Developing RAFT Strategy for Learning to Read Non-Literary Texts Based on Adobe Flash in Vocational High Schools

Year 2022, Volume: 6 Issue: 11, 25 - 33, 21.04.2022

Dewı Putrı Pertıwı , Zamzani Zamzanı

https://doi.org/10.31458/iejes.1061462

Abstract

This study aimed to develop the RAFT strategy for learning to read non-literary texts based on Adobe Flash in Vocational High Schools and determine the feasibility of the RAFT strategy for learning to read non-literary texts based on Adobe Flash in Vocational Schools in terms of validation results by lecturers, teachers, and the results of student responses. This research used research and development methods. Sampling used purposive sampling technique. The research phase consisted of (1) needs analysis, (2) product planning, (3) initial product development, (4) expert and teacher validation, (5) initial product revision, (6) student response test, (7) second product revision, and (8) the final product. The needs analysis was conducted in three schools in Kulon Progo Regency, namely SMK Negeri 1 Pengasih, SMK Negeri 2 Pengasih, and SMK Negeri 1 Kokap. This study used data collection instruments in the form of validation sheets for experts and teachers and student response sheets. The result of the research is the RAFT strategy for learning to read non-literary texts based on Adobe Flash in SMK developed consists of three parts. (1) The introductory section, contains the opening title, the instructions for using the buttons, the instructions for the use of RAFT Strategy Development for Learning to Read Non-literary Texts Based on Adobe Flash in Vocational High Schools. (2) The content section consists of non-literary text learning materials for SMK students. (3) The exercise section is in the form of non-literary texts with the RAFT strategy, and answer keys. The development of the RAFT Strategy for Learning to Read Non-literary Texts Based on Adobe Flash in Vocational Schools was assessed for feasibility based on material expert validation, media expert validation, and the results of student responses. The results of the validation by lecturers, teachers, and student responses indicated that the product developed was included in the appropriate category for use. The results of the material expert validation obtained a very good category, with an overall percentage of 94.83%. The results of the media expert's validation obtained a very good category, with an overall percentage of 94.75%. The results of student responses obtained the very good category, with an overall percentage of 80.60%.

Keywords

RAFT strategy, reading, non-literary text, Adobe Flash

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