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Widya SariJurnal Ilmiah Pendidikan, Sejarah dan Sosial Budaya(Kerjasama Widya Sari Press Salatiga dengan Progdi Sejarah FKIP, UKSW, Salatiga)

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Vol. 18 No. 1, Maret 2016

Hubungan Antara Motivasi Belajar Dengan Hasil Belajar Matematika 1 ­ 7Siswa Kelas VIII SMP Negeri 2 Tuntang Tahun Ajaran 2015/2016Anita Sari, Sutriyono, Tri Nova Hasti YuniantaUpaya Meningkatkan Hasil Belajar PKn Materi Keutuhan 8 ­ 15Negara Kesatuan Republik Indonesia Melalui Model PembelajaranProblem Based Learning Pada Siswa Kelas 5 Sekolah Dasar Negeri 02 PasebanKecamatan Jumapolo Kabupaten KaranganyarSemester I Tahun Pelajaran 2015/2016Rohtri RahayuPeningkatan Aktivitas Dan Hasil Belajar Siswa Materi Gaya 16 ­ 25Melalui Permainan Loop Cards Pada Siswa Kelas V SD Negeri Sukoharjo 04Semester II Tahun Pelajaran 2013/2014Sri HaryaniPengaruh Bahasa Gaul (Prokem) Terhadap Keberadaan Bahasa Indonesia 26 ­ 39Untuk Meningkatkan Kemampuan Asertif Pada Anak Kelompok B Semester 2TK Desa Nguter 02 Kecamatan Nguter Tahun Pelajaran 2014/2015Dwi SupraptiwiPenerapan Teknik Jigsaw Dalam Meningkatkan Kemampuan Menulis Puisi 40 ­ 48Bagi Siswa Kelas V Semester I Sekolah Dasar KedungjerukTahun Ajaran 2014/2015HartonoPeningkatan Kemampuan Mengarang Melalui Model Pembelajaran 49 ­ 57Picture and Picture Siswa Kelas IV SD Negeri Dalangan 01Semester II Tahun Pelajaran 2014/2015IsmadiUpaya Peningkatan Ketrampilan Guru 58 ­ 65Dalam Membuka Dan Menutup Pembelajaran Bagi Guru SD Negeri I SenggrongKecamatan Andong Kabupaten Boyolali Melalui Supervisi KlinisPada Semester I Tahun Ajaran 2015/2016Endah SarwatiUpaya Meningkatkan Pembelajaran Pendidikan Kewarganegaraan 66 ­ 71Melalui Penerapan Model Pembelajaran Cooperative Script Kelas IVSD Negeri Mertan 01 Semester I Tahun Pelajaran 2015/2016

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MulyantoUpaya Meningkatkan Motivasi Belajar Ilmu Pengetahuan Alam 72 ­ 81Dengan Menggunakan Media VCD Pada Siswa Kelas VI Semester ISekolah Dasar Negeri Jagan 01 Kecamatan BendosariKabupaten Sukoharjo Tahun Pelajaran 2013/2014Indyaswati AgustinaUpaya Peningkatan Keterampilan Membuka Dan Menutup Pelajaran 82 ­ 89Bagi Guru SD Negeri 1 Rawoh Uptd Pendidikan Kecamatan KarangrayungKabupaten Grobogan Melalui Supervisi KlinisSemester I Tahun Pelajaran 2015/2016Budi LestariPeningkatan Aktivitas Dan Hasil Belajar Matematika Tentang KPK Dan FPB 90 ­ 102Dengan Pendekatan CTL (Contextual Teaching And Learning)Pada Siswa Kelas VI SD Negeri Sukoharjo 04Semester I Tahun Pelajaran 2014/2015SadiyemPenerapan Strategi Pembelajaran Two Stay Two Stray 103 ­ 114Untuk Meningkatkan Aktivitas Belajar Tema PermainanKD Mengenal Sejarah Uang Pada Siswa Kelas III Semester IISD Negeri Karanganyar 01 Weru Sukoharjo Tahun Ajaran 2014/2015Sukini LestariPeningkatan Hasil Belajar Matematika Kompetensi Pecahan Sederhana 115 ­ 126

Dengan Metode Make A Match Pada Siswa Kelas III

SD Negeri Sukoharjo 04 Semester II Tahun Pelajaran 2014/2015

TuminemUpaya Meningkatkan PrestasiBelajar Siswa Kelas VI 127 ­ 136Tahun Pelajaran 2014/2015 SD Negeri Pondok 02Pada Konsep Konduktor Dan Isolator Panas Dengan Metode DemonstrasiWidodoUpaya Meningkatkan Aktivitas Dan Hasil Belajar Pkn 137 ­ 147Memahami Sistem Pemerintahan Desa Melalui Penerapan Pembelajaran AktifStrategi Information Search Bagi Siswa Kelas IV SD Negeri Plesan 01 NguterSemester 1 Tahun Pelajaran 2014/2015Agus PurwantoPenerapan Model Student Teams­Achievement Division (STAD) 148 ­ 154Untuk Meningkatkan Hasil Belajar Siswa Kelas VITentang Memahami Sistem Pemerintahan Republik IndonesiaDi SDN 1 Pecangaan Wetan Tahun Pelajaran 2015/2016Sri NenyPenggunaan Metode Demonstrasi Dengan Menggunakan Pola Permainan 155 ­ 168Untuk Meningkatkan Kreativitas Anak Kelompok B TK Desa Sugihan 02Kecamatan Bendosari Semester 2 Tahun Pelajaran 2013/2014WartiniFrom Common Reading To Creative Reading: 169 ­ 177An Ict­Based Ell Model DevelopmentMozes Kurniawan

EditorialKetika sebuah karya telah lahir, maka karya itu bukan lagi milik pengarang, ia milik masyarakat yang bebasmendapatkan inspirasi dari karya tersebut.Berdasarkan pemikiran di atas, maka Jurnal Widya Sari hadir dan berusaha untuk menampung karya­karya dari pembaca,agar dimiliki oleh masyarakat, dan masyarakat bebas untuk mendapatkan inspirasi dari karya tersebut.Untuk edisi kali ini Jurnal Widya Sari berusaha menyajikan tema­tema yang beragam, tetapi masih dalam satu tema besaryaitu bidang pendidikan. Karena pada galibnya pendidikan adalah bagian terbesar dari tujuan hidup manusia. Keberhasilanpendidikan adalah keberhasilan manusia dalam memanusiakan manusia seutuhnya.Kiranya upaya sederhana ini dapat berguna bagi pengembangan ilmu pengetahuan bagi kesejahteraan manusia.

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FROM COMMON READING TO CREATIVE READING:AN ICT­BASED ELL MODEL DEVELOPMENT

Mozes KurniawanFaculty of Teacher Training and Education

Satya Wacana Christian UniversityABSTRAK

Jurnal ini mengkaji mengenai kendala­kendala yang dihadapi guru dan siswa dalam Pembelajaran Bahasa Inggris (ELL) terkait denganpenggunaan TIK, peran teknologi animasi dalam meningkatkan pemahaman siswa terhadap bacaan berbahasa Inggris dan pengembanganmodel pembelajaran kreatif inovatif integrasi antara materi bacaan dalam ELL dan teknologi animasi. Metode penelitian yang digunakan yaituResearch and Development (R&D) dengan pendekatan studi kasus di SMP Kristen Satya Wacana (Laboratorium) Salatiga sebagai sekolahberteknologi mutakhir. Responden penelitian ini sebanyak 36 orang terdiri dari seorang kepala sekolah, lima orang guru Bahasa Inggris dan30 siswa. Sebagai sekolah dengan predikat berteknologi mutakhir, SMP Lab Salatiga tentunya perlu menerapkan pembelajaran BahasaInggris berbasis TIK dengan maksimal. Namun, kenyataannya masih banyak kendala yang dihadapi oleh guru dan siswa terkait denganpenggunaan TIK dalam materi bacaan ELL, kendala­kendala penggunaan teknologi dalam pembelajaran, model pembelajaran yang belumkreatif inovatif, dan kompetensi guru dalam menggunakan TIK yang masih kurang. Oleh karena itu, jurnal ini dibuat melalui beberapatahapan Penelitian dan Pengembangan Borg & Gall (1989) guna mengembangkan model pembelajaran ELL berbasis TIK yang bernamaCreative Reading.

Kata Kunci: Creative Reading, Model Pembelajaran, Strategi Membaca Pemahaman Bacaan, Pembelajaran Bahasa Inggris

INTRODUCTIONGlobalization is, recently, marked by the development of Information and Communication Technology (ICT) (Zhu, 2003

in Sims et al., 2011) that can help humans to do their activities in almost all aspects of life. ICT plays important role in economicworld, politic secment, social life and also education. The implementation of ICT in education is not a new thing. Indonesia,particularly, implements ICT in education addressed to improve the way educational practitioners provide, develop andoptimatize educational resourses in order to gain a high quality of education. The development of technology, basically, bringsadditional values in producing a better education compare to decades before where technology has not been implemented. In aresearch journal, Munir (2009:2) stated that ICT in education was defined as three things, such as: 1) ICT as a Tools, ahardware used to support teaching learning process; 2) ICT as a Content, technology used within teaching learning materials asadditional values for the content of them; 3) ICT as a Program Application, program applications used in tecahing learningprocess and used to create ICT as a Content.

In this journal, ICT as a Content becomes the major point to discuss apart from the other two. ICT as a Content is away where teaching learning process can be combined by additional materials like computer system or results of programappliction in designing teaching learning materials, the inovation of computer usage to make teachers teach students easily andto make students access teachers material fast without any difficulties. In line with the previous statement, Bhvard (2009:2)brought the idea that technology provided various options that can be used not only to make education more interesting butalso to make it effective, eficient and productive in developing students skill and ability.

One of the technologies is animation which is a motion effect from pictures that can be added by sound and accessedby using television, computer and other digital tools (Webopedia, 2013). This kind of technology is so widely spread andenthused until this 21st century. Education is also using this kind of technology as a compliment in developing teachingmaterials. This technology can be applied in many subjects or courses like Mathematics, Physics, Art, English Language andetc. This journal is discussing technological issues in English Language education especially in reading comprehension whichusually uses convetional system (using too much hand­out, work sheets, supporting paper­based instruments) as itsproblematic teaching learning method.

Knuth & Jones (1991, in Chapel Hill, 2013) stated that reading is a basic language skill whose difficulty is quite high sothere appears an idea to integrate animation technology in English reading comprehension. The integration is expected toimprove students reading comprehension and become foundation of a creative innovative learning model development. Inreading comprehension, students may find some problems such as: difficulties in understanding text, the improper use ofreading strategies, insufficient teacher guidance to have a good reading habit, etc (Biancarosa & Griffith, 2012:142­143). Here,animation technology can play an important role in improving students English reading comprehension through attractivecreative presentation.

In one hand, this kind of technology brings positive contribution to students English reading comprehension. In theother hand, teachers still get confused of what to do in managing teaching material integrated with animation technolog. Theyfind it difficult since the material development management in some schools have not been optimally developed (Adman, 2005).

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In other word, teachers need to know, create and implement a creative innovatve learning model in order to have aunderstandable teaching/education so the aims of the course will be achieved. This background brings an idea of ICT­basedEnglish Language Learning (ELL) model development.

This journal used Sekolah Menengah Pertama (SMP) Kristen Satya Wacana (Laboratorium)­ it will later be stated asSMP Lab­ Salatiga as the object of research. This junior high school was known as a school using ICT since 1985 and the firstjunior high school in Salatiga that implemented sophisticated technology, i.e. 30 units of personal computer with Intel Processor(the most up­to­date processor in its time). By knowing that facts, pre­research was conducted to check and gather additionalinformation related to the use of ICT in ELL. Then, by having a sufficient background data, a learning model will be developedto help teachers to have a creative innovative English reading comprehension lesson.

The result of pre­research stated that from two high school (junior and senior) under Satya Wacana ChristianUniversity Foundation, there were a big difference of ICT usage by teachers in ELL. In one academic year (two semesters)there were 21 student­teachers teaching English in those schools but only 9 student­teachers (42.9%) that used technology inELL. The other 57.1% were still using conventional learning model and most of them were student­teacher in SMP Lab. Fromthat background, this journal takes some research question guiding this research, such as: 1) In what extents, teachers finddifficulties in ELL related to the use of ICT? 2) What are the roles of animation technology in improving English readingcomprehension? 3) What learning model does SMP Labs ELL need? The main purpose of this journal is to develop a creativeattractive learning model in ELL (reading comprehension).ANIMATION TECHNOLOGY FOR EDU­CATION

The term technology refers to the use of animation to make human activities easier in economic, social, media andeducational area. Lee (2013), simply, stated that animation is a way to make movement objects. The idea of animation is alsoas a picture movement created from sequences of inanimate position and made alive by arranging the position in such amovement. Animation technology consists of animation clips which made by cutting film into shorter pieces whose duration isnot more than 10 minutes (Stiviani & Hayati, 2011). Though animation can be seen from the arrangement of drawings asbriefly outlined above, but also it can be such an animated movement of scratch/painting called by cartoon. There are alsosome aspects to understand related to the animation technology such as: users (those who use the technology), visual effect(pictures presented by the technology) and suggestion effect (intersting and attracting point from the technology usage).

In education field, learning presented with pictures and cartoons (graphics or cinema) will enhance the understandingand knowledge of each word associated with pictures or cartoons. This happens because the animation can be a creative mediaand attract the attention of students. Besides, the animation will help students in improving personal understanding (Setiawan,2011) and that is flexible (Agina, 2013). It is also supported by the results of research by Agina (2013), in InternationalJournals, Oracle Think Quest, stated that students used animation technology in teaching learning process captures the lessonsmuch more quickly.LEARNING MODEL DEVELOPMENT IN ENGLISH READING COMPREHENSION

As noted earlier that animation technology in education really brings good in the various fields of knowledge/lessons.Similarly, in the ELL particularly on reading comprehension, animation technology has a special role. Agina (2013) stated themerits of the application of technology in learning.

Interactive learning with live­action animation, simulation, video, audio, graphics, . keep learnersinterested and reinforces skills. Because it is exciting, challenging, and fun to use, it encourages learners toreturn to again and again and again over! ...However, in understanding a reading passage, especially in English, there are problems that may occur. Hidayat

(2009) and Widyaiswara (No Year) similarly states that there are many obstacles that often happens to students in readingcomprehension, like students behavior like students passive, fear of exploring ideas, ignoring the lesson, etc as what Ling(2004) stated.

My students often told me that they refused to participate in classroom activities because they were afraid... .Students can behave as one of them because of the conventional learning system where teachers use many papers,

ask students to read and answer questions from the reading given without any ice breakers such as games, stories, supportingpictures and/or animation that makes students feel comfortable with the material provided. Cultural differences, environmentalconditions and psychological condition of students also influence the process of students' understanding of the materialpresented. In other words, there are three categories of general constraints. Teachers and their incompetence, students withlearning model given by teacher and infrastructure management in teaching learning process.

Actually, these obstacles can be overcome by students with strategies they have but when students are faced with theconventional learning systems too intensively, they can not develop their strategies well.

Students are able to do 1) Predicting and Anticipating, by predicting the sense of every word and reading in general; 2)Inference, by reading the whole passage and then take a conclusion; 3) Turn­Off Reader, which is skipping strategy in readingthat keep the meaning intact in reading process; and 4) Propaganda Technique, in which students directed their understandingon specific things that students want to know from the literature that exists (Kristono & Sensenig, 2010). Such strategies can bedeveloped if there is an integration between animation technology that gives a clue to develop students backgroundknowledge and students critical thinking. Some aspects of English reading comprehension presented in ELL process are texttype, language feature, vocabulary and question following the readings. Those aspects may be influenced by problems ifstudents reading strategies are not developed well.

Therefore, in this journal, a learning model is developed associated with those strategies in learning and the ways inwhich organized and thought well to answer the purpose or intent of ELL (Widdiharto, 2004). The integration between Englishreading materials and animation technology later called by Creative Reading learning model.METHOD

This Journal uses Research and Development (R&D) method. This method explores potentials and problems as thebasis for the development of a learning model and then through several stages there will be a hypothetical model that can beused as an alternative in developiing a better learning to achieve the goal of education. This research uses stages one­Research Analysis­ up to seven­ Revision of Final Product (Borg & Gall, 1989). The approach used is a case study in which theissues were investigated regarding the predicate of SMP Lab Salatiga as a high­tech school that exclusively be the object of theresearch.

In general, the design of the study in this journal is the stage from the problem faced by students, that were about tolook for a solution through teaching learning management, as shown in Figure 2 combined with stages of research anddevelopment by Borg & Gall (1989).

In this paper there are 36 people as the respondents where 30 people are students (S), 5 teachers (teachers/T,student­teacher/ST) and the principal in SMP Lab Salatiga. Then, through the respondents, the data can be obtained by usingseveral insrumens like: Open­Ended Questionnaire for students, Focused Group Discussion (FGD) for teachers, student­teacherand principals, and Semi­Structured Interview for deepening further data. Analysis is made by Coding/Categorization.

Stage one­ Research Analysis and Proof of Concept­ was conducted in pre­research section. Then, Planned ProductDesign (stage two) derived from earlier literature review about integration of ELL material and animation technology. Here is

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Creative Reading learning model, a Preliminary Product Development (stage three) as presented in Figure 4 which is the initialmodel prior to process validation, revision and testing.

The model was then validated by two practitioners as R&Ds stage four before the field test. The practitioners areexperts in fields related to the production of model design. Lany Kristono, M.Hum is a practitioner in the field of English whohave been teaching in reading comprehension for years. While, Michael Bezaleel Wenas, S.Kom, M.Cs is practitioner whodevelop knowledge in the field of technology particularly in multimedia and animation. Both are active lecturer at the SatyaWacana Christian University Salatiga which validates the design of existing models. The validation discovered severalweaknesses. In general, the weaknesses were concised into one big ideas about the understanding of the model design thatwas less clear. It was not clear enough because there was no actual parts to understand by the user in designing teachinglearning process using this model. Therefore, the Creative Reading model changed into more detail (stage five­ Revision of thePrototype) as presented in Figure 5 and it was ready to be tested in the main field.RESULT AND DISCUSSION

In accordance with the results of the data collection from 30 students, it was known that the frequency of the use oftechnology in SMP Lab was still unstable or not all the teachers in the English course (are able to) use animation technology,particularly in supporting students' reading comprehension. Those 28 (93.3%) out of 30 students stated that the use of ICT inELL was only sometimes­ two to five times a month compare to the whole face­tof­face meeting per month­. One (3:33%)student said that teacher rarely­ below two times a month­ used ICT and another one (3:33%) said often­ more than five timesa month­.

Those statement was supported by the opinion of some students regarding the reliability (English teacher expertise) intechnology in the delivery of lessons.

"... sometimes there are teachers who can not" (S7)... not all use it ... there is also a proficient (S14)... "... having idea to use it but I can not make by my own, I usually copy and paste. The time management isalso not good ... (T1)Factors affecting the frequency of technology usage was also the unqualified teachers in using the type of technology.

Because the process of preparation to the delivery of learning can be creatively designed by the teachers according to thetheme and standard of facilities and infrastructure, learning tends to be done according to the capabilities and reliability of theteachers. Thus, there was some factors affecting the frequency in term of teachers age, learning model usage and capabilityof using ICT in ELL.FROM COMMON READING TO CREATIVE READING

It is known that in English reading comprehension found many obstacles in terms of teachers and their competence.SMP Labs teachers were indicated not having optimum competence in the use of animation technology in ELL. Students withlearning model applied also found some difficulties because students tend to get bored, sleepy and lose their interest in thematerial presented by conventional learning systems. From conventional learning systems, it was obtained various constraintsfaced by students which if they ignored them, it would interfere their achievement of learning objectives that exist. Suchexposure was derived from observation of the application of the conventional learning systems in English readingcomprehension before the technology was applied in student reading materials.

Then, Creative Reading learning model was tried by integrating reading materials and animations into ELL (particularlyin English reading comprehension). After the model tried in the main field (stage six­ Main Field Test), there was found thatdifference between students who read with conventional learning model and those with Creative Reading models existed.Students with conventional learning models tend to have constraints that far more than those who read with animationtechnology. Students felt comfortable when they learned English using animation technology. They could develop theirunderstandng of the text given by using reading strategies they have supported with clues from tthe animated pictures in thereading passage. They also did not get bored, sleepy but were awake and anthusiastic.

... sometimes I imagined how the plot will be. So, It was easy for me to understand... by using animation, Ifelt so anthusiastic and it was effective because the animated pictures (design) will attract students and they willdevelop their imagination... (S2)However, after applying Creative Reading learning model, a confusion experienced by teachers was found in

understanding the model especially in applying the model from teaching preparation until the learning process. Some student­teachers who want to develop learning material with such model did not understand how to get started building the creativematerial. Some them also asked the stages in applying Creative Reading model into ELL. From those confusion and statementof evaluation, there was an input to revise the previous model that has been established in which the model contained only theconcept of integrating ELL materials (including its components) and animation technology (including its components).

After product trial, i.e. Creative Reading model in ELL process, it was revised (stage seven­ Revision of theFinalProduct) by adding some stages in deploying the model into teaching learning process. It was found from problems of theresearch that in applying learning model, there were several steps to run. Those stages are divided into two such as teacherspreparation steps and students learning steps.

For teachers, there are six stages in the preparation of teaching materials related to the Creative Reading model. First,planning, where teachers plan what are to be taught, what objectives to be achieved in the learning sessions. Second,searching, a stage where teachers find material or adopted suitable teaching material that exixt. The third stage is adjusting,where teachers adjust the material obtained in accordance with the concepts and learning models that exist. Next is creatingteaching material. Having created the teaching material, teachers are now able to apply (implementing) it in ELL. The last stageis evaluating, where the teaching materials that have been used for teaching evaluated to find error and/or any improperthings. Then, the stages continues from one to six into a cycle.

For students, there are also six stages in learning process where Creative Reading was applied. First, generating theirbackground knowledge (knowledge that exixted) to understand the reading that is integrated with animation as a clue,stimulate their attention and interest to read. Furthermore, linking them with the knowledge of the existing readings to gainunderstanding. Once they are able to connect their knowledge, they start to analyze whether their understanding obtained arecorrect in accordance with the true meaning of the passage. The next stage is predicting. Students are, then, executing whatthey have learned. Here, students predict their learning outcomes. It will be a good learning input for students to reflect. Thelast stage is reflecting, where students recall the learning process from the very begining until they have understood thematerial presented. This reflection is used to develop students self learning for what they have not been achieved. Similarly,this stages continues as a cycle.

From cycle of stages encountered in the implementation of Creative Reading learning models, a model whichpreviously formed added by those stages of teaching and learning becomes a new Creative Reading revised from previousmodels. Figure 7 is the revised Creative Reading model after product trialCONCLUSSION

From the research above, there are some points as the conclussion. Those are stated as follows:1. In English Language Learning (ELL) especially in English reading comprehension, there were some obstacles found by

teachers as well as students. For students, generally, they cannot optimatize their understanding because their insifficientunderstanding of the text, the improper use of reading strategies, insufficient teacher guidance to have a good reading

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habit. For teacher, they still used conventional learning model where hand out are given too much, many work sheets andthey do not give attraction to the student, they do not master technology (technology is potential to attract students). Thoseextents brings difficulties in ELL related to the use of ICT.

2. Animation Technology plays important role in ELL process. Beside becoming an attractive learning source, it can stimulatestudents reading strategy. Students are able to improve their strategies such as: Predicting and Anticipating, Inference,Turn­Off Reader, and Propaganda Technique in understanding reading passage.

3. Creative Reading learning model are developed by integrating English reading comprehension aspects such as: text type,language feature, vocabulary and question following the readings and animation technology whose aspects are users(those who use technology), visual effect (pictures presented by the technology) and suggestion effect (intersting andattracting point from the technology usage). The model, then, revised by adding stages of teacher teaching from Planning,Searching, Adjusting, Creating, Implementing and Evaluating and stages of students learning such as: Generating,Connecting, Analyzing, Predicting, Executing and Reflecting

REFERENCEAdman. 2005. Manajemen Pendidikan Nasional: Strategi dan Upaya menghadapi Tantangan Globalisasi melalui Pendidikan.

Jurnal Edukatif UPI. Vol.1, No.1, 2005.Agina, A. M. 2013. Animation in Education Oracle Think Quest: Education Foundation. Retrieved from:

http://library.thinkquest.org/05aug/00066/content_education.htmlBhavard, R. 2009. Audio­video Aids in Teaching English. English Language Teaching Weekly. Issue No.6.Biancarosa, G. & Griffith, G.G. 2012. Technology Tools to Support Reading in the Digital Age. The Future of Children Journal,

Vol. 22, No. 2.Borg, W., & Gall, M. (1989). Educational research: An introduction (5th ed.). White Plains, NY: LongmanHidayat. 2009. Identifikasi Hambatan Perkembangan Belajar Dan Pembelajarannya. FIP: Universitas Pendidikan IndonesiaHill, Chapel. 2013. Reading Comprehension: Helping Learners Focus on Meaning. UNC: Tutor training SCALE. Human

Development Report. Retrieved from: www.dif.mp.gov.in/mphdr%5CChap1_E_2007.pdf?Knuth, R. A. & Jones, B. F. 1991. What does research say about reading? Retrieved from:

http://www.ncrel.org/sdrs/areas/stw_esys/str_read.htmlKristono, L. & Sensenig, V. 2010. Critical Reading: Unit 9. Satya Wacana Christian University: pp 1­7Lee, J. H. 2013. History of Animation: Presentation. Seoul National University. Retrieved from:

http://mrl.snu.ac.kr/courses/CourseAnimation/notes/HistoryOfAnimation.pdf.Ling, Y. W. 2004. How can I improve the students self­confidence in our classroom activities in order to enhance their

learning? Retrieved from: http://www.actionresearch.net/living/moira/Ling%20Yiwen.htmMunir. 2009. Kontribusi Teknologi Informasi dan Komunikasi (TIK) dalam Pendidikan Di Era Globalisasi Pendidikan Indonesia.

Universitas Pendidikan Indonesia.Setiawan, D. 2011. Animation in Language Learning. Information and Communication Technology JournalSims, D. D. et al. 2011. Academic Reading Module: Globalization and language learning. SWCU: Faculty of Language and

Literature.Stiviani, R. & Hayati, N. 2011. Using Animation Clip to Improve the Listening Ability of the Eight Graders of SMP Negri 21

Malang. State University of Malang.Webopedia. 2013. Definition of Animation. Retrieved from: http://www.webopedia.com/TERM/A/animation.html.Widdiharto, R. 2004. Model­Model Pembelajaran. Yogyakarta: PPPG Diknas.

Widyaiswara, J. ­­­­. Efektifitas Pembelajaran Tuntas. Medan: Balai Diklat Kemenag

Figure in Widya Sari Journal (Vol18. No1. Maret 2016) - Mozes Kurniawan:

Figure 1. SMP Lab Students’ Reading Strategies (Kristono & Sensenig, 2010)

Figure 2. Research Design in SMP Kristen Satya Wacana Salatiga

Figure 3. Stages of Research and Development by Borg & Gall (1989)

Figure 4. Creative Reading Design Model

Figure 5. Creative Reading Model

Figure 6. Stages of Teachers Teaching and Students Learning from preparation to evaluation

Figure 7. Creative Reading Learning Model

English Reading

Comprehension

Animation

Technology Creative

Reading

Concept

English Reading

Comprehension

Animation

Technology

Creative Reading Concept

Text

Type

Questions

Vocabularies Language Features

Visual Effect

Suggestion Effect

Users

4

2 6

1

5 3

Note: (Teacher / Student)

Planning / Generating

Searching / Connecting

Adjusting / Analyzing

Creating / Predicting

Implementing / Executing

Evaluating / Reflecting