DEVELOPING CofiD-20 GAME FOR TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENT: RESEARCH AND DEVELOPMENT

The purpose of this study was to determine the game as a medium for learning reading comprehension that focuses on descriptive text, to determine English reading skills for learning reading comprehension, and to determine the ability of teachers and students' responses to the use of these media for learning reading comprehension in high school. The researcher adapted Sugiyono's research and development framework as a research reference. Adaptation is formulated in three phases, namely: basic research; design and development; and perception and finalization tests. The results showed that the game-based learning media had been validated by media and material experts and the responses of teachers and students had been carried out. The results of media experts 88.5% are included in the "Very Valid" category and an average of 81.3% material experts are included in the "Very Valid" category. The average teacher response was 87.2% included in the "Very Good" category and the average student response was 87.75% included in the "Very Good" category. From the results of the research above, it can be concluded that CofiD-20 Game as a learning media is valid and feasible to be used as a learning medium for learning reading comprehension.


INTRODUCTION
Reading is one of the language skills taught in the English learning process in addition to listening, speaking, and writing. Reading is an important language skill to be taught to students because it can help students to understand and analyze all written texts. Students are also expected to be able to use it in everyday life. Thus, reading can help students obtain information or verify existing knowledge. (Nunan: 2003). Learning to read English needs to be studied thoroughly because students have different experiences in learning to read (Jismulatif, 2019). SMAN 1 Garum is one of the schools that implements the 2013 curriculum as a guide in the teaching and learning process. Based on the 2013 high school curriculum syllabus, there are several texts studied such as narrative text, recount text, descriptive text, procedure text and report text. Students must know the definition, characteristics, and language features of the text. In this study, the researcher used descriptive text. The researcher chose descriptive text because this text has been studied by second year students. In JOSAR, Vol. 8 No. 2 September, 2022; p-ISSN: 2502-8251; e-ISSN:  Copyrights@ Balitar Islamic University, Blitar-Indonesia http:josar.unisbablitar.ejournal.web.id 52 general, descriptive text is a text that describes people, places, and things. Descriptive text is one of the functional texts that is quite difficult for students to learn (Jismulatif, 2020). Many students have difficulty in reading. Students usually have difficulty in understanding the text and understanding it well. Comprehension means that students must understand all aspects of the text (Townend, 2003). Furthermore (Chastain, 1976) says that students are not required to understand every part of a sentence or paragraph, but they must understand the message the author wants to convey.

RESEARCH METHOD
The design of this research is Research and Development (R and D). The purpose of this research is to develop a new media for teaching speaking skills of tenth graders of high school. As Sugiyono (2016:297) said that "Research and development is a research method used to produce a certain media, and test the effectiveness of certain media". The media developed from this research is based on the problems found in the field. The media that will be developed is hand puppet video media for teaching speaking to tenth grade in Senior High School.
Revision of the product, 10. Mass production.  The third stage is the perception test and finalization. Researchers responded to teachers and students using a questionnaire, the subject of this study used purposive sampling. The research subjects were random teachers and grade X students of SMA Negeri 1 Garum, SMA Negeri 1 Sutojayan and SMA Negeri 1 Kesamben to conduct a fit and proper test. After the responses of teachers and students, the product was evaluated by experts using evaluation criteria. After getting approval from all experts, the product is published for high school.

Hypothetical Model and Product Specifications
The hypothetical model of this research shown as follows:  The conclusion is that the productreceived a good assessment from the experts and the product deserves to be continued to the next step.

The Result of Teachers' and Students' Responses
To find out how teachers and students perceive the use of the product, the researcher gave a questionnaire. Aspects of the questionnaire for teachers include, (1) Teacher's Perception of Appearance, (2)   The conclusion is that the productreceived a good assessment from the teachers and the students, the product deserves to be continued to the next step.

Product Evaluation
The product was evaluated by expert with the criteria of teaching and learning material based on 2013 curriculum and syllabus. The product evaluation was explained as the following :

1) Media Design
From the validation of media experts, the researcher received several criticisms and suggestions. According to media experts, media should add some new icons as a barrier to its users to challenge the next level.
2) Design Guidebook From the results of material expert validation, the researcher received several criticisms and suggestions regarding the manual. According to researchers, media experts should change the background of the guidebook and should use attractive colors that are consistent with one language.

3) Material
From the results of material expert validation, the researcher received several criticisms and suggestions regarding the material. According to material experts, researchers should add descriptive material about the history of other kingdoms.

Comprehension for Class X High School Students.
To develop the media, the researcher must compile a product-making plan, namely media selection, format selection, and initial design: The first step taken for learning media is media selection. Media selection is carried out to identify learning media that is relevant to the characteristics of the material. Media designing is divided into several stages, from designing to manufacturing. The design is based on references from several sources that produce a valid design. The CofiD-20 game application product has an attractive design, in accordance with the basic competencies of 2013. The resulting product is computer-based media to increase student interest and learning activities.
The second step in the learning media is the format selection. Selection of the form of material presentation is adjusted to the learning media used. The choice of format in development is intended by designing learning content and learning resources. Format selection must be adjusted to the characteristics of students. The resulting product is a medium to motivate students to learn.
The third step is making learning media, namely the initial design. The beginning JOSAR, Vol.

Discussion
Based on the research findings described by the researchers above and based on the three research problems in chapter I. It can be shown as follows.
The final model of the CofiD-20 Game is a platform-based digital game that can be run on a laptop or computer and can be accessed offline. In this context, it is possible that the increase in students' reading comprehension skills occurs due to visual factors. This strengthens the theory of learning media according to Branch

Conclusion
Based on the results of the research above, it can be concluded that the game-based learning media consists of three levels, namely easy, medium and difficult as well as three guide books (for teachers, students, and general). The researcher found that on average 88.50% of media experts and 81.30% of material experts were included in the "Very Valid" category. The teacher's response was 87.20% and the student's response was 87.75% included in "Very Good". From these results, it can be said that the CofiD-20 game is valid, appropriate and can be used as an alternative for learning reading comprehension for class X students in high school.
The final stage of this research is the publication of the final product that has undergone several revisions and the final product is a product that has been suitable for use in the learning process which has been proven based on the results of expert advice, examiners, and supervisors. This product form is published in the form of an adventure game.

Suggestions
Based on the results of the validation and evaluation trials, researchers have suggestions for the results of this study to teachers, students, and other researchers.
It has been helpful to provide the following suggestions; (1) The teacher suggests using this game-based learning media as a medium for teaching and learning reading comprehension for class X students as a learning resource because it was developed based on student needs, validated by experts and the product has been tested.
(2) Students suggest that this learning media can be produced immediately for fun and not boring learning materials and to improve their reading comprehension not only at school, but also at home.
(3) For other researchers who are interested in the product and want to try the product to find out the advantages and disadvantages of each product unit, it can be an effort to improve the product and add input for improvement.

ACKNOWLEDGEMENT
The researcher would like to especially thank (1) God Almighty and my parents, Mr. Orphans. and Mrs. Siti Arofah, who has provided material and spiritual support to me, (2) Dr. Supriyono, M.Pd. as the first supervisor who provides advice, criticism, correction, support, kindness, and time during the completion of the research, (3) Adin Fauzi, M.Pd, as the second supervisor who provides criticism, correction, and advice during this research, (4) Head schools, teachers, and students who have helped the researcher during the research at his school. Thank you very much for your time. They provide motivation, criticism, and suggestions to researchers, and (5) Everyone or friends who have helped researchers during the thesis writing process, researchers cannot mention their names one by one.