JOALL (Journal of Applied Linguistics and Literatur.
Vol.
9 No.
February 2024 ISSN .
: 2502-7816.
ISSN .
: 2503-524X Available online at https://ejournal.
id/index.
php/joall/article/view/31324 https://doi.
org/10.
33369/joall.
Developing project-based e-module for contextual written language skills course at English language education study program 1Rika, 2Anggraini T Saragih , 3Fahri Haswani , 3Yeni Erlita 1,2,3English and Literature Department.
Universitas Negeri Medan.
INDONESIA
1Jalan Willem Iskandar.
Psr V.
Medan Estate
ARTICLE INFO
ABSTRACT
Article history:
Received: Nov 30, 2023 Revised: Dec 20, 2023 Accepted Jan 14, 2024 Keywords:
Project-based learning e-module written language skills The ability to develop, project-based e-modules for the Contextual Written Language Skills course in a learning context into another learning context is an essential ability for students based on project-based learning.
However, the learning pattern used is innovative learning, which can improve studentsAo skills and thinking abilities.
The ability of project-based e-modules for the English lecturers to adapt their knowledge and skills from project-based e-modules for the Contextual Written Language Skills course to another course has been studied.
This research focused on the presentation of discussion material that is not accompanied by an assignment or project or the systematics of preparing teaching materials and e-modules using project-based learning for Contextual Written Language Skills.
The research used in this study is the Research and Development (RnD) development model by adopting the model Borg and Gall, which consists of 6 phases: .
Gathering data and Information, .
Need analysis, and .
Material Design.
Validating by experts, .
Revising, and .
Final Product.
The results of this study are based on an analysis of the needs of students who experience limited digital learning resources related to the material in the Contextual Written Language Skills course.
Therefore, researchers are interested in developing textbooks in the form of e-modules to meet the needs of students and improve their learning outcomes.
Emodules developed were validated by experts.
Material expert validation had an average score of 88,61%, which was classified as very good.
Media expert validation obtained an average score of 87,75% which was classified as very good.
This means that the developed e-module is valid to be used in the Contextual Written Language Skills course.
Conflict of interest:
None Funding information:
Type here Correspondence:
Rika.
English and Literature Department.
Universitas Negeri Medan.
INDONESIA juliarika@unimed.
ARika, et al.
This is an open access article under the CC BY-SA 4.
0 international license.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Developing Project-Based E-Module for Contextual Written LanguageA How to cite (APA Styl.
Rika.
Saragih.
Haswani.
Erlita.
Developing project-based e-module for contextual written language skills course at English language education study program.
JOALL
(Journal of Applied Linguistics and Literatur.
, 9.
, 62-71.
https://doi.
org/10.
33369/joall.
Based on the MBKM curriculum implemented in the English Language Education Study Program, the learning pattern used is innovative learning, which can improve students' skills and thinking abilities.
Based on observations and interviews with Contextual Written Language Skills course lecturers, post-pandemic Corona Virus Disease (CoVid .
learning occurs faceto-face in class and online.
Students have difficulties to comprehend the material in both offline and online learning, which affects their learning Contextual Written Language Skills course doesnAot have any printed or digital module.
The lectures prepare the material in the form of power points and separated references which downloaded before the class.
Consequently, the learning materials were not arranged systematically and have not reflected innovative learning.
Therefore, this research aims to develop project-based e-module used in Contextual Written Language Skill The product of this research is digital module which developed to fulfill the need of learning sources of Contextual Written Language Skill course.
It is a systematic learning material organization which present the topic discussion followed by project.
According to previous research by Masyhadi and Soprajitno .
on the development of e-module in digital simulation subjects, case studies at SMK Negeri 1 Lamongan show that the e-module developed are feasible to apply to learning but are constrained by the facilities in each class.
The second study, conducted by Komang Wisnu Baskara Putra et al.
Agus Wirawan, and Gede Aditra Pradnyana .
, stated that the results of designing and implementing e-module in multimedia subjects at SMK Negeri 3 Singaraja obtained an average result from 41 lecturers, so belonging to the positive category, the average number of students is 64,75.
Kadek Adi Wiyana.
Gede Mahendra Darmawiguna, and Gede Mahendra Darmawiguna conducted the third study.
Based on the existing problems, researchers are interested in developing learning resources as an e-module using the Project-Based Learning (PjBL) learning model.
Learning media aims to support learning activities in print media and electronic media (Laili, 2.
Modules can organize subject matter by paying attention to educational functions (Daryanto and Dwicahyono, 2.
With the development of technology at this time, modules are presented in electronic form, commonly referred to as e-module or electronic modules, which are one of the learning resources that have an JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rika.
Anggraini T Saragih.
Fahri Haswani.
Yeni Erlita impact on students (Winaya et al.
, 2.
With the e-module, it is expected to be able to provide motivation and influence student achievement.
The Project Based Learning (PjBL) learning model is used because it is in accordance with the current situation and is expected to be able to change the learning approach for students from lecturer-centered learning to studentcentered learning by giving students the freedom to explore and express ideas in solving a problem they face.
According to Erick Suryadi et al.
students are trained to complete problems in a disciplinary manner, placing students as if they act as actors, starting from analyzing problems, designing strategies to solve problems, taking action, and compiling reports on the results of activities that have been completed .
tudent-centre.
The lecturer must know student learning outcomes to find out the appropriate teaching methods practiced in class so that learning objectives can be achieved as expected (Nasution, 2.
Therefore, the aim of this research is to develop project-based learning (PjBL) e-modules in the Contextual Written Language Skills course to improve student learning outcomes in semester 2 of the English Education Study Program.
Faculty of Languages and Arts.
Medan State University.
METHOD
This research was conducted RnD by Borg and Gall.
There were 6 phases in developing a project-based e-module for Contextual Written Language Skills.
The phases were: .
Gathering data and information, .
Need analysis and .
Material design.
Validating by experts, .
Revising, and .
Final product.
FINDINGS
In the interview with the lecturer, it was found that English education already implemented recent curriculum (Kurikulum Merdek.
The researchers have developed project-based e-module for contextual language skills course by following the steps.
Gathering Data and Information The initial stage in undertaking Research and Development was to collect data and information.
The data and information were acquired by observation, a questionnaire at Prodi Pendidikan Bahasa Inggris, and through an interview with the Contextual English Language skills lecturer.
Need Analysis A need analysis was carried out to collect data.
It took place on April 10, 2023.
The data were gathered using a need analysis questionnaire and an interview.
The questionnaire was delivered to students at Prodi Pendidikan Bahasa Inggris Universitas Negeri Medan.
The JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Developing Project-Based E-Module for Contextual Written LanguageA questionnaire comprised of ten multiple-choice questions.
These components were expanded into four answer alternatives.
The most widely responses were chosen to represent their needs.
The last instrument was an interview guideline for the lecturer of Students.
The questions comprised 6 main questions.
The questions were aimed to obtain the lecturerAos opinion about the reading material in the textbook for ninth grade, the input in teaching reading, and the teaching method.
The results of the need analysis are discussed below.
The total number of students of 2 nd Semester Class Dik F.
The class has eight male students and 24 female They were mostly 20 years old.
1 student was 19 years old, and the rest were 21 years old.
Needs The questions from number 1, 2 and 6 aimed to find the information about the studentsAo opinion and interest of learning activities in the classroom.
Most students indicated that the teaching and learning process in the classroom, especially teaching media is fascinating.
While some students said that learning media in the class is fascinating.
Question number 2 tried to determine the significance of contextual Written Language Skills for students.
88,61% of studentsAo 2nd-semester material expert validation received a very high rating particularly their contextual Written language skills proficiency in English.
The purpose of question number six was to find out about studentsAo opinions related the option of project-based emodules for the contextual written language skills activity that sounded interesting for them.
Want In question number 4, 5, 7, and 8, the researcher aimed to discover the studentsAo urge in learning reading.
In question of number 4, the researcher attempted to determine the studentAos interest in learning in contextual written language skill.
The data were the result of the studentsAo urge to assist them to enhance their writing skills.
This question was designed to elicit students' expectations at the end of the learning process, namely in terms of Contextual Written language Skill.
Most students stated that they urge to be able to comprehend the text properly during e-modules material in their project-based emodules writing learning process.
12 students chose 'd,' and 9 students chose 'a,' to indicate that they wanted to expand their The fifth question addressed the students' preferences for the text in writing items that attracted their JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rika.
Anggraini T Saragih.
Fahri Haswani.
Yeni Erlita favorite texts.
Based on the table below, most of the students chose AoAobAoAo and AoAodAoAo.
Meanwhile, the rest of them chose AoAoaAoAo with the option about dialogue text.
The question of number 7 was intended to gather data about students' e-modules material Furthermore, it is utilized to demonstrate that students enjoy the inclusion of creating project-based emodules for the contextual written language skills course.
As a result, researcher are eager to develop textbooks in the form of electronic modules to meet the needs of students and improve their learning outcomes.
Lack Question number 3 was designed to elicit students' opinions about whether the current material is fascinating or not.
Only three students reported that the textbook they use is less interesting, while 75% thought it is highly interesting.
The purpose of question number 9 is to determine whether the book enhanced their learning ability or not.
50% of students stated that the book did not enhance their reading ability.
On the other side, 9.
375% of students stated that the book significantly enhances their reading ability.
The other element shown in question number ten was studentsAo difficulty in grammar.
The highest score was 56.
25%, and students stated that they had difficulty with grammar aspects.
It was concluded that the materials should include grammar components to boost students' knowledge of it.
The Result of the Interview with the Lecturer The interview guidelines provided to the English lecturer at the English education study program.
Faculty of Language and Arts.
Medan State University.
The result of six questions suggested that studentsAo need project-based e-modules for the contextual Written Language Skills course.
Because the emodules for 2nd semester students did not based on Project Based Learning which can improve studentsAo 4C skills.
Supplementary e-modules can enable to access content or materials based on project-based for contextual written language skills assist them in fully comprehending the Developed Project-Based E-Module Materials The English materials were developed in responding to the results of the need analysis.
It developed in response to students' necessities and interests in learning English, particularly reading.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Developing Project-Based E-Module for Contextual Written LanguageA The researcher used images, diverse colours, beautiful fonts, and fascinating content to make the teaching and learning process more enjoyable for the students.
The major approach of the book was based on PjBL which supported the students to collaborate in completing the project.
Validating by Experts The following design, materials formed the initial draft.
Based on the experts' judgment, the materials achieved the qualification of good The first expert of the developed materials, namely Prof.
Dr.
Sumarsih.
Pd.
, and the second expert is Prof.
Amrin Saragih, .
Ph.
as an English lecturer at Universitas Negeri Medan.
The experts supplied the judgment by filling in the questionnaire, which employed the five scales of Likert Scale.
It was very good .
, good .
, fair .
, poor .
, and very poor .
Additionally, calculation findings were converted into feasibility criteria suggested by Sugiyono .
The product was declared viable if the result was more than 60%.
In the expertsAo judgment process, four aspects were It aimed to assess the quality of the developed materials.
The appropriateness of the content, the appropriateness of the language, the appropriateness of the presentation, and the appropriateness of the layout were those characteristics.
These are the findings of the questionnaire analysis for experts' judgment of project-based e-module material for Contextual Written Language Skills.
Below is the score of the expertsAo validation.
Table 1.
Total Score of Validation No.
Aspect
Content
Language Presentation Layout
Total Score
Score
(%)
Criteria Very good Very good Very good Very good Very good The average score from the experts was 95.
2%, and it was categorized as AoAoVery GoodAoAo.
Thus, the developed English learning Materials of Contextual Written Language Skills based on Project Based Learning valid and appropriate to be used as the teaching material for 2 nd semester Dik F of the English Education Study Program.
Faculty of Languages and Arts.
Medan State University.
Revising the Materials JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rika.
Anggraini T Saragih.
Fahri Haswani.
Yeni Erlita The experts gave many ideas and recommendations on revising specific components of reading materials to enhance the quality of the English Reading Materials of Narrative Text.
Prof.
Dr.
Sumarsih.
Pd.
as the first expert, stated that the materials are less in accordance with the steps of PjBL, less related to each other, less encourage the students to communicate in oral/written.
She stated that the explanation of e-modules as project-based for contextual written language skills must put in the syntax of PjBL, not separated like the initial draft.
Moreover, she suggested to add the vocabulary task based on HOTS, not just match the words.
While the second expert.
Prof.
Amrin Saragih.
Ph.
, suggested highlighting the font's colour in the text's references.
Final Product The final product of the developed a project-based learning e-module based on the contextual Witten language Skills course that is tailored to the needs and characteristics of students who have trouble comprehending the material.
The materials of e-modules were created based on Project Based Learning of Contextual written language Skill.
The developed reading materials has been designed to satisfy the demands of the students and was suitable to use as teaching materials.
The final product was produced to respond the expertsAo ideas and comments on the first edition of the materials.
Appendix H presented the final product of the developed materials DISCUSSION This research aimed to develop e-modules for the contextual written language skills course based on the needs of students of 2nd Semester Dik F.
This research was conducted by Research and Development (R&D) using the six stages outlined by Borg and Gall .
: .
gathering information and data, .
analyzing the data, .
designing the product, .
validating the product, .
revising the product, and .
Final Product.
The first stage of this research was gathering information and data.
The data were collected by observing the curriculum and existing materials, distributing questionnaires to the students, and interviewing the English The second step involved data analysis.
The data analyzed was the result of observation, a questionnaire on the need analysis of students, and an interview with an English lecturer.
This phase aimed to modify information regarding students' identities, needs, problems, and learning interests, especially the learning e-model of project-based learning.
The analysis results served as a guide for the researcher as the researcher developed materials based on the interests and requirements of the students.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Developing Project-Based E-Module for Contextual Written LanguageA The following stages were designing the e-modules project-based in contextual written language skills for teaching learning.
The researcher used the syllabus of curriculum (Kurrikulum Merdek.
, lesson plan, and existing material in designing materials.
Materials developed based on studentsAo needs analysis.
Experts validated is the next stage.
Experts reviewed the materials by filling the questionnaires.
The questionnaires covered four aspects of material evaluation: evaluate the appropriateness of the content, language, presentation, and layout.
The final score of four aspects of developed materials was 95.
The score indicates that the developed materials entitled AuDeveloping Project Based e-module for Contextual Written Language Skills course at English language Education Study ProgramAy was considered as "Very Good".
CONCLUSION
After collecting data and analyzing it, the conclusion was drawn as follows:
the materials were developed by creating a project-based learning e-module based on the Contextual Written Language Skills course.
Experts validated the average he developed e-modules.
On average, material expert validation received a very high rating of 88,61%.
It received a very high rating of 87,75% when tested by media experts.
This indicates that the developed electronic module is suitable for use in the "Contextual Written Language Skills" course.
The score demonstrated that the e-modules were very good and appropriate for the lecturerAos use in the Contextual Written Language Skills course to improve student learning outcomes in semester 2 of the English Education Study Program.
Faculty of Languages and Arts.
Medan State University.
In line with the conclusion above, the lecturer suggested using the validated materials as supplementary materials in teaching reading, particularly narrative text.
The lecturer can develop appropriate material through observation and need analysis to meet students' needs.
Moreover, the 2nd semester of students of Dik F should actively participate in English activities to establish a communicative environment in the English classroom.
Besides that, other researchers can develop the other students' material in other English skills, such as writing, listening, and speaking.
REFERENCES