DEVELOPING WORD WALL GAME WORKSHEET IN READING

NARRATIVE TEXT FOR TENTH GRADE STUDENTS

AT SMA NEGERI 3 MEDAN

¹Khairinnisa Rohimah Lubis, ²Dr. Neni Afrida Sari Harahap, S.Pd., M.Hum
¹English and Literature Department, Universitas Negeri Medan, Indonesia
²English and Literature Department, Universitas Negeri Medan, Indonesia
¹[email protected] , ²[email protected]

ABSTRACT
This research aimed to develop a Word Wall Game Worksheet in reading narrative text for
tenth-grade students. The research method used the Research and Development (R&D)
design from Borg and Gall (2003) with six steps, namely Gathering Data and Information,
Need Analysis, Product Design, Validation to Experts, Revising Products, and Final
Products. The research subjects consisted of 34 students in class X-11 and one English
Teacher at SMA Negeri 3 Medan. The data collection techniques included interviews and
questionnaires. The data analysis techniques included Organizing and preparing data for
analysis, investigating the data, Coding, Interpretation, Confirmation, and the Last step to
write an inclusive description of the resulting analysis. The result of the study showed that the
development of the Word Wall Game Worksheet was suitable and approved for use by tenth-
grade students in reading narrative text provided by the scores validation of the products
given by the experts from the lecturer was 91% and the teacher was 90%. The final products
were in the form of a Word Wall Game Worksheet integrated with the wordwall.net platform
and the learning material was in the form of a handbook.
Keywords: Students Worksheet, Word Wall Game, Reading, Narrative Text

INTRODUCTION
Education is an important role in the development of a country. Therefore, the government is
increasingly improving the quality of education in Indonesia. The government has made
serious efforts such as revamping the curriculum, improving teacher skills, and providing
facilities that support the teaching and learning process. The use of media in the teaching and
learning process is very important in achieving learning objectives. Slameto, (2003) states
that there are three factors that influence student learning outcomes, namely: teaching
methods, learning media, and student learning motivation.
According to the Organization for Economic Co-operation and Development (2001) it states
that teachers must have a variety of technical and pedagogical skills that are always
developing up to date to suit technological advances and how to use them. Along with these
technological developments, teachers must be able to be more creative and innovative in
developing learning tools. One of them is by developing student assessment media to make it
more interesting and fun, namely by making E-Worksheets. Students E-worksheet developed
using Word Wall Game media.
E-worksheet is an electronic version of a worksheet that can be read via a computer or mobile
phone which is specifically designed for the purpose of learning to reading narrative texts.
Word Wall Game is an interactive game based on digital technology with word concepts or
question choices in the form of a game. This game is designed to actively involve students in
teaching and learning activities so that it can increase student learning motivation and student
reading competence.
There are two basic elements in learning English, namely language skills. Language skills
consist of four English skills, namely Listening, Speaking, Reading, and Writing. One of the
most important language skills to be learned and mastered by students, especially at the
senior high school level, is Reading Skills. Dalman (2014: 5) states that reading is way to
improve brain function, train memory, and a way to get information in the form of paragraphs
and story summaries through reading competence.
Based on the explanation above, it is necessary that this research focused on how to develop a
Word Wall Game as a student's worksheet in reading narrative texts for tenth grade students
at SMA Negeri 3 Medan.
LITERATURE REVIEW
A. Student’s Worksheet
Students' worksheet according to Sutiasih (2009) is a sequence of tasks written in the form of
questions. The purpose of making worksheets is to make it easier for them to understand the
subject matter they are studying. Worksheets in teaching and learning activities can be used
at the stage of instilling concepts (delivering new concepts) or at the stage of understanding
concepts (advanced stages of instilling concepts) because worksheets are designed to guide
students in learning.
The main characteristic of the Student Worksheet is as a writing tool used by students to do
assignments or exercises in the form of worksheets. Usually in the form of paper or printed
documents that contain questions, instructions, and blank space for answers, and are also used
as tools to actively involve students in the learning process.
According to Asmawati (2015) suggests four types of worksheets:
1. Visual worksheets: printed materials like handouts, modules, paper, leaflets,
brochures, wallcharts, drawings, and paintings.
2. Audio worksheets: unprinted items such as audio tapes and discs.
3. Audiovisual worksheets: videos, films, compact disks, and similar media.
4. Multimedia worksheets: computer-assisted interactive materials, CDs, website
content, and electronic, interactive, or digital worksheets.
B. Electronic Worksheet (E-Worksheet)
E-Worksheet is an electronic version of the traditional worksheet that is usually used in
learning. E-Worksheets use digital technology, such as software or learning platforms based
on websites or applications, to present learning activities and exercises to students.
According to Ladyawati (2009), worksheets are training assignments given by the teacher
with questions that encourage students to be able to work on and understand them, with the
aim of facilitating students' understanding of the subject matter.
Based on Ladyawati's (2009) statement it can be concluded that the worksheet is a learning
tool that provides material, instructions, guidance and several questions that must be
answered by students with the aim that students can master the material that has been taught.
Teachers can develop E - Worksheets for students with the aim of becoming interactive
learning media that suit the needs of students in the learning process.
C. Word Wall Game
Word Wall is an easy to access and attractive digital media that can be accessed via a

browser. This application is specifically designed as a fun learning resource, media and

assessment tool for students. Word Wall can be interpreted as a web-based digital medium

used to create fun quiz-based games, very suitable for designing and reviewing learning

assessments.

Cranberry (2004:3) states that Word Wall is a learning strategy that can hone vocabulary by

playing questions in the form of a collection of words displayed on the wall, bulletin board,

blackboard, or monitor screen in the classroom. Several interactive digital technology media

can be used by teachers, one of which is the word wall. Word Wall is a digital platform

owned and developed by the company Visual Education Ltd in the United Kingdom.

Word wall is one of the interactive learning media technologies that can provide a variety of

interesting template features that can be applied as practice questions or quizzes and as

games. Word wall is a digital worksheet that provides question templates such as Quiz

questions, matchmaking, pairing, anagrams, random words, word search, grouping, etc.

Advantages of using Word Wall consist of several advantages in using this media. As for

some of the advantages of this Word wall media, which are as follows: Media is flexible, can

be used for various levels of students, Interesting and not monotonous, and Is creative and

able to increase student interest in learning. Disadvantages of Using Word Wall consists of

several advantages in using the media. As for some of the shortcomings of this Word wall

media, which are as follows: Needed more time to make, and This media can only be seen

and access because it is a visual digital media.

D. Concept of Reading Skills

Reading is one of the skills in English. These are several sub-skills called sub-skills or
micro-skills. According to Spratt et al. (2005), the effect of reading affects how to read the
sub-reading skills used. There are five sub-skills which are presented as follows: Reading for
a specific purpose or scanning is reading a text only to find certain information in it, Reading
to gather or skimming is skimming through a text to get an overview of what it is, Reading
details is reading by outputting the meaning of each word.
Extensive reading is reading long chunks of text, such as stories or articles. You can read
parts of the text in detail while reading other general purpose readings. Intensive reading is
reading to find more information in a text related to a particular topic. Sabouri (2016)
explains that reading is a process of obtaining information from writing, where the reader
does not only receive information passively, but also actively forms meaning.
There are various strategies that should be used to monitor comprehension and participate in
the reading process. The ability to read is one of the most important skills in English, apart
from listening, speaking and writing. English skills play an important role in learning, and
reading ability influences other skills. Reading involves interpreting and translating written
code words, as well as actively understanding information obtained from texts.
Each genre has characteristics that distinguish them from other genres, including special
purposes, common forms, and typical language characteristics. Furthermore, the meaning of
this genre allows students to understand the concept and identify the various types of text
they should write. Therefore, the researchers concluded that the genre involves text grouping.
This is seen from the Social function, Generic structure, and Language features. A genre can
help students in creating written effective communication articles.
E. Narrative Text
This research only focuses on narrative text. In this research, researchers will develop Word

Wall Game as a student’s worksheet in reading skill. Pardiyono (2007:2) concludes that genre

can be defined as a type of text that functions as a frame of reference so that text can be

written effectively, based on the purpose of the text, appropriate text elements, and

grammatical patterns.

a. Social Function of Narrative Text

Social functions can also be referred to as a goal. Social functions have an important role in

the genre of writing. The social function of the Narrative Text is to entertain audience or

readers. Therefore, this type of text is suitable for children and teenagers and adults. This

opinion is as good as the Clouse (2004: 14) in his book "The Student Writer: Editor and

Critic" that it is necessary to know the purpose of writing and the audience that will read the

work.
 b. Generic Structure

Anderson (2003, p.8), stated that there are five structures of narrative text. These five

structures need to be considered if you want to create, read, and analyze a narrative text,

namely: Orientation, Complication, Resolution, and Re-orientation / Evaluation.

c. Languages Features

Anderson and Anderson (1997) describe the following language elements that are common in

narrative tests, namely: Past tense (killed, lived, drunk, etc), Adverb of time (Once upon a

time, one day, etc), Time conjunction (when, then, suddenly, etc), Specific character. The

character of the story is specific, not general. (Cinderella, Snow White, Alibaba, etc), Action

verbs. A verb that shows an action. (killed, dug, walked, etc), Direct speech. It is to make the

story lively. (Snow White said, “My name is Snow White”). The direct speech uses present

tense, and Conjunction: After, before, etc.

RESEARCH METHOD
This research design was based on educational research and development(R&D). According
to Borg and Gall (2003: 569), The Research and Development (R&D) instructive model was
an industrial-based improvement approach in which research findings were used to create
new items and strategies that were then tested, evaluated, and improved to meet the adequacy
of the adequacy, quality, or comparative norms set. According to Borg and Gall (2003),
research and development consists of six stages as follows: Gathering information and data,
Need Analysis. Media Design, Validating to Expert / Evaluation Media, Revising Media, and
Final Product. The data for this research were collected from Interviews with English
teachers and Questionnaires from Google Form were given to students. The subject of this
Research was the English teacher and students of class X SMA Negeri 3 Medan. Audio
recordings, interview sheets, questionnaires, and documentation were used as tools to collect
data. The data was obtained through Creswell's theory (2014). The data would be analyzed
through the following steps: Organize and prepare data for analysis, Investigate the data,
Coding, Interpretation, Confirmation, and the Last step to write an inclusive description of
the resulting analysis.

FINDINGS AND DISCUSSIONS

This research aimed to develop Word Wall Game Worksheet in reading narrative text for
tenth-grade students at SMA Negeri 3 Medan. This research was conducted by Research and
Development (R&D) using the six stages outlined by Borg and Gall (2003): 1) gathering
information and data, 2) analyzing the data, 3) designing the product, 4) validating the
product, 5) revising the product, and 6) Final Product.
The research findings for developing a Word Wall Game as Worksheet in reading narrative
text were as follows: From data and information analysis, researchers found that to develop
the Word Wall Game as a worksheet, changes were needed to the worksheet format to make
it more accessible and interactive. The aim was to attract students' attention and interest in
reading competence, by adding picture elements and allowing them to play while learning.
This was expected to help students understand texts and materials better, with a more specific
analysis of the structure and language features in narrative texts. From the validation
assessment from validator experts, the researchers concluded that the Word Wall Game
Worksheet that had been developed was suitable and could be used by class X students at
SMA Negeri 3 Medan. Product validation score, given by experts in the "Excellent"
category. The assessment by lecturers was 91%, and by English teachers was 90%,
indicating that the worksheets met the quality and appropriateness standards required to
support learning to reading narrative texts as digital worksheets using the wordwall.net
platform and providing learning materials in the form Handbooks also help increase students'
knowledge of narrative material.
This section presented a discussion of the research findings, As development-based research
with final product results, the aimed of this research is to develop the Word Wall Game as a
Worksheet in reading narrative text for students in class X-11 and design learning materials
and narrative text worksheets that were suitable for class X students which could be used in
learning reading skills, especially reading comprehension and knowledge of analyzing the
structure and language features of narrative texts. The steps taken were to collect data by
analyzing Existing Worksheets, Students Need and Interest analysis, and information by
interviewing English teachers and distributing questionnaires for needs analysis to 34
students in class X-11. The researcher gave students a needs questionnaire sheet containing
nineteen questions covering needs, desires, shortcomings, input, goals, and students' roles in
studying narrative text in the development design of the Word Wall Game as a Worksheet.
After the worksheet design was completed, the researcher realized the worksheet using the
wordwall.net website platform. For this stage, researchers need to have an account first so
they can use the features on the Word Wall Game platform to develop e-worksheets. Then,
after being designed and realized digitally, the worksheet was evaluated and validated by
experts. In validation of Word Wall Game Worksheets and learning materials. The
assessment rubric covers five aspects, namely linguistic aspects, process, product and
content, layout and technology. Based on expert evaluation and validation, the learning
material for reading worksheets and narratives developed in this research is categorized as
very good. This shows that the results of the assessment of the first expert, namely the
lecturer, were 91% and the results of the second expert, namely the English teacher, were
90%, so that if combined the total assessment was 90.4%. Even though the final evaluation
results from experts are in the "Very Good" category, to develop a better product, researchers
have revised the Word Wall Game Worksheet and narrative learning materials based on
suggestions given during the validation process.
Verification from related studies, as expressed by Nabila Rahma Sari, et al (2023), showed
that the development of Word Wall learning media on recount text material provides useful
information for class X IPA 5 students in developing reading skills. This statement states that
Word Wall was suitable for use and easy to access during the learning process, as a medium
for learning recount text, based on the validator's assessment. The similarity between the
statement according to Nabila Rahma Sari, et al (2023), and the results of this research lies in
the understanding that the Word Wall could be easily accessed during the learning process
and has relevance to the development of reading skills. However, The Differences include
the used of Word Wall in my research as a worksheet or assessment sheet in the form of a
game, whereas previous research used it as a learning medium. Apart from that, the types of
text genres used in my research are different, namely narrative texts and descriptive texts.
Overall it could be concluded that this research makes an important contribution in
the development of more specific material, which was a necessity for teachers to impact
students' understanding. The development of the Word Wall Game as an interactive
worksheet and appropriate and interesting learning material was the main focus. Based on
research findings, expert evaluation showed that the Word Wall Game developed in this
research was considered suitable as a narrative text reading worksheet for tenth grade
students at SMA Negeri 3 Medan.
CONCLUSIONS
After the researcher analyzed the data and information on the Existing Worksheet, Need
Analysis, Target Need, and Interview for developing a Word Wall Game Worksheet in
reading narrative text for class X-11 students drawn as follows: Analysis of data, information,
and product validation assessments from experts in this R&D research concluded that the
development of the Word Wall Game Worksheet in reading narrative texts for tenth grade
students was suitable for use. The results of data and information analysis showed that the
needs and desires of students and teachers were to change the worksheet format with an
emphasis on interactivity and attracting student interest. Expert evaluation confirms that the
Word Wall Game developed meets the quality and feasibility standards required to support
learning to read narrative texts at the high school level. Score validation of the study showed
that the development of the Word Wall Game Worksheet was suitable and approved for use
by tenth-grade students in reading narrative text provided by the scores validation of the
products given by the experts from the lecturer was 91% and the teacher was 90%. Therefore,
this research provides a strong basis for using the Word Wall Game Worksheet as an
innovative and effective digital learning assessment tool in the context of reading narrative
texts for tenth grade students at SMA Negeri 3 Medan.
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