AN ANALYSIS OF DEVELOPING ENGLISH TEACHING MATERIALS AT THE VOCATIONAL HIGH SCHOOL IN CIMAHI

This study intends to overview the use of English monolingual dictionaries on CD-ROM for the development of English teaching materials for Korean high school teachers. It is because English dictionaries contain basic information for English teaching and dictionaries on CD-ROM provide teachers and material developers with easy access to the data. First, the precedent studies on vocabulary teaching methods were investigated and effective strategies were selected. Second, the data in the English dictionaries on CD-ROM were analyzed and sorted according to their uses for the development of English language teaching materials. Finally, a framework for the development of ELT materials by using CD-ROM dictionaries is proposed. I expect that the framework will help teachers develop their teaching materials in a more efficient way.

The quality of English learning in high schools (SMA) needs to be improved to achieve better target competencies. One effort that can be taken is to improve the quality of teaching materials. From a number of instructional materials or textbooks of English language, it seems that improvements still need to be made, especially related to the pragmatic elements contained in the textbook. Teaching materials that present a pragmatic approach are still very limited.This study aims to find out about the forms of English language teaching materials and develop them with a pragmatic approach in order to improve the quality of learning. The research method used is research and development. Data collection techniques used in this study through observation, in-depth interviews, and questionnaires. Research development procedures include information gathering, planning, developing initial product forms (product design), field testing, and product revisions. Analysis of the data used is qualitative and quantitative analysis.The results of this study in the form of findings about the form of cross-interest program teaching materials for high school students tend to use the Englis To Pathway Specialization Program written by M. Sudarwati and Eudia Grace published Erlangga Publishers. The results of the development of English teaching materials in the cross-interest class X program with the pragmatic approach emphasize on systematic: (a) basic competence, (b) social function, teaching and learning activities, (c) topic, (d) linguistic element, (e) definition, (f) exercise / assignment, and (g) pragmatics corner.Development of English language teaching materials is dynamic. Therefore, it requires further research in the field of English for specific purposes, especially teaching materials for cross-interest programs for science and social studies programs in high school.

This study aims to produce a product in the form of English learning textbooks to improve skills speaking, describe the design and implementation of English teaching materials that have been developed to improve speaking skills, describe the effectiveness of developing English teaching materials to improve speaking skills. This research includes the type of research and development (R&D) with stages, namely theoretical and practical studies, field studies, analysis of student and teacher needs, preparation of prototypes, expert tests, prototype revisions, limited trials, evaluations, and revisions of learning models. The population and sample of the study consisted of 40 students of class VIII MTs Walisongo Jepara. Collecting data using the method of observation, interviews, and literature study. This research focuses on the process of learning English for class VIII with the development of teaching materials as media used in English lessons. This research uses the qualitative data analysis method with data reduction, data presentation, conclusion or verification. The results of the study indicate that the design of developing English teaching materials to improve speaking skills is based on the principles of developing teaching materials which include accuracy of coverage and accuracy of content, completeness of components, presentation of language, and appropriate illustrations. The implementation of teaching materials was carried out 4 times in a limited trial. The development of English teaching materials to improve speaking skills was declared effective with an increase in students’ speaking skills in the psychomotor aspect with a mean pretest score of 73, and post-test 91, with an increase in N-Gain of 0.66 in the medium category.

The rapid digital transformation in education has fundamentally altered the development of English Teaching Materials (ETM), especially in professional domains like tourism, healthcare, and hospitality, where context-specific language skills are crucial for effective global communication. This study aims to analyze principal trends in ETM development over the last two decades, identify challenges encountered by researchers worldwide, examine the impact of technology and digitalization on ETM evolution, and assess the contribution of global ETM research to enhancing the quality of English language teaching in professional and specialized contexts. A bibliometric study was conducted utilizing VOSviewer software to examine 204 publications from the Scopus database from 2000 to 2025, adhering to an adapted PRISMA methodology for bibliometric studies. The data analysis encompassed co-occurrence terminology analysis, overlay visualization, and network mapping to discern thematic clusters, collaboration patterns, and temporal evolution dynamics. The findings identify eight essential thematic clusters that reflect various research orientations: curricular architecture and education (notably in medical education), autonomous learning strategies, technology implementation, fundamental dimensions of English Language Teaching (ELT), English for Specific Purposes (ESP), holistic linguistic competence, research publication and quantitative investigation, and core thematic nexus. The research reveals a significant publication increase, particularly intensifying around 2020, a geographic concentration with the Russian Federation as the dominant contributor, likely reflecting national investment in English for professional purposes, such as medical and tourism education and Tatarinova as the most prolific author, exemplifying institutional specialization and leadership in context-specific ETM research. The temporal evolution indicates a distinct shift from curriculum-centric research (2016–2019) to technology-enhanced methodologies (2021–2024), likely accelerated by the COVID-19 pandemic and the global push toward digital transformation in education. The study offers an extensive mapping of the ETM research landscape, focusing on professional applications, and gives strategic direction for creating successful, context-sensitive teaching materials that meet both global standardized requirements and local cultural contexts

The objectives of this study are (1) to know the English teaching materials taught in Guidance and Counselling at this time, (2) to know the skills needed by students in the Guidance and Counselling department in communication using English, (3) to know the English materials needed students to face the world of work, (4) the effectiveness of English language learning materials developed for improving students' English skills. The type of data obtained in the preliminary study is qualitative data and the results of the needs analysis of students' profile. This data is obtained by using interview and questionnaires. The type of data that results in the development of the model is qualitative data, which is the result of the validation of a team of experts; The results of individual test, and small group tests. The effectiveness test data is quantitative data. The results of this study are: (1) Descriptions of the needs of English language teaching materials, (2) Skills needed by students in communication using English, (3) English language teaching materials and (4) Effectiveness test results with T-Tests indicating that teaching materials English based on English for Specific Purposess developed in this field of research, effective; and the feasibility test of teaching materials shows the test results of 82, the results of the language feasibility test 87, the results of the feasibility test presentation 78, and the results of the feasibility test of decorative elements 75. It can be concluded that this ESP-based English teaching material is suitable for use in teaching materials that can improve students' ability to use English in academic and working activities. Keywords: ESP, Guidance and Counselling, Material.

This Research and Development (R&D) is conducted to develop English teaching materials for young learners of grade four based on Islamic values of integrated language skills at SD IT AL Hijrah 2 Deli Serdang. The objectives of this study are 1) to analyze English teaching materials are needed by the students, 2) to develop the English teaching materials, and 3) to give reasons for the English teaching materials developed. The respondent of this study is 23 respondents which consisted of twenty (20) fourth-grade students, one (1) English teacher, and two (2) lecturers. The data is collected by questionnaire, interview, and documentary. The results of this study showed that 1) English teaching materials needed by the students are English teaching materials based on Islamic values of integrated language skills, 2) the development of English teaching materials were developed through four steps, namely evaluation and need analysis, material development, material validation, and revision and final product, and 3) the reason English teaching materials are developed based on Islamic values of integrated language skills is because of the Islamic elementary schools and the terms or level of young learners. Based on the expert’s judgment result, the score was 3.68, and the percentage is 90% categorized as very good. It means that the developed materials were relevant or appropriate for the fourth-grade students of Islamic elementary school. It implies that the teacher can use the developed English teaching materials based on Islamic values of integrated language skills and Islamic elementary needs to lead the students to learn English in the Islamic context. Keywords: Research and Development (R&D), Teaching Materials for Young Learners, Islamic Values of Integrated Language Skills, Islamic Elementary School

This study aims to analyze English teaching materials in schools from research articles. A systematic review was carried out in this research to show the findings of relevant studies on Teaching Materials in Schools. Three criteria were used for the systematic review: Hots, Hypertext, and teaching materials. Based on a search only eight articles were included in the systematic review of the 200 articles that were filtered based on criteria; English teaching materials in schools from 2015 to 2022. The results of this study show the tendency of using media into teaching materials, the tendency of Hots elements into the content of teaching materials, and finally the tendency of technology involvement in producing teaching material products. To follow up on this study, the tendency of Hots and hypertext-based teaching materials can be integrated to design a new framework for the development of English teaching materials in schools.

In recent years, the influence of the development of English teaching materials has attracted the wide attention of international scholars, and a large number of related topic literature has grown exponentially. However, more comprehensive science mapping is needed in this field. This article reviews the development of English teaching materials over 30 years using bibliometric analysis. We extracted the raw data from the Web of Science Core Collection. Specifically, the study examined the following bibliometric indexes: annual scientific production, sources, average citations, authors and affiliations and countries, keywords, research trends, and conceptual structure. Overall, it was found that the research productivity and citations in the field have been increasing during the inclusive years. China, the United States, and the United Kingdom are the top three corresponding authors’ countries. As for the affiliations, the most productive university is Islamic Azad University in Iran. It was also discovered that the most frequent words are English and language, and the trending topics are L2 and English as a foreign language textbooks. Conceptual structure and future directions are also discussed here.

Integrating both local and target cultures in English Language Teaching Materials and emphasizes the need for balance to promote cultural diversity and understanding become an important thing in today’s era. During teaching practice activities at SMAN 17 Tebo, the researcher found that the cultural materials in the English Teaching Materials used are not balanced between the source culture, target culture, and international culture. This has an impact on cross-cultural understanding and less than optimal cultural awareness among students. The purpose of this research is to explore the representation of cultural persons in government textbook and teacher-made modules. This research uses qualitative content analysis as a research design. This research involved a sample of government-approved English language textbooks entitled “Bahasa Inggris Work in Progress” and a teacher-made module at SMAN 11 Tebo. The results show that from the theme of great athletes in chapter one of the Bahasa Inggris Work In Progress textbook and teacher-made module, it can be seen that the dominant sports branch comes from international culture. While the cultural persons represented as athletes are dominated by the source culture. It is recommended that future development of English language teaching (ELT) materials, both in government textbooks like Bahasa Inggris Work in Progress and teacher-made modules, should strive for a more balanced representation of source culture, target culture, and international culture for fostering intercultural competence among Indonesian students.

The learning process requires teaching materials that are useful for making it easier for educators to convey information on teaching materials in the form of materials. The development of teaching materials is needed in order to support learning needs. This study describes the development of spiritual backpacker-based teaching materials as an effort to inculcate the value of religious moderation. The research process is field research using a phenomenological approach. MI Alam Alfa Kids was used as the research location to collect concrete data. sources of data in the form of interviews, observations, and documentation as the main data. The analysis was carried out by presenting data, reducing it, and concluding. The results of this study are: 1) the development of spiritual backpacker-based teaching materials is the development of teaching materials that are adapted to the learning designs at MI Alam Alfa Kids, namely spiritual backpacker-based learning as an effort to instill the value of religious moderation; 2) Spiritual backpacker teaching materials give participants firsthand experiences of being directly connected to the community environment, giving them open insight into how to be moderate. 3) Teaching materials have advantages, including an integrated learning process with the environment, fostering student inquiry, and training students to live tolerantly in community. The drawbacks of this model are that not all subjects can be developed using it; it requires special time; not all ages can apply spiritual backpacker-based teaching materials; and the implementation of teaching materials must be accompanied by more than one teacher.

Teaching materials are a manifestation of culture. "Teaching material culture is social culture manifested in the contents of teaching materials and in teaching activities. It represents a society's authoritative systems of knowledge, values, and concepts, and explicitly exhibits the given teaching contents selected by the society's leading class(es) for the socialization of children and young people. It is a tool for disseminating value concepts and ideology."1 English language teaching materials are even more distinctive. In English teaching materials and teaching, one must give expression to the Chinese society's requirements and expectations with regard to the socialization of children on the one hand and, on the other, because the English language is the creation of a foreign culture, English language teaching materials and teaching manifest the Chinese people's reading and reconstruction of that foreign culture. Junior middle school English-language teaching materials are targeted at twelve- to fifteen-year-old children in their adolescence. In terms of English-language studies, they cannot reach the level of children of the same age in countries where English is the mother tongue, and so the contents of English teaching materials seem relatively simple in comparison with the intellectual and mental level of students of this period. However, it is precisely in the simplicity and directness of this language that the cultural characteristics of English-language teaching materials surface more distinctly.

<p>This article describes a study on the process of developing and using English teaching materials by English teachers in a vocational school. The study was initiated by observing the classroom activities which focused on how teachers used the teaching materials. Beside the observation process, the data also gathered through an interview between the researcher and the two teachers. The result of data analysis showed that the process of developing teaching materials consisted of two major steps; 1) student’s need analysis process and 2) materials adaptation process. Meanwhile, the developed materials such as pictures, videos, course books, and direct listening materials were applied in the arranged discussion activity. It can be sum up that the teachers developed teaching materials by considering student’s needs. The teaching materials were developed by adapting several existed teaching materials. They were then used mostly in the discussion activity and used as a brainstorming for students.</p>

This study aims to develop English language teaching materials based on the Project-Based Learning (PBL) learning model for English for Tourism course. This study used a research and development (R&D) with the ADDIE model whose stages consist of analysis, design, development, implementation, and evaluation. Participants in this study were 5th semester students majoring in English Language Education at one of the state Islamic universities in Bengkulu. Data collection techniques used observation, interviews, and questionnaires. The prototype of the development of teaching materials was validated by experts in content, language and design. Then, the teaching materials were tested on individual, small group, and large group. The results of the validation of teaching materials had an overall average value of 81.9%. Meanwhile, the overall trial of teaching materials found a value of 78%. Then, the results of interviews and project assessments showed that the developed teaching materials increased student motivation and competence in learning. The conclusion is that the development of teaching materials based on Project-Based Learning is qualified as good and suitable to use in the classroom learning process.

The development of locally developed English language teaching (ELT) materials is believed to be conducive to meeting the requirements of local language education policies and practices, and to enhance learners’ agency. In China, in order to implement national educational policy of curriculum-based value education, many locally developed ELT materials have been recently developed. However, there is a paucity of empirical research concerning the actual effects of such materials in practice. This study presents an empirical study of a recently developed set of teaching materials in the context of curriculum-based value education by adopting an approach consisting of questionnaires and interviews to examine the attitudes and experiences of users of these materials. The findings revealed a range of challenges in the use of these materials, including issues related to language and content of the materials, the integration of ideological and value elements, and the development of multi-dimensional teaching materials. The article then proposes possible solutions from the perspectives of optimizing the writing community, carefully selecting teaching materials, innovating the integration of ideological and political elements, and improving the development of multi-dimensional teaching materials. A framework for the evaluation of locally developed ELT materials is also proposed, with the intention of offering a useful benchmark for enhancing the development of such materials.

English has long been recognized as the dominant international language in various aspects of global life, from international communication and higher education to mastery of technology and science. The purpose of this study is to explore the role of AI in developing early English language teaching materials and identify its opportunities and challenges in early childhood education. This research method uses a quantitative approach. The sample of this study included 10 teachers at TKIT Model Madani Arrahman Pekanbaru City. The results show that teachers at TKIT Model Madani Arrahman Pekanbaru have sufficient initial knowledge of AI technology, although it is still limited to general use and has not been fully directed at developing teaching materials. AI is considered to play a role in helping teachers create more varied, interesting, and enjoyable English teaching materials for early childhood. However, the implementation of AI still faces technical obstacles, limited resources, and the need to adapt content to the characteristics of early childhood. Thus, AI has great potential in supporting the development of early childhood English teaching materials, but it needs to be supported by training, infrastructure, and strengthening teacher capacity for optimal and contextual implementation.