CHAPTER V CONCLUSION AND SUGGESTIONS
B. Suggestions
the implementation of this study. Values are the most crucial part of culture since they have a significant impact on people's conduct.
Values of the culture in which one was raised shape one's basic beliefs about what constitutes the good life. The incorporation of intercultural values into ELT is due to the notion that the recent objectives of ELT go beyond helping students mimic native speakers and instead aim to prepare them to participate appropriately in global interactions that involve not only English speakers but also those from non-English speaking nations.
Nonetheless, the widespread use of English in Indonesian textbooks hasn't led to the incorporation of intercultural principles.
The incorporation of culture still only focuses on the superficial values found in those elements, such as the provision of culturally themed photos, texts, and activities. Students will benefit from international exposure since it can increase their understanding of linguistic and cultural distinctions. It can foster acceptance and tolerance of various cultural norms.
B. Suggestions
2. For English teachers
When using the book Speaking: Exploring Mine &
Other’s Culture (A Supplementary English Textbook for Junior High School Grade VIII), English teachers need to take into account a number of factors to achieve the goal of teaching speaking. First, it's crucial to provide a positive learning environment in the classroom. The teacher also needs to play a part in assisting and directing the learning process while giving comments on students' work. Additionally, it is hoped that the resources will help students better comprehend other cultures, thus in addition to teaching language and content, teachers should emphasize the intercultural principles ingrained in the materials.
3. For other content developers
In order to incorporate international values into English language products, material developers must take into account a number of factors. They must first take into account the learning needs and needs based on the target student's educational level. Second, it is important to choose texts, assignments, pictures, and other resources that are appropriate to the student's needs and are interesting to keep students motivated in learning. Third, they can include other skills such as reading, writing or listening that are related to intercultural material, so that this material can be developed through other English skills.
124 REFERENCES
Abdalla, M., & Mohammed, A. (2020). The impact of culture on english language learning. International Journal on Studies in English Language and Literature, 8(1), 21–27. https://doi.org/10.20431/2347-3134.0801003.
Adiwijaya, F. R. (2018). The use of affective strategies in a speaking class. Research on English Language Teaching in Indonesia, 6(3),143-153.
Adriyanti, K. Y. (2021). The implementation of character education in teaching english for young learners. The Art of Teaching English as a Foreign Language, 1(2), 18-23.
Agustina,T. (2014). English for specific purposes (esp): An approach of english teaching for non-english department students. βeta. 7(1), 37-63.
Akmalia, F., & Komalasari, A. (2021). The development of the field of intercultural communication. UC Journal, 2(2), 73–94.
Aldawood, A. A., & Almeshari, F. (2019). Effects of learning culture on english- language learning for saudi efl students. Arab World English Journal, 10(3), 330–343. https://doi.org/10.24093/awej/vol10no3.23.
Aldoobie, N. (2015). Addie model. American International Journal of Contemporary Research, 5(6), 68–72.
Alexander, P. A., Graham, S., and Harris, K. R. (1998). A perspective on strategy research: Progress and prospects, 10(2), 129-154.
Alsamadani, H. A., Education, C., & Arabia, S. (2021). Developing intercultural awareness and efl writing skills of college- level students through email interaction. The Journal of Language Teaching and Learning, 11(1). 71-85 Altikulaç, A. (2016). Patriotism and global citizenship as values: A research on social
studies teacher candidates. In Journal of Education and Practice, 7(36), 26–33.
Amalia, I., As‟ari, A., & Hasanah, U. (2021). Developing an intercultural-based text book for teaching writing. Loquen: English Studies Journal, 14(2), 64-76.
https://doi.org/10.32678/loquen.v14i2.4959
Andries, F. F. (2018). The integration of religion and culture to construct social identity through the pukul sapu ritual in mamala village, moluccas. Jurnal Humaniora, 30(1), 92-101. https://doi.org/10.22146/jh.v30i1.27603.
Angraini, Y. (2016). Rules of three analysis in persuasive public speaking presentation. ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, 7(1), 3-13. https://doi.org/10.33373/anglo.v7i1.542.
Anum, A., & Apriyanto, S. (2019). Detecting gender‟s strategies in learning speaking.
Premise: Journal of English Education, 8(1), 58-72.
https://doi.org/10.24127/pj.v8i1.1932.
Ardianto, P. (2016). Communication strategies in english conversations. Journal of Foreign Languange Teaching and Learning, 1(1), 16-25.
https://doi.org/10.18196/ftl.112.
Arif, M., & Jusuf, H. (2022). Developing intercultural competence awareness in language classroom: a view from fl teachers. Al-Lisan, 7(1), 65–75.
https://doi.org/10.30603/al.v7i1.2500
Asfina, R., & Ovilia, R. (2017). Be proud of indonesian cultural heritage richness and be alert of its preservation efforts in the global world. Humanus, 15(2), 195- 206. https://doi.org/10.24036/jh.v15i2.6428.
Aydin, A., & Aytekin, C. (2018). Teaching materials development and meeting the
needs of the subject: a sample application. International Education Studies, 11(8), 27-38. https://doi.org/10.5539/ies.v11n8p27.
Balini, I. A., & Jeyabalan, D. V. (2018). Role of memory strategy training in language learning, 3(4), 39–42.
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among efl learners. Procedia - Social and Behavioral Sciences, 232, 177–187. https://doi.org/10.1016/j.sbspro.2016.10.043.
Branch, R. M. (2009). Approach, instructional design: The addie. In Department of Educational Psychology and Instructional Technology University of Georgia, 53(9), 1-203.
Bria, M. G., & Mbato, C. L. (2019). Metacognitive strategies of undergraduate and postgraduate students in reading, LLT Journal, 22(2), 182-197.
BSNP. (2012). Badan standar nasional pendidikan. Jurnal Administrasi Pendidikan, 4(2), 1-49.
Cahyaningrum, D., Wahyuni, D. S., & Sulistyawati, H. (2016). Supplementary materials based on constructivism principles for students ‟ effective learning.
Prosiding ICTEE FKIP UNS 2015, 1(1), 670–676.
Cahyati, S. S., & Rahmijati, C. (2017). Exploring local values and culture in english textbook. Lingual: Journal of Language and Culture, 4(2), 1-6.
https://doi.org/10.24843/ljlc.2017.v04.i02.p07.
Castillo, J. M. (2015). The speech act as an act of knowing. International Journal of Language and Linguistics, 3(6-1), 31-38
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches.
Dalyono, B., & Lestariningsih, E. D. (2020). Implementasi program penguatan pendidikan karakter di sekolah. Phinisi Integration Review, 3(2), 33-42.
https://doi.org/10.26858/pir.v3i2.14971.
Destianingsih, A., & Satria, A. (2017). A Study on Students‟ Need Analysis on Web- Based English Learning Materials. Inovish Journal, 2(1), 48–57.
Dikko, M. (2016). Establishing construct validity and reliability: Pilot testing of a qualitative interview for research in takaful (Islamic insurance). Qualitative Report, 21(3), 521–528. https://doi.org/10.46743/2160-3715/2016.2243.
Dinsmore, D. L., & Fryer, L. K. (2019). Developing learners‟ cognitive strategies and the motivation to use them: rethinking education policy. Policy Insights from the Behavioral and Brain Sciences, 6(2), 107–114.
https://doi.org/10.1177/2372732219860862.
Djonhar, S. C. (2016). An indonesian child learning sentence construction. Journal of ELT Research, 1(1), 91–102.
Ekaningsih, N. (2017). Enhancing students‟ english grammar ability with online website link. EduLite Journal of English Education, Literature and Culture, 2(2), 431-444.
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research:
implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339.
Erislan. (2016). Tourist attraction and the uniqueness of resources on tourist destination in west java, indonesia. Review of Integrative Business &
Economics Research, 5(1), 251–266.
Fantini, A., & Tirmizi, A. (2006). Exploring and assessing intercultural competence.
Federation EIL, Brattleboro, VT, 1–62.
Furyanto, F. A., Putra, I., & Islamiah, N. (2021). Students‟ perception on intercultural reading material for english learning. Edukatif : Jurnal Ilmu Pendidikan, 3(6), 5043–5049. https://doi.org/10.31004/edukatif.v3i6.1362
Garus, I. D. (2014). The intecultural approach to efl teaching. Духовність особистості: методологія, теорія і практика. 4(63), 4-11.
file:///C:/Users/juli133s/Downloads/domtp_2014_4_3.pdf.
Gonzalez, F. O. S. (2020). Subjective needs analysis: A vital resource to assess language teaching. Mextesol Journal, 44(3), 1–9.
Gultom, U. A. (2016). Developing english learning materials for nursing students.
LingTera, 3(2), 224–234.
Gunawan, I. (2017). Indonesian curriculum 2013: instructional management, obstacles faced by teachers in implementation and the way forward. Advances in Social Science, Education and Humanities Research, 128(Icet), 56–63.
https://doi.org/10.2991/icet-17.2017.9.
Gustiani, S. (2019). Research and Development ( R & D ) Method as a Model Design in Educational Research and Its Alternatives. Holistics Journal, 11(2), 13–14.
https://jurnal.polsri.ac.id/index.php/holistic/article/view/1849/892
Habibi, A., & Sofwan, M. (2015). Teachers of english for young learners: An analysis on their english proficiency and profile. Seminar of English Language Education, October, 9.
Haerazi, H., & Irawan, L. A. (2020). Developing intercultural language learning (ill) model to teach writing skills at indonesian private universities. EduLite:
Journal of English Education, Literature and Culture, 5(1), 43-54.
https://doi.org/10.30659/e.5.1.43-54.
Harahap, M., Sulardiono, B., & Suprapto, D. (2018). Analisis tingkat kematangan gonad teripang keling (holothuria atra) di perairan menjangan kecil karimunjawa. Journal of Maquares, 7(2), 44–68.
Harlacher, J. (2016). An educator‟s guide to questionnaire development. Institute of
Education Sciences (IES), January, 15 p.
http://ies.ed.gov/%0Ahttp://ies.ed.gov/ncee/edlabs/projects/project.asp?project ID=4500
Harper, R. (2018). Science of adolescent learning: Valuing culture, experiences, and environments. Washington: Alliance for Excellent Education.
Hasanah, N., & Abdulrahman, T. R. (2021). E-learning and efl teachers‟ intercultural competence: an analysis of benefits and challenges. Akademika, 10(01), 197–
217. https://doi.org/10.34005/akademika.v10i01.1323.
Hasmiati, Hamra, A., Atmowardoyo, H., & Dollah, S. (2015). Designing an english course book for high school students based on 2013 curriculum with local content materials. Journal of Language Teaching and Research, 6(6), 1240–
1249. https://doi.org/10.17507/jltr.0606.11
Hatley, J. (2019). Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis. International Journal of Development Education and Global Learning, 11(1), 87–102.
https://doi.org/10.18546/ijdegl.11.1.06.
Hess, A. K. N., & Katie, G. (2016). Designing for engagement: Using the addie model to integrate high-impact practices into an online information literacy course.
Communications in Information Literacy, 10(2), 264–282.
https://files.eric.ed.gov/fulltext/EJ1125456.pdf.
Hidayat, N. (2017). Developing e-reading materials for students at grade seven. JEES (Journal of English Educators Society), 2(1), 33–44.
https://doi.org/10.21070/jees.v2i1.676.
Hidayati, A. N., & Santiana, S. (2020). Promoting cultural awareness through intercultural listening activities. Jurnal Tahuri, 17(2), 53–62.
https://doi.org/10.30598/tahurivol17issue2page53-62
Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Strasbourg: Council of Europe.
Husna, H. A. U. (2021). The relationship between the students english speaking skills and their closeness to english. Language Circle: Journal of Language and Literature, 15(2), 229–240. https://doi.org/10.15294/lc.v15i2.28581.
Ilie, O. (2019). The intercultural competence. Developing effective intercultural communication skills. International Conference Knowledge-Based Organization 25(2), 264–268. https://doi.org/10.2478/kbo-2019-0092.
Ilmi, A.N. & Madya, S. (2019). Developing english teaching and learning materials for nursing students of universitas „aisyiyah yogyakarta. LingTera, 6(2), 130- 142.
Irmawati, D. K. (2016). Faktor-faktor penghambat peningkatan kemampuan berbicara bahasa inggris mahasiswa jurusan bahasa inggris di kota malang. Journal of Asia TEFL, 12(1), 9–26.
Irviana, I. (2020). Understanding the learning models design for indonesian teacher.
International Journal of Asian Education, 1(2), 95–106.
https://doi.org/10.46966/ijae.v1i2.40.
Isrow, Z. (2017). Defining art and its future. Journal of Arts and Humanities, 6(6), 84- 94. https://doi.org/10.18533/journal.v6i6.1207.
Iswati, L. (2019). Developing addie model-based esp coursebook. Indonesian EFL Journal, 5(2), 103-112. https://doi.org/10.25134/ieflj.v5i2.1804.
Juliani, A. J., & Bastian, A. (2021). Pendidikan karakter sebagai upaya wujudkan pelajar pancasila. Seminar Nasional Pendidikan Program Pascasarjana Universitas Pgri Palembang, 257–265.
Kaharuddin, K., & Rahmadana, A. (2020). Problem-based group discussion: an effective elt technique to improve vocational high school students‟
transactional speaking skills. Jurnal Ilmu Budaya, 8(2), 247–258.
https://doi.org/10.34050/jib.v8i2.11032.
Kasim, F. (2017). A cross-cultural and intercultural of indirectness speect act: The use of interference local language in academic discourse at central of sulawesi.
IJPTE : International Journal of Pedagogy and Teacher Education, 1(2), 117–
126. https://doi.org/10.20961/ijpte.v1i2.14534.
Kastuhandani, F. C. (2014). Technology and young learners. LLT Journal, 17(1), 1-8.
Katz-Buonincontro, J., Anderson, R. C., & Manalang, V. (2020). Using mixed methods to understand the mechanisms and prevalence of creative engagement in drama-based instruction. Methods in Psychology, 2(100013), 1-10.
https://doi.org/10.1016/j.metip.2019.100013.
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.
Krisdiana, B. P., Irawati, E., & Kadarisman, A. E. (2018). The effectiveness of role-
play integrated with word cards on students ‟ speaking skill for communication. Jurnal Pendidikan Humaniora, 6(2), 78–84.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching.
USA: Yale University Press.
Kusuma, H. A., & Apriyanto, S. (2018). Strategy on developing english learning material for specific purposes. IJECA (International Journal of Education and Curriculum Application), 1(3), 39. https://doi.org/10.31764/ijeca.v1i3.2144.
Kusumawati, F. P. (2017). Developing english learning material for speaking skill.
Premise Journal, 6(1), 29–41.
Larasaty, G., & Yutinih (2018). The role of classroom interaction in students‟
speaking skilL. English Journal of Indragiri, 2(2), 1-13.
Lestari, N. O. (2015). Language learning strategies of english education department of fitk. A Skripsi: Faculty of Tarbiyah and Teachers' Training, UIN Syarif Hidayatullah, 1-59.
Leung, K., Ang, S., & Tan, M. L. (2014). Intercultural competence. Annual Review of Organizational Psychology and Organizational Behavior, 1, 489–519.
https://doi.org/10.1146/annurev-orgpsych-031413-091229.
Liska Afriani, Z., Mirizon, S., & Dinar Sitinjak, M. (2019). Cultural content analysis of english textbooks used by tenth graders in bengkulu utara. Lingua, Jurnal Bahasa & Sastra, 20(1), 65-76.
Lopez, J. I., Becerra, A. P., & Ramirez-Avila, M. R. (2021). Efl speaking fluency through authentic oral production. Journal of Foreign Language Teaching and Learning, 6(1), 37–55. https://doi.org/10.18196/ftl.v6i1.10175.
Maiza, M. (2020). An analysis of students‟ pronunciation errors. JOEEL: Journal of English Education and Literature, 1(1), 18–23.
https://doi.org/10.38114/joeel.v1i1.27.
Mandasari, B., & Oktaviani, L. (2018). English language learning strategies: an exploratory study of management and engineering students. Journal of English Education and Applied Linguistics, 7(2), 61–79.
Mantra, I. B. N., Kumara, D. G. A. G. (2018). Folktales as meaningful cultural and linguistic resources to improve students‟ reading skills. Lingua Scientia. 25(2).
82-87.
Margana, Widyantoro, A. (2016). An evaluation of english textbook used at senior and vocational high schools oriented to the curriculum 2013. Journal of Arts, Science & Commerce, 4(1),108-119.
Marshall, G., & Jonker, L. (2010). An introduction to descriptive statistics: A review
and practical guide. Radiography, 16(4), e1–e7.
https://doi.org/10.1016/j.radi.2010.01.001
Masruroh, N. L., Mardikantoro, H. B., & Sugianto. (2021). Development of Supplementary Book of Writing Skills for Beginner with Local Wisdom Content for Elementary School Students. Journal of Primary Education, 10(3), 317–325.
Masuram, J., & Sripada, P. N. (2020). Developing spoken fluency through task-based teaching. Procedia Computer Science, 172, 623–630.
https://doi.org/10.1016/j.procs.2020.05.080.
Min, W. (2016). The effect of nunan‟s six elements of task to improve students competencies in legal english. Universal Journal of Educational Research, 4(2), 399–402. https://doi.org/10.13189/ujer.2016.040212.
Niemiec, J. (2016). Needs analysis for a specialized learner population: A case study of learners from medical college, “Państwo i Społeczeństwo” 2016, nr 3.
Panstwo i Spoleczenstwo, 16(3), 71-84.
Nugraha, S. T., Suwandi, S., Nurkamto, J., & Saddhono, K. (2018). The importance of needs assessment for the implementation of e-learning in a language
program. KnE Social Sciences, 3(9), 254-260.
https://doi.org/10.18502/kss.v3i9.2686.
Nurmanysah, G., Rodliyah, N., & Hapsari, R. A. (2019). Pengantar antropologi sebuah ikhtisar mengenal antropologi. Bandar Lampung: CV. Anugrah Utama Raharja.
Pardo, A. N., Fernanda, M., & Téllez, T. (2009). Elt materials: The key to fostering effective teaching and learning settings. Profile: Issues in Teachers´
Professional Development, 11(2), 171–186.
Parmawati, A., & Inayah, R. (2019). Improving students‟ speaking skill through english movie in scope of speaking for general communication. ELTIN Journa, 7(3), 43-53.
Parra, B. J. (2016). Learning strategies and styles as a basis for building personal learning environments. International Journal of Educational Technology in Higher Education, 13(1), 1-11. https://doi.org/10.1186/s41239-016-0008-z.
Pradana, S., & Ashadi, A. (2019). Weblog as an appropriate online medium in teaching writing. Script Journal: Journal of Linguistic and English Teaching, 4(2), 125-134. https://doi.org/10.24903/sj.v4i2.331.
Pratama, E. Y. (2015). Teacher‟s strategies in teaching speaking to young learners erik yuda pratama & yani awaliyah english education study program ibn khaldun university of bogor. English Journal, 19–31.
Putri, A., & Refnaldi, R. (2020). The correlation between students‟ vocabulary mastery and speaking ability at grade 8 of junior high school. Journal of
English Language Teaching, 9(1), 44-55.
https://doi.org/10.24036/jelt.v9i1.107809.
Qutob, M. M. (2018). The relationship between efl learners‟ satisfaction within the classroom environment and their speaking skills. English Language Teaching, 11(7), 116-124. https://doi.org/10.5539/elt.v11n7p116.
Rachmijati, C., & Cahyati, S. S. (2020). A language skills content analysis from english textbooks for junior high school grade 7. JELLE : Journal Of English Literature, Linguistics, and Education, 1(1), 32–38.
https://jurnal.unikal.ac.id/index.php/jelle/article/view/992.
Rao, P. S. (2019). The importance of speaking skills in english classrooms. Alford Council of International English & Literature Journal, 2(2), 6–18.
Richards, J. C. (2009). Teaching listening and speaking: From theory to practice.
Singapore: Regional Language Center,
Riza, M. (2021). Pendidikan karakter dalam perspektif islam. Jurnal TAUJIH, 14(01), 78–90. https://doi.org/10.53649/jutau.v14i01.309.
Rohmadheny, P. S., & Laila, Y. (2020). Expert Judgment of Learning Achievements Evaluation Instrument for Children Age 4-5 Years Old. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 168. https://doi.org/10.31004/obsesi.v5i1.524 Rokhayati, T. (2016). Developing english textbook based on intercultural approach
and character education at the tenth grade students of sma in purworejo regency. Proceeding of the International Conference on Teacher, 2(1), 219–
225. https://jurnal.uns.ac.id/ictte/article/view/8138.
Sadikovna, M. A. (2020). Toreutic art - as a national value. JournalNX- A Multidisciplinary Peer Reviewed Journal, 6(11), 93–96.
Safitri, R. (2020) Integrating intercultural values into the english materials for grade x students of senior high schools in yogyakarta. A Thesis: English Education Program Graduate School Yogyakarta State University, 1-275.
Saraswati, G. P. D. (2017) Intercultural communicative competence (icc) i n teaching speaking material used in english department o f universitas negeri sema rang. Journal of Language and Literature, 11(2), 158-164. https://doi.org/10.15294/lc.v11i2.9588.
Setiawati, B. (2016). Need analysis for identifying esp materials for medical record students in apikes citra medika surakarta. Kajian Linguistik Dan Sastra, 1(1), 61-72. https://doi.org/10.23917/kls.v1i1.2479.
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383–397.
https://doi.org/10.1080/14675986.2019.1548102.
Stewart, S., & Giles, D. (2019). Celebrity status and the attribution of value.
European Journal of Cultural Studies, 23(1), 3–17.
https://doi.org/10.1177/1367549419861618.
Suban, T. S. (2021). Teaching speaking: activities to promote speaking skills in efl classrooms. Lectio: Journal of Language and Language Teaching, 1(1), 41-50.
Sukarno (2008). Teaching english to young learners and factors to consider in designing the materials. Jurnal Ekonomi & Pendidikan, 5(1), 57–73.
Sulistyani, U. N. L. (2018). The importance of needs analysis in a language curriculum development: An evaluation to 2013 curriculum. UHAMKA International Conference on ELT and CALL (UICELL), November, 143–152.
Syafryadin, S., Martina, F., & Salniwati, S. (2020). Compensation strategies in speaking activities for non-English department students: poor and competent speakers. JEES (Journal of English Educators Society), 5(2), 109–116.
https://doi.org/10.21070/jees.v5i2.819.
Syahri, I., & Susanti, R. (2016). An analysis of local and target culture integration in the english textbooks for senior high school in palembang. Journal of Education and Human Development, 5(2), 97–102.
https://doi.org/10.15640/jehd.v5n2a11.
Szkudlarek, B., Osland, J. S., Nardon, L., & Zander, L. (2020). Communication and culture in international business – Moving the field forward. Journal of World Business, 55(6), 1-9. https://doi.org/10.1016/j.jwb.2020.101126.
Tambunan, A. R. S., Lubis, F. K., Andayani, W., & Sari, W. S. (2021). Intercultural communicative competence levels of indonesian efl students: a preliminary study in a higher education contex. Langkawi: Journal of The Association for Arabic and English, 7(2), 134. https://doi.org/10.31332/lkw.v7i2.2870
Tanjung, K. S. (2019). Need analysis on development of teaching writing materials
„genre‟ based on gayo local culture. Journal Educative: Journal of
Educational Studies, 4(2), 189-203.
https://doi.org/10.30983/educative.v4i2.2368.
Thorp, R. (2015). Popular history magazines and history education. Historical Encounters, 2(1), 102–112.
Tomlinson, B. (2013). Developing materials for language teaching. Chennai:
Bloomsbury.
Ulumudin, I., Mahdiansyah, & Joko, B. S. (2017). Kajian buku teks dan pengayaan:
kelengkapan dan kelayakan buku teks kurikulum 2013 serta kebijakan penumbuhan minat baca siswa. Jakarta: Puslitjakdikbud.
Usmadi, U., Hasanah, H., & Ergusni, E. (2020). The impact of the implementation three-step interview cooperative learning model in mathematics learning toward the learners‟ activities and outcomes. Malikussaleh Journal of
Mathematics Learning (MJML), 3(1), 8-12.
https://doi.org/10.29103/mjml.v3i1.2447.
Varişoğlu, M. C. (2016). The importance of strategies of social language learning and cooperative learning in the process of teaching Turkish as a foreign language.
Educational Research and Reviews, 11(10), 981-986.
Wael, A., Asnur, M. N. A., & Ibrahim, I. (2018). Exploring students‟ learning strategies in speaking performance. International Journal of Language Education, 2(1), 65–71. https://doi.org/10.26858/ijole.v2i1.5238.
Wahyurianto, I. (2018). Using group discussion to improve students‟ speaking fluency. Journal of English for Academic and Spesific Purposes, 1(1), 13–21.
Wello, M. B., Nur, S., & Azis, A. (2017). Intercultural communication at higher education context: Portraits and practices. International Journal of Language Education, 1(2), 8–16. https://doi.org/10.26858/ijole.v1i2.4310.
Wiandari, F., & Meutia, C. I. (2020). Local heritage (warisan budaya) dan pengajaran bahasa inggris. Pionir: Jurnal Pendidikan, 9(2), 109–
125. http://dx.doi.org/10.22373/pjp.v9i2.9009
Wijaya, S. (2019). Indonesian food culture mapping: A starter contribution to promote Indonesian culinary tourism. Journal of Ethnic Foods, 6(1), 1–10.
https://doi.org/10.1186/s42779-019-0009-3.
Wijaya, T. W. (2018). The effectiveness of songs for teaching speaking. Journal of Foreign Languange Teaching and Learning, 3(2), 75-85.
https://doi.org/10.18196/ftl.3231.
Zhan, C. (2016). The importance of culture factor in foreign language teaching.
Theory and Practice in Language Studies, 6(3), 581-585.
https://doi.org/10.17507/tpls.0603.17.
Zuhriyah, M. (2017). Storytelling to improve students‟ speaking skill. Jurnal Tadris Bahasa Inggris, 10(1), 119–134.
APPENDIX 1 A. NEED ANALYSIS QUESTIONNAIRE
QUESTIONNAIRE FOR STUDENTS A. APPROVAL SHEET
Sincerely,
I am Winda Wasalwa Batubara, a student of Master Program of English Education, Syarif Hidayatullah State Islamic University Jakarta. I look forward to your participation in my research on learning English in the classroom. This research was carried out in order to fulfill the requirements for a Master‟s Degree in English Education Postgraduate Program.
All information you provide is confidential and will not have a negative impact on your grades and school. If you have any questions regarding the conduct of this research, please contact me at 085371788295 or [email protected]
Researcher, Winda Wasalwa Batubara B. RESPONDENT IDENTITY
Name Gender Age
C. INSTRUCTIONS
In this section, you will be given several statements related to learning English in the classroom.
Read each statement and choose the most appropriate answer according to you by ticking (√) in the SA (Strong Agree), A (Agree), D (Disagree), or SD (Strong Disagree) columns.
No. Question Option Choose
SA A D SD
4 3 2 1
1. The goals of learning English
f. Pass the national examination
g. To be the winner of an English competition
h. To continue the study
i. To read and write in English well j. To communicate in English well
No. Question Option Choose
SA A D SD
4 3 2 1
2. The necessities of speaking English
a. Finding the main idea of speaking b. Improving the vocabulary mastery c. Improving the knowledge of grammar d. Speaking aloud to drill pronunciation e. Recognizing the genre of speaking f. Understanding the content and
meaning of the speech
g. Responding to questions in