows the theory of Gerot and Wignell. According

to Gerot and Wignell (1995) anecdote text tells

about unpredicted events or things, out of ordinary

that is amusing which means anecdotal text tells

about unexpected events, ordinary things can be

funny. A complete explanation through the theory of

anecdotal text structure and how identify it. In this

regard there are five anecdotal text structures that

are often presented in several theories of anecdotal

text development, namely abstract, orientation,

crisis, reaction, and coda (Gerot and Wignell in

Wachidah, 2004). The same thing was conveyed by

Sudarmo (2004) believing there were five structures

of anecdotal texts:

a. Abstrack (abstraction) is the beginning of an

anecdote that serves to provide a small overview

of the contents of the text.

b. Orientation is the initial introduction to the

background of an event that occurs

c. Crisis (crisis) is a part that becomes a unique

thing (satire or protest) in the story.

d. reaction (reaction) is the part of the answer or

response to the crisis in the form of solving the

problem of the crisis

e. coda (koda) is the end of the story as a closing or

as a conclusion of what was said before

Besides having structure, anecdotal text also has

a function. In general, the function of the anecdotal

text is as a means of expressing expression or is

usually used as an expression of protest against

events that do not match between expectations and

reality. Furthermore, anecdotal text also functions as

a means of entertainment that plays an analogy to

dance to the reader's attention. More clearly, the

function (Mulyadi Y, 2013) explained that anecdotes

have two functions, namely:

a. Primary function as a means of expression

related to dissatisfaction, hatred, anger and so on.

b. Secondary function as entertainment material, as

analogy or example in explaining something as

attracting attention and so on

3 METHODOLOGY

The type of research was commonly called Research

and Development with Dick, Carey and Carey

2009model. In this research, the implementation was

not conducted. This study is at the stage of the

creation of innovative products in anecdotal text

learning materials. To collect data, researchers used

several instruments such as observation, interviews,

and documentation. Besides that, quantitative and

qualitative approaches were employed to analyze the

data. In the development process, several stages

were conducted, namely identifying learning

objectives, analyzing learning, analyzing learners

and contexts, formulating performance goals or

specific learning objectives, developing assessment

instruments, developing learning strategies,

developing and selecting materials for learning,

designing and implementing formative evaluations,

learning revisions, and designing and carrying out

summative evaluations. Then, the feasibility test of

media experts and material was carried out on the

learning material developed.

4 DISCUSSION

In this research, the learning materials that are

developed both from the expert's point of view and

the perspective of the users of this teaching material

later wereonly tested to its feasibility, not to the

generalization of its use. The researchers only came

to the feasibility of learning materials that are

developed both from the expert's point of view and

the perspective of the users of this teaching material

later.

The researchers developed the learning material

using Dick, Carey and Carey model. The results of

media development through the models of Dick,

Carey, & Carey(2009) from learning materials were

anecdotal texts as follows: first, Identifying learning

objectives.

The first step in this model is to identify the

knowledge and skills that students must have at the

end of learning. This is based on a list of goals, from

needs assessment, from practical experience with

student learning difficulties, from the analysis of

people who do work, or from several other

requirements for new instruction. As stated by (ZA

Shaffiei, SR Hamidi, 2014)that needs analysis is

done to conduct development and needs analysis can

be used as an idea to design and develop

content.This certainly refers to the Indonesian

language curriculum that has been determined with

some knowledge and skills in basic competencies.

Thus it is identified that the learning objectives in

this material are students can understand knowledge

and are skilled in writing anecdotal texts.

The second one isperforming learning analysis.

This stage analyzes learning that is usually used,

namely lecture and textual methods. The teacher

interacts only with the text to build a connection

between the concept of anecdotal text and the ability

to understand students to be able to write well and

The Development of Pictorial Anecdotal Text Materials as an Alternative Language Learning

correctly. The relationship in question is actually not

enough in learning. It is in line with the claim

thatteacher and student kinship does not have many

roles in improving students' writing skills (Wahyuni,

2017). Although students have a good relationship

with the teacher, it does not encourage students to

write more (Othman, Daud, Zubairi, & Mohamad,

2007). Therefore, it is also necessary to add

apperception, concept maps, keywords, customized

texts and understanding tests in developing teaching

materials as an analysis of learning needed in this

context.

The third one is analyzing learners and context.

The writer analyzes existing teaching materials to

see all kinds of good and bad that affect attitudes

and motivations so that later they can be better

developed. It is important for language teachers and

practitioners to have a good understanding of the

attitudes and motivations of their students (Quinto,

2015; Wahyuni & Etfita, 2018). Further, the

weaknesses of learning materials found as a result of

the analysis of needs to be adjusted and developed

based on the result of the analysis.

The following were the needs analysis that the

researchers found. First, there were no keywords.

Then, there was no concept map. Therefore, many

students did not understand writing criticism with

anecdotal concepts. Regarding the process, there

was no apperception. Then, there were several texts

that did not fulfill the concept of anecdotal text.

Besides, students write humorous texts instead of

anecdotal texts. The teacher specializes the topic of

public services to students in writing anecdotal text.

Additionally, there was a lack of instilling character

values to students.

The fourth is, formulating performance goals or

specific learning goals. This comes from the analysis

that has been done before. This goal is at the core of

the development of anecdotal text learning. The

results of the analysis from the previous stages of the

author found showthat the specific objectives of this

study provided pictorial teaching materials as an

alternative to language learning. The pictorial

teaching materials are able toprovide a stimulus to

the concept of anecdotal text to students.

The fifth stage is developingassessment

instruments. This stage provides training as an

understanding test. This is an instrument for

assessing the understanding of anecdotal text

teaching materials given. The author provides a

comprehensiontest on each learning to achieve each

predetermined learning goal. Comprehension test

adjusted to the material given previously consisted

offive essay questions. This is useful to see the level

of studentscomprehensiona correction of learning

based on what has been given through the anecdotal

text described earlier. As Gharehbagh, Stapa, &

Darus(2019) stated that language teaching is always

accompanied by corrections.

The sixth stage is developinglearning strategies.

Some of the strategies that the authors provide are

the results of a needs analysis of pre-existing

anecdotal text materials. The shortcomings in the

instructional materials the authors add to the

development that the authors did as part of the

learning strategies adopted in the learning materials

developed. The author adds sub-teaching materials

ranging from basic competencies, concept maps,

keywords, apperception, goals to be achieved, text

and pictorial, understanding tests, andcharacter

assessments.This proves that the development of

strategies carried out can improve learning for the

better. Such research conducted by (Khlaisang &

Mingsiritham, 2016) by designing and developing

learning strategies and systems can improve

communication and collaboration skills of higher

education students in cultural communities.

Seventh, developing and selecting materials for

learning. At this stage, the author chose and

develops teaching materials by providing images as

support in anecdotal text learning. As has been done

by (Bataineh, 2014) utilizing online text can

improve writing skills.The researchers chose images

that are in accordance with the concept of anecdotal

texts suitable and easily understood by students. The

researchers also developed several sub-sections in

the teaching materials such as providing concept

maps, keywords and character assessments in

addition to strengthening teaching materials and

making it easier for students to understand anecdotal

text learning.Likewise with the results of research

conducted by (Pekerti, 2013) that overall, the

combination of text-images can facilitate faster and

better understanding and operation. This proves that

the development of illustrated teaching materials can

facilitate students in doing better learning.

Then, designing and implementing formative

evaluations. This evaluation was aimed at evaluating

the quality of teaching materials. The evaluation was

carried out by lecturers and teachers as experts in

this teaching material. Based on this, the results of

the formative assessment from two media experts

averaged 4.27 with a percentage of 85.3. The results

of the formative assessment of the three material

experts averaged 4.31 with a percentage of 86.15.

The evaluation was important for evaluating the

results of what had been developed and seeing the

shortcomings that needed to be added before

ICELS 2019 - International Conference on Education, Language, and Society

conducting the final evaluation, namely summative

evaluation.

Table 1: Summary of Formative Assessment Results

Media Expert Validation

Rated Aspect

Proposional Layout

Suitability of the use of teaching

materials

The suitability of teaching

materials with teachers as users

Clarity of the stages of teaching

materials

Ease of teaching materials

Conformity of presentation

instructions

Freedom to choose material to

study

Resolution of teaching materials

Clarity of motives on each sheet

of teaching material

Image clarity

Clarity of caricature

Color variations

Variation in motifs

The suitability of the form of

teaching materials with the age of

students

The suitability of the illustrations

in the text

Total

Ideal Score

Average

Percentage

Category

Note: t: teacher, T: total, VW: very well

Table 4: Summary of Summative Assessment Results

Based on Student Responses

112

130

4.31

86.15

P 2

111

130

4.27

85.38

P 3

112

130

4.31

86.15

P 4

111

130

4.27

85.38

P 5

115

130

4.42

88.46

P 6

108

130

4.15

83.08

P 7

110

130

4.23

84.62

P 8

110

130

4.23

84.62

P 9

112

130

4.31

86.15

P 10

109

130

4.19

83.85

P 11

111

130

4.27

85.38

P 12

113

130

4.35

86.92

P 13

110

130

4.23

84.62

P 14

111

130

4.27

85.38

P 15

111

130

4.27

85.38

P 16

111

130

4.27

85.38

P 17

112

130

4.31

86.15

P 18

111

130

4.27

85.38

P 19

111

130

4.27

85.38

P 20

115

130

4.42

88.46

P 21

114

130

4.38

87.69

P 22

110

130

4.23

84.62

P 23

112

130

4.31

86.15

P 24

114

130

4.38

87.69

P 25

114

130

4.38

87.69

P 26

113

130

4.35

86.92

P 27

111

130

4.27

85.38

P 28

113

130

4.35

86.92

P 29

120

130

4.62

92.31

P 30

110

130

4.23

84.62

ICELS 2019 - International Conference on Education, Language, and Society

P 31

124

130

4.77

95.38

P 32

117

130

4.50

90.00

Total

3598

4160

4.32

86.49

Note: S: student, T: total, IS: Ideal Score,

Av: Average

5 CONCLUSIONS

Based on the research that has been conducted with

various stages following the models of Dick, Carey

and Carey, the researchers obtained the final results

from the learning materials that have been

developed. The learning materials developed have

been tested to lecturers and teachers as experts with

the category excellent for the results of formative

assessment. The results of summative assessment

were obtained from teachers and students as users of

teaching materials in the category of very good.

Thus, it was concluded that the teaching material

anecdotes text display as the material of language

learning alternative Worth from the standpoint of

product quality. In case of this study, this learning

material cannot be used as a generalization of its use

in schools because statistical tests have not been

carried out in detail from the point of view of the

effectiveness of its use.

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