Developing a Digital Pop-Culture Zone Media Based on STAD Models to Improve Students’ Reading Comprehension
Authors
-
Isna Ahsanu Nadia
Universitas Negeri Semarang
-
Panca Dewi Purwati
Universitas Negeri Semarang
DOI:
https://doi.org/10.36312/jolls.v6i1.4470Keywords:
Pop-culture zone digital, Student teams achievement division, Reading comprehensionAbstract
Reading skills are very important for elementary school students to master in order to improve their learning outcomes. Lack of reading comprehension skills is a problem for fifth graders. Therefore, this study was conducted to help students improve their reading comprehension skills. The purpose of this study was to develop, test the feasibility, and test the effectiveness of digital pop culture zone media based on the student team achievement division (STAD) model to improve the reading comprehension of fifth graders. This study used the Research and Development (R&D) method by Borg and Gall in Sugiyono's book, which is abbreviated into eight stages, including potential and problems; data collection; product design; design validation; design revision; preliminary testing; product revision; and usage testing. This study developed digital pop-culture zone media based on the STAD model. Digital pop-culture zone media is highly suitable for application with the six steps of the STAD model because it helps students become more active in group discussions as a way to improve their reading comprehension. The results of the expert assessment of the media and materials reached 91.67% and 95% with a very feasible criterion, and obtained scores of 92.85% and 96% for the results of the teacher and student response questionnaires with a very feasible criterion for the media and model used. Therefore, STAD-based digital pop culture zone media is declared to be very feasible and effective for improving reading comprehension.
Downloads
References
Abdini, R. M. (2021). The use of the STAD (Student Teams Achievement Division) learning model to improve reading comprehension skills of third-grade elementary school students. Kalam Cendekia: Scientific Journal of Education, 9(1). https://doi.org/10.20961/jkc.v9i1.53856
Asnawi, A., Sinaga, Y. K., Herman, H., Sianturi, B. K., Kartolo, R., & Tannuary, A. (2025). Investigating Teaching-Learning Strategies in Improving EFL Learners’ Reading Comprehension: A Lesson Learned from Junior High Schools. Journal of Languages and Language Teaching, 13(1), 189. https://doi.org/10.33394/jollt.v13i1.13362
Asrimawati, I. F., Elyani, E. P., & Rosalina, E. (2024). How Online Extensive Reading and Listening Program Enhances Students’ Reading and Listening Comprehension: An Experimental Study. Journal of Languages and Language Teaching, 12(4), 1978. https://doi.org/10.33394/jollt.v12i4.11580
Aziz, M., Huda, N., & Kiptiyah, S. M. (2024). Development of interactive PowerPoint-based digital pop-up book learning media for fifth-grade elementary school hearing material. Jurnal Penelitian Pendidikan IPA, 10(12), 10618–10626. https://doi.org/10.29303/jppipa.v10i12.7794
Azka, M., & Purwati, P. D. (2025). Implementation of an innovative literacy teaching module assisted by imaginative narrative texts to improve second-grade elementary students’ reading comprehension skills. [Journal Name], 7(2), 9948–9956.
Br Ginting, Y. F., & Stephanie, R. (2021). Implementation of the ARIAS learning model to improve students’ learning outcomes. Journal of Science and Computer Education, 1(1), 9–19. https://doi.org/10.47709/jpsk.v1i01.1237
Dolba, S., Gula, L., & Nunez, J. (2022). Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School. Journal of Language and Literature Studies, 2(2), 62–74. https://doi.org/10.36312/jolls.v2i2.874
Firman, E., Haerazi, H., & Dehghani, S. (2021). Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness. Journal of Language and Literature Studies, 1(2), 57–65. https://doi.org/10.36312/jolls.v1i2.613
Habibi, A., Jupri, & Dehghani, S. (2022). Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools. Journal of Language and Literature Studies, 2(2), 75–87. https://doi.org/10.36312/jolls.v2i2.760
Harianto, E. (2020). Reading skills in language learning. Jurnal Didaktika, 9(1), 2. https://doi.org/10.58230/27454312.2
Hasan, M., Milawati, Darodjat, Khairani, H., & Tahrim, T. (2021). Learning media. Tahta Media Group.
Jannah, A. R., Hamid, L., & Srihilmawati, R. (2020). Pop-up book media to improve early childhood reading skills. Al-Urwatul Wutsqo: Journal of Islamic and Educational Studies, 1(2), 1–17. https://doi.org/10.62285/alurwatulwutsqo.v1i2.10
Khamidah, A., Khoir, N., Yulia, T., & Artikel, R. (2022). Development of pop-up book learning media in language learning through the animal theme for children aged 4–5 years at RA Bahrul Umum Sawahan Turen-Malang. Journal of Early Childhood Scope, 3(1), 2022–2030.
Khonamri, F., & Sana’ati, M. K. (2014). The Impacts of Dynamic Assessment and CALL on Critical Reading: An Interventionist Approach. Procedia - Social and Behavioral Sciences, 98, 982–989. https://doi.org/10.1016/j.sbspro.2014.03.508
Kultsum, U. (2019). The use of media in Indonesian language learning for junior high school students (SMP/MTsN). Sustainability (Switzerland), 11(1), 1–14.
Kusumawati, W. T. (2024). Implementation of digital pop-up book media on elementary school students’ critical thinking skills. [Journal Name], 5, 0–3.
Lestari, K. E., & Yudhanegara, M. R. (2017). Educational research in mathematics. PT Refika Aditama.
Magdalena, I., Ulfi, N., & Awaliah, S. (2021). Analysis of the importance of language skills among fourth-grade students at SDN Gondrong 2. EDISI: Journal of Education and Science, 3(2), 243–252. https://ejournal.stitpn.ac.id/index.php/edisi
Nurdiana, S., Sudirman, S., Laaribi, M., & Chuyen, N. T. H. (2023). Applying Wattpad Platform as an Instruction Medium to Improve Reading Skills Viewed from Reading Strategies. Journal of Language and Literature Studies, 3(1), 80–91. https://doi.org/10.36312/jolls.v3i1.999
Purwanto. (2016). Evaluation of learning outcomes. Pustaka Belajar.
Rejeki, S. (2020). Improving reading skills using the PAKEM (Active, Creative, Effective, and Enjoyable) learning model. Social, Humanities, and Educational Studies (SHEs), 3(3), 2234.
Sudiatama, Dehghani, S., & Zamorano, A. (2023). The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy. Journal of Language and Literature Studies, 3(1), 53–66. https://doi.org/10.36312/jolls.v3i1.992
Sugiyono. (2023). Quantitative, qualitative, and R&D research methods. Alfabeta.
Wulandari, I. (2022). STAD (Student Teams Achievement Division) cooperative learning model in Islamic elementary school instruction. Jurnal Papeda: Journal of Basic Education Publications, 4(1), 17–23. https://doi.org/10.36232/jurnalpendidikandasar.v4i1.1754
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Isna Ahsanu Nadia, Panca Dewi Purwati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
