ABSTRACT

Hariadi, Sutriono. Development of Critical Reading Module Text of Observation Result

Report for Grade VII Students. Thesis. Study Program of Indonesian Language Education,
Postgraduate, State University of Malang. Counselor: (1) Dr. Muakibatul Hasanah, M.Pd.
And (2) Prof. Dr. Wahyudi Siswanto, M.Pd.

Keywords: module, critical reading, LHO text, grade VII students

Reading is the key to getting information while increasing knowledge. By reading, the
level of knowledge, knowledge, and quality of life will increase. One of the most important
reading skills is mastered by students, that is critical reading. The characteristics of critical
reading activity involve the level of critical thinking, indirectly agreeing with the author's
opinion, and analyzing the passage to prove the truth. One type of text suitable for use as a
critical reading exercise is the observed report text (LHO). The LHO text is one of a kind of
descriptive text. This text has a function to describe or classify information by referring to
the entire scope of phenomena, nature, syntax, and social in the environment. This text is
identical with the content of science so it is appropriate to practice critical reading skills.
Therefore, it is necessary to develop a module that can help students to practice critical
reading skills. This research and development aims to produce critical reading module of
LHO text by considering the content of feasibility aspect, material presentation, language,
and graphic to test its effectiveness.
This research and development is carried out by the development procedure of 4D
Model developed by Thiagarajan, Dorothy, and Melvyn (1974: 5). This 4D development
model consists of four development stages, namely define (definition); Design (design);
Develop; And desseminate (dissemination). (2) analysis of students and teachers to know the
characteristics of needs, (3) conceptual analysis by conducting a review of the references, and
(4) an analysis of the results of the study related to reading critically; Objectives on the
analysis of critical reading skill aspects developed. At the design stage is done the collection
of text, text processing, presenting the material in accordance with the structure that has
been set, and the creation of supporting illustrations that aims to design a prototype critical
reading module. In the development stage, modules are completed with product test,
revision, and effectiveness test in the field. At the dissemination stage, module printing and
sharing of research results in the MGMP forum were held.
The product produced in this research and development is the LHO Text Critical
Reading Module for Grade VII Students. The development of this module adapts from six
stages of critical thinking Facione (2011) into five stages. These steps are implemented into
five materials in this module. Material 1 Critical in Interpreting with interpretation
indicators of main sentences, main ideas, and conclusions. Material 2 Critical in Analyzing
with indicators of comparative between ideas and between text information. 3 Critical
Content in Referring with indicators of inference of text themes, text frameworks,
summaries and textual conclusions. Material 4 Critical in Evaluating with indicators
assessing the accuracy of information in the form of a fact phrase with conclusions and
assessing the accuracy of language use. Critical 5 Content in Exploring with explanatory
indicators of the structure, characteristics of the language, and the function and purpose of
the LHO text.
 The LHO Text Critical Reading Module product for Grade VII students has passed the
product test, namely validation test and field test. Validation tests are carried out by reading
material experts, module learning experts, and practitioner experts. It is known from the
validation test that the LHO Text Critical Reading Module product for Grade VII students
is categorized as very feasible to be implemented proven by the total percentage value of
85%. The validation test score includes four feasibility aspects, namely the feasibility of the
contents of the category module is very feasible (86.3%), feasibility of the presentation of
feasible material (80.6%), feasible language feasibility (83.3%), and feasibility of decent
graduation ( 92.7%).
Field trials of the product were carried out by effectiveness test and questionnaires
by students. The effectiveness test used quasi experimental pretest-postest non equivalent
control group design with control class and experiment class and t test criterion with
significance level of 5%. Prior to data analysis, the first test is done in the form of normality
test and homogeneity test. Known from pretest and postest data are normally distributed
and homogeneous. Based on t test of control class and experiment class, it is known that
tcount is 2,106 with sig. 0.040 (sig. <0.05). Thus it can be concluded from the effectiveness
test is the LHO Text Critical Reading Module for Grade VII Students effectively used in
critical reading learning. From the questionnaire, the students obtained a percentage value
of 84% with a category worthy of use.
From the result of validation test and field test, it can be concluded that the research
and development product is feasible to be used from content aspect, material presentation,
language, and graphic. Thus, the LHO Text Critical Reading Module for Grade VII Students
can be used as a supporting material for students for critical reading learning.