RECTEMA (Recount Text Maze): An Educational Game to Facilitate Reading

The objective of this research was to develop RECTEMA (Recount Text Maze): an educational game to facilitate the eighth-grade students of SMPN 1 Suruh in reading recount text. The design of this research was R&D which aims to develop learning products and is equipped with quasi-experimental to test the effectiveness of these products. The sample of this study was class VII students at SMPN 1 Suruh for the academic year 2020/2021 which consisted of 17 students in class A and 17 students in class B. The instruments used in this study were questionnaires and interviews. The results of the questionnaire data were analyzed quantitatively. Meanwhile, the results of the interview data were analyzed qualitatively. This learning product was developed through 5 stages, namely needs analysis based on student needs, theories related to products, product development, evaluation of product results by experts, and product testing in the field. This study uses the assistance of SPSS 25 to process the data that has been collected and the results of the t-test sig. 2 tailed is 0.000 (<0.05), this means there is an effect between the experimental group and the control group. Based on the explanation above, RECTEMA (Recount Text Maze) is an effective product as a learning medium for recount text .


INTRODUCTION
Globally, the scope of education from basic to higher education has stopped due to the COVID-19 pandemic (Mkhize, et al., 2020). Educational institutions must continue the teaching and learning process and ensure that no students are left behind as a result of this situation. Then, the corona virus is considered one of the worst pandemics for decades due to its easy spread and high mortality rate from the virus (Mukti and Basuki, 2020). Furthermore, students are forced to study from home to break the chain of transmission of the Covid-19 virus. Therefore, all educational institutions implement online learning by utilizing e-learning to save the academic year during the COVID-19 pandemic.
Meanwhile, E-learning has emerged as a powerful medium of learning particularly using internet technology, as a direct result of the integration of technology and education (Al-Fraihat et al., 2020). Then, e-learning can use the advantages of information and communication technology (ICT) to enhance the student achievement in learning process by providing learning experience (Mukti and Basuki, 2020). Therefore, e-learning can use the advantages of information and communication technology (ICT) to create learning experience and enhance student knowledge by providing facilities in daily teaching-learning process.
Then, gamification is the application of game principles and game elements in non-game contexts, with a powerful tool to attract student (Freitas et al., 2017).
Furthermore, gamification concept can make the learning more fun processing us using treasure hunting or mission-based learning for students (Aini et al., 2020). Therefore, gamification can motivate student to learning more by provide game principles and game elements in non-game context, with a powerful tool to attract student attention for a long period of time. Furrher,  also states that the teacher has big effect to enhance the students' motivation in learning process.
So, it is very essential to choose the best media used in teaching and learning process.
Further, reading is one of the important aspect of English skill that has be understood by English learner (Mustika, 2020). Then, reading is considered as a key activity, thus the people can receive the information widely without going anywhere (Lesmana and Resmini, 2020). Therefore, students will easily understand the contents of the text provided, one of which is the information contained in the reading text. Meanwhile, recount text is a text written to retells for events or experiences in the past (Rahmawati, 2020). Then, the aim is to retells past event of informing or entertaining audience with some description of what and when occurred (Lesmana and Resmini, 2020). Therefore, students can report an incident, imitate someone's good behavior and boast someone by understanding the contents of the recount text well. Based on the explanation above, researcher adapted modul pintar bahasa inggris kelas 8 SMP/MTs for materials and questions about recount text. Here, RECTEMA (Recount Text Maze) is used to facilitate the eighth grade students of SMPN 1 Suruh in reading recount text. Students will be more interested and enthusiastic for participating in learning activities. Students will get some material with audio for example. Based on the description above, the researcher conducted a

RESEARCH METHOD
This research uses a research and development research design that is equipped with a quasi-experimental research design. Research and development as an industry-based development model for creating new products and procedures, and then systematically tested, evaluated, and refined according to the criteria of effectiveness, quality, and standards selected accordingly (Gall et al. (2003) in Basuki et al., 2018). Furthermore, research and development is used to produce new products needed by the field of social science such as in educational institutions (Sugiyono, 2013). Moreover, quasi experimental design is a non-randomized design used to know the effect of the treatment given to the experimental group and to compare the results with the control group (Hastjarjo, 2019). Purposive sampling is a sampling technique from a population with certain considerations (Sugiyono,2013  Further, the data collected from interview was analyzed qualitatively by using descriptive qualitative. Then, the data collected from pre-questionnaire and post-questionnaire were analyzed using independent sample t-test with the help of SPSS for Windows version 25. While data collected from questionnaire for students' needs were analyzed quantitatively by using the Likert scale. Likert scales data can be analyzed by summarizing the respondent's score, and then find its criteria. The Likert Scale provided scores as follows; 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), and 5 (strongly agree) (Syofian et al., 2015).  The following table is the findings of the students' need analysis questionnaire. The questionnaire consists of 15 stataments About 81% of students agree that good learning motivation affects student learning outcomes. 3

FINDINGS OF THE RESEARCH
About 75% of students agree that learning recount text is easier with the provided games. 4 About 57% of students agree that educational games motivate learning more than printed books. 5 About 66% of students agree that learning to use educational games with maze map designs can add to the attractiveness of students 6 About 51% of students agree that materials in digital form can add to the attractiveness of students. 7 About 81% of students agree that educational games must be interactive. 8 About 54% of students agree that learning in an interactive way can grow. 9 About 87% of students agree that I enjoy learning with the help of games. 10 About 93% of students agree that educational games must have an attractive appearance. 11 About 93% of students strongly agree that the explanation provided by the educational game must be clear 12 About 90% of students strongly agree that educational games should be provided for free 13 About 75% of students agree that educational games must be usable on android smartphones. 14 About 96% of students agree that educational games should be easy to use. 15 About 53% of students agree that educational games such as the characteristics above are needed by students The next questionnaire is the next step to know the feedback from the respondent about the product of the research. Field testing is done by giving the product and implementing the questionnaire. The questionnaire consists of 15 questions. It is given to 17 respondents. The following table shows the interpretation of the questionnaire result of students' field testing.  The data of field resting is recapitulated in the following table. About 100% of students agree that image design of the educational game is attractively arranged 2 About 88% of students said that 3D design on educational game is interesting.. 3 About 64% of students said that camera angle presented in the educational game is appropriate. 4 About 82% of students said that there are interactive elements in educational games. 5 About 82% of students said that material presented is in accordance with the printed book. 6 About 70% of students said that the material and questions in educational games can be understood easily.. 7 About 64% of students said that this educational game can improve other skills in learning English.. 8 About 58% of students said that this educational game is easy to use. 9 About 76% of students said that there is no problem when using this educational game. 10 About 94% of students said that this educational game increases student motivation in learning. 11 About 88% of students said that this educational game helps students learn to read ecount text anytime and anywhere 12 About 70% of students said that the educational game feature creates a new experience in learning recount text. 13 About 76% of students said that learning recount text using this educational game can increase students' interest in learning 14 About 64% of students said that educational games are in accordance with the needs of students. 15 About 82% of students said that this educational game is recommended for students of SMPN 1 Suruh.
T-test for pre questionnaire and post questionnaire experimental group and control group are used to determine whether there is effect on students' learning motivation after using RECTEMA (Recount Text Maze). The following are the results of the pre questionnaire and post questionnaire t-test experimental group and control group using independent sample ttest.
Before experimental group used RECTEMA, the mean was 49.2941 while for control group was 50.0000. It means that the experimental group's score was 0.7058 lower than control group. To make sure that the data in pre-questionnaire has equality or in same condition, the researcher checked the value of Sig. (2-tailed) However if the value of Sig. (2-tailed) is more than 0.05, then Ha is accepted while H0 is rejected . So, to sum up, RECTEMA (Recount Text Maze) as the product of this research is an effective learning media to junior high school student especially for learning recount text.
Regarding the content of this research, the material is adapted from Modul Pintar Bahasa Inggris Kelas 8 SMP/MTs that has some features such as materials and questions about recount text. Regarding the product development steps on this research that took five steps was in line with the expert explanation they are; need analysis, studying recent theories of education product development, developing the educational product, validating the product to expert and field-testing the product.
There are five procedures of development (Latief in Basuki et al., 2018). That is need analysis, studying recent theories of education product development, developing the educational product, validating the product to expert, and field-testing the product.
Meanwhile, to conduct the research it is also used quasi-experimental with prequestionnaire before field testing and post questionnaire after field testing.
With the regard to those discussions of the finding and sound of theories, it can be said that the product in the form RECTEMA ( The educational game was compiled based on the result of students' need analysis, some theories of research and development, evaluation and suggestion from the expert who validated the product. She suggested to revise the display image brightness, increase the game resolution to 720p, and fixed the errors in the image instructions appeared. The researcher revised the product and it is ready to be tried in the classroom for the next stage. The field-testing was conducted to know the suitability and the capability of the product toward the eighth grade students of SMPN 1 Suruh in 2020/2021 academic year. The finding of the field testing showed that the product received a good responses from the students. They were satisfied with this product development. The product once was proved practical enough to be implemented and able to increase students' motivation and interest in reading recount text. Further, this research has been able to achieve the objective of the the research findings as references or use the product to conduct the research with the similar or different text and/or research and development.