Year: 2024 | Month: March | Volume: 11 | Issue: 3 | Pages: 505-520
DOI: https://doi.org/10.52403/ijrr.20240359
Designing Supplementary Reading Material Based on Constructivism Approach for Junior High School
Yayan Nadu1, Harto S. Malik2, Sartin T. Miolo3
1,2,3Universitas Negeri Gorontalo, Gorontalo, Indonesia
Corresponding Author: Harto S. Malik
ABSTRACT
In English language education, the use of supplementary reading materials is essential, particularly in classroom settings. This research aims to design supplementary reading materials based on the constructivist approach for ninth-grade students at SMP Negeri 2 Bongomeme junior high school. Following the ADDIE model, the study conducted a thorough analysis, design, development, implementation, and evaluation process. Data collection involved document analysis, a questionnaire for needs assessment, interviews, and expert validation. The analysis employed both quantitative methods (using frequency and percentage) and qualitative methods (following Creswell's theory of data analysis). The design process considered learner survey results, task analysis, and instructional analysis, resulting in three units of supplementary reading materials. Constructivism principles guided the design process, focusing on engagement, exploration, explanation, elaboration, and evaluation. Additionally, the design adhered to ten guidelines for effective English teaching materials, emphasizing consideration of students' age, proficiency level, needs, and interests, alignment with learning objectives, and integration of technology to enhance digital literacy. The research findings revealed the efficacy of the designed supplementary reading materials in meeting the identified needs and enhancing students' English language proficiency.
Keywords: English language education, supplementary material, reading, English teaching
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