DEVELOPING A SET OF PICTURE-BASED INSTRUCTIONAL MATERIALS FOR STORYTELLING EXTRACURRICULAR PROGRAM IN SMP N 12 MAGELANG

Abstrak / Ringkasan

The objectives of this research were: (1) to find out the target and learning needs of the storytelling extracurricular students in SMP N 12 Magelang and (2) to develop an appropriate instructional material for the storytelling extracurricular program in SMP N 12 Magelang.
This was a research and development (R&D) study. The subjects were 33 students of storytelling extracurricular program of SMP N 12 Magelang. This research procedure followed Dick and Carey model in Borg and Gall (2003) with some modifications. The steps were conducting needs analysis, developing course grid, writing the first draft of the materials, evaluating the first draft of the materials conducted by an expert, and revising the materials based on the feedback obtained from the evaluation. The instruments to collect the data were the needs analysis and the materials evaluations questionnaire. The data from the need analysis were analyzed quantitatively using frequency and percentage and the data obtained from the materials evaluation were analyzed through descriptive statistics..
Based on the results of the needs analysis, the needs of the students of storytelling extracurricular student are: (1) the students needed the ability to understand stories, summarize stories, and retell stories, (2) the students had difficulties in comprehending stories and pronouncing the words with correct pronunciations, stresses and intonations, (3) in learning vocabulary, the students wanted to practice spelling words with correct pronunciation, (4) in terms of pronunciation, the students expected to have practices in pronouncing words, phrases, and sentence correctly, (5) the students wanted the materials that help them to retell stories, (6) the students wanted to be able to retell stories, (7) the students wanted materials that provide many types of stories, (8) the students mostly liked to have fables, fairytales, and legends as the types of the story, (9) the students mostly preferred to have storytelling practice in group and pairs, (10) students mostly chose classroom as the place of the teaching and learning process, (11) during the teaching and learning process, the students preferred to have practice in group, (12) the students expected that the teacher motivated them and give chance to share and discuss. Considering the needs, this study developed three units of storytelling extracurricular materials considering the results of the needs analysis. Each unit had two main parts: introduction, and main lesson. Based on the analysis of the data from the expert judgment, the developed storytelling extracurricular materials were appropriate in terms of the content, language, presentation, and layout. The mean score of all aspects is 3.52 and can be categorized as “very good.

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