Development of E – Book Based Flipbook of Recount Text

Material to Improve Students Reading Skill

PROPOSAL

AISYAH HADI
Reg. No. 210602029

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH RIAU
PEKANBARU
2025
 CHAPTER I
INTRODUCTION

1.1. Background
English language learning in Indonesia still faces various challenges,
especially in developing reading skills. Based on data from the Program for
International Student Assessment (PISA) in 2022, the reading literacy level of
Indonesian students is still below the average for OECD countries. This finding
shows the importance of innovation in learning methods and media to improve
students' reading skills. Wijayanti et al. (2021) revealed that students' low reading
skills are caused by minimal interest in reading and the use of less interesting
learning media. Learning media, such as conventional printed textbooks, are
considered less interactive and have not been able to attract students' attention in
the digital era (Purnama, 2022).
One of the basic skills that students must master in learning English is reading
skills. This ability is an important aspect in language acquisition, because reading
is not just about recognizing letters and words, but also requires a deep
understanding of the contents of the text (Grabe & Stoller, 2019). Recount text is
one of the important types of text in learning English. This text aims to retell
events or experiences that have occurred in chronological order. According to
Setiawan and Rahmat (2021), understanding recount text not only helps students
in reading skills but also builds critical thinking skills and structural
understanding of language. However, according to Hardianto's research (2020),
around 65% of students still face difficulties in understanding the structure and
linguistic features of recount texts, which contributes to their overall low reading
skills.
Students' difficulties in understanding recount texts are often caused by low
interest in reading conventional texts that tend to be monotonous and less
interactive. In addition, learning methods that are still centered on teachers
(teacher-centered) can reduce students' active involvement in the learning

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process. Harmer (2007) stated that effective learning should involve students
actively and provide a pleasant learning experience. Therefore, innovative and
interesting learning media are needed to increase students' motivation and
reading skills.
One of the learning media innovations that has the potential to overcome these
problems is the development of flipbook-based e-books. E-books or electronic
books are an alternative learning media that offer wider accessibility and
functionality than printed books (Prasetya, 2021). Flipbooks themselves are
digital media that imitate the experience of reading conventional books with a
page-turning effect, but are equipped with various interactive multimedia
features, such as audio, video, animation, and links (Hidayatullah, 2021).
Research conducted by Amalia et al. (2022) shows that the use of flipbook-based
e-books can increase students' reading interest by up to 78% and increase reading
comprehension by 42% compared to the use of conventional textbooks.
Several studies have proven the effectiveness of using flipbooks in learning.
Nugroho and Wahyuni (2020) found that the application of flipbook-based e-
books in English learning can increase student engagement and significantly
improve learning outcomes. In line with these findings, Wibowo et al. (2023)
revealed that flipbook-based learning media can accommodate various learning
styles, including visual, auditory, and kinesthetic, so that they can meet the
various characteristics of students.
The advantage of flipbook-based e-books compared to conventional learning
media lies in their ability to integrate various multimedia elements that can
stimulate more than one sense. Based on the multimedia learning theory put
forward by Mayer, as quoted by Purwanto and Hidayat (2021), learning becomes
more effective when it involves various sensory channels. In the context of
learning recount texts, the integration of visual, audio, and interactivity elements
in flipbooks can help students visualize the storyline and understand the structure
of the text better. Ratnasari (2022) in her research also showed that the use of

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interactive multimedia in learning narrative texts can increase students'
understanding of text structure by up to 56%.
In addition, the development of flipbook-based e-books is also in line with the
21st century learning paradigm which emphasizes digital literacy skills. Widodo
and Kustandi (2021) stated that the ability to access, manage, and integrate
digital information is an essential skill for students in the information age.
Research conducted by Susanto and Akbar (2022) shows that the use of digital
media in learning not only improves understanding of the material but also helps
develop students' digital literacy, which will be useful in lifelong learning.
In the context of education in Indonesia, the development of flipbook-based e-
books for recount texts is also in line with the implementation of the Merdeka
Curriculum, which emphasizes activity-based learning and problem solving.
Flipbook-based e-books allow the integration of various interactive activities that
encourage students to think critically and apply their knowledge in real
situations. Hartono and Pratiwi (2023) in their research revealed that the use of
interactive learning media can support the achievement of the Pancasila student
profile as mandated in the Merdeka Curriculum, especially in the aspects of
critical reasoning and independence.
In addition, the COVID-19 pandemic that has hit since 2020 has accelerated
the digital transformation in the world of education. Although face-to-face
learning has resumed, the need for digital learning media remains relevant.
Widodo and Wahyudin (2023) stated that the experience of distance learning
during the pandemic has changed the educational paradigm and increased the
need for flexible digital teaching materials that can be accessed anytime and
anywhere. In this context, flipbook-based e-books are one of the adaptive digital
teaching material formats, which can be used in both face-to-face and distance
learning.
Based on the researcher's observation, one of the problems that often occurs in
reading comprehension among students is the lack of emotional involvement in
the material presented. Many students have difficulty building a personal

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relationship with the text they read, especially if the topic is less relevant or
uninteresting to them. This lack of emotional involvement makes reading
activities feel boring and less interesting. As a result, students' motivation to read
and understand texts decreases, which affects their level of understanding and the
development of overall reading skills.
Learning media are tools or devices, either in the form of hardware or
software, used by educators to deliver material to students during the learning
process (Magdalena et al., 2021). Referring to the problems that have been
explained, the use of effective learning media is essential in teaching and
learning activities in the classroom. In addition, the learning media used must be
consistent in its application. Therefore, e-books are developed as an alternative
learning media that can help students improve their writing skills while
overcoming obstacles related to the use of learning media in schools. E-books are
a form of digital book that utilizes electronic technology as an interactive means
to present text and images. In addition, e-books can be combined with various
multimedia elements such as visuals, text, video, and audio via computer devices,
allowing users to create, interact, and communicate more effectively.
At SMK 7 Pekanbaru, based on the results of interviews with one of teacher
on February 13, 2025, it was shown that the school had adequate technological
facilities, such as computer laboratories and internet access. However, the use of
technology in English learning is still not optimal. Hasanah and Purnomo (2021)
stated that the availability of technological infrastructure in schools must be
balanced with the development of relevant and quality digital content. In this
case, the development of a flipbook-based recount text e-book can be a solution
to optimize the use of technology in English learning at SMK 7 Pekanbaru.
The results of an interview conducted by the researcher with one of the
teachers at SMKN 7 Pekanbaru on Tuesday, January 7, 2025, obtained
information that the curriculum applied to grade XI students is the Merdeka
Curriculum. Although there are differences with the previous curriculum (K-13
Curriculum), in practice the implementation of this curriculum in learning is not

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much different. Based on the researcher's experience during PLP (Pengenalan
Lapangan Persekolahan) at SMK Negeri 7 Pekanbaru, teachers only rely on
textbooks as a medium for teaching English, but students are less interested in
using this media. According to the teacher perception, the use of more interesting
learning media is needed to increase student involvement in the learning process
in the classroom.
Based on the results of observation conducted, several obstacles were found in
students' reading comprehension. First, the lack of interest in reading among
students stems from the use of traditional learning media, such as printed books
and photocopied material sheets. This type of learning media is considered
monotonous and unattractive, resulting in students being less active and
unenthusiastic when participating in teaching and learning activities. Second,
another difficulty faced by students is understanding the structure and linguistic
characteristics of recount texts, such as the use of past tense, and action verbs.
This obstacle has an impact on the less than optimal learning process, because
students have difficulty understanding and applying these concepts in reading
and writing recount texts. Third, recount text learning is not optimal in
integrating multimedia elements such as images, audio, and video. In fact, in the
current digital era, students are more interested in learning through interactive
and visual-based media. The limited use of multimedia in learning makes the
learning process feel less interesting and less able to increase active student
involvement. As a result, they get bored easily and have difficulty an during
learning. Another factor that makes things worse is the lack of opportunities for
students to practice understanding and applying recount texts independently.
Learning focuses more on delivering theory without providing enough practical
exercises for students in reading and writing recount texts. In addition, less
varied teaching strategies are also a major obstacle. Teachers still tend to apply
the learning method, which reduces students' active involvement in the learning
process. As a result, grade XI students have difficulty understanding the material
effectively, so that learning feels monotonous and less interesting.

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 After identifying the problems above, learning media is very important for
teaching and learning activities in the classroom. It is necessary to develop
flipbook-based recount text e-books as an innovative solution. This media is
expected to increase students' interest in reading, facilitate understanding of the
structure and linguistic characteristics of recount texts, and encourage active
involvement in learning. In addition, e-books were developed as one of the
learning media available in schools today. E-books allow more flexible access
through digital devices, thus supporting independent and more interactive
learning. According to Larson (2015) e-books can improve students' reading
skills because they provide flexible and interactive access. Students can learn
anytime and anywhere through digital devices, thus supporting independent
learning.
This study aims to develop e- book based flipbook as a learning medium for
recount texts to improve the reading skills of grade XI students at SMK Negeri 7
Pekanbaru. Through the analysis conducted, this study is expected to provide a
comprehensive description of the implementation of flipbooks in learning and
strategies that can be applied to optimize their use.
This e – book is produced to innovate, interact, and effect in learning media to
improve students' understanding of recount texts. Theoretically, this study is
expected to contribute to the development of science, especially in the fields of
English language learning. The results of this study will add insight into the
effectiveness of digital media in improving students' reading literacy and can be a
reference for developers of learning media in designing more interesting and
interactive materials. Practically, this study is expected to be useful for teachers
in developing more innovative and effective learning methods, while helping
students understand recount text material better.
Finally, the results of this study are expected to provide significant
contributions to the development of digital learning media in SMK 7 Pekanbaru.
In addition to enriching academic literature, this study also offers concrete
solutions to challenges in vocational education. Thus, the relevance of this study

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 is not only limited to the local context, but also has the potential to be applied on
a wide scale, both at the national and international levels.

1.2. Identification of the Problem

Based on the background that mentioned, the following is the identification of
the problems formulated:
a. Lack of interest in reading among students due to still using conventional
learning media.
b. Lack of students' understanding of the structure and linguistic characteristics.
c. Minimal use of multimedia elements such as images, audio and video.
d. Limited student access to varied and interactive learning resources.

1.3. Limitation of the Problem

The researcher here focuses this research on problem number one, namely the
low interest in reading among students because they still use conventional
learning media. The use of media such as conventional textbooks and
photocopied teaching materials that are less varied makes students quickly bored
and less enthusiastic in understanding the text. This can be seen from the results
of observations and interviews with English teachers at SMKN 7 Pekanbaru,
where many students complained that learning to read recount texts felt
monotonous and uninteresting. Therefore, this study focuses on the effectiveness
of e-books as an innovative solution to increase student involvement in reading
learning.

1.4. Research Questions

In line with the limitation of the problem before, the research question are:

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 a. How to develop an effective and interesting e – book based flipbook on
recount text material for grade XI students of SMK 7 Pekanbaru?
b. How do students respond to the use of e – book based flipbook on recount
text material in reading learning?

1.5. Research Objectives

The research objectives are as follows:
a. To develop an effective and interesting e – book based flipbook on recount
text material for grade XI students of SMK 7 Pekanbaru.
b. To determine the feasibility e – book based flipbook on recount text material
as a learning medium in improving students' reading skills.

1.6. Product Specifications Developed

The product development specification aims to provide a comprehensive
overview of the flipbook-based e-book development process and the expected
characteristics of the product. The specifications designed in this study are as
follows:
a. The product developed is an interactive e- book based flipbook, which is
created using supporting applications such as Flip PDF, Canva, or similar
software. This e-book is designed with an attractive and interactive
appearance to increase the learning motivation of class XI SMK 7 Pekanbaru
students in understanding recount texts in a more enjoyable atmosphere.
b. The material presented in this e-book includes recount texts that are in
accordance with the English curriculum for class XI SMK. The e-book is
equipped with examples of recount texts, explanations of text structure,
linguistic features, and interactive exercises designed to test students'
understanding of the material.
c. The recount text material in this e-book is designed to support the
development of students' reading and critical thinking skills. In addition to
presenting text, the e-book is also enriched with multimedia elements such as

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 images, audio narration, and explanatory videos to facilitate students'
understanding of the concepts being taught.
d. This flipbook-based e-book can be used both online and offline. Students can
access it through various digital devices such as smartphones, tablets, or
laptops, either by downloading the file or opening it directly through the
online platform.
e. The product developed is in the form of a soft file that can be opened in digital
format, but can also be printed as a hard file if needed. This e-book is
designed with a systematic and interesting material arrangement, including a
discussion of recount text, text examples, and practice questions that support
students' overall understanding.

1.7. Significance of the Research

a. Theoretical Significance
This study contributes to enriching the literature on the use of flipbook-
based e-books in English learning, especially in improving students'
understanding of recount texts. In addition, this study can be a reference for
further studies that focus on the innovation of interactive digital learning
media in improving reading literacy. The results of the study also help
identify factors that influence the effectiveness of the use of interactive media
in learning, so that it can strengthen the theoretical basis in the development
of more innovative educational technology based on student needs.
b. Practical Benefits
a) For Teachers:
This study provides an alternative learning media that is more
interesting and interactive compared to conventional methods. With
flipbooks, teachers can present learning materials in a more innovative and
effective way, thereby increasing student involvement in the learning
process. In addition, this study can also help improve teachers' skills in

9
 utilizing digital technology in learning, especially in teaching recount
texts.
b) For Students:
This study contributes to increasing their interest and motivation to
read. Visual and interactive displays in flipbooks help students understand
recount texts more easily compared to printed books. With more
interesting learning media, students can be more active in the learning
process, thus increasing their understanding of the texts they read.
c) For Schools:
This study can encourage educational institutions to further adopt
digital technology in the learning process in order to improve the quality
of education. In addition, the results of this study can be a basis for
schools in providing better supporting facilities and infrastructure for the
implementation of digital learning media, so as to create a more
innovative learning environment that is in accordance with the times..
d) For Other Researchers:
This study can be a reference in developing other technology-based
digital learning media. The results of this study also provide an overview
of the effectiveness of flipbooks in improving students' reading skills, so
that they can be studied further with a wider scope or using different
methods. In addition, this study opens up opportunities for further
exploration of other factors that can influence students' reading literacy,
such as learning styles, motivation, and learning environment support.

1.8. Definition of the Key Terms

To avoid misunderstanding of the main terms used in this study, here are
operational definitions of several relevant key concepts:
a. Development
Development is the process of designing, creating, and validating a product,
such as materials, media, tools, or learning strategies used in education. In the

10
 context of this study, development refers to the process of creating and testing
the feasibility of a flipbook-based e-book as a learning medium for recount
text for grade XI vocational high school students.
b. Learning Media
Learning media is any form of tool or means used to convey information from
teachers to students in order to stimulate their thoughts, feelings, attention,
and interests in the learning process. The purpose of using learning media is to
increase the effectiveness of learning so that learning objectives can be
achieved (Sukiman, 2012:28-29). In this study, the learning media developed
is in the form of a flipbook-based e-book designed to support students'
understanding of recount text.
c. E-book
E-book (electronic book) is a digital teaching material that is packaged
attractively and can be accessed using electronic devices such as smartphones,
tablets, laptops, or computers. The e-book in this study contains recount text
material equipped with various interactive features, such as images, audio, and
video, to increase student engagement in learning.
d. Flipbook
Flipbook is a type of e-book designed to resemble a printed book with a
digital page-flipping effect. Flipbook provides a more interactive reading
experience through the integration of animation, multimedia, and easy-to-use
navigation. In this study, flipbook was developed as a learning medium for
recount text to facilitate student understanding in a more interesting and
interactive way.
e. Recount Text
Recount text is a type of text in English that aims to retell experiences or
events in the past. This text has a main structure consisting of orientation,
series of events, and reorientation. In addition, recount text uses distinctive
linguistic features, such as past tense, action verbs, and chronological

11
 conjunctions. In this study, recount text is the main material presented in a
flipbook-based e-book as teaching material for grade XI SMK students.
f. Reading Skills
Reading skills refer to a person's ability to understand, analyze, and interpret
text critically. In this study, reading skills refer to students' ability to
understand recount text, both in terms of text structure, linguistic features, and
the meaning contained therein.
1.9. Assumptions and Limitations of Development
The following are assumptions and limitations in the development of this
research in order to avoid the scope of discussion being too broad:
a. The material presented in this flipbook-based e-book focuses on recount texts
in accordance with the English curriculum for grade XI of SMK. The content
of the material includes the definition, structure, linguistic features, and
examples of recount texts that are relevant to students' experiences and lives.
b. The trial of this research only involved one class, namely grade XI at SMK 7
Pekanbaru.
c. The creation of this e-book was carried out using a flipbook application such
as Flip PDF or Canva, which supports PDF and HTML5 file formats. The
products developed include text, images, audio, and video that can be
accessed online via devices such as smartphones, tablets, or laptops. However,
this media can also be used offline after being downloaded.
d. This flipbook-based e-book is designed to be used on various electronic
devices, such as smartphones with Android and iOS operating systems, as
well as Windows-based laptops.
e. The development of this e-book is based on students' need for more interesting
and interactive teaching materials to improve their recount text reading skills
in grade XI of SMK.
f. This study only covers the development of a product in the form of a flipbook-
based e-book to support student learning in grade XI. This study does not

12
cover further development such as the creation of additional modules or
integration with other learning platforms.

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 CHAPTER II
LITERATURE REVIEW

In conducting a research, theories are needed to explain some concept or term

applied in the research concerned. Some terms are used in this study and they need be
theoretically explained
2.1. Theoretical Framework
In conducting a research, theories are needed to explain some concept or term
applied in the research concerned. Some terms are used in this study and they
need be theoretically explained
2.1.1. Research and Development
[Link].Defenition Research and Development
According to Borg and Gall (1983), development research is a
systematic process that aims to design, develop, and evaluate products or
programs used in learning. The purpose of this research is to produce
valid, practical, and effective products through a series of trials on target
users. According to Sugiyono (2009: 297), research and development
(R&D) is a basic research activity that aims to obtain information about
user needs (needs assessment), which is then continued with development
activities to create a product and assess the effectiveness of the product.
Research and development consists of two main components, namely
research and development. The first stage is to conduct research and
literature studies to produce a specific product design, while the second
stage is development, namely testing the effectiveness and validation of
the design that has been made, so that it finally produces a product that
has been tested and can be used by the wider community. Mulyatiningsih
(2012: 161) added that research and development aims to create new
products through a structured development process.
According to Puslitjaknov-Balitbang Depdiknas (2008), the research
and development method includes three main components, namely: (1)

14
 development model, (2) development procedure, and (3) product trial. On
the other hand, Anik Ghufron (2007: 2) stated that research and
development is a research model used to improve the quality of education
and learning, and is able to produce and develop various learning
products.
Based on the opinions that have been described previously, it can be
concluded that research and development (R&D) is a research model that
aims to develop a product. This process begins with conducting research
on user needs, which is then continued with the development stage to
produce a product that has been tested and proven to be suitable for use.
The products resulting from this development process can be media,
learning materials, or learning systems. In this study, the method used is
the type of research and development (R&D). The focus of product
development in this study is the development of learning media in the
form of e-books.
[Link].Research Development Model
The development model serves as a basis in the process of creating the
product to be produced. In general, development models can be classified
into three types, namely procedural models, conceptual models, and
theoretical models. The procedural model is descriptive, which describes
the stages that need to be followed to produce a product. The conceptual
model, on the other hand, is analytical by explaining the various
components of the product, analyzing them in depth, and showing the
relationship between the components to be developed. Meanwhile, the
theoretical model is a model that explains the framework of thinking
based on relevant theories and is supported by empirical data (Emzir,
2013: 127).
In the development of this e-book media, the model used is a
procedural model. Therefore, this development research is descriptive and
shows the steps that must be taken to create a product.

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 In this study, the development model of the ADDIE (Analysis, Design,
Development, Implementation, and Evaluation) model was chosen as the
main approach in this study because it is systematic and effective in
developing technology-based learning media. This model consists of five
main stages that will be applied as follows:
a. Analysis (Needs Analysis)
According to Rusdi (2018:121), the analysis stage is the initial step in
designing and developing a product that aims to collect data needed in
the development of teaching materials.
b. Design (Product Design)
According to Rusdi (2018:124), design and development research is a
type of research that involves teamwork with members who have their
respective roles according to their field of expertise. In the
development process, the team can consist of lead developers, expert
validators, practitioner validators, programmers, technicians, and users
who play a role in ensuring that the product being developed is in
accordance with the goals and needs.
c. Development (Product Development)
According to Rusdi (2018:128), the product development stage of the
prototype that has been made can be done through several steps,
including assessment or validation by experts and validation by
practitioners. This process aims to ensure that the product developed
meets quality standards, both in terms of content, design, and ease of
use in learning.
d. Implementation and Evaluation
According to Rusdi (2018:129), the implementation and evaluation
stages act as a liaison between the designer and the user of the product
being developed directly. In the implementation stage, there are
elements of formative evaluation carried out through several steps,
such as one-on-one evaluation, small group trial, field trial, and

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 summative evaluation to assess the effectiveness and sustainability of
the product in the learning process.
By using the ADDIE model, this study ensures that Flipbook-Based
Recount Text E-Book is developed systematically, based on user needs,
and validated and tested before being used in learning. Through this
model, it is hoped that e-books can be an innovative solution in
improving the reading skills of vocational high school students and
contribute to the development of digital learning media in Indonesia.

2.1.2. E – Book
[Link]. Definition E – Book
According to Munif (2013:142), digital books or e-books are digital
forms of textbooks that have advantages over conventional textbooks. If
traditional textbooks only contain text and images, e-books are able to
present more diverse digital information, such as videos, links, sound
recordings, and other multimedia elements. E-books can be simply
understood as learning resources that are designed attractively and can be
accessed through various electronic devices, such as gadgets, personal
computers (PCs), notebooks, or other virtual screens. According to
Shiratuddin (2003), E-Books are defined as follows:
E-book atau electronic book adalah buku teks yang dikonversi menjadi
format digital, e-book juga memiliki pengertian sebagai lingkungan
belajar yang memiliki aplikasi yang mengandung database multimedia
sumber daya instru-ksional yang menyimpan presentasi multimedia
tentang topik dalam sebuah buku.
In addition, e-books are able to present information more
interactively and attractively because they are supported by various
multimedia elements, such as text, images, sound, video, animation, and
graphics. The combination of these elements makes e-books an effective
learning medium and supports a more dynamic learning experience.

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 From these various opinions, it can be concluded that e-books are one
of the learning resources designed in accordance with the applicable
curriculum and utilize digital technology. The use of e-books allows
students or readers to access information through electronic devices, such
as computers, tablets, androids, or other digital devices. Thus, e-books
become a modern learning medium that offers a more varied and
interesting learning experience than traditional textbooks.
[Link]. Functions and Purposes of E-Books
According to Munif (2013:143), e-books or digital books have several
main functions that make them different from traditional printed books.
a. E – books function as an alternative learning media. Unlike textbooks
or printed books, digital books have the ability to contain multimedia
content in them, such as videos, animations, and other interactive
elements. This makes learning more fun and interesting for learners.
b. E – books also function as a medium for sharing information. E-books
can be easily distributed compared to printed books.
c. The e-book distribution process can be done through various digital
media, such as websites, email, or other digital platforms, so that
access to information becomes faster and more efficient.

In addition to its function, Munif (2013:143) also explains several

main objectives of e-books or digital books.
a. Objective is to provide an opportunity for anyone to share information
in an easy and interesting way. With e-books, information sources can
be delivered more interactively, so that users not only receive
information, but are also actively involved in the learning process.
b. Objective is to provide protection for the information conveyed.
Unlike printed books that are susceptible to damage, such as tearing,
getting wet, or even losing them, e-books have the advantage of

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 durability. Information stored in e-books can avoid the risk of physical
damage that usually occurs in conventional books.
c. Purpose of e-books is to facilitate the process of understanding
learning materials. E-books can be equipped with additional elements
such as videos, illustrations, animations, or interactive images that
make it easier for readers to understand the concepts or materials
presented. With these various features, e-books not only function as a
source of information, but also as an effective tool to support more
comprehensive and interactive learning.
[Link]. Advantages and Disadvantages of E-Books
Currently, the development of e-books in the world of education is
increasingly rapid and is starting to replace the role of printed books. This
is due to several advantages that e-books have compared to printed books.
According to Subiyantoro, there are several main advantages of e-books
that make them increasingly popular.
a. E-books are practical and easy to carry anywhere. Users can read e-
books anywhere and anytime simply by using electronic devices such
as smartphones, tablets, or e-book readers. This makes e-books a very
flexible solution for students and other readers.
b. E-books are also considered more environmentally friendly. E-books
do not require a physical printing process, thus reducing paper use
which has an impact on reducing tree felling. In addition, e-books can
be easily reproduced simply by sending files via digital
communication platforms, such as email, or using a flash drive to copy
to other devices.
c. E-books have advantages in terms of durability or endurance
(everlasting). Because they are digital, e-books are not easily damaged
like printed books which are susceptible to tearing, getting wet, or
other damage. Thus, e-books can be stored for a long time and can be
read at any time as long as the digital file is still available.

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 d. E-books are considered simpler. This is because e-books are lighter
and easier to carry when traveling compared to carrying several printed
books at once.
e. E-books have the advantage of being cheaper. The e-book production
process does not involve physical printing, so the production cost is
much lower than printed books. This makes e-books a more
economical choice for readers and publishers.
f. E-books are also more portable. With file extensions such as .pdf
and .exe, e-books can be easily accessed through various compatible
devices, such as laptops, smartphones, or tablets. Whenever and
wherever, users can open and read e-books comfortably using their
digital devices.
Despite having various advantages, e-books also have disadvantages
that need to be considered. One of the main disadvantages felt by users is
that the eyes tend to get tired quickly when reading e-books for a long
time. This is due to exposure to electronic device screens such as
computers, smartphones, or tablets which can cause discomfort,
especially if users stare at the screen for too long without a break.
Considering its advantages and disadvantages, e-books remain a very
useful innovation in the world of education and learning, although users
need to understand the limitations and take steps to overcome its
weaknesses.
[Link]. Comparison of Conventional Books and Digital Books (E-Books)

Table 2.1. Comparison of Conventional Books and Digital Books (E-

Books)

Aspects Conventional Books Digital Books (E-

Books)

Physical and Has a physical form Physical and Form

Form consisting of paper pages Has a physical form

20
 and covers. consisting of paper
pages and covers.
In the form of digital
files with formats such
as .pdf, .epub, or .exe.

Practicality Requires storage space Stored digitally so it

such as a bookshelf. does not require
physical space

Durability Susceptible to damage Durable, not easily

such as tearing, getting damaged physically
wet, or rotting. unless there is file
damage.

2.2. Relevant Research

There are several previous studies that are relevant to the development of
flipbook-based e-books in English learning. Here are three studies related to this
study:
1. The first relevant research is a study conducted by Dewi, S. K., & Utami,
R. (2021) from Yogyakarta State University. This study is entitled
"Development of Flipbook-Based Interactive E-Books to Improve High
School Students' Reading Skills". Based on the validation results, the
developed learning media was declared valid after going through several
stages of revision. Validation was carried out by considering two main
aspects, namely content validity which includes the suitability of
components in product development and construct validity which assesses
the relationship between components in learning media. In addition, the
results of the study showed that the developed media was easy to use by

21
 teachers and students, and was effective in improving students' reading
skills.
2. The second relevant research is a study conducted by Pratiwi, A. D., &
Nugroho, A. (2020) from Semarang State University. This study is entitled
"Effectiveness of Using Flipbook Media in English Learning to Improve
Student Motivation and Learning Outcomes". The validation results show
that the developed media received an assessment from media experts with
an average of 85%, which is included in the "Very Valid" category. The
material experts gave an average assessment of 88%, while the teachers
gave an average assessment of 87%, which is also included in the "Very
Valid" category. The trial conducted on students showed a result of 90%,
which is categorized as "Very Good". In addition, based on the results of
the tests conducted, there was an average increase in student learning
outcomes of 0.60, which is included in the "Moderate" improvement
category. This study concludes that the use of flipbooks in learning can
increase student motivation and learning outcomes and is suitable for use in
the learning process.
3. The third relevant study is a study conducted by Sari, R. P., & Handayani,
T. (2022) from the Indonesian Education University. This study entitled
"The Effect of Flipbook-Based E-Books on Reading Comprehension Skills
of Grade XI Students" examines the effectiveness of flipbook-based e-
books in improving students' reading skills. The validation results show
that the media aspect obtained a feasibility level of 86%, which is included
in the "Very Feasible" category. Meanwhile, the material aspect received a
feasibility percentage of 89%, and the language aspect received a
percentage of 87%, which is also categorized as "Very Feasible". Product
trials show that e-book-based flipbooks have high effectiveness in
improving students' reading comprehension skills.
Based on the results of the research that has been reviewed, it can be
concluded that flipbook-based e-books receive positive responses from

22
 students and are considered suitable for use as learning media. Flipbooks have
also proven effective in improving students' understanding of English material
because of their interactive features. In addition, its ability to be accessed
online and offline makes it easy for students to learn anytime and anywhere.
Therefore, this study will develop flipbook-based e-books as a learning
medium for recount text to improve the reading skills of grade XI SMK
students.

2.3. Conceptual Framework

At every level of education, obstacles are often found in the learning
process. Especially in English language learning, one of the main problems faced
is the low reading skills of students and their lack of interest in recount text
material. Several factors that cause this problem include:
1. Teaching materials that are still conventional, such as monotonous and less
interactive textbooks, so they are less effective in supporting the learning
process.
2. Difficulty in understanding the structure and linguistic characteristics of
recount text, which is caused by learning methods that are less interesting
and innovative.
3. Lack of use of technology in learning, even though the use of digital-based
media can help increase student involvement and learning effectiveness.
As an effort to overcome these problems, more innovative, interactive, and
technology-based teaching materials are needed, so that they can attract student
interest and make it easier to understand the material. One alternative that can be
used is a flipbook-based e-book. The use of technology in compiling teaching
materials can produce learning media that are more interesting, practical, and
support the effectiveness and efficiency of learning. Therefore, this study aims to
develop an e-book flipbook-based recount text to improve the reading skills of
grade XI students at SMK 7 Pekanbaru, with this type of research is R & D with

23
the ADDIE model which consists of 5 stages, namely analysis, design,
development, implementation and evaluation.
This study uses several instruments, including material validation sheets,
design validation sheets, practitioner (educator) validation sheets, questionnaires
to determine student responses, student activity observation sheets, and tests to
measure their abilities. The products developed will go through a validation
process by a material expert, design expert, and practitioner expert. Furthermore,
the product will be tested through individual trials, small group trials, and
summative evaluations conducted at the end of learning. If the test results show
that the product developed meets the eligibility criteria, both in terms of validity,
practicality, and effectiveness, then the product can be applied in the learning
process. Based on the description above, the framework of thinking can be
described as follows:

Figure 2.1 Research Thinking Framework

24
 CHAPTER III
RESEARCH METHODOLOGY

3.1. Development Model

This study uses the Research and Development method (R&D) to develop a
flipbook-based recount text e-book. According to Sugiyono (2019:407), Research
and Development (R&D) is a series of processes or steps in creating new products
or improving existing products so that they can be scientifically accounted for.
The products produced can be in the form of learning media, learning models,
educational software, or certain policies in the world of education. The main
focus of R&D is to produce an innovation that can be applied in the real world
through a series of systematic stages, such as needs analysis, design,
development, and evaluation. With the aim of developing a learning product in
the form of a Flipbook-Based Recount Text E-Book to improve the reading skills
of class XI students of SMK Negeri 7 Pekanbaru. The R&D method was chosen
because this study not only focuses on understanding the theory, but also on

25
 developing and testing the effectiveness of innovative products in learning
English.
The approach used in this study is the development of interactive learning
media based on digital technology that can increase student involvement in
understanding recount texts. The product developed is a flipbook-based e-book,
which integrates text, images, animations, and interactive exercises to make
students more interested and motivated in reading.
In this study, the development model used is ADDIE, which consists of five
main stages: Analysis, Design, Development, Implementation, and Evaluation.
This model is designed systematically and sequentially to ensure that product
development is carried out optimally. The ADDIE model is a development model
that has systematic and simple stages. According to Angko and Mustaji (2013:4)
it stated that:
Terdapat beberapa alasan mengapa ADDIE masih sangat relevan
untuk digunakan. Alasan pertama adalah model ADDIE adalah model yang
dapat beradaptasi dengan sangat baik dalam berbagai kondisi, yang
memungkinkan model tersebut dapat digunakan hingga saat ini. Tingkat
fleksibilitas model ini dalam menjawab permasalahan cukup tinggi. Meski
memiliki tingkat fleksibilitas yang tinggi, model ADDIE merupakan model
yang efektif untuk digunakan dan banyak orang yang familiar dengan
singkatan ADDIE tersebut. Selain itu, model ADDIE juga menyediakan
kerangka kerja umum yang terstruktur untuk pengembangan intervensi
instruksional dan adanya evaluasi dan revisi dalam setiap tahapannya.
ADDIE can be applied in various forms of development, such as learning
models, teaching strategies, learning methods, learning media, and teaching
materials (Branch, 2009:2).

3.2. Development Procedure.

26
 In this study, the ADDIE model is used as a systematic approach in product
development. The ADDIE model was chosen because it is flexible, structured,
and widely used in the development of educational technology.

EVALUATE

IMPLEMENT ANALYZE

DEVELOP DESIGN

Figure 3.1 Stages of the ADDIE Model developed by Rusdi (Source:

Rusdi, 2018)
The following are the steps of the development procedure that will be carried
out, along with their explanations.
3.2.1. Analysis (Needs Analysis)
In general, the procedures carried out at this stage include needs analysis,
analysis of student characteristics, analysis of prerequisite and initial abilities,
and analysis of the learning environment.
[Link].Needs Analysis
According to Rusdi (2018:121), needs analysis in product
development is an important step to ensure that the product developed truly
meets user needs. In the context of formal learning, product development
can be adjusted to various aspects, such as the needs of the national
curriculum, local curriculum, curriculum at the educational unit level, or
even a special curriculum designed for a particular class or group of
students.

27
 The first step is a needs analysis, which was carried out through
observation of the learning process in class XI SMK 7 Pekanbaru. The
results of the observation showed that students often had difficulty
understanding recount text because the material presented felt less
interesting and monotonous. In addition, interviews with English teachers
were conducted to identify the challenges they faced in teaching recount
text, such as the limitations of interactive learning media. Based on the
results of observations and interviews, it was concluded that innovation
was needed in more interesting and effective learning media, such as
flipbooks, to increase students' interest and reading skills.
[Link].Analysis of Student Characteristics
According to Rusdi (2018:122) analysis of student characteristics can
be done based on age needs. Analysis of student characteristics includes
individual interests, talents, limitations, and strengths.
An analysis of student characteristics was carried out to understand
students' interests, motivations, and learning styles. Data collection was
carried out through questionnaires given to students. From the results of the
analysis, it was found that students were more interested in learning using
interactive technology-based media, such as e-books or videos. In addition,
researchers also reviewed students' backgrounds, including their access to
electronic devices such as smartphones and laptops, as well as the
availability of internet connections. This aims to ensure that the flipbooks
developed can be used easily by students.
[Link].Analysis of Prerequisite and Initial Abilities
According to Rusdi (2018:122) the learning products that are
developed certainly require prerequisite and initial abilities that must be
possessed by the user. Analysis of prerequisite and initial abilities is needed
both from the material aspect and other basic skills aspects that are needed
to use the developed product.

28
 The researcher conducted an analysis of the prerequisite abilities and
initial abilities of students to determine the extent of their understanding of
the material to be studied, both related to basic concepts and main material.
This analysis includes aspects of student knowledge and their readiness to
use the learning products to be developed. To obtain this data, the
researcher gave an initial test to grade XI students of SMK 7 Pekanbaru to
measure their level of understanding of the recount text material.
[Link].Analysis of The Learning Environment
According to Rusdi (2018:123) analysis of the learning environment is
an important factor in the learning process. Analysis of the learning
environment can include learning culture in schools, learning culture in the
classroom, interaction patterns between educators and students, students
with students, potential student involvement in the learning process,
availability of learning resources, availability of information technology
facilities and other supporting facilities.
Finally, an analysis of the learning environment was conducted to
review the condition of the school and students' learning habits. The
researcher observed the facilities available at the school, such as
computers, projectors, and internet access. In addition, the interaction
between students and teachers in learning activities was also analyzed,
including the use of existing learning media. The researcher also
considered school support for the use of technology in learning. The results
of this analysis became the basis for designing a flipbook that was in
accordance with the conditions of the learning environment at SMK 7
Pekanbaru.
In the analysis stage, the researcher examines the problems and needs in
learning recount text through observation and interviews. In addition, student
characteristics, such as interests, motivations, and learning styles, are also
analyzed to understand their preferences in learning. The researcher also
evaluates students' initial abilities in understanding recount text through an

29
 initial test. Furthermore, the conditions of the learning environment in the
school, including the facilities available and students' learning habits, are
observed to ensure the suitability of the learning media to be developed. The
results of this analysis become the basis for designing and developing
flipbooks that are tailored to the needs of students and teachers.
3.2.2. Design (Product Design)
[Link].Defining the Development Team
According to Rusdi (2018:124) design and development research is a
group research with membership involving many people according to their
respective roles. The development team, for example, consists of a main
developer, expert validator, practitioner validator, programmer, technician
and user.
In the design stage, the researcher developed a systematic plan for
developing the flipbook. The first step was to form a development team
consisting of the researcher as the main developer, expert validators
(materials, language, and design), and practitioner validators (educators
and grade XI students of SMK 7 Pekanbaru). This collaboration aims to
ensure that the flipbook developed meets the eligibility standards in terms
of content and appearance
[Link].Determining the Resources Needed
According to Rusdi (2018:124) the second step in the design stage is to
determine the resources needed. After the team was formed, the researcher
determined the resources needed, including software such as Flip PDF or
Canva to design the flipbook, as well as hardware in the form of a
computer or laptop with adequate specifications. In addition, the recount
text, images, audio, and video materials that will be used in the flipbook
were also prepared so that the development process could run smoothly.
[Link].Creating a Development Schedule
The researcher then prepared a development schedule to ensure that
the work stages went according to plan. This schedule includes design

30
 planning, flipbook development, validation, and product trials, with an
estimated time of around three months, from April to early June 2025.
Selecting and Determining the Scope, Structure, and Sequence of. Lee
& Owens (2004) in Rusdi (2018) provide an illustration of the time
needed in the process of developing products related to learning.

Analysis

33% Design

10% Development 33%

23% Impementation,
evaluation and maintenance

33%

1/3 1/3 1/3

Project Start Project End
Figure 3.2 Time Ratio Required in the Product Development Process
Related to Learning According to Lee & Owen (2004) (Source: Rusdi,
2018)
[Link].Learning Material or Messages
According to Rusdi (2018:126), products developed in the context of
learning have unique and different characteristics of teaching materials
(content). In addition, the product also contains learning messages that
support the process of delivering the material. The material that has been
selected through the content analysis method will be determined in terms
of scope and depth so that it is in line with the learning objectives that
have been designed.
The scope, structure, and sequence of materials in the flipbook were
determined based on the learning principles and competencies to be
achieved. To visualize the appearance and features of the flipbook before
the development stage, the researcher created a storyboard that included
text, images, audio, video, and animations that would be used.

31
[Link].Storyboard Making
According to Rusdi (2018:126) the message design is contained in the
storyboard. The purpose of making a storyboard is to ensure that each
display sheet can convey the message efficiently and effectively.
In this study, the storyboard that has been designed by the researcher in
designing learning media based on Flipbook-based Recount Text E-Books
to Improve Students' Reading Skills can be seen in table 3.1 as follows:
Table 3.1 learning media based on Flipbook-based Recount Text E-
Books to Improve Students' Reading Skills

No Flipbook Based E -
. Book Framework
Description

(1) (2) (3)

1. Cover page There are :

a. E-book title "Recount Text"

b. Class level
Title c. Pictures or illustrations

Class

Writer

32
2 Preface There are:

a. Title "PREFACE"
Title b. A description of the words from the
author containing information about the
Content of the role of e-books in the learning process
foreword

writer

3 Table of contents There are:

a. Title "Table of Contents"
b. Series of e-book contents and pages
Title

4 Introduction There is :
a. Title "Introduction"
b. Background
Title c. Learning objectives
d. Learning benefits
e. How to use this e - book

5 Core There are :

a. Title "Core"
Title b. Contains an explanation of the definition
of recount text

33
 c. Social function
d. Types
e. Comparison with other texts
f. Explanation of text structure

6 Example There is a example of recount text

Example
Text

7 Video There is a example video from YouTube

YouTube

8 Discussion There are :

a. Questions from example of recount text

b. Barcode and link online quiz
Questions

QR &
LINK

9 Conclusion There are :

a. Title “Conclusion”
Title
b. Contains the conclusion of the e-book

34
 10 Referance There are

a. Title "Referance"
b. Containing all the references used as
Title references when compiling the e-book.
……….
……….
……….

[Link].Determining Product Specifications

According to Rusdi (2018:127), products developed based on
contextual needs have certain specifications that are adjusted to the results
of the needs analysis, resource availability, development orientation, and
the purpose of the product being made. Product specifications include
pedagogical and non-pedagogical aspects. Pedagogical aspects relate to
the elements of education and learning that are the main characteristics of
the product, while non-pedagogical aspects relate to the physical aspects
of the product being developed.
The researcher also determined product specifications based on needs
analysis, resource availability, and development objectives. The product
developed was a flipbook-based recount text e-book to improve students'
reading skills.
3.2.3. Development
[Link].Expert Validation
According to Rusdi (2018:128), the prototype that has been developed
with the team requires input for improvement both conceptually and

35
 practically. Conceptual improvements are obtained through a validation
process by experts.
In this study, a series of validations were carried out by a team of
experts, which included validation of learning materials, validation of e-
book design, and validation of instruments that will be used in the study.
Before the product is tested on students, the product must first be checked
by experts to ensure its quality. This process aims to identify and
overcome possible deficiencies or errors. After going through validation,
the product is then revised based on the suggestions and input given to
make it more suitable for use in learning.
3.2.4. Implementation
At this stage, researchers play an active role in implementing the developed
products into real learning contexts (Cahyadi, 2019). The interactive e-Book
that has been designed is then tested on grade XI students of Vocational High
Schools (SMK) who have previously studied recount text material. Students
are asked to provide feedback on the product by filling out a questionnaire as
an evaluation instrument. In addition, trials were also conducted for English
subject teachers to obtain input and responses from educators regarding the
quality and usefulness of the developed learning media.
3.2.5. Evaluation
Based on the implementation results, the developed E-Book media needs to
go through an evaluation stage. This evaluation aims to make a final revision
of the product, which is based on suggestions, criticisms, and input from
students obtained during the implementation process. This revision is
important to be carried out in order to perfect the learning media to be more
effective and in accordance with the needs and characteristics of students.

3.3. Product Trial

The product trial in this study was conducted using a flipbook-based recount
text e-book developed as an interactive learning medium. This flipbook can be

36
 accessed through various electronic devices, such as laptops, smartphones, or
tablets, and can be displayed using a projector when used in classroom learning.
This trial aims to collect data that is the basis for assessing the feasibility of the
product, including aspects of validity, practicality, and effectiveness in improving
students' reading skills. Product testing is carried out in several steps, namely:
3.3.1. The Trial Design
The trial design in this study includes the design and development of a
flipbook-based recount text e-book as an interactive learning medium to
improve students' reading skills. This flipbook is designed to be attractive and
interactive by including multimedia elements such as images, audio, video,
and animation. The trial process is carried out in two stages, namely the
validation stage and the usage trial stage.
In the validation stage, the flipbook is assessed by experts, including
media experts and material experts. This validation aims to assess the
feasibility of the flipbook in terms of design, content, and functionality as a
learning medium.
3.3.2. Test Subject
The subjects of the trial in this study included experts and small groups of
students. The expert trial was conducted by lecturers and guidance and
counseling teachers from the University of Muhammadiyah Riau. The experts
involved in product validation include:
a) Material expert:
b) Media expert:
In addition to validation by experts, trials were also conducted all
members of class XI PF 1 of SMK 7 Pekanbaru.

3.4. Data Collection Techniques

In this study, the data collection techniques used include interviews and
questionnaires. Both of these techniques are used in a complementary manner to

37
 obtain relevant and in-depth data related to the development process of
interactive E-Book learning media based on recount text.
3.4.1. Interview
Interviews are a data collection technique carried out through a direct
question and answer process between researchers and respondents (Djaali,
2021, p. 50). In this study, interviews were conducted with English subject
teachers to obtain initial information regarding the need for teaching materials
in schools. The interviews used are semi-structured, allowing for flexibility in
data collection, but still referring to the interview guidelines that have been
prepared previously.
3.4.2. Questionnaire
The questionnaire distribution strategy in this study was carried out by
providing a list of written statements to respondents, with the hope that they
would provide responses according to the instructions that had been set. This
questionnaire was used as a tool to validate the developed product as well as
an instrument in implementing field research. The product validation process
involved three categories of validators, namely media validators, material
validators, and practitioner validators (subject teachers). The purpose of this
validation was to assess the feasibility of the learning media that had been
developed, both in terms of content, appearance, and usability in the context
of learning. After going through the validation stage, the product was tested in
the field by involving students as respondents. The questionnaire was
distributed to students to obtain their responses to the interactive E-Book
learning media, especially related to aspects of attractiveness, ease of use, and
usefulness in understanding recount text material.
3.4.3. Test
A test is a series of questions or exercises designed to measure the
abilities, skills, or potential of an individual or group (Sudijono, 2015). In this
study, the test was used in the form of a pretest and posttest. The pretest was
conducted before the learning process began in order to determine the level of

38
 students' initial understanding of the material. Meanwhile, the posttest was
conducted after the learning was completed to determine the level of
development and change in understanding after students received treatment
using e-book flipbook-based learning media. Thus, the implementation of the
pretest and posttest aims to evaluate the effectiveness of the teaching materials
developed in supporting English learning, especially recount text material.

3.5. Research Instrumen

In this development inquiry, data were collected using an instrument in the
form of a questionnaire. A questionnaire is a data collection technique that is
carried out by asking written questions to a number of respondents, such as media
experts, material experts (content), and students Lamba, A (2022). The main
purpose of using the questionnaire in this study was to assess the validity and
practicality aspects of the product being developed. In compiling the
questionnaire, the Likert scale was used as the basis for assessment. This scale
allows respondents to provide responses based on five assessment categories,
ranging from "strongly disagree" to "strongly agree", in accordance with the
theory put forward by Arikunto (2007). The Likert scale was chosen because it is
able to measure respondents' perceptions and attitudes towards the quality and
usefulness of the product. The questionnaire was created in the following format:
identification of needs, learning media experts, content/learning material experts,
and instructor responses.

3.6. Data Analysis Technique

Data analysis techniques are procedures used to process and interpret data into
meaningful and easily understood information. In this study, the researcher used
a combined approach, namely qualitative and quantitative data analysis.
3.6.1. Qualitative Analysis
A qualitative approach is used to examine descriptive data obtained from
responses, suggestions, and input from expert validators, both in terms of

39
 material and media. In addition, this analysis also includes interpretation of
student responses taken through questionnaires, in order to become a basis for
improving and perfecting the e-book products being developed.
3.6.2. Quantitative Analysis
Meanwhile, quantitative analysis is carried out to process numerical data
obtained from the results of filling out questionnaires by material experts,
media experts and students. This data is used to assess the feasibility of e-
book products and measure product effectiveness through trials, including
calculating validation scores and user responses using a percentage formula.
[Link]. Product Feasibility Analysis
This analysis focuses on the validity aspects of teaching materials based
on expert assessments and student responses to the developed e-books.
The data analysis techniques used are adjusted to the form of data
obtained through the instruments explained previously. Evaluation of the
feasibility of the product is carried out by distributing questionnaires to
media/design experts, material experts and students. The results of this
analysis play an important role in determining improvements and
refinements to e-book products, so that the media developed truly meets
the standards as valid teaching materials and is suitable for use in
learning.
The validation results obtained from the questionnaire sheet are then
converted into a percentage using the Likert Scale to facilitate data
interpretation. This conversion is used as a reference to determine the
level of product feasibility based on the scores given by each validator.
Table 3.3 Likert Scale
Category Scale
Strongly Agree (SS) 5
Agree (S) 4
Neutral (N) 3
Disagree (TS) 2

40
 Strongly Disagree (STS) 1
Based on the Likert assessment category table, the average percentage
of each component can be calculated using the following formula:

P=
∑ x x 100%
∑ xi
Description :
P = Percentage of eligibility
∑x = Total number of scores from validators

∑ xi = Ideal number of scores

The results of the above scores are then entered into the following
criteria:
Table 3.4 Criteria for the Percentage of Eligibility of Teaching
Materials
Validity Value (%) Criteria
81% – 100% Very feasible
61% – 80% Feasible
41% – 60% Quite feasible
21% - 40% Not yet feasible
0% - 20% Very not feasible
The next step after the validation data is collected is to conduct an
analysis in the form of scores and percentages. The values obtained from
the questionnaire results will be calculated to determine the level of
feasibility of the developed teaching materials. Determination of
feasibility is based on the percentage criteria that have been set. If the
percentage of the assessment results is in the range of 81%–100%, then
the learning media is categorized as "Very Feasible" and can be used
directly without the need for revision. However, if the assessment results
have not reached this category, then revisions and improvements need to

41
 be made so that the final product truly meets the standards of feasibility
and validity as effective teaching materials.
[Link]. Product Effectiveness Analysis
The effectiveness of the learning product is evaluated based on student
learning outcomes through a comparison of pretest and posttest scores.
Measurements are carried out to determine the extent to which students'
abilities have improved after using the developed learning media, namely
flipbook-based e-books on recount text material.
The research design used is One Group Pre-test Post-test Design,
where only one group is given a pretest before treatment and a posttest
after treatment. The trial group consisted of 30 grade XI students at
SMKN 7 Pekanbaru who were the subjects of this study.
To analyze the improvement in learning outcomes, the N-Gain Score
test was used. This method aims to measure the effectiveness of learning
or educational interventions in supporting increased student
understanding. According to Hake (1999) the N-Gain formula used is as
follows:
( Maximum Score−Pretest Score)
N-Gain =
(Posttest Score−Pretest Score)
The N-Gain points obtained are then converted using the criteria in the
form of table 3.5 below:
Table 3.5 N-Gain Level Criteria
N-Gain Points Criteria
g > 0.7 High
0.3 < g ≤ 0.7 Medium
g ≤ 0.3 Less
Based on the N-Gain value interpretation criteria, the improvement in
learning outcomes is classified into three categories. If the calculation
results show an N-Gain value (g) of more than 0.7, then the improvement
in student learning outcomes is categorized as “high”. Meanwhile, if the

42
N-Gain value is in the range of 0.3 ≤ g < 0.7, then the improvement in
learning outcomes is categorized as “moderate”. Conversely, if the N-
Gain value obtained is less than or equal to 0.3, then the improvement is
categorized as “low” or “less”.
This interpretation is used to determine the level of effectiveness of the
developed e-book flipbook teaching materials in supporting the
improvement of students’ reading ability. The complete N-Gain
effectiveness interpretation table is presented in Table 3.6.
Table 3.6 Interpretation of Effectiveness of N-Gain Percentage
N-Gain Points Criteria
>76% Effective
56-75% Quite Effective
40-50% Less Effective
<40% Not Effective
Based on Table 3.6, it can be concluded that if the N-Gain value
obtained reaches more than 76%, then the developed e-book flipbook
teaching material is included in the "effective" category for use in
improving student learning outcomes. Conversely, if the value obtained is
less than 40%, then the teaching material is categorized as "ineffective" in
supporting the improvement of student learning outcomes. This
interpretation is an important reference in evaluating the success of the
implementation of the developed learning media.

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