Abstract
A lot of seventh grade students of SMP Plus Al-Mubarak found many problems in understanding their English instructional materials. Designing English Materials of Agriculture for students in SMP Plus Al-Mubarak Kalisat, Jember can motive them in learning English better. Concerning these problems, a set of suitable instructional materials of English for the students of SMP Plus Al-Mubarak needed to be developed. In addition, instructional materials should facilitate the students to enrich their experience, build their knowledge, and construct their comprehension. The instructional materials should consider where the student’ life, culture, background, interest, and their ability. The procedures being employed in this study were RD (Research and Development); collecting information, developing instructional materials, conducting expert validation, revising the materials, finishing the submitted product. (Adapted from Borg and Gall’s Model, 1983). To collect relevant information for a basis of developing materials, the interview with the teacher and students and classroom observation were carried out to complete the information provided in the existing materials. The product of this research is five units of English materials of agriculture which focuses on second semester.
Highlights
A lot of seventh grade students of SMP Plus Al-Mubarak found many problems in understanding their English instructional materials
K13 Curriculum, the current curriculum applied in Indonesia, instructs schools, and eventually teachers, to develop English instructional materials to help students gain the objectives of the study set by the government
Based on the needs analysis given to students in the second semester, it was found that
Summary
Textbook as instructional material is primary tools that teachers use to organize their lesson and make content knowledge and skills available to students. Developer needs to connect curriculum to syllabus to learners.When the writer creates for a local student, she/he should be familiar with the students’ need, their age, culture learning style, their motivation, etc. In selecting and developing local topic, there are some points requiring serious attention; first, local topic taught at primary school has to be very meaningful to make the curriculum more comprehensive and relevant. If local topics are well developed and suited to primary school children, it make children more interested in learning. They will get the chance to know and study about the topic related with their lives, surrounding, and culture. The last, developing local content can be geographical feature, flora, fauna, cultural activities, traditional musical instrument, typical art work, and production
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