Development of Reading Teaching Materials based on Visual Information in the English Language Education Study Program

Abstract

The objective of this research is to create reading instructional materials that utilize visual information that are both valid and practical, while also being highly effective. The motivation for this research stemmed from the need to adapt the technique to the lack of visually-based reading materials for English language learners. This study employs research and development techniques based on the ADDIE paradigm. The data in this study is derived from primary sources, including the results obtained from data collection instruments, direct observations of students, and direct interviews with lecturers. Data gathering procedures were undertaken through observations, interviews, and documentation studies. Data analysis was conducted utilizing analytical tools within the SPSS software package. Based on the findings and deliberation, the following conclusions can be drawn: 1) During the analysis phase, the implementation of English reading skills learning at Tuanku Tambusai University yielded results by disseminating knowledge about the production of reading teaching materials that rely on visual information.Comma 2) During the design phase, two conclusions can be drawn: the development of learning materials for English reading skills and the creation of visual information for English reading abilities. Learning materials are specifically tailored to meet the requirements of the curriculum and the unique qualities of the students. Both the learning material design for English reading skills and the visual information design for English reading skills may be classified as excellent. 3) During the development stage, visual information book products and their supporting systems must meet high standards of quality in terms of validity, practicality, and effectiveness. 4) The use of visual information during the implementation stage has a substantial impact on students' English language reading skills. 5) The efficacy of utilizing visual information in enhancing reading skills was confirmed by an Effectiveness Test that assessed the students' attitudes. The obtained results indicate that the t-value (4,697) is greater than the critical t-value (1.69), and the significance level (0.000) is less than 0.05. Therefore, it can be concluded that there is a significant difference between the experimental class, which utilized visual information in reading skills, and the control class, which did not use visual information in reading skills.