This model is made by myself in conducting a fun learning activity. Any suggestion and comments are very welcomed. Hope it helps!

1. Providing VAK Learning Style Students with Turning-page Adventure Model Games;
Inspired by Goosebumps Novel written by R.L.Stine in Pedagogic Process
Introduction
One of the criteria students should have in the pedagogic process is by having not only
knowledge and skill but also by having social attitudes such as confidence, responsibility, and
communicativeness (Permendikbud: 2016). In order to achieve those social attitudes, the teachers
should have an interactive activities to encourage the students to be more active during the class
and end up by the increased of those aspects. One of the ways teacher can do is by using media to
conduct the interesting pedagogic process. Smaldino, et al (2007) defines media as a mean of
communication and sources of information. Media provide message with an instructional purpose.
For the learners, media would send out facts, skills, attitudes, knowledge or additional materials
to make learning easier, as it intends to help both the teacher to teach reflectively and the learner
to grasp the lesson effectively. However, choosing the appropriate media is needed because there
are three varied models proposed by Neil Fleming (1987) in learning styles preferred by students:
visual, auditory, and kinesthetic, generally known as VAK learning styles. Fleming claimed that
visual learners have a preference for seeing (visual aids that represent ideas using methods other
than words, such as graphs, charts, diagrams, symbols, etc.) Likewise, Fleming claimed that
auditory learners best learn through listening (lectures, discussions, tapes, etc.), and
tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active
exploration of the world, science projects, experiments, etc.) The use of Turning-page Adventure
Model can be a good media in providing the students different learning styles, especially the VAK
learning styles, into a meaningful pedagogic activity through a game. The term Turning-page

2. Adventure Model is created by the writer herself. Basically, this model is considered as a game
and it is inspired by the novel Goosebumps written by R.L.Stine. His idea of Turning-page term is
aimed at make the book more attractive and difficult to stop reading because it is so interesting.
The writer wants to adopt this idea to teach English for students in order to increase their ability,
especially in reading and speaking.
As Hornby (1995; 486) says, games can make the students more focus in learning, because
they do not feel that they are forced to learn. Moreover, games can lower the anxiety, thus making
the acquisition of input more likely (Richard-Amato, 1988; 147). Similarly, Hansen (1994;118)
notes that games are highly motivating and entertaining, and can give shy students more
opportunity to express their opinion and feelings. Games also enable learners to acquire new
experiences within a foreign language which are not always possible during a typical lesson.
Games can be one of media that will give many advantages for teacher and the students either.
Discussion
There are 9 pages (optional) filled by statements about recount text and the students should
read and predict the next activity might happen by going to the page written on the first page or
the page that they choose. Students should relate the previous statement in the previous page to
the statement in the page that they choose. Students keep doing this until the page is all read. In
the end of this activity, students should arrange all the story that they have predicted and conclude
the ending. After doing this, students can directly have additional activity which is answering
question from the teacher about the recount text that has been arranged. In this last activity, the
teacher can make this game more challenging and set the rule “the fastest, the winner”.

3. Example of Turning-page Adventure Model media:
1
Last sunday, my friends and
I went camping on the
mountain. We went to
Merapi Mountain,
Yogyakarta. The spot was
near from our town. It was
about one hour to get there.
We chose Merapi because it
was not too far from our
home.
We prepared everything
before went hiking. After we
prepared, we heard a bad
news about the storm on the
top of the mountain.
 If you want to
listen to the
news, go to
page 5
 If you want to
ignore it, go to
page 2
2
We ignored the news about
the storm on the top of
Merapi because we believed
the storm would be gone
after we arrived there. We
just directly went to the
nearest post there and
reported our activity. The
post guard warned us about
the storm when we reported
our departure. We listened it
but we kept going directly to
the top of Merapi.
 To continue
your journey go
to page 4
3
We went through the
nearest path to reach the
Southern part of Merapi. The
path was nice and there
were only few people who
took that part. The weather
made me worry actually, the
dark cloud were
everywhere, and it was a
little bit rain, but luckily the
southern part was not
covered by storm.
 If you decide to
stay in that
area go to page
7
 If you want to
back home
directly go to
page 6
4
The path that we took was
not really good. It was
raining all the way and the
water made the path
became slippery. The rain
made the soil and the stones
moved, so it was very hard
to walk through there.
Although we knew that it
would be a hard journey, we
still kept going. After we
reached the top, we saw how
big the storm was.
 If you want to
come back
immediately go
to page 6
 If you still want
to stay there
turn to page 9
5
We stopped and listened to
the news because we were a
little bit afraid if the top of
the mountain was still
covered by the storm. From
the news, we knew that only
in the North part of the
Merapi Mountian was
covered by storm so we had
to take another path that
lead to the southern part of
Merapi Mountain. After we
decided the route that we
would take, we checked
again our equipments. We
brought cooking utensils and
the food from home, clothes,
camera, guitar, etc. We
went there by motorcycles
and parked them to the
nearest village.
6
After everything journey
that we had passed, we
decided to finish our journey
and went down. The path
that we took to go back is
still covered by water but we
kept going because we did
not want to take a rest on
the way. After we reached
the starting area, we signed
the report again and took
our motorcycles and head
back to our house. END.

4.  To continue
your journey go
to page 3
7
On the first day, we set up
the tent on the camping
area. The air was so fresh
there. We did not take a bath
because the temperature
was so cold. After we set our
tent we made campfire there
because we have already felt
hungry. Then, we cooked the
food for the lunch and had
lunch together. The first
night of our camping, the air
was so cold, so we gathered
around the campfire, sang
songs together and after
that we slept. We used
sleeping bag when we slept
to make our body warm.
 If you want to
continue to stay
there open page
8
 If you want to
back home go
to page 6
8
On the second day, we had
some activities. We tried to
take picture of sunrise but
only me that could woke up
early. So I tried to light up
the campfire once again and
made myself a cup of coffee
and enjoy the sunrise. After
everyone woke up, we made
our breakfast and enjoyed
the moment because the air
was so pure and the sky was
so blue. After that, we
packed everything we
brought. We cleaned the
area. We made a memory by
taking photos together in
front of our tent near the top
of Merapi and then went
home. We felt very tired but
very happy. END.
9
We decided to stay there
and waited until the storm
passed. We waited there for
more than 6 hours to finally
saw a light and the storm
past. After the storm passed
it was already evening, so
we directly set our tent and
made a campfire to warm
our body as well as to made
dinner. We ended the night
so fast because we already
felt tired of the storm.
 To take the 2nd
day go to page
8
 If you want to
go home in the
morning go to
page 6
Conclusion
Collectively, these essay outlines a critical role for the use of games called Turning-page
Adventure Model Games in the pedagogical process with the students of different learning styles

5. as it is applicable in any situation, attractive, fun, and live that could sustain the students into a
conducive and meaningful pedagogical process.
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Fleming, Neil; Baume, David (2006). "Learning styles again: VARKing up the right
tree!" SEDA Ltd, Issue 7.4
Hansen, M.. (1994), The use of games for vocabulary presentation and revision. Vol 36 No 1,
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