DEVELOPING ENGLISH LEARNING MATERIALS FOR GRADE X STUDENTS OF AGRICULTURE STUDY PROGRAM AT SMK MUHAMMADIYAH 2 MERTOYUDAN

Abstrak / Ringkasan

The objectives of this study are: (1) to describe the target needs, (2) to describe the learning needs, and (3) to develop English learning materials for Grade X students of the Agriculture Study Program at SMK Muhammadiyah 2 Mertoyudan.
The type of this study is Research and Development. The stages were conducting needs analysis, writing the course grid, writing the first draft of the materials, getting the expert judgment, and revising the materials to produce the final draft. The subjects of the study were 36 grade X students of the Agriculture Study Program at SMK Muhammadiyah 2 Mertoyudan. The data of this study were quantitative data obtained through the completed questionnaires and qualitative data collected from experts’ opinions and suggestions about the developed materials. The data were analyzed by using descriptive quantitative and qualitative data analysis.
The research developed three units of materials for grade X students of the Agriculture Study Program at SMK Muhammadiyah 2 Mertoyudan. Each unit of the materials consists of 22 tasks that are organized into Introduction, Main Teaching and Learning Activities, and Reinforcement. The Main Teaching and Learning Activities section has two parts, i.e. spoken cycle (listening and speaking skills) and written cycle (reading and writing skills). Based on the expert judgment, the content, the language, the presentation, and the graphic design of the developed materials are appropriate as shown by the ranges of mean value 2.52 - 3.27 and 3.28 - 4.03 that categorized as “Good” and “Very Good”. The appropriate task components have the following characteristics. The appropriate goal of the developed materials is helping the students to master English in spoken and written language well in order to be able to understand meaning and function of words, sentences and expressions in English. The appropriate inputs are short authentic monologs or dialogs and authentic texts. Answering questions based on the monolog or dialog in written language, acting out dialogs in pairs, reading a text and answering the questions, and writing texts based on the given example are the appropriate activities. The appropriate teacher roles are as a controller, a prompter, and a resource. The appropriate learner role is to be an active participant as well as problem solver in the learning process. The appropriate setting for accomplishing the task is working in pairs.

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