Developing Descriptive Text Materials Dealing with 2013

Curriculum for the Seventh Grade Students

Ridwan Limpo

and Djuwairiah Ahmad

English Education Department, Faculty of Education and Teaching Training, UIN, Alaudin Makassar Sulawesi-Selatan,

Indonesia

English Education Department, Faculty of Education and Teaching Training, UIN, Alaudin Makassar Sulawesi-Selatan,

Indonesia

Keywords: R&D, Descriptive Text, 2013 Curriculum/K13, ADDIE Model

Abstract: This research aimed at developing the materials of Descriptive Text based on 2013 curriculum or K13 for

the Seventh Grade students in MTsN. Balang-Balang. Based on the preliminary study in July 2015, the

researchers found that both teacher and student did not have appropriate and well-understandable materials

in teaching and learning descriptive text. Moreover, teacher on implementing the K13 was unprepared due

to the lack of training given by the government yet the students found difficulties in learning English since

they did not have many sources except the students’ book provided by the government. The design of this

research was Research and Development (R & D) and the development model was ADDIE model. The

procedures included analyzing materials needed by students, designing the blueprint and developing the

materials through the syllabus of K13. Type of data obtained in this study was qualitative data while the

instruments were questionnaire and rubrics for teacher and expert. In this research, teacher and expert were

involved to validate the product Therefore, based on the teacher and expert judgment as well as try-out

design result, the developed descriptive text materials is applicable to be taught at the Seventh Grade of

Junior High School as an additional learning and teaching materials

1 INTRODUCTION

The idea to conduct this research came directly

when the researchers visited and observed a teaching

and learning process at the Seventh Grade in MTsN.

Balang-Balang, Gowa, South Sulawesi Based on the

observation, it was found many obstacles in

implementing the 2013 curriculum. First, the

students were not interested in learning process.

Second, the teachers were not given authority to

arrange the syllabus because it had been set by the

government. Third, the teachers indeed developed

the learning planning process but the primary course

book was still limited. Furthermore, the teachers

claimed that the specialized training about the

implementation of the 2013 curriculum had not

flattened yet. Finally, those caused the

unpreparedness of the teachers to implement the

materials through 2013 curriculum in teaching.

Based on the observation above, the researchers

conducted a pre-experiment study in July 2015 at

MTsN. Balang-Balang. In this session, the

researchers identified the syllabus in 2013

curriculum referred the 3 and 4 basic competence

(KD 3 and KD 4). Those competences covered two

areas of the learning material. First, stating and

asking about the materials. Second, arranging the

materials in learning activities deal with observing,

questioning, collecting information, associating, and

communicating. The purpose of this preliminary

study was to identify the problem stated previously

by conducting a research which was appropriate

with the students’ need.

In the 2013 curriculum, the teachers should

design the material for teaching process based on the

syllabus that already arranged by the government.

The teaching plan should be more creative to attract

Limpo, R. and Ahmad, D.

Developing Descriptive Text Materials Dealing with 2013 Curriculum for the Seventh Grade Students.

DOI: 10.5220/0008218400002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 367-371

ISBN: 978-989-758-416-9

367

the students. However, it was the challenge for the

teachers to develop the teaching materials as well.

After identifying the factors above, the

researchers thought that teachers might have

reference as source for teaching. Teacher should not

only focus on the teacher’s and the student’s book

that have been provided by the government but also

need an extra reference to help them easier on

teaching the materials as well as the students

enjoying and understanding the materials. Hence,

the researchers believed that the problems should be

tackled and the best way to deal with the less-

applicable components on English teaching

materials on 2013 curriculum was to design English

teaching materials covered module based on

Curriculum/K13 which aimed to help both teacher

and student get easier in teaching and learning

process. Another reason on the way researchers

conduct this research was to develop the English

materials by designing a module as the additional

source for the teacher. The teachers’ book that

provided by the government was the main source at

the time while the teachers were obligated to design

their own material as attractive as possible.

This research focused on developing the English

material dealing with 2013 curriculum and

specifically for KI (Basic Competence) 3.10, 4.12,

and 4.13 about descriptive text. Furthermore, the

researchers formulated a study entitled "Developing

Descriptive Text Materials dealing with 2013

Curriculum of the Seventh Grade in MTsN. Balang-

Balang."

2 LITERATURE REVIEW

As a field of study and a practical undertaking,

Material Development studies the principles and

procedures of many aspects of language teaching

materials, they are the design, implementation and

evaluation. (Tomlinson, 2011, p.2). In a study

written by Nation and Macalister (2009) it is said

that curriculum design involves many of the areas in

Applied Linguistic, such as language acquisition

research, teaching methodology, assessment,

language description, as well as material production.

While Richards (2001, p. 13) reveals that curriculum

development can be identified as writing process to

design more materials included gather the ideas,

contents, practices and reviewing text.

There are many kinds of model which can be

implemented in order to develop material such as

Borg & Gall model, Sugiyono model, Dick and

Carey model and Kemp model. However, the

researchers adopted the ADDIE Model by Drljaca et

al. (2017) because it is suitable for this study.

ADDIE stands for Analysis, Design, Development,

Implementation, and Evaluation.

The 2013 Curriculum is a re-form curriculum

from the KTSP, aims to improve and balance both

soft skills and hard skills of students such as;

religious, skill, and knowledge. However, this

research designs a product dealing with the

Indonesian Curriculum called K13.

Curriculum is the most contributed element in

order to achieve the potential quality of the

development process of the learners. Curriculum is a

potential experience set up in the school as a purpose

of disciplining the children and youth in group ways

of thinking and acting. Further, the outcomes of

Curriculum are the planned and guided learning

experiences formulated through the systematic

reconstruction of knowledge and experience.

In Modul Pelatihan Implementasi Kurikulum

(2013, p. 4) the 2013 Curriculum is the development

of curriculum with basic competence from the

previous curriculum in KBK 2004 and KTSP 2006

which has attitude, knowledge, and skill. There are

four competences for the 2013 Curriculum:

a) Core Competence or Kompetensi inti-1 (KI-1)

is set for religious competence

b) Core Competence (KI-2) is set for social

competence

c) Core Competence/KI (KI-3) is set for cognitive

competence

d) Core Competence/Kompetensi inti-4 (KI-4) is

set for skill competence.

3 METHOD

This research is R&D research and the development

model used was ADDIE Model or Analysis, Design,

Development, Implementation, and Evaluation that

introduced by Steve J. McGriff, 2000. Therefore, the

procedure of this study as shown in the steps below:

Figure 1. The ADDIE’s Model (Drljaca et al., 2017)

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

368

a) Analysis - In the first step, the researchers

analyze the English teacher’s handbook as well

as the questionnaire which had been distributed

to the students at the Seventh Grade in order to

identify the students’ need. Following that, the

researchers identified the systematic English

materials which related to the syllabus of the

Curriculum set by the government for the

English teaching. Finally, from the teacher’s

syllabus the analyzing process was done and

decided to cover the materials about describing

people, animals and things.

b) Designing - English teaching materials in-line

with the K13 by covering the description of

people, animals and things materials was done

in this phase. After that, the researchers created

the systematic blueprint of the organization

materials, learning materials and the contents of

the materials. Last but not least, the researcher

also looking for several sources as the guidance

to design the English teaching material that are

suitable for describing people, animals and

things.

c) Development - The lesson plan in blueprint is

developed in this stage.Hence, the developing

materials for describing people, animals and

things materials dealing with K13 has been

becoming the objectives of the course.

Furthermore, the researchers also organize the

English teaching materials systematically that

suitable to the scientific approach and learning

methods in Indonesian curriculum in order to

support the learning objectives and materials of

lesson plan developed. Following that, the

experts measured whether the product was

appropriate with students’ needs as well as the

goals and objectivities of the course or not.

Lastly, the experts claimed that final product

was ready to be implemented or tried out in the

next phase.

d) Implementation - The product is tried out in this

phase in order to measure the appropriateness

and suitability of the materials to the learners.

e) Evaluation - As the last steps in this method,

Evaluation was designed to measure the quality

of the materials as well as the appropriateness of

the developed materials. Formative and

Summative Evaluation are gathered in this

phase and one expert of 2013 Curriculum

became an evaluator for the students’ book.

4 FINDINGS & DISCUSSIONS

4.1 Findings

Based on the research focuses integrated with

ADDIE model, this study revealed the result as

follow:

The need analysis result based on the English

teaching materials in the syllabus of Curriculum

/K13 that covered the 3.10, 4.12, and 4.13

competencies were expected to the students to be

able to make a short and simply descriptive text for

describing people, animals and things. First, the core

topic had been divided into twelve subtopics which

were appropriate with the total of the meetings. In

other words, materials of describing people, animals

and things were developed in several subtopics.

They were describing people itself, person who has

influence, describing photo or picture, person who is

close to you, descriptive text about animal in

general, feared animal, wild animal, describing pet,

describing things in general, my house, dangerous

things and my favorite thing. Second, each meeting

had a core skill and it was integrated with scientific

approach in K13 included observing, questioning,

collecting information, associating, and

communicating. Last, the researchers developed

learning instruction based on the type of activities,

they are individual, pair and group activitiy, the

amount of activities, and text structure. As the main

purpose of this research, the materials were

developed to provide the appropriate and well-

understandable materials for the Seventh Grade

students especially the students at MTs Negeri

Balang-Balang.

Table 1: Result of questionnaire part A (showing the

response of the students).

Question

Total Response

Do you like if the

teacher gives you the

learning formation

before the class

started?

1. Yes =29

2. No = 0

What kind of

opening formation do

you like most?

1. Ice Breaking =0

2. Warming Up =3

3. Only pray =13

4. Motivation story =13

5. Small Games =0

If the class has

started, what do you

like to do?

1. Listening the

teacher’s explanation

=27

2. Directly to practice

Developing Descriptive Text Materials Dealing with 2013 Curriculum for the Seventh Grade Students

369

3. Reading the

instruction from the

book=2

What kind of

learning material that

you like?

1. Text =12

2. Drawing =6

3. Dialogue =3

4. Presentation =8

What kind of

design that you expect?

1. Drawing

design=17

2. Colors design =4

3. Black and white

design =6

What kind of

design model that you

want?

1. Caricature=1

2. Cartoon =9

3. The real picture =

In the part A, all students wanted to be given

the pre study-orientation before studying, they are

pray and motivation story, they wanted directly

listening the explanation, students liked when

materials given in a text form and more like if the

book was designed with real pictures as they saw in

the daily life. Furthermore, in part B, the researcher

came into a conclusion as shown in a table below;

Table 2: The result of questionnaire part B (showing

the response of the students).

Question

Answer

In what way do you

like to learn Descriptive

Text?

1. Through conversation

2. By observing the media

=10

3. Through Discussion =

4. Others =0

If the material is

about describing people,

who will you describe

then?

1. Friend =11

2. World figure =7

3. Celebrity =2

4. Any other related =8

If the material is

about describing animals,

what kind of animal that

you want to describe?

1. Pets =14

2. Animals that found

around =5

3. Favorite animal =9

4. Any other related =1

If the material is

about describing things,

what kind of thing that

you want to describe?

1. Things in the school =9

2. Things in home =5

3. Things around us =8

4. Favorite thing =7

This part consisted of four questions, students

were liked “discussion and observing” when they

learn descriptive text, students would like to

describe about their friends, world famous people

and celebrity. Furthermore, when they were asked to

describe animals then they would like to describe

their pet, favorite animals as well as animals around

them, however, students would like to describe the

things in the class, things they liked most, things

around them and things that they found in their

home if when they were asked to describe about

things.

Table 3:The result of questionnaire part C (showing

the response of the students).

Question

Answer

What kind of learning

model do you like most?

1. Individual =3

2. Pair =7

3. Project group =2

4. Discussion= 17

What kind of model

project do you choose for

doing a project?

1. Individual project=0

2. Pair project =2

3. Group project =26

4. None of them =1

What kind of

presentation model do

you choose If you are

asked to present a related

learning material?

1. Individual presentation

2. Pair presentation =5

3. Group presentation =18

4. None of them = 1

Do you like a

teaching that combined

with game activities?

1. Yes=22

2. No=7

What difficulties that

you face in learning

English (Descriptive

Text)?

1. The students did not

like very long text and

dialogue.

2. The students were

difficult to memorize

the new vocabulary.

3. The students were

difficult to translate the

materials in source

language.

4. The students were

difficult to concentrate

during the learning and

teaching process.

Part C consisted of 5 questions, as a conclusion,

it was found that the students liked a learning model

with discussion, pair and individual, students also

liked doing the project with a group, and when they

were asked to present a learning material they would

like to present it with their group or with their

partner, however students wanted the teacher to

combine the teaching process with “games activity”,

and researcher also found some obstacles that

students faced when they were learnt descriptive

text; 1) Students did not like long text and dialogue

2) Students were difficult to memorize a dialogue

and vocabulary 3) Students were difficult to translate

the lesson into the source language, and 4) Students

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were difficult to concentrate during the learning

process.

4.2 Discussion

The aim of this research was to develop the English

teaching materials by covering the K13 syllabus

(Describing people, animals and things). Therefore,

this research is Research and Development (R&D)

by applying the ADDIE Model.

a) The result of need analysis

The experts claimed that the materials were

suitable, appropriate as well as understandable

because the materials matched with the goals of the

course. Moreover, the expert stated that the language

used was clear and appropriate with students’ level

of English so it was understandable for them.

b) The Results of Designing the Blueprint

The results of product design included the

topics were divided into twelve meetings/lessons.

There was core skill in every meeting as a symbol to

achieve the purpose of study objectives and applied

the flows of skill as the steps to make both teacher

and student more straight forward in understanding

the content of material. Besides, the scientific

approach covering observing, questioning, collecting

information, associating and communicating became

the existing objective to arrange the related topic and

by adding learning instruction included type of

activity, amount of activity, and text structure as

additional qualified items in arranging the material

for developing phase.

c) The Result of Developing Materials

The expert stated that all items in the product

were proper and good to be used derived to the

students’ need as well as the blueprint designed.

d) The Result of Implementing the Materials

Based on the result, the materials had been

related to the current learning materials with the

learners’ learning experience previously. The

material was systematic (easy to the difficult, from

the concrete to the abstract) and also presented the

flow of skill to make learners understand. The

method and Scientific Approach of 2013 Curriculum

enabled to leave the question of why and how,

encouraged the learners to ask, facilitated the

learners to try, to observe, to analyze and provided

questions for the learner to reason like processing

logical and systematic thought. Again, it presented

the learners several of activities to communicate in

communication.

e) The Result of Evaluation the Product

In this evaluation, one expert and one English

teacher were involved to check the quality of the

product. They stated that the product was good and

well-designed to be learnt because it was appropriate

with the students’ need in the field.

5 CONCLUSIONS

The research was adapted from the ADDIE model

by Steve J. McGriff to develop English materials for

the Seventh Grade students referring to describing

people, animals and things materials. First, the

researchers spread out the questionnaires to know

the needs of the students and analyzed what English

materials existing in the syllabus used in K13.

Afterwards, they put them in the form of a blueprint

and developed a blueprint in the form of modules.

After developing the materials, they evaluated

formatively the materials to the expert twice by

using student book assessment rubric set by the

government. Furthermore, they tried out the product

to the learners and tried out to implement the

product in the classroom in order to measure the

appropriateness of the final product. Finally, the

experts decided whether the product has passed the

measurement or not until the experts claimed that

the materials expected to be a secondary book for

students and teachers existing at MTs Negeri

Balang-Balang, Gowa had well crafted. The

researcher had developed well-designed and proper

used materials for teaching Descriptive Text on

describing people, animals and things.

REFERENCES

Drljaca, D., Latinović, B., Stankovic, Z., Cvetković, D.,

2017. Addie Model for Development of E-

Courses. https://doi.org/10.15308/Sinteza-2017-

242-247

Kemendikbud, 2013. Modul Pelatihan Implementasi

Kurikulum 2013 171.

Nation, I.S.P., Macalister, J., 2009. Language Curriculum

Design. Routledge.

Richards, J.C., 2001. Curriculum Development in

Language Teaching. Cambridge University

Press.

Tomlinson, B., 2011. Materials Development in Language

Teaching. Cambridge University Press.

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