Teaching Media in Composing Simple Affirmative Sentence:

Magic Round

Tri Agustini Solihati

, Dedi Heryadi

, Gea Aristi

, Asep Rizki Mukti

Department of English Education, Perjuangan University, Jl Pembela Tanah Air No. 177, Tasikmalaya - Jawa Barat,

Indonesia

Department of Indoesian Language, Siliwangi University, Jl Siliwangi No. 24,Tasikmalaya - Jawa Barat, Indonesia

Department of English Education, Perjuangan University, Jl Pembela Tanah Air No. 177, Tasikmalaya - Jawa Barat,

Indonesia

Keywords: Research and Development, Magic Round, Simple Affirmative Sentence.

Abstract: This is a research-based media using Magic Round to help students compose affirmative sentence conducted

in MAN Cipasung, SMAN 1 Singaparna, and SMK Al-Falah Tanjungjaya, Tasikmalaya, West Java Province,

grade XI. It combines the kind of research and development model of Borg and Gall (1983) and Dick et al.

(2005) consisting of 6 stages, starting from stage (1) preliminary study; (2) research planning; (3) product

design; (4) product validation; (5) product trials carried out at three stages of the individual, small, and limited-

scaled and; (6) the final product. Each instrument will be based on product trials. The media validation result

by the technological learning expert obtained 86. 31% and by the material expert resulted 90. 48%. The

developed media was valid and did not need any revision. The level of implementation of learning, utilization,

and its effectiveness were evaluated in order through individual, small, and limited scale. It reached 82.95%,

75.54%, and 76.85% (Individual scale), 90.15%, 83.58%, and 81.57% (small scale), and 96.21%, 90.65%,

88.42% (limited scale). It was concluded that media is able to use for wide scale without revision. The average

pre-test score was 23.84 and the post-test average was 83.84. It showed that all of the students passed the

minimum learning mastery standard 70.67.

1 INTRODUCTION

Most of English learners, especially in senior high

school, are facing the obstacles in arranging good

sentences. They usually create them incorrectly. They

are supposed to make, for example, simple present

tense but they actually wrote it in another form of

tense even it was not expressed grammatically. For

example: ‘saya selalu belajar Bahasa Inggris’, then

they translate it into ‘I am often study English’,

instead of ‘I often study English’. Using Smartwheel

as English teaching media in arranging simple

sentences, it had shown its effectiveness by

increasing of students’ learning outcome with the

average comparison of 54.12 over 80.39 (Solihati et

al., 2016). However, in reality, there are still many

weaknesses in the media. It cannot be used

independently since there are many verbs written

incorrectly and it has many materials discussed in

media. It will make the users confused without being

followed by the teacher. Thus, the Magic Round is

developed to be born as a better media of learning

English tense, especially in affirmative form.

English has officially become an international

language as a language of instruction in various

fields, including in the field of education. One of the

most important things in learning English is knowing

and mastering various types of English tenses, which

is 16 tenses related to oral communication and daily

writing. However, sometimes English learners found

difficulty to learn it because of the function and use

of each different tenses.

Tense states events based on time and sentence

based on the use of verbs or no verbs. In English there

are two types of verbs, they are Regular Verb and

Irreguler Verbs (Niece and Ulin, 2016). Word

changes depending on the tenses used. Regular verbs

are formed in the second verb and the three end with

-ed. Whereas Irregular verbs are verbs of the second

form and third form are changed or not all of them are

changed. Tense is a verb form in English to show the

time (present, future or past) the occurrence of an act

Solihati, T., Heryadi, D., Aristi, G. and Mukti, A.

Teaching Media in Composing Simple Afﬁrmative Sentence: Magic Round.

DOI: 10.5220/0008218100002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Centur y, pages 355-360

ISBN: 978-989-758-416-9

355

or event. There are 16 kinds of tenses in English as

shown below:

Table 1: English Tense Forms.

While being observed, the students cannot write

the sentence appropriately to the tenses they mean.

They also cannot distinguish their functions. As

beginner, they are supposed to master the simple

sentences in any kind of tenses. Because most of them

are not really interested in discussing about them,

they need to have a good teaching media to attract

their attention.

Using media in teachng learning process is

anything that can be used to stimulate the mind,

feeling, attention and ability or skills of learners so it

can encourage the learning process. In particular,

media can trigger the mind and the willingness of the

audience (students) so it can encourage the learning

process to be more meaningful. There are various

types of instructional media and nine media groups,

among others: visual silent, film, television, three-

dimensional objects, recordings, programmed

lessons, demonstrations, printed textbooks and oral

presentation (Daryanto, 2016).

Learning media has a function in helping students

in learning process. Three advantages of media

capabilities are as follows (Rohani, 1994):

• Fixative capability, it means it can capture, store,

and re-display an object or event. With this ability,

objects or events can be drawn, photographed,

recorded, filmed, then can be stored and when needed

can be shown and re-observed as the original event.

• Manipulative capability, it means that the media

can re-display objects or events with various changes

(manipulation) as needed, such as resized, speed,

color, and can also be repeated presentation.

• Distributive capability, it means that the media

is capable of reaching a large audience in one

simultaneous presentation, such as a TV or radio

broadcast.

Based on the function of learning media above, it

can be concluded that the function of instructional

media is very helpful for teachers or teachers in

conveying various materials to the learners so that it

can serve as a bridge between teachers or teachers

with the learners.

Based on the series of ideas above, this research

focuses on applying Magic Round as media to help

students compose affirmative sentences. It is easily

identified by noticing the sentence pattern, provided

irregular verbs, and the meaning in Bahasa Indonesia

to facilitate the students in understanding the words.

2 METHODS

This research uses the type of research and

development (R & D). Research (R & D) is a process

or steps to develop a new product or refine an existing

product, where the use of the product can be

accounted for (Sukmadinata, 2013). Research

development is a process for developing and

validating products of education. The steps of this

process are usually called cycles (R & D), consisting

of studying research finding related to the product

will be developed, developing products based on

these findings, the areas of testing and setting which

it will be used, and revising them to correct

deficiencies which was found in the stage of filing the

test. In a more rigorous program of R & D, this cycle

is repeated until the test data field indicates that the

product meets the behavioural objectives defined

(Borg and Gall, 1983).

The subjects used in this study are the students of

grade XI in MAN Cipasung, SMAN 1 Singaparna,

and SMK Al-Falah. Each school is amounted to 40

students with the details of 10 students for the initial

product test and 30 students for field trials. The

research object is Magic Round.

The research to be conducted refers to the research

and development model developed by Borg and Gall

(1983). The selection of this development model is

considered appropriate because the development of

the model is not only to test the feasibility of

developing the media, but also to develop the learning

media that the students need, so that learning process

becomes effective and it has high benefit. The steps

taken are (1) research and information collecting, (2)

planning, (3) developing preliminary form of the

product, (4) preliminary field testing (initial field

trial), (5) main product revision, (6) main field

testing, (7) operational product revision, (8)

operational field testing, (9) final product revision,

and (10) dissemination and distribution

(dissemination and distribution).

The modification model used in research

development consisting of 6 steps are:

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2.1 Introduction

a. Literature review

It was carried out by reading and finding the

related references toward the study.

b. Field survey

It was done by visiting the students in pointed

schools and making simple interview to both

students and teacher.

c. Identification of problem

Problems were taken from the previous step. Data

showed that teacher had no many choices for

using English teaching media, especially for

teaching English tense. Students were mostly hard

and not interested in learning English tense. It was

caused by the complex and exact pattern to use,

furthermore it was related to the teaching method

and teaching aids used by the teacher.

d. Identification of needs

It was clearly identified that they need an

enjoyable learning atmosphere and the attendance

of teaching aid to attract their interest.

2.2 Planning

This step had several activities. Those are identifying

common goals in the learning process, learning

analysis for product development, formulating

learning goals, developing learning strategies,

selecting suitable materials, composing test items,

determining learning outcomes, and arranging

product validation test instrument

2.3 Product Design

It was carried by creating the prototype of media,

compiling the hand book to use the media, and

arranging the lesson plan.

2.4 Product Validation

It was evaluated by the result of technology and

material expert, observer, and media users (teacher

and students). Technology expert evaluated the

development of media in accordance to the use of

technology. The material expert assessed the content

within the media. How good the material is to be

packaged in a media. While the observer and media

user had measured the implementation, utilization,

and effectiveness of the media.

2.5 Product Trial Test

a. Individual Trial

Media, hand book, and lesson plan which had

been evaluated and revised by the experts was

used in this phase. It is used to teach three students

chosen from each school to check its

effectiveness. Teacher and observer carried an

assessment on implementation and utility.

b. Product Revision Phase 1

Based on the previous phase, media was revised.

It was done to have it better. The

suggestion and

recommendation got from individual trial

phase were applied in revision.

c. Small Scale Trial

The revised media used to teach another six

students from each school. They had the same

responsibility as the students in trial phase. Either

the teacher or the observer was.

d. Product Revision Phase 2

The result of small scale trial was taken for the

revision. Media was getting better and better. It

was much closer to gain the objective of

producing the media.

e. Limited-Scale Trial

The revised media was used to teach the rest

number of students in the class from each school.

The teacher and the observer had the same role as

the previous trial session.

f. Product Revision Phase 3

This was the last phase of product revision. This

produced the best media based on the evaluation

of experts, teacher, observer, and students.

2.6 The Final Product

This phase produced the fixed media and its

handbook of the use magic round and lesson Plan.

After being validated, here is the criterion to interpret

research instrument.

Table 2: Qualification to grade the validity and

implementation of magic round.

No. Percentage Validity level

1. 86% - 100% Quiet valid, can be

used without any

revision

2. 71% - 85% Valid enough, can be

used with a little

revision.

3. 56% - 70 % Less valid, need an

essential revision.

Teaching Media in Composing Simple Afﬁrmative Sentence: Magic Round

357

4. 41% - 55% Not valid, cannot be

used

5. 26% - 40% Not valid at all, cannot

be used

Table 3: Qualification to grade the utility and effectiveness

of magic round.

No. Percentage Validity level

1. 86% - 100% Quiet practical, can be

used without any revision

2. 71% - 85% Practical enough can be

used with a little revision.

3. 56% - 70 % Less practical, need an

essential revision.

4. 41% - 55% Not practical, cannot be

used

5. 26% - 40% Not practical at all, cannot

be used

3 RESULTS AND DISCUSSION

Magic Round shapes round. It has two sides, which

are the front and the back. In the front, it has 3 tables

consisting of sentence patterns. The first tells the

pattern of simple present, simple past, simple future,

and simple past continuous. The second tells the

pattern of present continuous, past continuous, future

continuous, past future continuous, present perfect

continuous, past perfect continuous, future perfect

continuous, and past future perfect continuous. The

third tells the pattern of present perfect, past perfect,

future perfect, and past future perfect.

It can be moved 360

to find the correct irregular

verbs. It has 98 irregular verbs, separated in 6 layers.

The first provides –ing form, the second provides –s/-

es form, the third provides participle form, the forth

provides past form, the fifth provides

infinitive/simple form, and the last provides the

meaning in Bahasa Indonesia.

In the back side, it provides 4 tables about the

explanation of each tense. It delivers in Bahasa

Indonesia to facilitate the users in understanding it.

Based on the result of the analysis, the researchers

carried out some validity tests. One of them is media

product as done by technologist of learning and

material expert before the individual scale test is 126

and 132, and shows the percentage of the product's

categorize and 75% and 78.57%. From the percentage

obtained, the results that quantitatively the level of

validity and Magic Round learning media that has

been developed are quite valid. It can be used with a

small revision. The next is the result of validation

done after a trial of individual scale and validation of

experts who have been done before. At this step, the

total score obtained is 131 and 139 with a percentage

of validity of 77.98% and 82.74%. Thus, from the

percentage, it is obtained the level of validity and

Magic Round learning media that has been developed

is quite valid, it can be used with a small revision. In

the next stage, the revisions made and prior to the trial

of a limited-scale product, the results of expert

validation showed total scores of 145 and 152 with a

percentage of 86.31% and 90.48% of the prevalence.

With the percentage obtained, the magic round media

has been developed with very valid criteria, and it can

be used without revision.

Student learning outcomes are obtained from

learning activities that result in value of the learning

process. The test of learning outcomes is obtained

from the evaluation and assessment of student

learning activities. Below is the data of learning

outcomes on a limited-scale trial of each school.

Eighteen students who took part on a limited-scale

trial all got a complete predicate with a value of more

than the written KKM (minimum learning mastery

standard) that is 70.67. Based on the results of

individual learning test of three schools with the

selection of students based on the criteria of high,

medium, and low ability, the results are obtained with

a complete predicate with a value of more than KKM

written around 70.67

The next is a product trial conducted after expert

validation activities. Trials are conducted through

three different stages with the number of samples

from each stage. Implementation of the first trial

conducted with individuals, then small scale, and

limited scale (class). In doing this research, it cannot

be separated from schools consisting of SMA N I

Singaparna, MAN Cipasung, and SMK Al-Falah.

Implementation of individual trials was conducted in

three schools with the number of students in each

designated school as many as three students. Three

students are selected based on students with good

ability, medium ability, and low ability. Presented

individual test results from each questionnaire data

and observation sheet in each school. Based on the

questionnaire of the usefulness of the Magic Round

and the teacher’s handbook developed in the

individual trial, it shows that the total score obtained

from the teacher response is 107, with a percentage of

81.06%. From the percentage obtained, it got the

result that the usefulness of Magic Round learning

media that has been developed with the criteria is

quite valid, and it can be used with small revision.

In addition, based on the results obtained from the

observer response in individual trials, it showed that

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the total score obtained from the observer response

that is equal to 72, with a percentage of 81.82%. From

the percentage obtained, it got the result that the level

of implementation from Magic Round learning media

that has been developed with the criterion is quite

valid, and it can be used with a small revision.

Then, it is known that the questionnaire of the

usefulness of the learning media (Magic Round) and

teacher’s handbook developed in the individual test,

shows that the total score obtained from the teacher

response is 103, with the percentage of 78.03%. From

the percentage obtained the result that the usefulness

of magic round learning media that has been

developed criteria is quite valid and it can be used in

small revision

In addition, based on the results obtained from the

observer response in individual trials, it showed that

the total score obtained from the observer response

that is 73, with a percentage of 82.95%. From the

percentage obtained, it got the result that the level of

Magic Round learning media implementation that has

been developed was categorized into quite valid

criteria, and it can be used with a small revision.

The product test results consist of individual test

that the percentage of implementation is 82.95%,

benefit is 75.54%, and the effectiveness is 76.85%.

Small-scale trial is 90.15%, the benefit is 83.58%

benefit, and the effectiveness is 81.57%, in addition

to limited-scale trials of percentage in

implementation is 96.21%, benefit is 90.65%, and the

effectiveness is 88.42%. From these results, it can be

concluded that the developed product is ready to use

for large-scale testing without improvement

Based on the results of research that has been done

by researchers in developing Magic Round learning

media in the arrangement of affirmative sentences of

16 tenses which students from three schools became

the subject of research and through the validation of

experts and observers (subject teachers) as assessors

have passed through various revisions and trials, then

obtained the result that the use of Magic Round media

is valid and it can be used as a tool/media for students

in arranging affirmative sentences of 16 tenses.

4 CONCLUSIONS

From the series of ideas above, it can be concluded

that Magic Round media is a tool that can help

students in learning 16 tenses, especially in making

affirmative verbal sentence. Learning media can help

students so that the learning process becomes easier,

the media is a message that is able to stimulate the

mind and willingness of the audience (students) so as

to encourage the learning process on him/her (Usman

and Asnawir, 2002).

The result of the use of Magic Round media can

be known from the data of the presentation result of

the implementation of media developed from the

results of individual testing which the result of the

percentage of the implementation is 82.95%, benefit

75.54%, and the effectiveness is 76.85%, small scale

that the percentage of implementation is 90.15%,

benefit 83.58%, and the effectiveness is 81.57%. and

limited the percentage of implementation is 96.21%,

benefit is 90.65%, and the effectiveness is 88.42%.

This finding is similar to the opinion of Daryanto

(2016) who said that in general the use of the media,

which enables the child to learn independently in

accordance with his/her talent and visual, auditory,

and kinesthetic ability, gives the same stimulation,

equates experience and creates the same perception,

the learning process contains five communication

components; teachers (communicators), learning

materials, learning media, students (communicant),

and learning objectives.

Based on the results of trials in terms of validity,

effectiveness, usefulness, and effectiveness obtained,

the suggestions are:

Suggestion of Utilization that using the magic

round learning media which is expected to help

implement effective and efficient learning activities

for students.

Next is dissemination advice which the product

developed in the form of Magic Round in Learning

Tenses of Affirmative sentences arrangement In

Class XII can be disseminated to other schools when

the time is available. It is based on the level of validity

and effectiveness achieved by this product, so that the

book developed is feasible to be used on a wider

scale.

The result obtained can be followed up with

further product development suggestions. It consists

of seeking and determining the material other than

affirmative sentences to support the student's learning

process to enrich the insights about the material being

studied. Increasing the variety of learning activities

tailored to the needs of students listed in the activities

of the lesson plan and packaging developed products

can be more easily with the form of soft files with e-

learning to be more effective and efficient.

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