In the 2018 report, the English Proficiency Index (English Proficiency Index) ranked Indonesia at number 51 (Education First, 2018). According to Milman (2012) and Ash (2011), one of the flipped learning approaches is the use of video.
LEARNING THEORIES AND LOCAL
Constructivism Theory
The more interactions students have with objects and their environment, the deeper their knowledge and understanding of those objects will be. According to the cognitive constructivist theory of learning, knowledge is non-objective, temporary, constantly changing and uncertain.
Contextual learning
This approach helps teachers relate material content to real situations, and motivates students to relate knowledge and applications in their lives. Suprijono (2009), the contextual learning approach is a concept that helps teachers relate the material they teach to real-world situations, and encourages students to make connections between their knowledge and its application in their lives as family and community members.
Local Wisdom Learning
- The Meaning of Local Wisdom
- Local Wisdom Function
Based on the two definitions above, the government states that local wisdom is the same as local expertise. 20 Another function of local wisdom is that local wisdom has a rather large role in science.
LEARNING MODULE AND MODELS OF
Modul Concept and Definition
- Modul types
- Modul structure
The teacher, facilitator or moderator is given the responsibility to monitor the various activities in the module. All instructions, explanations and implementation of activities in the module are provided exclusively by teachers, facilitators or moderators.
Modules of Module Development
- ADDIE Models
- ASSURE Models
- Dick and Carey Model
- KEMP Models
In the design phase, a conceptual framework is developed for the use of the new learning module. After the application of the method, an initial assessment is made to provide feedback for the application of the next model/module. The formative assessment is carried out at the end of the learning session (weekly), while the summative assessment is carried out after the end of the activity as a whole (semester).
The results of the assessment are used to provide feedback to the users of the model/module. Revisions are made based on the results of the assessment or based on needs not met by the new model/module. The third step in the design/design of the ASSURE model is to choose the methods, media and teaching materials to be implemented.
The evaluation and review phases in the ASSURE learning design model are conducted to evaluate the effectiveness and efficiency of the curriculum and also to assess student achievement. Therefore, the lesson plan should pay attention to the formulation of the specified general learning objectives. Proper identification of learner characteristics can help in selecting and determining the learning strategies to be used.
The advantage of the KEMP model is that in each step or procedure there is an improvement before moving on to the next level.
Modul As Suplement
Conventional learning tends to be rote learning that allows for convergent responses and emphasizes conceptual information, practice questions on tests. 51 books, highly recommended, this is in accordance with the Regulation of the Minister of National Education of the Republic of Indonesia no. 2 of 2008, article 6, paragraphs 2 and 3, which states that "in addition to textbooks, educators can also use guide books for educators, enrichment books and reference books in the teaching process.
To increase student knowledge and understanding, teachers can encourage students to read enrichment books and reference books. Based on various insights about enrichment explained above, it can be concluded that the enrichment module is a module capable of supporting the main books, which contains information that goes into more depth on certain sciences. Making enrichment books does that too. not racing as a whole The curriculum and its use in the educational world are not compulsory, but are important to support education in schools. The enrichment module is included in non-textbooks. This is related to Government Ordinance No. 32 of 2013 on National Education Standards and the duties of the Curriculum and Book Center of the Ministry of Education and Culture in controlling the quality of books.
Based on the authority of the body that carries out standardization, there are two types of books, namely textbooks and non-text books. While enrichment books, references and educator's guides are included in non-textbooks, BSNP does not have the authority to standardize this module.
HOTS (High-level Order Thingking Ability)
- Definition of HOTS
- Goals of HOTS
- HOTS in english learning
Brookhart (2010) explains that the type of KBTT or HOTS is based on classroom learning objectives, which consists of three categories: HOTS as transfer, HOTS as critical thinking, and HOTS as problem solving. HOTS as a transfer includes analyzing, evaluating, creating, creative thinking, logical thinking which is summarized in analyzing, evaluating and creating, while the other two skills are included in it (Brookhart, 2010). HOTS as critical thinking is defined as the ability to make judgments using logical and scientific reasoning.
HOTS as problem solving is defined as skills to identify problems and solve problems (Brookhart, 2010). To carry out the assessment, teachers need an assessment instrument in the form of questions, both to test aspects of knowledge, attitudes and skills. The assessment instrument that the teacher uses to test the students' learning outcomes in the knowledge aspect is usually taken from various books or a collection of exam questions.
Students' thinking skills can be trained through activities where students are asked a problem, in this case a problem in the form of various questions. In learning, especially in English, it is stated that students' ability is not only mastery of a body of knowledge in the form of facts, concepts or principles, but also a process of discovery, which means that students should always be invited to learn by using a thought process to discover of these concepts.
THE DISCOURSES OF LOCAL WISDOM
Topic of Discourse Text Form Outside South
The picture above is one of the Expression of Purpose materials that feature themes outside of the Bugis environment such as Mountain (Semeru, East Java), Beach (Kuta Bali) which are found in English books for Grade X SMA. English teachers find it very difficult to find English books that present topics of local Bugis wisdom in the discourse texts. Materials such as the narrative text/biography, the narrative procedure text, and the descriptor mostly feature subjects from outside South Sulawesi.
The Need of Buginess Culture Exploration in
Internalization of Buginess Culture in Learning
Even the material content that is taught has not been very integrated with the local Bugis culture. Say sebagai guru bahasa Inggris yang sudah mengabang hinder 10 to 10 years ago memang perah menuba untuk mengintegrasikan contention local material Bugis Dengan Bahasa Inggris (T4). While in accordance with the Regulation of the Minister of Education and Culture (Permendikbud RI Number 69 of 2013), that one of the objectives of the implementation of the 2013 curriculum is to produce quality Indonesian people with education rooted in various national cultures to build the life of the nation today and become the basis for the future life of the nation.
The implementation of the 2013 curriculum requires English teachers to develop students' learning experiences to master the required competencies, and at the same time students can develop skills as cultural heirs. Therefore, the 2013 curriculum provides flexibility for teachers to supplement, integrate and assimilate the subject with contextual materials for the environment around the students, including local wisdom materials or topics. The Ministry of Education and Culture has never prohibited and even recommended teachers to improvise as long as it does not go outside the curriculum, at least it can be a teaching supplement.
DEVELOPING ENGLISH LEARNING
Module Validation
- Expert Validation
- Teacher’s Response
The responses of the material aspect are shown in Figure 4.8, which is the result of the Rasch model analysis using the Winstep program. This indicates that the person or respondent's response to the language aspect of the module is categorized as good (Azrilah Abdul Aziz, Mohd Saifuddin Masodi & Azami Zaharim Boone, Staver & Yale, 2014; Hidayat, Mulianah, Mujahidah, 2019; Sumintono & Widhiarso, 2014) b . The responsive aspect of the presentation is shown in Figure 4.10, which is the output of a Rasch model analysis using the Winstep program.
This shows that the response of the person or respondent to the language aspect of the module is categorized as good (Azrilah Abdul Aziz, Mohd Saifuddin Masodi & Azami Zaharim 2013; Boone, Staver & Yale, 2014; Hidayat, Mulianah, Mujahidah, 2019; Sumintono and Widhiarso, 2014). 77 The response of the language aspect to the EMBOS module is shown in Figure 4.12, which is the output of the Rasch model analysis using Winstep. This shows that the response of the person or respondent to the language aspect of the module is categorized as sufficient (Azrilah Abdul Aziz, Mohd Saifuddin Masodi & Azami Zaharim 2013; Boone, Staver &.
The graphical aspect of the response to the EMBOS module is shown in Figure 4.14, which shows the. This shows that the response of the person or respondent to the language aspect of the module is categorized as good enough (Azrilah Abdul Aziz, Mohd Saifuddin Masodi & Azami Zaharim 2013; Boone, Staver &.
CONCLUSION
Development of an English learning module based on Bugis Local Wisdom consisting of the beginning, the content and the end. By referencing expert reviews related to module validation, the Bugis local wisdom-based English learning module can be implemented as an alternative to bring students closer to their environment or contextual learning. For English teachers who want to adopt and adapt English learning modules based on local Bugis wisdom, they must have real knowledge of the Bugis community around students.
It is necessary to identify and deepen related to the context or topics of Bugis local wisdom relevant to English learning materials by involving more related parties. For teachers who will adapt and adopt this module, it is necessary to prepare especially knowledge and understanding of the topics of Bugis local wisdom so that students are able to capture the message of the values of Bugis local wisdom and at the same time their English to increase competence. The role of culture in the teaching and learning of English the role of culture in teaching.
2019) "Analysis of the National Character of Senior Secondary School Students Using the Rasch Model", in Proceedings of the First International Conference on Religion and Education, p. Facilitating the development of higher order (hot) thinking skills of entry-level nursing postgraduates in Africa.
