Developing English Teaching Materials Based on Local Wisdom for the Tenth Grade Students at SMA Negeri 1 Alasa

ABSTRACT


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 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 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."

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 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.

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.

Test
The purpose of the initial test is to find out how far the students' knowledge of the material they study 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.

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.

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 was essentially a detailed plan or unit of instruction designed to guide educators through a specific segment of a curriculum.It was structured to ensure that teaching and learning were organized, focused, and effective.The module provided a roadmap for educators by outlining what needed to be taught, how it should be taught, and how student learning would be assessed.The core of a teaching module was its learning objectives, which clearly defined what students were 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 were aligned with these goals.The content section of a teaching module included all the information, concepts, and materials that were to be covered.This might have involved textbooks, articles, multimedia resources, or any other educational materials that supported the learning objectives.To deliver the content effectively, the module outlined various teaching methods.These methods ranged from lectures and discussions to interactive activities and multimedia presentations.The choice of methods was intended to cater to different learning styles and ensure that the material was engaging and accessible to all students.Alongside content delivery, the module included learning activities designed to reinforce and apply the knowledge gained.These activities could have been individual assignments, group projects, or practical exercises that helped students actively engage with the material and develop their skills.Assessment was another critical component of the teaching module.It outlined how students' understanding would be measured through quizzes, tests, assignments, or other evaluation tools.This helped in gauging student progress and the effectiveness of the teaching approach.The module also specified the resources required for teaching, such as books, software, or equipment.This ensured that both the teacher and students had access to the necessary tools to facilitate learning.Timing and pacing were addressed to help teachers manage the duration of each lesson or activity, ensuring that the entire module was covered adequately within the available time frame.
Finally, the module provided guidance for teachers, offering instructions on how to implement the plan effectively.This included tips for engaging students, handling common challenges, and making adjustments based on the class dynamics.

2) Curriculum
The curriculum that was used in the tenth grade at SMA Negeri 1 Alasa was the Merdeka curriculum.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.

3) Textbook
The textbooks that were used at SMA Negeri 1 Alasa 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.

B. Interview analysis
The interview technique was employed by selecting representative sources that aligned with the research questions.The respondents in this study were English teachers, and the purpose was to understand their comprehension of local wisdom and example of local wisdom in Nias, and teaching materials based on local wisdom.The results of the interview were as follows:"Local wisdom is the characteristic in an area.Local wisdom has a high value of life and is worth continuing to explored, developed, and preserved as antithesis or socio-cultural changes and modernization." Next, it was investigated about the example of local wisdom in Nias.The teacher responded:"Nias is an area rich of local wisdom.The richness is of culture like traditional dance, stone jump, variely of language are the example of local wisdom in Nias.One of the local wisdom wich is almost extictn and should be reserved is folktales".
In response to further question about the teaching materials commonly used have integrated Nias' local wisdom or not, she stated:"The teaching material I use when teach the student in classroom is general text book that usually used by the teacher in high school.There's no special teaching material that contain of local wisdom, especially found in Nias in the learning activities.It just general text book".
In response the last question about their hope for teaching materials, she stated:"I hope by using visual book teaching material based on local wisdom in learning process, the sutent become more motivated and interested.The students also can take a part to preserve and maintained the local wisdom indirectly".

C. Students' Test Items Analysis
The following test was given to students to test their previous knowledge about the material will then be developed by researcher.The researcher used the cognitive level theory to assess the questions posed, Nurlinda, M., & Hidayati, N. ( 2020 At this stagel, relselarchelr welrel originally looking for problelms rellateld to studelnts' nelelds.Relselarchelrs conducteld a nelelds analysis to obtain information rellateld to telaching matelrials baseld on local wisdom with what studelnts neleld.Thel nelelds analysis was carrield out by obselrving studelnts and intelrvielwing onel of thel Elnglish telachelrs at SMA Nelgelri 1 Alasa.From thelsel obselrvation and intelrvielw, information was obtaineld that thel lelarning relsourcels useld did not link thel matelrial to thel local wisdom in thel arela whelrel thel studelnts liveld.Apart from that, thelrel welrel no othelr telaching matelrials useld by thel telachelrs apart from gelnelral telxtbooks which makel studelnts felell boreld and difficult to undelrstand thel matelrial, so it can't support thel lelarning procelss.Define results can be simplified with the following points: a.
The spesific needs and preferences of the students and the cultural context were the english teaching materials based on local wisdom in their enviroment and related to the ongoing curriculum.b.
Developed a comprehensive understanding of students' language proficiency levels generated from an initial test to students about how far their understanding of local wisdom and the examples they encounter around them.c.
Gained insights into students' interest and local cultural elements was done with interviews with the students and teacher at the school.Based on their suggestions, they expect teaching materials that are more interesting in terms of visualization and materials that are truly related to the local wisdom around them.d.
The spesific goals and learning objectives revealed that the students must able to identify context, communicate simple ideas and opinions, and able to write a text according to their material, for example were narrative text.

b. Format Sellelction
In sellelcting thel format, thel relselarchelr collelcteld matelrials rellateld to thel lelarning which will bel includeld in thel telaching matelrials relgarding chaptelr VI about Fractureld Storiels with thel topic of narrativel telxts in thel form of folktalels found in Nias which arel rarelly helard, relad or elxploreld by most peloplel.Researcher also collected images related to the material from books, the internet, museum, and other sources.c.Prelliminary Delsign Thel initial delsign of this telaching matelrials was baseld on local wisdom in thel form of a visual book.Thelrel arel threlel componelnts that makel up telaching matelrials, namelly, thel initial componelnt which includels thel covelr, forelword, tablel of contelnts, thel corel componelnt which includels a study and discussion of thel matelrial to bel studield, and thel final part contains Studelnt Workshelelts and elvaluation quelstions.Relselarchelrs delsigneld imagel delsigns in telaching matelrials baseld on local wisdom using thel Canva and Word applications.

Media Validation Results
Meldia validation by Mr. Riswan Zelga, S.Pd., M.Hum as validator was carrield out on May 16 2024, thel validator elvaluateld as thel display of telaching matelrials.The result ofkt meldia validator asselssmelnt is as follows:
Validation relsults from Matelrial Elxpelrt on elach aspelct can bel seleln in thel following diagram picturel: Diagram 2. Percentage Data from Material Expert

Language Validation Result
Languagel validation was carrield out by a validator, namelly Mr. Kristof M.El Tell, S.S., M.Pd.Validation was carrield out on May 16 2024, thel validator asselsseld thel elffelctivelnelss of thel usel of grammar useld in thel Wisdom study matelrial in telaching matelrials in thel form of visual books.Thel languagel validator asselssmelnt is as follows: Baseld on thel validation relsults from languagel elxpelrts in tablel 4 abovel, a scorel of 36 was obtaineld from a maximum scorel of 36.A scorel of 36 has an avelragel of 4 and thel ovelrall pelrcelntagel of languagel is 100% with a velry appropriatel catelgory so that telaching matelrials baseld on local wisdom in thel form of visual books can useld by telachelr and studelnts in thel lelarning procelss.It can bel seleln that all aspelcts of thel asselssmelnt havel a high pelrcelntagel that is 100% pelrcelntagel.Thel model of validation relsults by Mr. Kristof M.El Tell, S.S., M.Pd. is 4 and thel meldian (middlel valuel) is 4.

3.
Thel rel wel rel unclel ar and unrel latel d picturel s.It would bel bel ttel r if it was rel placel d with a suitablel onel .
Baseld on thel relsults of thel practicality telst in tablel 6 abovel, by looking at studelnt relsponsels in thel largel group telst, it is known that visual book telaching matelrials baseld on local wisdom arel catelgorizeld as velry practical with a scorel of 93.99%.A scorel of 1.128 by 20 studelnts was obtaineld from a maximum scorel of 1.200.A scorel of 1.128 has an avelragel of 3.76 and thel ovelrall pelrcelntagel is 93.99% with a velry appropriatel catelgory so that telaching matelrials baseld on local wisdom in thel form of visual books welrel practical to bel useld and lelarneld by thel studelnts in thel lelarning procelss.It can bel seleln that thel application of visual book telaching matelrials baseld on local wisdom found in Nias in class X-8 of SMA Nelgelri 1 Alasa is includeld in thel velry good catelgory.It can bel seleln from thel data on thel numbelr of studelnts who havel filleld out a quelstionnairel containing selvelral quelstions which thel relselarchelr has procelsseld and produceld this data.

Disseminate Stage
At this stagel thel relselarchelr has submitteld visual book telaching matelrial products which havel beleln printeld in telxtbook form, barcode and inselrteld into thel flash disk of thel Elnglish telachelr at SMA N. 1 Alasa to bel useld as a suitablel and practical lelarning relsourcel for thel lelarning procelss in the l classroom.
The Teaching Materials developed by the researcher was deemed highly appropriate based on the validation results and practicality tests, and it was considered superior to the previous book.This improvement was due to the fact that the previous book had not yet integrated the local wisdom and culture of Nias, which should have aligned with the current "Merdeka Curriculum."The content of the old textbook was very incomplete, containing only definitions and modern examples of narrative texts.The presentation and visualization, including images and colors, were less appealing, which led to monotony, rigidity, and a lack of motivation among students in their learning process.Concepts, usage guidelines, and teaching modules were also not included in it.Additionally, there were too many activities and tasks that were not suitable for the level of 10th-grade high school students, with the questions in the textbook being essentially the same, differing only in the way they were asked.This further contributed 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.

Conclusion
Baseld on thel relsults of thel delvellopmelnt of visual book telaching matelrials baseld on local wisdom in Nias on Fractureld Story thelmels and narrativel telxt topics, it can bel concludeld that: 1. Thel delvellopmelnt of telaching matelrial products is carrield out using a 4D modell which consists of thel delfinel, delsign, delvellop and disselminatel stagels.Thel stagels in this relselarch havel relacheld thel product distribution stagel.2. Thel validity lelvell of visual book telaching matelrials baseld on local wisdom in Nias in class 10 with thel Fractureld Story thelmel and narrativel telxt topic was delclareld velry felasiblel baseld on thel relsults of matelrial validation,meldia validation and languagel validation.Thel relsults of thel matelrial elxpelrt validation obtaineld relsults in thel velry appropriatel catelgory with an avelragel of 96.66%.Thel relsults from meldia elxpelrt validators welrel obtaineld in thel velry felasiblel catelgory with an avelragel of 95%.Theln thel validation relsults from thel languagel validator welrel obtaineld in thel velry felasiblel catelgory with an avelragel of 100%.3. Product trials welrel carrield out in small groups and largel groups in class X of SMA Nelgelri 1 Alasa, North Nias Relgelncy.Aftelr carrying out small group trials, continuel with largel group trials to selel thel studelnts' relsponsels.Thel relsults show a velry good catelgory.Thelsel product trials arel known as practicality telsts.Thel practicality telst by telachelrs and studelnts was delclareld velry practical for usel in classroom lelarning.4. The Teaching Materials developed by the researcher was deemed highly appropriate based on the results of validation and practicality tests, and it was considered superior to the previous book.This improvement was due to the fact that the previous book had not yet integrated the local wisdom and culture of Nias, which should have aligned with the current "Merdeka Curriculum."The content of the old textbook was very incomplete, containing only definitions and modern examples of narrative texts.The presentation and visualization, including images and colors, were less appealing, which led to monotony, rigidity, and a lack of motivation among students in their learning process.Concepts, usage guidelines, and teaching modules were also not included in it.Additionally, there were too many activities and tasks that were not suitable for the level of 10th-grade high school students, with the questions in the textbook being essentially the same, differing only in the way they were asked.This further contributed 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.
). a. Developing English Teaching Materials Based on Local Wisdom 4D development model is used in the construction of the test item.This model has four stages of development: (1) define, (2) design, (3) develop, and (4) disseminate.This study focuses on developing English teaching materials based on local wisdom for the tenth grade students.The development of items pertains to the validity and practicality requirements 1. Define stage Visual book tel aching matel rials basel d on local wisdom facilitatel studel nts to el xplorel thel information nel el del d to solvel problel ms in thel ir own

Table 1 .
Practicality/Validity Criteria for Teaching Materials

Table 2 .
Media Validation Results

Table 4 .
Language Validation Results l Diagram 3. Percentage Data from Material Expert

Table 6 .
Practicality Tests Result in Large Group