Developing Material for Basic Competence of English Syllabus of

2013 Curriculum for the Seventh Grade Students

Raidah Mahirah and Umie Kalsum Salpidata

English Education Department, Faculty of Education and Teaching Training, UIN Alauddin Makassar.

South-Sulawesi, Indonesia

Keywords: Research and Development, ADDIE Model, Basic Competence, 2013 Curriculum (K13).

Abstract: The underprepardness of teacher to implement the 2013 curriculum made the teachers face problems in

teaching. They were limited by resources and facilities in learning and teaching process. As a fact, the

materials are not appropriate with the new curriculum effectively. To solve the problem, the researcher is

representing the research about developing English material. The research design used in this study was

Research and Development. The researcher used ADDIE model in developing materials. The product was

tried out to the seventh-grade students at State Islamic School (MTsN), Balang-Balang. The instruments used

in this study were questionnaire and rubrics for the expert judgment to validate the product. The result of this

study concluded in three main points. The first, the systematic organization of developing Descriptive

Materials dealing with 2013 Curriculum was developed based on the result of the need analysis in preliminary

study. The second, the systematic English Teaching is appropriate with the learning activities based on the

result of the analyst and observer when the implementation done. The third, the systematic content of materials

was already checked by the expert in order to validate the whole of materials in a Module and he claimed that

it was valid to use.

1 INTRODUCTION

On July 2013, the education system in Indonesia

establishes a new curriculum that is 2013 Curriculum

(K13). The 2013 curriculum itself is a curriculum that

promotes the understanding, skill, and character

education, in which students are required to

understand the material, active in the process of

discussions and presentations as well as having good

manners and high discipline (Pendidikan and

Indonesia, 2013). The 2013 curriculum is a develop

curriculum with competence base from the previous

curriculum in 2004 and KTSP 2006 which has

attitude base, knowledge, and skill.

Based on the case above, the 2013 Curriculum

was supposed to be implementing by the teachers in

every schools in Indonesia. But the fact, there are still

some teachers especially English teachers in south

Sulawesi who still do not understand the procedures

for the implementation of the curriculum in 2013 and

still uses the principle KTSP of teaching the

curriculum when they have set a standard school 2013

curriculum.

To ensure that issue the researchers had conducted

a preliminary study in May 2015 by interviewing one

of the English teachers of MTsN Balang-Balang

Gowa to analyze the implementation of 2013

curriculum especially in the Seventh Grade Junior

High School. Researchers have chosen MTsN

Balang-Balang Gowa as the place of her research

because it easier for the researchers to develop the

teaching materials because the teacher in this school

really cooperative. It was also one of a few schools in

south Sulawesi that has been already implementing

2013 curriculum. After doing an interview,

researchers found that there were still many obstacles

faced by teachers on implementing the 2013

curriculum in this school such as the unpreparedness

of teachers in implementing the 2013 curriculum

relating to the competence and creativity of teachers,

the lack of specialized training of Religious

Ministries related to the implementation of 2013

curriculum, facilities and learning resources

(handbook) were inadequate and not enough to be

applied. Consequently, teachers were still used the

book-based curriculum KTSP and the teacher need

Mahirah, R. and Salpidata, U.

Developing Material for Basic Competence of English Syllabus of 2013 Curriculum for the Seventh Grade Students.

DOI: 10.5220/0008218000002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 347-354

ISBN: 978-989-758-416-9

347

additional sources of teaching materials to vary the

learning activities in the class based on 2013

curriculum effectively.

After identifying the problems and analyzing the

factors, the researchers have a view that the existing

problems above should be overcome. One way to

overcome is to develop good material based on 2013

curriculum. The researchers along with her six friends

who have related researches conduct projects to

resolve the problems concerning the learning

material, particularly in the seventh-grade curriculum

is based on the syllabus of 2013, which has 11 basic

competencies and the researchers conducted basic

competence 3.7, 3.8 competences on syllabus.

2 LITERATURE REVIEW

2.1 Some Previous Finding

Some researchers have conducted researches related

to research and development, and what they have

found are shown such as Prihatiningsih (2011)

conducted a study on developing materials for

teaching descriptive text through Facebook for year

seven students of junior high school. She found that

the content standard as the center on the process of

learning is syllabus. It compiled the standard of

competence and basic competence that consist of

Instructional materials, lesson plans, learning

activities, evaluation, time allotment, sources and so

forth. It meant that syllabus covered all of the process

of learning to fulfill the goals and objective of the

course. Syllabus also helps the teachers to know

“what is the target that they want to achieve as long

as the process of learning. It runs a well or not. In her

study also found that developing materials of

Descriptive text in Facebook were suitable with the

students’ environment. It indicated that the student

can improve their writing ability especially in writing

descriptive text with utilizing the social media as a

media in learning.

On the other side, Ganjarsari (2015) conducted on

her result of survey on students of 7B class of SMP

Wahid Hasyim Malang that the newest curriculum,

2013 curriculum, has much material and complicated

in every chapter. It indicated that the materials make

the student to get bored. In the other hand, the teacher

was limited by references of materials, because the

teacher just used the module of 2013 curriculum from

the government. Therefore, the teacher should

provide interesting media and material to the

students. On her study also reveal that to support the

learning activity to improve students’ listening skill,

he need to developing English material about song to

teach language components such as in listening,

pronunciation ability, mastery in vocabulary and

grammar through the song.

Another research comes from Tegeh (2014) with

the study about developing materials of problems that

faced on seminar of technology in education using

ADDIE Model. His study showed about theoretical in

designing and developing material. It is the system in

developing material systematically and available to

design and develop material. The system is ADDIE

Model. Where ADDIE model is one of the popular

model to design and develop material that

structurally. On his research, he explained every stage

in ADDIE Model completely. In addition, ADDIE

model is one of model in Research and Development

method that appropriate for conduct this research.

Based on finding above, the researchers

concluded that research and develop materials are

need for students and teachers and developing

materials for seventh grade student based on 2013

Curriculum are still possible to be develop.

Researchers will remake and redesign book because

the teachers need some sources that will use in

teaching and learning process dealing with 2013

curriculum.

2.2 Some Pertinent Ideas

2.2.1 Definition of Materials Development

Tomlinson (2011) defines materials development is

both a field of study and a practical undertaking. As a

field it studies the principle and procedures of the

design, implementation, and evaluation of language

teaching materials.

Moreover, Richards (2001) states language

curriculum development refers to the field of applied

linguistic. It describes an interrelated set of processes

that focuses on designing, revising, implementing,

and evaluating language.

Yaumi (2012) concludes that developing material

is instruction or not only as learner but also the

deliverer who stand every day in front of the class.

They also together with the expert of content,

designer, and instructor implementation of education

develop new concept in teaching and learning

process.

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2.2.2 The Kinds of Material Development

Researchers adopted ADDIE Model. ADDIE is

acronym of Analysis, Design, Development,

Implementation, and Evaluation.

The first is an Analysis. In analysis phase, the

researchers identify of learners’ needs, skill, exiting

knowledge, and learning style. Then, researchers

consider time line and budget needed in this research.

This phase is the most essential because it is the

foundation or stepping stone for all other phase of this

model. These outputs will be the inputs for the next

phase. Design phase.

The second phase is Design. In this phase, the

researchers will design English materials based on

curriculum 2013. In this phase, researchers will

formulate learning objectives, define learning

strategies, looking for the source for developing

material which is relevant with basic competence 3.7

and 3.8 and arranged in a blue print or material

framework.

The third is Development. This phase the

framework or blueprint designed in the design phase

will be developed in this stage. There are some steps

in doing this phase. First, the researchers list what

activities which can assist the learners learn the

materials. Second, researchers select the best way

which is appropriate with learners’ styles. Third,

researchers develop and produce material for basic

competence 3.7 and 3.8 dealing with curriculum 2013

objectives of the course. Then, researchers organize

the materials. After that, researchers validate the

materials to experts to make sure whether the material

is appropriate to the students’ needs as well as the

goals and objectivities of the course or not. Finally,

the final product is ready to be implemented.

The fourth phase is Implementation. This phase

deals with trying-out the product. In this case, the

product is going to be implemented in the real

learning/teaching.

The fifth phase as the last phase is Evaluation.

This phase is designed to measure the rate of quality

of the materials as being implemented. It will measure

the appropriateness of the developing materials.

3 METHODS

This study is Research and Development (R&D). The

researchers apply ADDIE model that was more

applicable because the model has more than one

revision in the R&D cycle. It makes the product more

valid, Research and Development Model.

The research design used by researchers in this

study was Research and Development (R&D). R&D

is a name of research designs involving the set of

curriculum, the learning device such as syllabi,

teaching materials, student worksheets, learning

media, tests to measure learning outcomes (Latief,

2012).

The researchers will adopt ADDIE Model.

ADDIE model is one of the models that can be

applied in research and development to guide the

researcher developing materials. It can be also an

acronym of Analysis, Design, Development,

Implementation, and Evaluation that refers to five

stages on ADDIE cycle.

The ADDIE Model is designed to ensure that the

learners will achieve the goals and objectives of the

learning purposes. It also allows the evaluation of

students’ needs and provides simple procedure to

design and develop materials. Not only designing

material, but also it can be used in designing test

(Mahirah et al., 2016).

Figure 1: ADDIE Model, Diagram by: Steven J. McGriff.

4 FINDINGS

The result of the research finished based on ADDIE

model which had been done on the development.

Furthermore, this section presented some results in

the developing English Materials for adjective and

verb that describing about adjective and verb of

people, adjective and verb of animal and things. They

included the result of needs analysis, the result of

product design by utilizing the qualitative method,

and the results of validation by analyzing the

correction and suggestion by answer of the three

Research Focus of this research.

Formativ

Summat

ive

Analysi

Design

Develo

Imple

Evalua

Developing Material for Basic Competence of English Syllabus of 2013 Curriculum for the Seventh Grade Students

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4.1 The Result of Needs Analysis

(Analyzing Phase)

This part shows the result of need analysis, where the

first stage in ADDIE model. The result show that

some information about the learners’ need, learners’

skill, learners’ style in learning and other base

information about the process of learning. The result

is the first step that was a reference to develop

materials.

4.2 The Results of Need Analysis of

Materials Based on the Syllabus

The result of needs analysis based on the materials in

the syllabus of 2013 Curriculum covering the 3.7, 3.8,

4.8, and 4.19 competencies were expected to the

students to be able to recognize the characteristic of

people, things and animals, where the topic covered a

short and simple text structure, and language

elements of human, animals, and things Attitude.

First, the core topics had been designed into

twelve subtopics which were appropriate with the

amount of meeting learning. In other words, materials

of adjective and verb where developed in several

subtopics. They were people and things around

school, Animals in the zoo, and people and things

around us, things that really useful.

Second, every meeting had a core skill and it was

integrated one another in flows of skill that the writer

arranged systematically. Again, learning activities

dealt with scientific approach included observing,

questioning, collecting information, associating, and

communicating.

Last, the researchers developed learning

instruction referring to the type of activities which

was consisted of individual, pair, and group activity,

the amount of activities, and text structure. These

materials were developed in order to provide suitable

materials for the Seventh-grade students of MTsN.

Balang-Balang, Gowa.

After analyze the three steps above, it showed the

results of need analysis of developing learning

materials based on the student’s questionnaires. The

questionnaires consisted of three parts. The first was

systematic organization of integrated English

materials. The second was systematic English

teaching which was appropriate with the learning

activities and the third was systematic content of

English materials covered the syllabus of the 2013

curriculum. After distributing the questionnaires, in

systematic organization of integrated English

materials part, the researchers then concluded all the

findings as shown below;

In part A consisted of six questions. For the first

question do you like if the teacher gives apperception

before the class start? All students were chosen yes

that means they really want if the teacher gave

apperception.

The second question what kind of opening

formation do you like most? There were five options

for that question. They were ice breaker, warming up,

only pray, motivation story, and small games. There

were 24 students who chosen only pray, three

students were chosen motivation story and only one

student was chosen small games. As result shown,

researchers conclude that they liked pray and

motivation story.

The third question What kind of activities do you

like? the researchers found that there were 30 students

who have chosen that they wanted listen to the

teacher’s explanation directly and no one students

chosen for direct to practice and reading the

instruction from the book.

The question for the forth What kind of learning

material do you like most, the researchers found some

variety on students’ answer. There were 5 students

who chosen for text, 15 students for drawing, 2

students for dialogue, and 8 students for presentation.

As result shown, researchers conclude that they like

if the materials served with the drawing content.

For the fifth question what kind of book design do

you wish for? There were 14 students who chosen for

drawing, 14 students also who chosen with color, and

2 students who chosen for black and white. After

identified, researchers conclude that the students

wanted if the book was design with drawing and full

color.

The last question what kind of drawing do you

wish for? There were 7 students who chosen

caricature, 5 students chosen for cartoon, and 17

students chosen for real picture. After obtain the

result, the researchers conclude that the students like

if the design model with real picture.

4.3 The Design of the Content

Materials (Designing Phase)

In this phase, the researchers made a design of blue

print. This blue print filled with six components. The

components were the topic of each meeting, content

of materials, primary skill, the flow of skills,

scientific approaches that consist of five approaches

(observing, questioning, collecting information,

associating, and communicating), and the last was

learning instructions that consist of three parts (type

of activity, amount of the activity in meeting, and text

structure used).

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4.4 The Result of the Product Design

Based on Module (Development

Phase)

This section presented some aspects on how to

develop Descriptive about the characteristic of

people, things and animals. They included the

systematic organization of materials, systematic of

English teaching, and systematic content of English.

4.5 The Result of Implementation

(Implementing Phase)

There are two results of implementation. The first, the

results of materials based on the observation learning

instrument. In this phase, there were three main stages

of the implementation of the preliminary study, the

core and the cover. At a preliminary stage, there were

several aspects that needed to be considered.

Therefore, all of the results were discussed on the

following weighted achievement by an observer with

1 until 4 grading scale, where 4 (very good) 3 (good)

2 (less good) 1 (not good).

The results of the observer ratings, the first was a

form motivation of students that include; associate

learning materials were now with the experience of

learners (score 4). Asking challenging questions

(score 3). Delivering the benefits of learning

materials (score 3). Demonstrating something related

to the subject materials or topic (score 4) and

checking the behavior of the initial (entry behavior)

(score 3).

The second was the delivering of competency and

plan activities that include; delivering the capability

to be achieved by learners (interaction KI 3 and KI 4

which have implications for the development of KI 1

and KI 2) (score 4) and submitting an action plan

(score 3).

Furthermore, the core learning phase to consider

several aspects including; mastering of the material

which cover; the ability to adapt material to the

learning objectives (score 4). The ability to link the

materials with other relevant knowledge, science, and

technology development in the real-life situation

(score 3), managing the discussion of learning

materials with learning experiences appropriately

(score 4). Presenting material in a systematic (easy to

difficult and concrete to the abstract) (score 4).

Moreover, the core activities of observer also

concluded the implementation of learning

achievement. These were the observations; aspects of

the application of learning strategies, including; the

learning activities in accordance with the competence

to be achieved (score 4). The learning activities

included preliminary component, the core and the

cover (score 4). Learning activities coherently (score

4). Discipline and good classroom atmosphere (score

3), contextual learning (score 4). Developing spiritual

attitude activity learning and social attitudes of

learners (score 4) as well as learning according to the

planned time allocation planned.

In other hand, analysis also formulated the score

due respect to the application of scientific approach

(observing, questioning, collecting information,

associating and communicating), among others;

facilitating learners to observe and to determine the

problem that we wanted to know (score 4).

Facilitating learners to formulate questions (score 4).

Facilitating learners to gather information /data

relevant to the questions that have been formulated

(score 4). Facilitating learners to process/analyze

information to make conclusions (score 4).

Facilitating learners to communicate knowledge

gained.

In addition, observer also concluded an

assessment of teachers based on the utilization of

learning resources/media in learning. The analyst

Viewed aspects included; demonstrating skills in the

use of learning resources (score 4). Demonstrating

skills in the use of learning media as varied as the use

of audio/song, cartoons and play games (score 4).

Producing a compelling message through the use of

instructional media (score 3). Involving the students

in utilization learning resources (score 4). Engaging

learners in the use of media (score 4).

Therewith, fostering active participation of

learners (mental, physical, and social) through the

interaction of teachers, learners, learning resources

(score 4). Respond positively the participation of

learners (score 4). Demonstrating interpersonal

relationships conducive (score 3). Cultivating

cheerfulness or enthusiastic learners in learning

(score 4). At least, that aspect also could not separate

from the observer ratings of the students that used

language correctly that covered in the process of

learning and teaching. Therefore, to conclude the

results of such assessment, the teachers used spoken

language clearly and fluently (score 4), Used written

language which is good and right structurally (score

4), Conducted a reflection or a summary to engage

learners (score 4), provided oral and written tests

(score 4), ccollected a work as portfolio materials

(score 4), conducted a follow-up to provide direction

following activities and tasks enrichment or remedial

(score 4).

The second is Expert judgment suggestion.

Finally, the expert pointed out that the teaching

Developing Material for Basic Competence of English Syllabus of 2013 Curriculum for the Seventh Grade Students

351

materials that the author developed previously were

clear, understandable, and applicable.

4.6 The Result of Evaluation

(Evaluating Phase)

In this phase, it showed the result of evaluation of

Analysis of Students Teaching Materials and the

result of evaluation of expert judgment suggestion.

The first result is the result of evaluation of

analysis of students teaching materials was covering

five components. First, the suitability of the contents

of the book with the basic competencies consist six

contents. They are; 1) Contents instructional

materials described conformity with coverage KD of

KI-1 and KI-2. 2) Contents of teaching materials

described conformity with coverage KD of KI-3. 3)

Fill instructional materials describe the conformity

with coverage KD of KI-4. 4) Contents of teaching

materials describe the adequacy growth development

KD of KI-1 and KI-2. 5) Fill each instructional

material describe the adequacy Achievement

Indicators KD of KI-3, and 6) Content of teaching

materials describe conformity with the adequacy

Achievement Indicators KD of KI-4.

Second, the breadth, the depth, the present, and the

accuracy of the learning material in each chapter

guide students included 1) contents of teaching

materials describe the suitability, breadth, and depth

of the material with coverage KD of KI-1, KI-2, KI-

3, and KI -4, 2) fill instructional materials describe the

suitability of the material in the context of the current

(present), and 3) fill instructional materials describe

the accuracy/ truth concept.

Third, shows an example of teaching materials

(factual knowledge, conceptual and procedural) in

each chapter guide students. Which includes 1)

Contents of teaching materials to illustrate examples

of material factual knowledge, 2) Fill material

teaching materials to illustrate examples of

conceptual knowledge, and 3) The contents of

teaching materials describe examples of the material

exposure procedural knowledge.

Fourth, the feasibility of the learning activities in

each chapter guide students. Which includes 1)

Contents of teaching materials describe the steps KD

achievement of KI-3 and KI-4, and 2) Fill

instructional materials describe the use of one of the

activities step learning model discovery learning,

project-based learning, problem-based learning,

inquiry learning, genre-based learning.

Fifth, feasibility assessment in each chapter

guided the students in 1) Fill each instructional

material describe aspects growth development

attitude, 2) The contents of teaching materials

describe their assessment knowledge aspect, and 3)

The contents of teaching materials describe the

aspects of skill growth development.

For the second result is about the result of

evaluation of expert judgment suggestions. The result

showed the components of the teaching materials in

3.7, 3.8, 4.8, and 4.9 competences that developed as a

module already shown and checked by the expert and

again to validate the learning materials (module),

expert used the instrument of learning Materials

Analysis. The Learning Materials Analysis used was

the standard one, where there approximately four

items marked then the module validated.

Moreover, the first item was the suitability of the

materials with the Standard Competence. Then, the

expert his self-marked that the learning materials in

the module already suitable with the standard

competence (KI 1-4). The second item was the

breadth, depth, up to date, and accuracy of the

teaching materials in every single meeting. The

expert claimed that all the materials in were accurate

and up to date since the source were strong and

accurate. Further, the third item that marked was the

sample of the learning materials should showed the

factual knowledge, conceptual knowledge, as well as

its procedure. The expert claimed that the learning

materials already showed what this item was strived

for. The last item was the properness of the learning

activity in every single meeting. Since the activities

in the module were cleared and explained the step of

the activity by using the scientific approaches, then

the expert convinced that all the learning activities

were proper. Finally, after all the items marked and

resulted goods mark, the learning materials (module)

then claimed as valid.

Figure 2: The cover of module as a product.

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5 DISCUSSION

Based on the research focus presented in the previous

chapter, there was a research question by covering 3

subtopics questions that had answered. They were

systematic organization of materials, systematic

content of materials and systematic learning materials

according student needs and base on 2013 curriculum

by using ADDIE Model.

Furthermore, for the research question about need

analysis the researchers found in systematic

organization of materials that the students wanted

materials from conversation and observation, and

material with real example.

Moreover, in systematic organization of students’

needs of questionnaire, the researchers indicated that

in learning English, particularly in learning adjective

and verb materials was well-organized,

understandable, full color, and real picture.

In addition, the result of evaluation of student’s

book analysis instrument by the expert, were well-

defined goals. For instance, practice the useful

expression, discussions, pairs, small group,

presentation and individual. The result from

validation of teaching materials showed that the goals

of product were clear and understandable.

6 CONCLUSIONS

Based on the findings and discussions of the research,

and are associated with the formulation of the

research focuses, it can be concluded some points

related to the development of descriptive Materials as

follows:

Firstly, the systematic organization of developing

Descriptive Materials dealing with 2013 Curriculum

was developed based on the result of the analysis of

the questionnaire that distributed to the students in

Seventh Grade students at MTsN. Balang-balang,

Gowa, where the questionnaire aimed to know the

students’ need in learning about descriptive.

(Describe the characteristics of people around school,

people around us, things and animals).

Secondly, The systematic English Teaching which

is appropriate with the learning activities based on the

2013 Curriculum already appropriate based on the

analysis of the analyst and the observer when the

implementation done.

Thirdly, The systematic content of Describing the

characteristics of people, things and animals covered

the syllabus of the 2013 Curriculum already checked

by the expert in order to validate the whole materials

in a Module and claimed that it was validated by the

expert.

7 RECOMMENDATION

This product is developed for Seventh Grade

students. It can be used in English Language

Teaching Department. Therefore, it is strongly

recommended for the teachers who teach English

subject to use this product as their primary reference.

Many ways can be done to disseminate this

product. First, publishing for a commercial purpose

can be the best way to disseminate it because the

publisher will work hard to sell it as much as possible.

Second, calling a seminar or workshop can also be

away to disseminate it. It means that it was promoted

to the public who attend to the seminar.

Finally, the internet is also one of the best

alternatives to disseminate it. It can be uploaded

either for commercial or free, and then we share its

link to our friends, community, and groups using

Facebook, Twitter, E-mail, and other social media.

REFERENCES

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York.

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Tomlinson, B., 2011. Materials Development in Language

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Yaumi, Muhammad, 2012. Desain Pembelajaran Efektif.

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