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Advances in Social Sciences Research Journal – Vol. 8, No. 11
Publication Date: November 25, 2021
DOI:10.14738/assrj.811.10637. Hasibuan, A. L., Harahap, R., & Harahap, N. (2021). Teaching Materials of Indonesian Language Based on Competence. Advances in
Social Sciences Research Journal, 8(11). 101-110.
Services for Science and Education – United Kingdom
Teaching Materials of Indonesian Language Based on
Competence
Ahmad Laut Hasibuan
Universitas Muslim Nusantara Al Washliyah Jl. Garu II No. 93 Medan
Rosmawati Harahap
Universitas Muslim Nusantara Al Washliyah Jl. Garu II No. 93 Medan
Nurhayati Harahap
Universitas Sumatera Utara Jl. Universitas No. 18 Medan
ABSTRACT
Many experiences show that the students’ achievement in Indonesian language is
far from being satisfactory. The results of the 2018 national examination showed
decrease. Decreasing the results of national examination of Indonesian subjects
requires a systematic effort to improve the students competence of the national
examination on the future. The research aims at developing materials teaching of
Indonesian language based on competence for high school students. This study uses
a research & development design conducted in three cycles, namely (1) a
preliminary study to observe the ability of high school students, 2) planning
includes the activities of deciding objectives, competency formulation, both core
and basic competencies, material for each competency, and learning and evaluation
steps. (3) the development of teaching materials and validated by experts. The
validation result of competency-based Indonesian teaching material is good. This
shows that the appropriateness of its content is in accordance with the module and
students' needs, the element of language has fulfilled the element of readability and
has clarity of information, the presentation has fulfilled the elements of clarity of
purpose and systematicism, and the graphic uses the specified fone.
Keywords: Development of teaching materials, core competencies, cycles, Indonesian
Language Learning.
INTRODUCTION
The learning outcome of Indonesian Language learning in high school in Indonesia is
decreased from year to year. Pusat Penilain Pendidikan Kementerian Pendidikan dan
Kebudayayaan provides data on the average national achievement of Indonesian language
learning outcomes in the last three years in SMA can be seen in the following table:
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 11, November-2021
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Table 1 Average Indonesian Language Learning Outcomes in the last three years
Department Year
Language 2017 2018 2019
Language 49.46 50.74 51.63
IPA 53.47 51.76 53
IPS 48.18 46.31 47.42
Average 50.37 50.37 50.37
Source: Pusat Penilain Pendidika Kementerian Pendidikan dan Kebudayayaan (
https://hasilun.puspendik.kemdikbud.go.id
The table above shows that the national learning outcome of Indonesian language is low. This
is indicated by the average learning outcomes of the last three years, namely in 2017 = 50.37,
2018 = 49.60, and 2019 = 50.68. These problems needs to be overcome.
The research result by Yanti, Suhartono, and Kurniawan (2018) showed that the mastery of
Indonesian language learning material for undergraduate students of the Indonesian Language
and Literature Study Program, FKIP UNIB is still relatively low.
The decline of the national examination results on Indonesian language learning and the low
mastery of Indonesian language material require systematic efforts to improve learning
outcomes in Indonesian on the future. One of the way is to develop teaching Indonesian
language materials. However, Indonesian language teaching materials have not been developed
yet. Therefore, the development of Indonesian language teaching in SMA needs to be developed
based on competence. Teaching materials are information that teachers need for planning and
implementing learning. Teaching materials are all forms of material used to assist teachers/
instructors in carrying out teaching and learning activities in class (Depdiknas, 2008). It is
further stated that teaching materials can be in the form of written material or unwritten
material (Depdiknas, 2008). Thus, the teaching materials to be developed are a set of materials
arranged systematically and in writing so as to create an environment/atmosphere that allows
students to learn (Depdiknas, 2008).
This definition implies the existence of a material structured in such a way as to help students
learn well. Teaching material development is significant in meeting learners' needs (Aydın &
Aytekin, 2018).The development of teaching materials is an activity to bring up teaching
materials in accordance with the demands of the curriculum. The development of teaching
materials is intended to provide the teaching materials in accordance with the characteristics
of students to solve problems (Depdiknas, 2008). Thus, the development of teaching materials
is important to overcome the scarcity of teaching materials needed (Hasibuan, Harahap, and
Lubis 2018).
Teaching materials as learning resources have an important role to support the learning
process. Teaching materials can also replace the limitations of the teacher's role in the
classroom and can clarify the material being studied. Lestari (2013) said that the presence of
teaching materials can be used by students to learn according to their individuality and can
bridge the problem of low self-actualizationself in learning.
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Hasibuan, A. L., Harahap, R., & Harahap, N. (2021). Teaching Materials of Indonesian Language Based on Competence. Advances in Social Sciences
Research Journal, 8(11). 101-110.
URL: http://dx.doi.org/10.14738/assrj.811.10637
The teaching materials developed are competency-based Indonesian language teaching
materials according to the demands of the 2013 Curriculum that consist of d attitudes,
knowledge, and skills competences that must be mastered at once. In attitude competence,
there are core competencies (KI) which is a categorical description of competence in the aspects
of attitudes, knowledge, and skills (cognitive and psychomotor) that students must learn for a
school level, class and subject. Core competencies are qualities that a student must have for
every class through basic competency learning which is organized in an active student learning
process (Hasibuan and Matondang, 2016).
Research Problems
The formulation of the research problems are as follows: (1) how is the development of
competency-based Indonesian language learning teaching materials in SMA?, (2) How is the
validation of competency-based Indonesian teaching materials? (3) How is the results of
learning Indonesian in the domains of competence in attitudes, skills, and knowledge?
Research purposes
The research objectives are to (1) develop competency-based Indonesian language learning
materials in SMA, (2) know the validation of competency-based Indonesian language teaching
materials, and (3) determine the results of Indonesian language learning in the domains of
competency attitudes, skills, and knowledge.
RESEARCH METHOD
This study used the research & development design. Sugiono (2012) states that research &
development is a research model that is oriented towards the following stages:
1. The introduction includes observing the situation of the teaching clothes used by
teachers and high school students.
2. Planning includes the maturation of learning and evaluation steps. Furthermore, a
limited feasibility test will be carried out on the developed design.
3. Development includes formulating competencies, learning materials, and designing
learning models.
More details can be seen in the development flow in the image below.
The Steps to Develop the Teaching Materials
Observatio
n
Literature
study and
preliminary
studies
Referenc
e
Research
results and
scientific
meetings
Learning
situation
Competenc
y
formulation
Selection
of
teaching
materials
Feasibilit
y
evaluatio
n
Competency- Based
Indonesian
Language
Teaching
Materials
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 11, November-2021
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RESEARCH RESULT
In developing the competency-based Indonesian teaching materials, it is based on the following
steps:
Needs Analysis Results
The results of the analysis of student and teacher needs for competency-based Indonesian
teaching materials consist of four aspects, nsmely: 1) student and teacher opinions on
Indonesian language learning, 2) Indonesian language learning resources, 3) competency- based Indonesian language teaching material content needs, 4 ) the expectations of students
and teachers of competency-based Indonesian language learning materials. These four aspects
are described below.
Student and Teacher Opinions on Indonesian Language Learning
The opinion of students and teachers about Indonesian language learning is used by
researchers to analyze Indonesian learning in the classroom according to the applicable
curriculum. Students and teachers' understanding of Indonesian language learning in general
can be seen in table 1 below.
Table 2 Student and Teacher Opinions on Indonesian Language Learning
Aspects of Answers Number of Voters
Opinions on learning Indonesian
a. Very important : 22
b. Important : 8
c. Normal : 0
d. Not important : 0
The above table show that learning Indonesian is very important learning for students. This is
evidenced by the number of respondents' answers. From 30 respondents, 22 respondents
chose very important, 8 respondents chose important, 0 students chose ordinary and not
important.
Learning Resources in Indonesian Language Learning
Analysis of learning resources in Indonesian language learning researchers use to understand
the various uses of learning resources used by teachers to teach Indonesian subjects in each of
their basic competencies. In addition, this analysis is also used to understand students' needs
for modules specifically used in Indonesian language learning.
Analysis of learning resources in Indonesian language learning consists of three aspects,
namely (1) learning resources used in Indonesian language learning, (2) opinions on learning
resources used in Indonesian language learning, and (3) agreeing or not having teaching
materials specifically Indonesian language learning in each KD which can be used as a guide for
students. Analysis of learning resources in Indonesian language learning can be seen in table 2
below.