Academy of Education Journal
Vol. 15, No. 2, August 2024, Page: 1459-1478
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Niguents Faldes Hulu et.al (Developing English Teaching Materials....)
Developing English Teaching Materials Based on
Local Wisdom for the Tenth Grade Students at SMA
Negeri 1 Alasa
Niguents Faldes Hulu
a,1
, Elwin P. Zebua
b,2
, Afore T. Harefa
c,3
, Nursayani Maru’ao
d,4
a, b, c, d
Universitas Nias, Gunungsitoli, Sumatera Utara, Indonesia
1
faldeshulu.04@gmail.com;
2
[email protected] ;
3
aforetahirha[email protected];
4
maruao.nursayani@gmail.com
*
faldeshulu.04@gmail.com
ARTICLE INFO
ABSTRACT
Article history
Accepted: 19 August 2024
Revised: 20 August 2024
Approved: 22 August 2024
Available online: 23 August 2024
The Merdeka Curriculum assumed the integration of local wisdom into
teaching materials because it contained noble values that could develop
knowledge to shape students' character and increase their motivation to
learn. English teachers at SMA Negeri 1 Alasa still used general teaching
materials and had not specifically incorporated the local wisdom of the
Nias tribe. One of the Nias local wisdoms that could be integrated into
English learning was folktales in the form of legends for Narrative Text
material. Thus, this research aimed to produce visual book teaching
materials based on local wisdom that were suitable and practical to use.
This research used the Research and Development method, employing the
4D development model. The results showed that the visual book teaching
materials developed by the researcher were very suitable and practical to
use, as evidenced by the results of the validation and practicality
questionnaires. Validation results by language experts, with an average
score of 4, were in the very feasible category with a percentage of 100%.
Validation results by media experts, with an average score of 3.8, were in
the very feasible category with a percentage of 95%. Validation results by
material experts, with an average score of 3.86, were in the very feasible
category with a percentage of 96.66%. The results of the practicality test by
teachers and students were in the very practical category, with the highest
percentage being 100% and the lowest percentage being 88.66%. Based on
these results, it was concluded that the development of English teaching
materials based on local wisdom for the tenth-grade students at SMA
Negeri 1 Alasa was feasible and practical for use in the learning process. It
was recommended that teachers develop teaching materials based on local
wisdom in the region for other learning content.
Keywords:
Teaching Materials
Local Wisdom
Folktales
©2024, Niguents Faldes Hulu, Elwin P. Zebua, Afore T. Harefa, Nursayani Maru’ao
This is an open access article under CC BY-SA license
1. Introduction
Educational activities in schools are intrinsically linked to teaching materials, which play
a crucial role in aiding teachers during classroom instruction. These materials comprise
various educational tools and texts essential for educators to effectively plan and execute their
lessons. According to Sugiarni (2022), teaching materials serve as a systematic framework for
achieving educational objectives that facilitate students in comprehensively, coherently, and
systematically acquiring competencies, ensuring that all fundamental skills are mastered in an
integrated manner.
The Merdeka Curriculum highlighted the significance of character education and cultural
comprehension within the educational framework. Creating instructional materials
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incorporating indigenous knowledge aligned with the curriculum's objective of fostering
students' character and cultural awareness. Therefore, the integration of local wisdom in
educational materials not only supported the attainment of national curriculum objectives but
also contributed to nurturing a generation that is more cognizant of their cultural heritage. The
Merdeka Curriculum was a policy introduced by the Ministry of Education, Culture, Research,
and Technology (Kemendikbudristek) to enhance the quality of education and provide greater
flexibility in the learning process. In accordance with Law Number 20 of 2003 Article 36
concerning the National Education System, the curriculum was developed based on
educational units, regional potential, and students. The implementation of the Merdeka
Curriculum was based on the principles established in the existing education laws and
regulations.
Contextual teaching, which connects subject matter with local culture, has the potential to
enhance student engagement and motivation. According to Richards (2021), learning that is
aligned with students' cultural backgrounds renders the educational process more meaningful
and effective. Students are generally more motivated when the curriculum relates to their daily
lives and cultural experiences. Local wisdom encompasses the knowledge and practices
inherited through generations, constituting a vital element of a community's cultural identity.
Sudarmoko (2021) highlighted the significant role of education in safeguarding local culture.
The integration of local wisdom into teaching materials not only enriches the learning
experience but also contributes to the preservation and appreciation of cultural heritage. This
approach is particularly pertinent in Indonesia, where cultural diversity is a treasured asset that
must be preserved and passed on to future generations.
Meanwhile, concerning the initial competency expected in English education, particularly
regarding the understanding of functional written texts and simple essays such as descriptive,
narrative, and reports to engage with the environment, the initial observation with an English
teacher and students at SMA Negeri 1 Alasa revealed that the school's English curriculum still
relies on generic teaching materials. It was obtained from the results of interviews and
questionnaires as well as initial tests for students that produces below standard scores.
The textbooks that were used remained general in nature and had not yet introduced Nias
local wisdom in the material of Chapter 6, 'Fractured Stories,' particularly in the examples
studied in narrative text. The examples that were studied in the textbook included Cinderella,
Little Red Riding Hood, Peter Pan, and many other modern stories. This indicated that Nias
local wisdom, including folktales, had not been integrated into the teaching materials. The
material in the textbook used was incomplete as it only contained definitions and examples of
narrative text. Even the source of the material’s definition was not listed. There was no
additional material that should have been included, such as characteristics, objectives, social
functions, text types, and narrative text structures. The concept, the guide to using the book,
and the teaching modules were also incomplete. The visualization or appearance of the
teaching materials was not attractive to students. Pictures and colors that were too monotonous
and even colorless made students too rigid in their learning. The pictures that were included
should have introduced Nias local wisdom based on the stories presented. The activities and
student worksheets in the textbook were quite difficult for students to understand due to their
excessive number, while the activities and questions within them were repetitive. There were
some assignments that were still not suitable for 10th-grade students, such as publishing
writings and others. This was a concern for the researcher. It was hoped that the development
of visual book teaching materials aligned with the Merdeka Curriculum by incorporating local
wisdom from each region especially Nias, would enable students to participate easily and
actively in the learning process and indirectly contribute to the preservation and maintenance
of local wisdom in their area. Interesting visual book teaching materials had a significant
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impact on students' learning motivation. This was supported by the opinion of John Sweller
(2023), who stated that visual book teaching materials could reduce cognitive load and
increase students' motivation and learning effectiveness. This issue raises concerns, especially
for the Nias region itself, as it risks diluting its distinctive identity and cultural heritage
embedded in Nias' local wisdom. If not preserved and passed down to future generations, these
invaluable aspects of culture could fade into obscurity. Consequently, students may lack
motivation to learn and participate actively in preserving their cultural heritage, which plays a
crucial role in maintaining local wisdom. Moreover, many teachers face challenges in sourcing
contextual teaching materials, which impacts their ability to conduct effective learning
activities aligned with curriculum objectives, particularly evident in English subjects.
Integrating diverse local cultural elements into educational materials can be approached
through various methods. Hartini, Isnanda, et al. (2020) suggest that education becomes more
engaging when teachers utilize materials rooted in local wisdom. This approach enhances
student motivation and enthusiasm as the materials resonate with their daily lives and
surroundings. Folktales and legends represent a cultural heritage that has evolved within
society itself. Those imbued with local wisdom are particularly beneficial for English learning.
the values embedded in local folktales can foster students' character development, encouraging
them to become better individuals for themselves and their communities. Learning through
local content also motivates students to engage in preserving and promoting their cultural
heritage, facilitating a deeper connection to the culture surrounding them. In this study, local
folktales are presented as a resource to assist teachers in integrating local content into English
education. This approach aims to align teaching practices with curriculum objectives, there by
optimizing student participation and learning experiences.
Based on the explanation above, researcher wanted to develop English teaching materials
by testing the feasibility and practicality of English teaching materials in schools, as a solution
to the lack of teaching materials based on local wisdom. Therefore, this research was titled
"Developing English Teaching Materials Based on Local Wisdom for the Tenth Grade
Students at SMA NEGERI 1 ALASA."
2. Method
The design of this research is Research and Development (R&D). R&D is defined as a
research design that involves the classroom problems, studying recent theories of
educational product development, developing the educational products, validating the
product to experts, and field testing the product. It consists of a number of steps commonly
known as the “R&D cycle”, which involves studying the research findings related to the
product to be developed, developing the product based on the findings, conducting field tests
in the environment where it will eventually be used, and making revisions that can be
corrected found during the field test phase (Borg and Gall 2003).
In this research, the Four (4)-D model was used. The 4D model has clear advantages in
terms of organized structure, in-depth needs analysis, iterative development process, and
separate evaluation compared to the Plomp model. Early research shows that this approach
simplifies project management and ensures that the resulting teaching materials better meet
the needs and context of users. This model also offers flexibility, making it easier to apply in
various educational situations. Just by looking at its steps, we can see how simple, effective,
and efficient this model. Preliminary research, for example, may be included in the
preliminary investigation. This preliminary research can also take the form of preliminary
research whose findings serve as the foundation for future development; in this case, the
research design is a research and development design (Sari, R.,& Setiawan, H. 2020). This
model has four stages, they are (1) define, (2) design, (3) develop, and (4) disseminate. The
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4D development model was chosen because its steps are straightforward and do not require a
significant amount of time.
This research took place at SMA Negeri 1 Alasa, North Nias Regency. It involved
several participants. They are selected based on Purposive sampling in order to conduct data
collection Therefore, this research employs multiple data sources by inviting learners and
teachers of SMA Negeri 1 Alasa and expert as the validator. To be more detail, the research
subjects are elaborated as follows:
a. Students: In a small group (10) students and in a large group (20) students. They became
the subject or the people whom this development is addressed to, also as the
practitioner.
b. Teacher (practitioner): 1 teacher
c. Experts: 3 Expert as the validator media, material, language, to test the feasibility and
make sure the appropriateness of the teaching materials. They are lecturers at
Universitas Nias.
The Instrument of this research were as follows:
1. Document Analysis
Throughout the research process, the researcher gathered qualitative documents.
Specifically, the literature reviewed in this study focuses on developing English teaching
material based on local wsidom for the eight grade students and test the feasibility and
practicality of the teaching materials. To develop it, it is crucial to understand the previous
material that the teachers use to teach their students in the classroom. A document analysis
guide is essential to assist researcher in analyzing the document data.
2. Interview
This research used semi-structured interviews. In the process, the researcher prepared
and asked questions based on the research questions. The interview aimed at investigating
the students and English teachers in use teaching materials and wether the teaching materials
have integrated local wisdom in the learning process. The interview guide is required to help
the researcher conduct the interview.
3. Test
The purpose of the initial test is to find out how far the students' knowledge of the
material they learn in the books they usually use in class, how far they know about local
wisdom especially that exist in their area. While the final test is carried out to find out how
practical the teaching materials that have been developed by researcher are.
4. Validation Checklist
Validation checklist was used as a benchmark and given to both of expert in evaluating
the product. This validation checklist used to measure the level of validity of each items.
Validation sheet indicators are sourced from BSNP 2016.
The data collection in this study encompassed both qualitative and quantitative types,
obtained through the analysis of teaching material products. Qualitative data included
suggestions, criticisms, comments, and written responses to expert evaluations, which the
researcher described in detail. Quantitative data, on the other hand, underwent processing
using various formulas to facilitate clear presentation to others. This analytical approach
aligns with the four key steps of data analysis: data collection, data reduction, data display,
and drawing conclusions, followed by verification. The following is the formula used by
researcher to add up the scores from validators and practitioners:
1. Calculate the average score of each aspect assessed by equality:
𝑋
=
Σ
N
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Information: 𝑋 : Ave
l
rage
l
score
l
of asse
l
ssme
l
nts by e
l
xpe
l
rts/practitioners
Σ x : Numbe
l
r of score
l
s obtaine
l
d by e
l
xpe
l
rts/practitioners
N : Numbe
l
r of que
l
stions
2. Giving validity/practicality value using the following formula:
V/P Level =
3. Match the average with the material validity/practicality criteria teach.
Table 1. Practicality/Validity Criteria for Teaching Materials
Average Score Interval
Clarification
81% - 100%
Ve
l
ry Worthy/ Very Practical
61% - 80%
Worthy/Practical
41% - 60%
Quite
l Vvvvvv
Worthy/ Quite Practical
21% - 40%
Le
l
ss Worthy / Less Practical
0% - 20%
Not Worthy/Not Practical
Sourcel: Prasetyo, E., & Fitriani, L. (2024).
3. Result and Discussion
This section analyzed documents, interviews, and teacher test items. The documents
included the teaching module, curriculum, and text book.
A. Document analysis
1) Teaching module
A teaching module is essentially a detailed plan or unit of instruction designed to
guide educators through a specific segment of a curriculum. It is structured to ensure that
teaching and learning are organized, focused, and effective. The module provides a
roadmap for educators by outlining what needs to be taught, how it should be taught, and
how student learning will be assessed. The core of a teaching module is its learning
objectives, which clearly define what students are expected to learn or achieve by the end
of the module. These objectives set the direction for the entire module, ensuring that both
the content and the teaching methods align with these goals. The content section of a
teaching module includes all the information, concepts, and materials that need to be
covered. This may involve textbooks, articles, multimedia resources, or other educational
materials that support the learning objectives. To deliver the content effectively, the
module outlines various teaching methods. These methods range from lectures and
discussions to interactive activities and multimedia presentations. The choice of methods
is intended to cater to different learning styles and ensure that the material is engaging
and accessible to all students. In addition to content delivery, the module includes
learning activities designed to reinforce and apply the knowledge gained. These activities
may include individual assignments, group projects, or practical exercises that help
students actively engage with the material and develop their skills. Assessment is another
critical component of the teaching module. It outlines how students' understanding will
be measured through quizzes, tests, assignments, or other evaluation tools. This helps
gauge student progress and the effectiveness of the teaching approach. The module also
specifies the resources required for teaching, such as books, software, or equipment,
ensuring that both the teacher and students have access to the necessary tools to facilitate
learning. Additionally, timing and pacing are addressed to help teachers manage the
duration of each lesson or activity, ensuring that the entire module is covered adequately
within the available time frame.
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Finally, the module provided guidance for teachers on how to implement the plan
effectively. This included tips for engaging students, handling common challenges, and
making adjustments based on the dynamics of the class.
2) Curriculum
The curriculum used in the tenth grade at SMA Negeri 1 Alasa was the Merdeka
Curriculum. This curriculum, introduced by the Ministry of Education, Culture,
Research, and Technology (Kemendikbudristek), aimed to enhance the quality of
education and provide greater flexibility in the learning process. In accordance with Law
Number 20 of 2003, Article 36, concerning the National Education System, the
curriculum was developed based on educational units, regional potential, and student
needs. The implementation of the Merdeka Curriculum followed the principles
established in the existing education laws and regulations.
3) Textbook
The textbooks used at SMA Negeri 1 Alasa were general in nature and did not
incorporate Nias local wisdom in Chapter 6, "Fractured Stories," particularly in the
examples studied in narrative texts. The textbook examples included stories such as
Cinderella, Little Red Riding Hood, and Peter Pan, but did not feature Nias folktales.
This indicated that local wisdom had not been integrated into the teaching materials. The
textbook content was incomplete, containing only definitions and examples of narrative
texts without listing sources for the definitions. It lacked additional necessary material,
such as characteristics, objectives, social functions, text types, and narrative text
structures. Furthermore, the concept, guide to using the book, and teaching modules were
also incomplete. The visual presentation of the teaching materials was not engaging, with
monotonous and colorless pictures that made learning less appealing. The illustrations
should have featured Nias local wisdom based on the stories presented. Additionally, the
activities and student worksheets were difficult for students to understand due to their
excessive number and repetitive nature. Some assignments, such as publishing writings,
were not suitable for 10th-grade students.
B. Interview analysis
The interview technique was used by selecting representative sources aligned with the
research questions. The respondents in this study were English teachers, and the purpose was
to understand their comprehension of local wisdom, examples of local wisdom in Nias, and
teaching materials based on local wisdom. The results of the interview were as follows: “Local
wisdom is a characteristic of an area. “Local wisdom holds significant value and is worth
exploring, developing, and preserving as a counter to socio-cultural changes and
modernization”
Next, the study investigated examples of local wisdom in Nias. The teacher responded:
“Nias is an area rich in local wisdom. This richness includes cultural elements such as
traditional dance, stone jumping, and a variety of languages. One of the local wisdoms that is
nearly extinct and should be preserved is folktales."
In response to a further question about whether the commonly used teaching materials
have integrated Nias' local wisdom, she stated: “The teaching material I use in the classroom
is a general textbook typically used by high school teachers. There is no specialized teaching
material containing local wisdom, especially from Nias, in the learning activities. It is just a
general textbook.”
In response to the last question about their hopes for teaching materials, she stated: “I
hope that by using visual teaching materials based on local wisdom in the learning process,
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students will become more motivated and interested. Students will also be able to contribute to
preserving and maintaining local wisdom indirectly.”
C. Students’ Test Items Analysis
The following test was given to students to assess their prior knowledge about the
material, which would then be developed by the researcher. The researcher used the cognitive
level theory to evaluate the questions, as outlined by Nurlinda and Hidayati (2020).
a. Developing English Teaching Materials Based on Local Wisdom
The 4D development model is used in the construction of the test items. This model
consists of four stages: (1) Define, (2) Design, (3) Develop, and (4) Disseminate. This study
focuses on developing English teaching materials based on local wisdom for tenth-grade
students. The development of these items addresses both validity and practicality
requirements.
1. Define stage
At this stage, researchers were initially looking for problems related to students' needs.
Researchers conducted a needs analysis to gather information on teaching materials based on
local wisdom and what students require. The needs analysis was carried out by observing
students and interviewing one of the English teachers at SMA Negeri 1 Alasa. From these
observations and the interview, it was found that the learning resources used did not connect
the material to the local wisdom of the area where the students live. Additionally, there were
no other teaching materials used by the teachers apart from general textbooks, which made
students feel bored and found it difficult to understand the material, thus not supporting the
learning process. The findings can be summarized with the following points:
a. The specific needs and preferences of the students, as well as the cultural context, were
addressed by developing English teaching materials based on local wisdom relevant to
their environment and aligned with the ongoing curriculum.
b. A comprehensive understanding of students’ language proficiency levels was developed
from an initial test that assessed how well students understood local wisdom and the
examples they encounter around them.
c. Insights into students’ interests and local cultural elements were obtained through
interviews with both students and teachers at the school. Based on their suggestions, they
expect teaching materials that are more engaging in terms of visualization and that are
closely related to the local wisdom in their environment.
d. The specific goals and learning objectives revealed that students must be able to identify
context, communicate simple ideas and opinions, and write a text according to their
material, such as a narrative text.
2. Design stage
At this stage, the researcher begins to design the product through several stages, including
selecting media, determining the format, creating an initial design, and preparing a validation
test.
a. Media Sellection
Media selection is carried out to optimize the use of teaching materials in the process of
developing resources for classroom learning. The media chosen by researchers are teaching
materials based on local wisdom, presented in the form of visual books. The developed
teaching materials adhere to ISO standards (content size A4/210 x 297 mm), use textbook
paper, and consist of 58 pages. The design of the images and the material displayed on the
pages is created using the Canva application.
b. Format Sellection
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In selecting the format, the researcher collected materials related to the learning content to
be included in the teaching materials for Chapter VI on "Fractured Stories," focusing on
narrative texts in the form of folktales from Nias that are rarely heard, read, or explored by
most people. The researcher also gathered images related to the material from books, the
internet, museums, and other sources.
c. Preliminary Design
The initial design of these teaching materials was based on local wisdom and took the
form of a visual book. There are three components that make up the teaching materials: the
initial component, which includes the cover, foreword, and table of contents; the core
component, which includes the study and discussion of the material to be studied; and the final
part, which contains student worksheets and evaluation questions. Researchers designed the
visual elements of the teaching materials based on local wisdom using the Canva and Word
applications.
d. Preparation of validation submission test
After the local wisdom-based teaching material product was designed, the researcher then
created a teaching material assessment instrument. The instrument for media experts includes
three aspects of assessment: the size of the teaching materials, the cover design of the teaching
materials, and the design of the content of the teaching materials, which are translated into 15
indicators. The instrument for material experts consists of six aspects of assessment: suitability
of the material with KD (competency standards), accuracy of the material, up-to-date material,
presentation techniques, presentation support, and presentation area, which are described by 15
indicators. The linguistic instrument includes five assessment aspects: clarity,
communicativeness, dialogue and interactivity, suitability for student development, and
conformity with language rules, which are explained through 9 indicators. The assessment
form for local wisdom-based teaching materials uses a Likert scale with four criteria: very
worthy, worthy, less worthy, and not worthy.
3.Develop stage
a. Validation result
At this stage, development were carried out with a feasibility test on local wisdom-based
teaching materials that have been designed and validated by media experts, material experts,
and language experts using validation assessment instruments. The aim of this stage is to
obtain the final results of the teaching materials after incorporating revisions based on input
and suggestions from the validators. If the teaching materials are found to be unsuitable for
use, they will be revised.
1. Media Validation Results
Media validation by Mr. Riswan Zega, S.Pd., M.Hum, as the validator, was carried out on
May 16, 2024. The validator evaluated the display of the teaching materials. The results of the
media validation assessment were as follows:
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Table 2. Media Validation Results
Assessment Aspect
Validation Result
a. Size of Teaching Materials
4
4
b. Teaching Material Cover Design
4
4
4
4
4
3
c. Sign of Teaching Material Content
3
3
4
4
4
4
4
Total Number
57
Average
3,8
Percentage
95%
Category
Ve
l
ry Worthy
Information:
1) 25,00 < × = 43,75, Unworthy.
2) 43,75 < × = 62,50, Less Worthy.
3) 62,25 < × = 81,25, Worthy
4) 81,25 < × = 100, Very Worthy.
Based on the validation results from media experts in Table 2 above, a score of 57 was
obtained out of a maximum score of 60. This score of 57 translates to an average of 3.8 and an
overall percentage of 95% in the very appropriate category, indicating that the local wisdom-
based teaching materials in the form of visual books can be used effectively by teachers and
students in the learning process. It is noted that among all aspects of assessment, the highest
percentage of eligibility is in the aspect of the size of the teaching materials, with a percentage
of 100%. The lowest percentage of eligibility is in the aspect of the content of the teaching
materials, with a percentage of 92.85%. The validation model results from Mr. Riswan Zega,
S.Pd., M.Hum, were 4, and the median (middle value) was also 4.
Validation results from the media expert for each aspect can be seen in the following
diagram:
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Diagram 1. Percentage data from Media Expert
2. Material Validation Results
Material validation takes place in one stage, with Mr. Trisman Harefa, S.S., M.Pd. as the
validator. Validation was carried out on May 16, 2024. The validator evaluated the local
wisdom material printed in the teaching materials in the form of visual books. The results of
the material validation assessment were as follows:
Table 3. Material Validation Results
Assessment Aspect
Assessment Indicator
Validation Result
A Compatibility of material with KD
Comple
l
te
l
ne
l
ss of mate
l
rial.
4
Bre
l
adth of Mate
l
rial.
4
De
l
pth of Mate
l
rial.
4
B. Material accuracy
Accuracy of conce
l
pts and de
l
finitions.
4
Accuracy of data and facts.
4
Accuracy of image
l
s and illustrations.
3
C. Up-to-date material
Picture
l
s and illustrations in e
l
ve
l
ryday life
l
.
3
Use
l
e
l
xample
l
s and case
l
s found in e
l
ve
l
ryday life
l
4
E
l
ncourage
l
curiosity
4
Cre
l
ate
l
the
l
ability to ask que
l
stions
4
D. Presentation technique
Conce
l
pt accuracy
4
E. Presentation support
Practice
l
que
l
stions at the
l
e
l
nd of e
l
ach le
l
sson
4
Introduction
4
Bibliography
4
F. Presentation of learning
Stude
l
nts involve
l
me
l
nt.
4
Total Number
58
Average
3,86
Percentage
96,66%
Category
Very Worthy
Information:
1) 25,00 < × = 43,75, Unworthy.
2) 43,75 < × = 62,50, Less Worthy.
3) 62,25 < × = 81,25, Worthy.
4) 81,25 < × = 100, Very Worthy.
100%
95,83%
92,85%
88%
90%
92%
94%
96%
98%
100%
102%
Size of Teaching
Materials
Teaching
Materials Cover
Design
Sign of Teaching
Material Content
Percentage Data from Media Expert
Percentage Data from
Media Expert
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Based on the validation results from material experts in Table 3 above, a score of 58
was obtained out of a maximum score of 60. This score of 58 corresponds to an average of
3.86 and an overall percentage of 96.66%, falling into the very appropriate category,
indicating that the local wisdom-based teaching materials in the form of visual books can be
effectively used by teachers and students in the learning process. It is noted that among all
aspects of assessment, the highest percentage of eligibility is in the aspects of compatibility of
the material with KD, presentation techniques, presentation support, and presentation of
learning. The validation results from Mr. Trisman Harefa, S.S., M.Pd., were rated as 4, and the
median (middle value) was also 4.
Validation results from the material expert for each aspect can be seen in the following
diagram:
Diagram 2. Percentage Data from Material Expert
3. Language Validation Result
Language validation was carried out by the validator, Mr. Kristof M. E. Tel, S.S., M.Pd.
The validation took place on May 16, 2024. The validator assessed the effectiveness of the use
of grammar in the local wisdom study material within the teaching materials in the form of
visual books. The language validation assessment were as follows:
Table 4. Language Validation Results
Assessment Aspect
Assessment Indicator
Validation Result
A. Straight forward
Accuracy of se
l
nte
l
nce
l
structure
l
.
4
E
l
ffe
l
ctive
l
ne
l
ss of se
l
nte
l
nce
l
s.
4
Standardity of te
l
rms.
4
B. Communicative
Unde
l
rstanding the
l
me
l
ssage
l
or information.
4
C. Dialogic and Interactive
Ability to motivate
l
stude
l
nts.
4
D. Suitability to student development
Suitability to stude
l
nts' inte
l
lle
l
ctual de
l
ve
l
lopme
l
nt
4
Suitability to stude
l
nts' e
l
motional de
l
ve
l
lopme
l
nt
4
E. Conformity to Language Rules
Grammatical provisions.
4
Spe
l
lling de
l
cisions.
4
Total Number
36
Average
4
Percentage
100%
Category
Ve
l
ry Worthy
100%
93,75%
91,66%
100% 100% 100%
86%
88%
90%
92%
94%
96%
98%
100%
102%
Percentage Data from Material Expert
Percentage Data
from Material Expert
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Information:
1) 25,00 < × = 43,75, Unworthy.
2) 43,75 < × = 62,50, Less Worthy.
3) 62,25 < × = 81,25, Worthy.
4) 81,25 < × = 100, Very Worthy.
Validation results from the language expert for each aspect can be seen in the following
diagram:
Diagram 3. Percentage Data from Material Expert
Based on the validation results from language experts in Table 4 above, a score of 36
out of a maximum score of 36 was obtained. This score of 36 corresponds to an average of 4
and an overall percentage of 100%, indicating a very appropriate category. This means that the
local wisdom-based teaching materials in the form of visual books can be effectively used by
teachers and students in the learning process. It can be seen that all aspects of the assessment
have a high percentage of 100%. The validation results by Mr. Kristof M. El Tell, S.S., M.Pd.,
rated the materials as 4, and the median (middle value) was also 4.
b. Product Revision
Based on the validation results from media experts, material experts, and language experts,
several revisions and improvements were needed for the teaching materials that had been
developed according to the validators' input and suggestions. The following are the revisions
and suggestions from each validator:
1) Re
l
vision from Me
l
dia E
l
xpe
l
rt
After assessing the teaching materials based on local wisdom in the form of a visual
book, the media validator provided suggestions and input, namely that the writing and
images on the cover should be made clearer with more consistent colors and adjusted to ISO
standards.
a) The
l
writing on the
l
cove
l
r is not attractive
l
b) The
l
image
l
, writing style
l
, and colors had to be
l
change
l
d be
l
cause
l
it inte
l
rfe
l
re
l
d the
l
writing.
Made
l
more
l
inte
l
re
l
sting
c) Pay atte
l
ntion to ISO re
l
quire
l
me
l
nts
d) Re
l
vise
l
and add the
l
mate
l
rial, re
l
vise
l
the
l
incorre
l
ct grammar and pay more
l
atte
l
ntion to the
l
accuracy of writing structure
l
2) Revision from Material Elxpert
Baseld Based on the assessment results obtained from material experts, there are
several inputs and suggestions regarding the developed teaching materials. Specifically, the
100% 100% 100% 100% 100%
0%
20%
40%
60%
80%
100%
120%
Percentage Data from Language Expert
Percentage Data
from Language
Expert
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teaching materials should be made in a larger size so that the writing is more clearly visible
to students and the bibliography should be improved in terms of writing class terms.
a) Find more images related to the teaching materials.
b) The use of colors is too tacky and needs to be improved.
c) Revise and add the material to make it more complete.
3) Revision from a Language Expert
Input and suggestions from language expert validators regarding teaching materials
based on local wisdom in the form of a visual book include using a font size of 12 in the text,
adding images according to the content, and correcting typing errors and spelling.
a) Add images according to the content
b) Improvements to word typing and spelling
c. Developmental Testing
1). Small Group Trials
The first trial of the teaching materials was conducted in class X-9 on June 5, 2024. A
small group test was carried out with 10 students to investigate the usability of the teaching
materials based on local wisdom developed by researchers. Based on the testing, students
experienced several problems while using the product. Researchers identified these obstacles
based on students' comments and complaints. The identified obstacles are outlined in the
table below:
Table 5. Obstacles experienced by students
1.
The
l
re
l
we
l
re
l
se
l
ve
l
ral mistype
l
d words so that stude
l
nts not unde
l
rstand the
l
me
l
aning of the
l
words.
2.
The
l
re
l
we
l
re
l
le
l
ss cle
l
ar writings.
3.
The
l
re
l
we
l
re
l
uncle
l
ar and unre
l
late
l
d picture
l
s. It would be
l
be
l
tte
l
r if it was re
l
place
l
d with a suitable
l
one
l
.
In the small group trial conducted in class X-9 with 10 students, three obstacles
were encountered. After identifying the shortcomings from this trial, improvements were
needed before conducting the trial with larger groups.2. Large Group Trials (Students
Practicality)
A large group test was held in class X-8 at SMA Negeri 1 Alasa on June 8, 2024.
This test involved 20 students who used the developed teaching materials to evaluate their
practicality concerning the visual book teaching materials based on local wisdom from Nias.
The large group test was conducted after finalizing the product based on the validator's
instructions and following the small group tests. The visual book teaching materials based on
Nias' local wisdom were used during the large group test. This activity was conducted by the
teacher using the materials developed by the researchers. After the learning experiment in the
class, the researchers distributed assessment questionnaires to determine if the teaching
materials were practical and useful for learning from the students' perspectives. The
questionnaire included 12 aspects that students needed to respond to, including: Size of
Teaching Materials, Teaching Materials Design, Content of Teaching Materials, Material
Completeness, Depth of Material, Breadth of Material, Accuracy of Material, Currency of
Material, Encouragement of Curiosity, Accuracy of Sentence Structure, Student
Involvement, and Grammatical Accuracy.
After implementation, researchers assessed how students responded to the development
of visual book teaching materials based on local wisdom from Nias. Responses were
measured using a questionnaire provided by the researchers. The general results for the
related questionnaires are as follows:
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Table 6. Practicality Tests Result in Large Group
Students
Score
Percentage
1
53
88, 33%
2
53
88, 33%
3
52
86, 66%
4
53
88, 33%
5
53
88, 33%
6
53
88, 33%
7
54
90, 00 %
8
56
93, 33%
9
53
88, 33%
10
57
95, 00%
11
60
100, 00%
12
60
100, 00%
13
60
100, 00%
14
59
98, 33%
15
60
100, 00%
16
60
100, 00%
17
60
100, 00%
18
59
98, 33%
19
54
90, 00 %
20
59
98, 33%
Total Score
1.128
1.879,96
Average
3,76
93,99
Category
Ve
l
ry Practical
Information:
1) 1-20%, Not Practical
2) 21-40%, less practical.
3) 41-60%, Quite Practical.
4) 61-80%, Practical.
5) 81-100%, Very Practical.
Based on the results of the practicality test shown in Table 6 above, and examining
student responses from the large group test, it is evident that the visual book teaching
materials based on local wisdom are categorized as very practical, with a score of 93.99%. A
total score of 1,128 was achieved out of a maximum score of 1,200 by 20 students. This
score translates to an average of 3.76 and an overall percentage of 93.99%, indicating that the
teaching materials based on local wisdom in the form of visual books are highly practical for
use and learning by students. It can be concluded that the application of these visual book
teaching materials based on local wisdom found in Nias in class X-8 of SMA Negeri 1 Alasa
falls into the very good category. This conclusion is supported by the data collected from
students who filled out a questionnaire containing several questions, which the researchers
processed to produce this data.
3. Teacher Practicality
The practicality test of the teaching materials by teachers was conducted on June 8,
2024. A teacher practicality questionnaire was used to assess whether the visual book
teaching materials based on local wisdom, which had been developed, are practical for use
by teachers in the classroom learning process. This was done by distributing a practicality
questionnaire to the English teacher who had used the teaching materials in both small and
large group experiments. The questionnaire contained eight aspects that teachers needed to
respond to, including: Size of Teaching Materials, Teaching Materials Design, Significance
of Teaching Content, Material Completeness, Update of Material, Encouragement of
Curiosity, Accuracy of Sentence Structure, and Grammatical Accuracy.
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When testing the teaching materials based on local wisdom in the form of visual
books, teachers did not encounter any problems during both small and large group tests. On
the contrary, they were highly motivated to teach and very interested in the visual book
teaching materials due to the use of examples, colors, and images that are engaging and
directly related to daily life, particularly the local wisdom of the Nias region. This aligns with
one of the characteristics of the current curriculum model being implemented at SMA Negeri
1 Alasa. The results of the teacher practicality assessment are as follows:
Table 7. Practicality Results from English Teacher
Assessment Aspect
Statement
Validation Result
1. Size of Teaching
Materials
2. Teaching Material
Design
This visual book te
l
aching mate
l
rials base
l
d on local wisdom is
suitable
l
to the
l
te
l
aching mate
l
rials size
l
.
4
The
l
cove
l
r de
l
sign of visual book te
l
aching mate
l
rials base
l
d on local
wisdom has an initial appe
l
al that de
l
scribe
l
s the
l
conte
l
nt or mate
l
rial
be
l
ing conve
l
ye
l
d.
4
The
l
choice
l
of font type
l
, size
l
and spacing is appropriate
l
, making it
e
l
asie
l
r for stude
l
nts to unde
l
rstand re
l
ading visual book te
l
aching
mate
l
rials base
l
d on local wisdom.
4
The
l
combination of image
l
s, vide
l
os and writing in visual book
te
l
aching mate
l
rials base
l
d on local wisdom attracts atte
l
ntion
4
3. Material
Completeness
The
l
mate
l
rial and le
l
arning indicators in the
l
visual book te
l
aching
mate
l
rials base
l
d on local wisdom are
l
accordance
l
with KD and KI.
4
The
l
instructions in using visual book te
l
aching mate
l
rials base
l
d on
local wisdom are
l
cle
l
ar, making it e
l
asie
l
r for stude
l
nts to carry out all
the
l
activitie
l
s.
4
The
l
mate
l
rial pre
l
se
l
nte
l
d in the
l
visual book te
l
aching mate
l
rials is base
l
d
on local wisdom according to the
l
le
l
ve
l
l stude
l
nt abilitie
l
s.
4
4. Sign of Teaching
Content
Place
l
me
l
nt of layout (title
l
, subtitle
l
s, te
l
xt, image
l
s, vide
l
o page
l
numbe
l
rs) in visual book te
l
aching mate
l
rials base
l
d on local wisdom is
consiste
l
nt according to a ce
l
rtain patte
l
rn.
4
5.Grammatical accuracy
Visual book te
l
aching mate
l
rials base
l
d on local wisdom use
l
se
l
nte
l
nce
l
s
that do not cre
l
ate
l
double
l
me
l
anings.
4
6. Accuracy of Sentence
Structure
Visual book te
l
aching mate
l
rials base
l
d on local wisdom use
l
se
l
nte
l
nce
l
s
that are
l
simple
l
and e
l
asy for stude
l
nts to unde
l
rstand.
4
Visual book te
l
aching mate
l
rials base
l
d on local wisdom use
l
communicative
l
language
l
.
4
7. Update of Material
The
l
picture
l
s and illustrations in the
l
visual book te
l
aching mate
l
rials
are
l
base
l
d on local wisdom which are
l
pre
l
se
l
nte
l
d base
l
d on e
l
ve
l
ryday
proble
l
ms and nuance
l
s of wisdom local and e
l
ffe
l
ctive
l
in incre
l
asing
inte
l
re
l
st in le
l
arning.
4
8. Encourage Curiosity
Visual book te
l
aching mate
l
rials base
l
d on local wisdom facilitate
l
stude
l
nts to build unde
l
rstanding base
l
d on pre
l
vious knowle
l
dge
l
.
4
Visual book te
l
aching mate
l
rials base
l
d on local wisdom e
l
ncourage
l
stude
l
nts to discuss or work the
l
same
l
as othe
l
r pe
l
ople
l
in a group.
4
Visual book te
l
aching mate
l
rials base
l
d on local wisdom facilitate
l
stude
l
nts to e
l
xplore
l
the
l
information ne
l
e
l
de
l
d to solve
l
proble
l
ms in the
l
ir
own way.
4
Total Number
60
Average
4
Percentage
100%
Category
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Information:
1) 1-20%, Not Practical.
2) 21-40%, less practical.
3) 41-60%, Quite Practical
4) 61-80%, Practical
5) 81-100%, Very Practical.
Based on the results of the practicality test in Table 7 above, and considering the
teachers' responses to the questionnaire, it is evident that the local wisdom-based visual book
teaching materials are categorized as very practical to use, with a score percentage of 100%.
A score of 60 was obtained from a maximum possible score of 60, resulting in an average
score of 4. The overall percentage for practicality is 100%, indicating that the teaching
materials based on local wisdom in the form of visual books are highly practical for use by
teachers in the learning process. All aspects of the assessment received a high percentage of
100%. The model of teacher practicality results showed a score of 4, with the median (middle
value) also being 4.
4. Disseminate Stage
At this stage, the researcher has submitted the visual book teaching material products,
which have been printed in textbook form and encoded with a barcode, to the flash drive of
the English teacher at SMA N. 1 Alasa. These materials are intended to be used as suitable
and practical learning resources for the classroom.
This research has successfully developed a product: teaching materials based on local
wisdom from Nias in the form of a visual book for tenth-grade students at SMA Ngelri 1
Alasa. The development of these visual book teaching materials follows a 4D development
model consisting of define, design, develop, and disseminate stages. The 4D model steps are
easy to understand, set up, and develop. Several experts tested the functionality of the visual
book teaching materials based on Nias local wisdom, including the suitability of the material
and its presentation, the practicality of the language components, the practicality of the
media, and the overall practicality of the teaching materials.
Regarding recent research, there are three studies with similar scope and results
concerning the development of teaching materials based on local wisdom. The first related
study by Mastiah (2021) is titled: "Pengembangan bahan ajar buku cerita rakyat berbasis
kearifan lokal suku Dayak Randuk." Based on validation results from experts and educators,
this book achieved highly favorable criteria. Linguists awarded it a score of 35 out of a
maximum 40, resulting in a percentage of 87.5%. Material experts gave it 64 out of 75,
scoring 85.3%. Media experts rated it 57 out of 60, achieving 95%. Educators provided a
score of 59 out of 65, resulting in 90.8%. In small-scale trials, it scored 270 out of 330,
achieving 81.8%, which is considered very good. In large-group trials with 16 respondents, it
scored 785, resulting in 89.20%, meeting the criteria for being very attractive. These results
indicate that the folktales book based on the local wisdom of the Dayak Randuk tribe is
highly suitable as teaching material in the learning process.
The last related research by Muhammad Taufik Hidayat (2019), titled "Pengembangan
bahan ajar cerita rakyat Aceh berbasis kearifan lokal untuk membentuk karakter siswa SMP
di kota Langsa," resulted in a very good average score for the content eligibility of the Aceh-
based folktale writing module based on local wisdom. The appropriateness of its presentation
received a very good average score, while the language aspects were rated as very good.
Additionally, student learning outcomes were assessed through pre-tests and post-tests
conducted before and after using the teaching materials. For Class VII students at SMPN 1
Langsa, the pre-test yielded a total score of 1996 with an average of 66.53, and the post-test
resulted in a total score of 2390 with an average of 79.66. At SMPN 4 Langsa, students' pre-
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test total was 1890 with an average of 63.00, and the post-test total was 2320 with an average
of 77.33. At Langsa 9 Public Middle School, the pre-test total was 1866 with an average of
62.26, and the post-test total was 2190 with an average of 73.00 among 30 students in each
case. The use of teaching materials based on local wisdom was more effective in improving
student learning outcomes compared to using textbooks and conventional learning methods,
as evidenced by the higher scores achieved with the developed teaching materials.
The last related research by Delwi Lailatul Vaziria (2022), titled "Pengembangan buku
cerita rakyat berbasis kearifan lokal Blitar untuk kelas X," evaluated the content, language,
and presentation aspects, yielding a score of 78.5% with a "decent" rating, and suggested
implementation. Practitioners evaluated various aspects of the folktale teaching materials,
concluding that they are suitable for implementation in teaching folktale texts for Class X
students at SMKN 1 Kademangan. The validation process involved experts, practitioners,
and students, assessing different criteria. Teaching materials experts evaluated the
appearance, presentation, and language aspects, giving a score of 86% with a "very feasible"
rating, recommending follow-up implementation. Material experts evaluated the content,
presentation, linguistic aspects, cover design, and content design aspects, scoring 89.5% with
a "very feasible" rating, and recommended follow-up implementation. Students, evaluating
attractiveness through 10 indicators, gave a score of 91% with a "very feasible" rating,
suggesting further implementation. Overall, the feedback indicates that the developed
product meets the necessary criteria and is suitable for implementation, with attention to
incorporating suggestions and feedback for further improvement.
In line with the previous research mentioned above, this research also shows
similarities in developing materials based on local wisdom. Although the subject, year,
location, validators, informants, and instruments used are different, the results indicate that
teaching materials based on local wisdom are very suitable for use as learning resources in
schools and are highly practical for both students and teachers. This is evidenced by the
validation results of the teaching materials in each of the studies mentioned above. The
results also demonstrate that teaching materials based on local wisdom are highly influential
in increasing students' motivation, character, and interest in learning. This research is titled:
"Developing English Teaching Materials Based on Local Wisdom for Eighth Grade Students
at SMA Negeri 1 Alasa."
The teaching materials developed by the researcher were deemed highly appropriate
based on the validation results and practicality tests, and were considered superior to the
previous book. This improvement was due to the fact that the previous book had not
integrated the local wisdom and culture of Nias, which should align with the current
"Merdeka Curriculum." The old textbook's content was very incomplete, consisting only of
definitions and modern examples of narrative texts. Its presentation and visualization,
including images and colors, were less appealing, leading to monotony, rigidity, and a lack of
motivation among students. Additionally, the textbook did not include concepts, usage
guidelines, or teaching modules. It contained too many activities and tasks that were not
suitable for 10th-grade high school students, with questions that were essentially the same,
differing only in their phrasing. This contributed further to students' confusion and boredom
in learning. In contrast, the teaching materials developed by the researcher addressed all the
weaknesses of the old textbook, improving, completing, and developing them into a more
advanced visual book.
Based on the validation results from experts and educators, this book was developed
with very favorable criteria. Linguists awarded a score of 36 out of a maximum of 36,
resulting in a percentage of 100%. Material experts gave a score of 58 out of 60, which
corresponds to a percentage of 96.66%. Media experts provided a score of 57 out of 60,
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equating to a percentage of 95%. Educators assigned a score of 59 out of 65, resulting in a
percentage of 90.8%. Based on small-scale trials, a total score of 270 out of 330 was
achieved by 6 respondents, with a percentage of 81.8%, meeting very good criteria.
Furthermore, the results of large-group trials, involving 16 respondents, yielded a total score
of 785 with a percentage of 89.20%, indicating very attractive criteria. These data show that
the English teaching materials based on local wisdom in Nias, in the form of a visual book,
are very suitable and worthy of use as teaching materials in the learning process.
In conducting the research and obtaining the data, there were some limitations to the
research findings. The limitations of the research findings are as follows:
a. The subject used by researchers was tenth-grade students at SMA Ngelri 1 Alasa.
Different results might be observed if the researchers used different subjects in various
grades.
b. The English teaching materials developed in this research focus on local wisdom in Nias,
specifically folktales presented in the form of a visual book. Different results might be
observed if the researchers used different forms of local wisdom from their own regions.
c. The development model used by researchers in this study is the 4D development model,
which consists of four stages: define, design, develop, and disseminate. Different results
might be found if researchers use different development models due to variations in
stages, time management, finances, and other factors.
d. This research focuses on developing English teaching materials, which is one of the
subjects at school. It is hoped that other researchers will develop teaching materials for
different subjects in the future.
Ovelrall, the findings of this research indicate that the development of English
language teaching materials based on local wisdom has great potential to improve the quality
of English language learning. Effective implementation requires adequate support in terms of
teacher training, resources, and enabling policies. With this approach, students can learn
English in a way that is more meaningful, relevant, and connected to their own culture.
4. Conclusion
Based on the results of developing visual book teaching materials based on local wisdom
in Nias, focusing on fractured story themes and narrative text topics, it can be concluded that:
1. The development of teaching material products is carried out using a 4D model, which
consists of the Define, Design, Develop, and Disseminate stages. The stages in this
research have reached the product distribution stage.
2. The validity level of the visual book teaching materials based on local wisdom in Nias for
class 10, with themes of fractured stories and narrative text, was declared very feasible
based on the results of material validation, media validation, and language validation. The
results of the material expert validation were categorized as very appropriate, with an
average score of 96.66%. Media expert validation results were categorized as very
feasible, with an average score of 95%. The language validator results were also
categorized as very feasible, with an average score of 100%.
3. Product trials were conducted in both small and large groups in class X at SMA Negeri 1
Alasa, North Nias Regency. After completing the small group trials, large group trials
were carried out to gather students' responses. The results indicate a very good category.
These product trials are known as practicality tests. The practicality tests conducted by
teachers and students declared the materials very practical for use in classroom learning.
4. The teaching materials developed by the researcher were deemed highly appropriate based
on the results of validation and practicality tests, and they were considered superior to the
previous book. This improvement is attributed to the fact that the previous book did not
Academy of Education Journal
Vol. 15, No. 2, August 2024, Page: 1459-1478
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Niguents Faldes Hulu et.al (Developing English Teaching Materials....)
integrate the local wisdom and culture of Nias, which aligns with the current "Merdeka
Curriculum." The content of the old textbook was incomplete, containing only definitions
and modern examples of narrative texts. Its presentation and visualization, including
images and colors, were less appealing, leading to monotony, rigidity, and a lack of
motivation among students. Concepts, usage guidelines, and teaching modules were also
absent. Additionally, the old textbook included too many activities and tasks unsuitable
for 10th-grade students, with questions that were essentially the same but varied only in
their wording. This further contributed to students' confusion and boredom. In contrast,
the teaching materials developed by the researcher addressed all the weaknesses of the
old textbook by improving, completing, and evolving them into a more advanced visual
book.
5. References
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