Augmenting the quality of Acehnese knowledge-based EFL material through a 4D model

Jarjani Usman, Lukman Ibrahim

Abstract


Integrating local knowledge into English learning material is crucial in this globalized era as it has multiple functions, such as building students’ identity, motivating them to learn, making them attached to their culture, and preserving their local knowledge. Anchored by the curriculum theory, this study systemically developed an Acehnese Islamic cultural knowledge-based lesson material for learning English by students at senior high school and analyzed its quality based on the curriculum perspective. In doing so, this study involved EFL teachers using Tiagarajan’s 4D (Define-Design-Develop-Disseminate) model for developing the English learning material as a supplementary material for senior high schools. Local knowledge, such as Molod Nabi, Meuleumak, and Toroyong, was selected to be its content. Its quality was then assessed based on the quality criteria of a curriculum product, such as validity and practicality. The results revealed that the Acehnese local culture knowledge-based EFL lesson material for senior high schools is valid based on the teachers’ perceptions. It contains state-of-the-art knowledge and is practical for teaching English to foster the deradical characters of senior high school students. In conclusion, using the 4D model in collaboratively developing the local knowledge-based EFL English lesson material is beneficial for producing high-quality curriculum products.

Keywords


curriculum; deradical character; lesson material; local knowledge; 4D model

Full Text:

PDF

References


Alakrash, H., Edam, B., Bustan, E., Armnazi, M., Enayat, A., & Bustan, T. (2020). Developing English language skills and confidence using local culture-based materials in EFL curriculum. Linguistica Antverpiensia, 21(1), 249-264.

Almayez, M. (2022). Investigating the place of religion within the professional identity construction of two Muslim English language teachers in Saudi Arabia. Cogent Education, 9(1), 2091632. https://doi.org/10.1080/2331186X.2022.2091632

An, J., & Thomas, N. (2021). Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education, 65, 100972. https://doi.org/10.1016/j.linged.2021.100972

Bao, D. (2016). Improvements in today’s ELT materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in materials development (pp. 193-205). Sense Publishers. https://doi.org/10.1007/978-94-6300-432-9_16

Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media.

Datnow, A., & Park, V. (2018). Professional collaboration with purpose: Teacher learning towards equitable and excellent schools. Routledge.

Dixon, L., & Court, D. (2015). Working with perpetrators. In N. Hall, A. Corb, P. Giannasi, & J. Grieve (Eds.). The Routledge international handbook on hate crime (pp. 381-390). Routledge.

Eptiana, R., Amir, A., Akhiruddin, & Sriwahyuni (2021). Pola perilaku sosial masyarakat dalam mempertahankan budaya lokal (Studi kasus pembuatan rumah di Desa Minanga Kecamatan Bambang Kabupaten Mamasa) [Patterns of social behavior in society in maintaining local culture (Case study of building a house in Minanga Village, Bambang District, Mamasa Regency)]. Edulec: Education, Language and Culture Journal, 1(1), 20-27. https://doi.org/10.56314/edulec.v1i1.3

Fredricks, L. (2007). A rationale for critical pedagogy in EFL: The case of Tajikistan. The Reading Matrix, 7(2), 22-28.

Goodlad, J. I. (1979). Curriculum inquiry: The study of curriculum practice. McGraw-Hill.

Graves, M. E., Juel, C., & Graves, B. B. (2004). Teaching reading in the 21st century. (3rd ed.). Allyn and Bacon

Gunara, S., Sutanto, T. S., & Cipta, F. (2019). Local knowledge system of Kampung Naga: A study to investigate the educational values of indigenous people in transmitting religious and cultural values. International Journal of Instruction, 12(3), 219-236. https://doi.org/10.29333/iji.2019.12314a

Habrun, H. (2017). Urgency of Islamic education in constructing noble behavior: Family structure as the basis and foundation of micro-scale community reform commencement. Didaktika Religia, 5(1), 197-224. https://doi.org/10.30762/didaktika.v5i1.858

Hargreaves, A., & Ainscow, M. (2015). The top and bottom of leadership and change. Phi Delta Kappan, 97(3), 42-48. https://doi.org/10.1177/0031721715614828

Harris, A., & Jones, M. (2019). Teacher leadership and educational change. School Leadership & Management, 39(2), 123-126. https://doi.org/10.1080/13632434.2019.1574964

Harris, A., Jones, M., & J. Huffman. (2017). Teachers leading educational reform: The power of professional learning communities. Routledge.

Hilmiati, H., & Listiawati, A. (2022). Developing learning material of descriptive text contained Lombok local culture for high school students. Journal of Innovation in Educational and Cultural Research, 3(3), 287-293. https://doi.org/10.46843/jiecr.v3i3.105

Hunaepi, H., Firdaus, L., & Kurnia, N. (2016). Validitas buku ajar Ekologi berbasis kearifan lokal untuk mengembangkan sikap ilmiah mahasiswa [Validity of Ecology textbooks based on local wisdom to develop students’ scientific attitudes]. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 4(2), 94-101. https://doi.org/10.33394/j-ps.v4i2.1152

Hunaepi, H., Firdaus, L., Samsuri, T., Susantini, E., & Raharjo, R. (2020). Implementasi worksheet inkuiri terintegrasi kearifan lokal untuk meningkatkan keterampilan berpikir kritis mahasiswa [Implementation of an integrated inquiry worksheet on local wisdom to improve students' critical thinking skills]. Bioscientist: Jurnal Ilmiah Biologi, 8(1), 158-169. https://doi.org/10.33394/bjib.v8i1.2697

Jasrial, J., Sulastri, S., Saputra, A., & Kristiawan, M. (2022). Development of e-book teaching materials in improving student literacy. Educational Sciences: Theory & Practice, 22(1), 62-77.

Kaimuddin. (2014). Implementasi pendidikan karakter dalam Kurikulum 2013 [Implementation of character education in the 2013 Curriculum]. Dinamika Ilmu, 14(1), 47-64. https://doi.org/10.1061/(ASCE)0733-9410(1991)117

Kanoksilapatham, B., & Suranakkharin, T. (2018). Celebrating local, going global: Use of northern Thainess-based English lessons. Journal of Asia TEFL, 15(2), 292-309. https://doi.org/10.18823/asiatefl.2018.15.2.3.292

Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519-541. https://doi.org/10.1177/2096531120936693

Kristiawan, D. Y. (2012). Situating local culture in ELT material design in the Indonesian EFL context. The English Teacher, XLI(2), 174-185.

Kuo, M. M., & Lai, C. C. (2006). Linguistics across cultures: The impact of culture on second language learning. Journal of Foreign Language Instruction, 1(1), 1-10.

Lave, J., & Wenger, E. (1991). Situated learning: Peripheral participation. Cambridge University Press.

Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Merrill/Prentice Hall.

McKenney, S., & Reeves, T. C. (2018). Conducting educational design research. Routledge.

McKenney, S., Voogt, J., & Kirschner, P. A. (2022). Learning by design: Nourishing expertise and interventions. In A. C. Superfine, S. R. Goldman, & M.-L. M. Ko (Eds.), Teacher learning in changing contexts (pp. 93-111). Routledge.

Minkov, M., & Hofstede, G. (2011). The evolution of Hofstede's doctrine. Cross Cultural Management: An International Journal, 18(1), 10-20. https://doi.org/10.1108/13527601111104269

Muslim, A. B., Nafisah, N., & Damayanti, I. L. (2009). Locality and self-identity: Local story inclusion in Indonesian English text-books. In T. N. R. T. Maasum (Ed.), 7th International Conference by the School of Language Studies and Linguistics (pp. 609-625). PPBL Universiti Kebangsaan Malaysia.

Nugroho, K., Carden, F., & Antlov, H. (2018). Introduction: Local knowledge matters! In K. Nugroho, F. Carden, & H. Antlov (Eds.), Local knowledge matters: Power, context and policy making in Indonesia (pp. 1-28). Policy Press. https://doi.org/10.2307/j.ctv3hvc26.6

Nurhikmah, H., Aris, M., Arismunandar, A., Sujarwo, S., & Sukmawati, S. (2022). Development of local content teaching material for the history of Wajo. Journal of Innovation in Educational and Cultural Research, 3(2), 264-270. https://doi.org/10.46843/jiecr.v3i2.82

Oktarina, Y., Inderawati, R., & Petrus, I. (2022). Developing local culture based EFL reading materials for the 21st-century learning. Studies in English Language and Education, 9(3), 1128-1147. http://doi.org/10.24815/siele.v9i3.24660

Pinar, W. F. (2019). Currere. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou (Eds.), Key concepts in curriculum studies: Perspectives on the fundamentals (pp. 50-52). Routledge.

Post, R., & Rathet, I. (1996). On their own terms: Using student native culture as content in the EFL classroom. English Teaching Forum, 34(3-4), 12-17.

President of Republic of Indonesia. (2003). Peraturan pemerintah Republik Indonesia No. 20 tahun 2003 tentang sistem pendidikan nasional [Republic of Indonesia government regulation No. 20 of 2003 concerning national education system]. https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003

Simamora, R. E., Saragih, S., & Hasratuddin. (2019). Improving students’ mathematical problem solving ability and self-efficacy through guided discovery learning in local culture context. International Electronic Journal of Mathematics Education, 14(1), 61-72. https://doi.org/10.12973/iejme/3966

Sinapoy, M. S. (2018). Kearifan lokal masyarakat adat Suku Moronene dalam perlindungan dan pengelolaan lingkungan hidup [The local wisdom of the Moronene people in protecting and managing the environment]. Halu Oleo Law Review, 2(2), 513-542. http://dx.doi.org/10.33561/holrev.v2i2.4513

Sjøen, M. M., & Jore, S. H. (2019). Preventing extremism through education: Exploring impacts and implications of counter-radicalisation efforts. Journal of Beliefs & Values, 40(3), 269-283. https://doi.org/10.1080/13617672.2019.1600134

Solikin, I., & Amalia, R. (2019). Materi digital berbasis web mobile menggunakan model 4D [Mobile web-based digital materials using 4D models]. Sistemasi: Jurnal Sistem Informasi, 8(3), 321-328. https://doi.org/10.32520/stmsi.v8i3.461

Stefaniak, J., Baaki, J., & Stapleton, L. (2022). An exploration of conjecture strategies used by instructional design students to support design decision-making. Educational Technology Research and Development, 70, 585-613. https://doi.org/10.1007/s11423-022-10092-1

Thiagarajan, S. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Council for Exceptional Children.

Thijs, A., & van den Akker, J. (2009). Curriculum in development. Stichting Leerplan Ontwikkeling (SLO).

Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. https://doi.org/10.1017/S0261444811000528

Tomlinson, B., & Masuhara, H. (2018). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons, Inc.

Trust, T., & Pektas, E. (2018). Using the ADDIE model and universal design for learning principles to develop an open online course for teacher professional development. Journal of Digital Learning in Teacher Education, 34(4), 219-233. https://doi.org/10.1080/21532974.2018.1494521

Turan, I., & Akcay, E. Y. (2021). Cultural position of Kurds in Turkey in the context of multiculturalism. Journal of Peace Research and Conflict Resolution, 9(1), 44-77.

Usman, J., Mawardi, M., & Husna, H. (2021). Developing the textbook of classroom action research through participatory action research: Quality and challenges. Jurnal Pendidikan Progresif, 11(1), 1-11. http://dx.doi.org/10.23960/jpp.v11.i1.202101

van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-10). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-017-1205-7_1

Verhoeven, M., Poorthuis, A. M., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31(1), 35-63. https://doi.org/10.1007/s10648-018-9457-3

Voogt, J., Pieters, J., & Roblin, N. P. (2019). Collaborative curriculum design in teacher teams: Foundations. In J. Pieters, J. Voogt, & N. P. Pareja (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning (pp. 5-18). Springer. https://doi.org/10.1007/978-3-030-20062-6_1

Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244. https://doi.org/10.1016/j.tate.2011.07.003

Wenger, E. (1998). Communities of practice. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511803932

Widodo, H. P. (2015). The development of vocational English materials from semiotic perspective: Participatory action research [Doctoral dissertation, University of Adelaide]. Digital Library Adelaide. https://hdl.handle.net/2440/97910

Yaumi, M. (2017). Prinsip-prinsip desain pembelajaran: Disesuaikan dengan Kurikulum 2013 edisi kedua [Instructional design principles: Aligned with the 2nd revised 2013 Curriculum]. Kencana.




DOI: https://doi.org/10.24815/siele.v10i3.29782

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats