Development of Reading Materials Environment-Based in VII Grade Students of Junior High School (SMPN) 1 Kuala, Indonesia

This study aims is to find out the development of reading material by using environment base in Junior High School (SMPN) 1 Kuala. The research study used quantitative method by using sample in VII grade student Data with total 160 students from 5 clasess. The result show multiple intelligences based writing modules is more effective in improving student learning outcomes, this is indicated by the learning outcomes of students who are taught to use a module developed which is higher by 2460 with an average of 76.75% compared to the average value of students using 2220 textbooks. an average of 69.12%.


I. Introduction
Indonesian languange is a subject that can support the success of students in learning other knowledge that taught in school. In order to be more meaningful, learning Indonesian must be tailored to the interests, abilities and needs of students and their environment so that the potential in students can develop. Reading is a person's process in reconstructing a message. By optimizing students' reading skills, Indonesian children will not experience lagging with other countries. Based on PIRLS of 2012 for Reading Rating Scale 2012, Indonesia was ranked 64th out of 65 countries. The differences in ability of each individual get the teacher to engage in terms of student learning details. Teacher pedagogical competence in terms of guiding the understanding of a reading is urgently needed. Piaget (in Majid, 2015:9) stated that each child has its own way of interpreting and adapting to its living environment.
In the world of education, books are an important part of supporting the survival of education. With the existence of adequate textbooks the implementation of learning-teaching activities becomes more fluid. The teacher can perform his duties at maximum with the help of books. Likewise students, knowledge gained will be more meaningful in the presence of a mix of sciences from teachers and books. Hence, the existence of quality teaching materials is important in assisting teachers and students in educational activities. Muslich (2010:21) states that teaching materials are said to have positive terms when (1) can expand child insight, (2) add new knowledge, (3) guide constructive thinking, (4) direct creativity, (5) foster good moral, social, and religious attitudes, and (6) demand toward a more self-sufficient life.
The Indonesian subject is divided into four skills. The four skills are reading, writing, listening, and speaking. Each of those skills is further divided into a group of language and literature. In learning-teaching activities, however, reading skills have not been maximal. It can be seen from the results of the PIRLS survey for Reading Rating Scale 2012, Indonesia was ranked 64th out of 65 countries. In addition, students only refuse when given assignments by the teacher. A book is needed that is able to integrate basic competencies based on the environment in order to streamline the time of teaching and learning activities. With the existence of teaching materials for reading comprehension based on environment students will obtain the full knowledge and skills so that learning will become more meaningful. Meaning means that in integrated learning, students will be able to understand the concepts they learn learning activities to the subject matter of the principal disciplines concerned. So it can be said that environmental education is interdisciplinary.

III. Research Method
The study was conducted in VII Grade Junior High School (SMPN) 1 Kuala. Which is located on Gajah Mada Road No. 1 Kuala, Kec. Kuala, Kab. Rank Sumatera Utara. The selection of the in this study is school with consideration of time, power, and expense.
The population VII Grade Junior High School (SMPN) 1 Kuala Learning students 2018/209. As for the number of student VII Grade populations of odd semesters of 2018/2019 learning year which number 5 classes namely: VII A, VII B, VII C, VII D and VII E with an overall number of 160 students. Of the entire population determined samples namely VII A and VII B as field trial classes. VII C and VII D Grade as individual trials and class VII E as small group trials. Sampling is done by random sampling.

IV. Discussion
The preparation of modules that have a reading load on the understanding of the report text of the results of the environment-based observation that was developed was compiled based on module needs analysis first. First, the needs analysis carried out is to provide a questionnaire of needs aimed at students to see what skills students already have and what students do not have. Second, look at the extent to which knowledge is mastered by students, especially in the observation report text material.
Next, conduct a 2013 curriculum analysis and the need for teaching materials from the syllabus which requires a module to support learning Indonesian. After that, analyze the Core Competencies (KI), Basic Competencies (KD), and prepare the RPP (Learning Implementation Plan).
After carrying out the analysis, the next step is to compile material content on the developed environment-based reading comprehension module which contains the title (module title is determined on the basis of KDs or learning material contained in the syllabus, one competency can be used as a module title if competence is not too large, while the magnitude of competence can be detected, among others, by means if described into the subject matter), learning instructions (student / teacher instructions, concept maps), competencies to be achieved, supporting information, exercises, work instructions (can be worksheets ), and evaluation / assessment.
The development of an environment-based understanding reading module intended in this study is the development of a modified module in the process of applying environmental strategies that uses eight types of intelligence, consisting of (1) verbal-linguistic intelligence (word smart), (2) visual-spatial intelligence (picture smart), (3) musical-rhythmic intelligence (musical smart), (4) interpersonal intelligence (smart people), (5) intrapersonal intelligence (self smart), (6) physical-kinesthetic intelligence (body smart), ( 7) logical-mathematical intelligence, and (8) naturalist intelligence. a. Most students (80%) stated that they were not familiar with teaching materials in the form of modules, while all teachers and a small number of students (20%) stated that they were familiar with teaching materials in the form of modules. b. Teachers and students do not use teaching materials in the form of modules in the learning process. c. All teachers and students stated that they needed environment-based teaching materials in the form of modules in the learning process.  Very good For each picture and illustration is made a statement 2.
Teaching material must include the source of the text. This is to avoid plagiarism. 3.
It is necessary to re-examine the concepts presented so that they are easy to understand  Suggestion 1. The cover needs to be beautified and the image is conformed to matter 2. We recommend that the image size is more enlarged 3. The colors on the image are still blurred and less brightly coloring The Indonesian teacher's assessment of the development of teaching material products was carried out by Dewi Mandasari, S.Pd., and Harry Akbar, S.Pd., teachers of Junior High School (SMP N) 1 Kuala Medan. Assessment of the reading module understanding the text of the observation report that was developed was carried out to obtain information that would be used to improve the quality of the product being developed. The results of the assessment are in the form of scores on the components of learning that are in accordance with learning Indonesian language especially in reading comprehension of the text of the report on observation. The results of the response or response made by the Indonesian language teacher concluded that the reading module understanding the text of the report on the results of environmental based observations was included in the criteria of "very good" with a total percentage of 82.29%.    Test the effectiveness of teaching materials for reading modules based on environmental understanding conducted at SMP Negeri 1 Kuala Medan which was tested on students of class VII using the test. The results of the recapitulation of data obtained from the posttest conducted in the control class can be described in table 4.13. following. The data presented below is data obtained based on tests provided to students regarding reading the understanding of the text of observation results report using textbooks. To determine the range, taken the highest value is then subtracted with the lowest value. In this case, because of the largest data 90 and the smallest data 55, then: To specify many interval classes, Starges rules are used, i.e. To determine the length of the interval class used the formula as follows, Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 3, August 2019, Page: 289-311 e-ISSN: 2655-1470(Online), p-ISSN: 2655-2647 www.  From the results of the calculation above, the data can be categorized into 3 categories namely enough, good and very good. The provisions can be seen in table 15. The following. From the table above, it can be seen that the ability to read the text comprehension of student observation reports includes very good categories of 3 students or 9.4%, good categories as many as 14 students or 43.7%, sufficient categories as many as 15 students or 46.9 %. Identify the test results in normal and reasonable categories.
Thus the results of the ability of students to read the understanding of the text of the observation report by using textbooks are classified into sufficient categories with an average value of 69.12; standard deviation = 9.23; standard error = 1.65 with the lowest value of 55 and the highest value of 90. Thus the results of the ability of students to read the understanding of the text of the observation report using textbooks are in the sufficient category.
The results of the recapitulation of data obtained from the posttest conducted in the experimental class can be described in table 16. below. In this case, because the biggest data is 95 and the smallest data is 60, then: To determine many interval classes, use the Starges rule, i.e. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 3, August 2019, Page: 289-311 e-ISSN: 2655-1470(Online), p-ISSN: 2655-2647 www. Data acquisition from the field can be described in table 17. The following.  Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 3, August 2019, Page: 289-311 e-ISSN: 2655-1470(Online), p-ISSN: 2655-2647 www. After obtaining the prices needed for the Bartlet test, then the combined variance is calculated from all samples (S 2 ), unit B prices, and Chi Squares statistics (X 2 ) are used. The following are the results of data homogeneity calculations for each study variable.  Linguistics and Education (BirLE) Journal Volume 2, No 3, August 2019, Page: 289-311 e-ISSN: 2655-1470(Online), p-ISSN: 2655-2647 www. bircu-journal.com/index.php/birle emails: birle.journal@gmail.com birle.journal.qa@gmail.com

V. Conclusion
The multiple intelligences based module product developed on the observation report text material for seventh grade students of AL-Azhar School fulfills the requirements and is feasible to use based on the validation of the material experts including the feasibility of content with an average of 92.19% in very good criteria, feasibility of presentation with an average of 100% on very good criteria, the feasibility of multiple intelligences with an average of 96.87% on very good criteria, the feasibility of language with an average of 91.66% on very good criteria, and validation of design experts with an average 84.35% in very good criteria.
The pattern of writing modules based on multiple intelligences in the text material of the observation report is classified as very good and in accordance with the needs of students, judging from the response of 2 teachers who average 82.29% with very good criteria and 32 students having a percentage of 94.44% with criteria are very good.
The use of multiple intelligences based writing modules is more effective in improving student learning outcomes, this is indicated by the learning outcomes of students who are taught to use a module developed which is higher by 2460 with an average of 76.75% compared to the average value of students using 2220 textbooks. an average of 69.12%.