CHAPTER II LITERATURE REVIEW
B. Material
1. Definition of Material
Learning materials play essential parts in the teaching and learning process. Ilmi and Madya (2019, p. 130) said that learning materials make many contributions to the class's success. Materials in language teaching include a source of
activities in classroom. The activities that are focused on in this research are speaking activities. The material presented in each activity must be in accordance with the environment. As mention by Gultom (2016, p. 224), English teachers must prepare the learning process effectively to study well. This research will include material related to the elements and values of Interculture. Materials and activities must be connected to each other.
Rachmijati and Cahyati (2020, p. 33) stated that by using teaching materials, teachers will easier deliver learning objectives and students understand the material quickly to be studied. Textbooks are expected to have quality content that relates to the curriculum. Hidayat (2017, p. 34) said that the government's English book is not bad because many color pictures related to topics. Nevertheless, each skill's (speaking, listening, writing, and reading) portion was not balanced
Therefore, material development is needed, as mentioned by Pardo et al. (2009, p. 175), the product of material development such as adaptation of teaching and learning, lessons, activities, assignments, units, or modules.
2. Types of Material
The type of material used by schools in general is sourced from textbooks. Textbooks should also be considered according to the needs of students and can help teachers in teaching in the classroom. Kusuma and Apriyanto (2018, p. 40) states that the teacher uses the material to complement teaching and stimulate student interest. The material can be in textbooks,
worksheets, journal articles, or term papers. Tomlinson (1998), cited in Kusuma and Apriyanto (2018. p. 40), said that the material developed can be:
1. Teaching materials are used to inform about the language to the students
2. Experiential material to provide opportunities to explain the language in use for students
3. Elicitation material whose material stimulates of language in use
4. Exploration of material to provide opportunities for students to learn language naturally
Materials that are not following the curriculum, syllabus, or student needs cannot be provided in material created by the educator to suit learning goals and the achievement of communicative competence in English (Anum & Apriyanto, 2019, p. 60). The teacher must consider what types of material will be taught in the classroom.
3. Criteria of Material
When developing material, there must also be some things to consider. Aydin and Aytekin (2018, p. 30) reported that these principles show that a teaching material should
1. Be simple, plain, and understandable 2. Represent real life as much as possible 3. Be easy to develop or revise, if necessary
Margana and Widyanto (2016, p. 110) proposed six criteria for suitable materials. First, they must be served the core and essential competencies that match the content. The second is
micro-skills, which will be embedded in the development of macro language skills. Therefore, learners understand how these micro-skills are utilized in non-isolated contexts. Third, the context of language use. Fourth, the establishment of critical thinking skills so the target language can be mastered by students optimally. Fifth, culture must be combined into the material because it can give learners a comprehensive understanding of the social context, both in the target and local contexts. Sixth, the material must be following the needs of students.
The six criteria must be in a book to be used. As stated in criterion number five which relates to the purpose of this research, which will make a book about culture.Materials about culture will be included in English speaking activities.
Researchers will divide for each unit in the additional book.
4. Steps of Material
The steps or procedures for developing materials include implementing, designing, and evaluating materials. These three steps will assist researchers in conducting research aimed at developing intercultural materials in English speaking for Junior High School students. The steps must be followed sequentially.In particular, Kusuma and Apriyanto (2018, p. 42) said the steps of material development, namely:
a. Survey in the field b. Need analysis data c. Theme selection d. Format selection
e. Content selection f. Edit material g. Pre-testing h. Revision i. Printing j. Evaluation.
Therefore, the development of good material need to know learners‟ target and learning needs. Afterwards, try the supplementary materials whether it is suitable or not for students. If that is unsuitable, it must be revised before being printed.
5. Unit of Material
In every textbook there must be a unit as a limiting discussion to what extent. The units that will be used in this research have the title. The title used will relate to interculture elements. According to Prastowo (2012), cited in Rachmijati and Cahyati (2020, p. 33), a good book is a book that has three characteristics of each unit, namely:
1. Using reasonable language and easy to understand 2. The presentation is exciting and is equipped with
pictures and complete information
3. The book's contents describe something following the author's idea, and the contents or contents are arranged according to the applicable curriculum.
This research will develop additional English language materials for Junior High School. Each unit is developed to make it easier for learners to comprehend the material. The
material includes nine units and each unit will be equipped with Come on begin, Time to speak, Reflection, Summary, Values, and Glossary.
6. Evaluation of Material
Evaluation is the final step after developing the material.
When developing material without evaluation, the material cannot be said to be suitable for use. The evaluation will show the researcher what needs to be improved. Puslitjakdikbud cited in Ulumudin et al. (2017, p 58) offer material assessment criteria, including content, methodology, layout, and language used. Content suitability incorporates the depth, accuracy, and completeness of the material. In addition, the input text in the material must refer to the most recent sources. BSNP (2012, p.
38) also claims that what will be seen for material that is suitable for use is the feasibility of content, language, presentation, and graphics of textbooks. These four criteria are also mentioned in Government Regulation Number 19 of 2005 concerning National Education Standards Article 43 Paragraph 5.