

































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 7, No. 1, April 2024, pp.24-42  

       https://doi.org/10.12928/eltej.v7i1.10065          http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id  

Developing sociolinguistic context-based English-speaking 

materials for Islamic senior high school students 

Endang Susilawati  

Universitas Tanjungpura, Jl. Prof. Dr. H. Hadari Nawawi, Bansir Laut, Pontianak Tenggara, Kota Pontianak, Kalimantan Barat 78124, 

Indonesia 

endang.susilawati@fkip.untan.ac.id 

 

A R T I C L E  I N F O 

  

A B ST R ACT    

 

 

Article history 

Received 16 January 2024 

Revised 12 February 2024 

Accepted 15 March 2024 

  This research was conducted for two purposes: (1) to describe the 
process of the design and development of English materials for 
conversation practices based on the sociolinguistic contexts for Grade 
X students at Islamic Senior High School Students (ISHS), and (2) to 
analyze the usability level of the product of materials’ development 
for the students. It is a study using research and development method 
which applied the stages of ADD out of ADDIE from Aldoobie, 
(2015) and Branch, R. M. (2009). The materials development focused 
on English-speaking materials in the form of conversation practices, 
which included the conversations of interpersonal and transactional 
communication whereby the sociolinguistic contexts are embedded. 
Additionally, communicative tasks were also presented for engaging 
students with the practice of the real English use. They were packed in 
the form a textbook which consisted of six units. The presentation of 
the materials in the units was following the features of CLT approach. 
The feasibility and the usability of the product was tested through 
internal validation using the three criteria (psychological, pedagogical, 
and content) of validity by Rubdy (2014). The result shows that the 
English-speaking materials are valid meaning usable for Grade X 
students of ISHS.  

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Second Language Writing 

Sociolinguistic Contexts  

Learning Material Development 

English-speaking Learning Materials 

 

 

  

How to Cite: Susilawati, E. (2024). Developing sociolinguistic context-based English-speaking materials for 
Islamic senior high school students. English Language Teaching Educational Journal, 7(1), 24-42. 
https://doi.org/10.12928/eltej.v7i1.10065   

1. Introduction  

 The role of teaching-learning materials in a foreign language classroom is very important because 
teaching-learning materials embody the curriculum mandate. They should facilitate students with the 
learning contents as well as how to learn them. Commonly, teaching learning materials are packed in 
chapters of a students’ textbook. To a certain extent, they might compensate teacher’s deficiency or 
even replace teacher’s absence during the class session (Rubdy, 2014).  

In the case of teaching English language to Senior High school students in Indonesia, the Ministry 
of Education and Culture has provided sets of English Textbooks that are accessible for both teachers 
and students. However, the contents of the textbooks do not certainly fit all the students’ need. 
Meanwhile, a textbook is basically developed to facilitate students to learn the language. It must not 
only include the English language or communication skill contents based on the curriculum but also 
fit the students’ need (Byrd, 2001) 

Based on the pre-observation and informal interview with some English teachers of several Islamic 
Senior High Schools (ISHSs), it is found that the English teachers use the same textbooks with those 

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ISSN 2621-6485 English Language Teaching Educational Journal 25 
 Vol. 7, No. 1, April 2024, pp. 24-42 

 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

normally used by other public Senior High Schools’ teachers instead of using the textbooks which are 
purposely designed for them. As it is known, ISHSs are ruled by the Ministry of Religion Affair, 
which are supposed to have different characteristics compared to the other regular Senior High 
Schools (the Decree of the Ministry of Religion Affair No. 104, year 2019). All the teaching and 
learning process should be characterized by values of Islamic teaching. However, the Ministry agrees 
with the implementation of ‘Kurikulum Merdeka’ issued by the Ministry of Education and Culture 
(Nuwairah, 2023). Yet, when the research was conducted, the ISHS still applied Curriculum 2013.   

Basically, the goal of English language teaching is the achievement of the standard competence of 
the language, which include the knowledge and the skills of the language (Tracy, 2020). However, it 
should simultaneously support the achievement of the core competences, the spiritual and the social 
competences, that must agree with the values of Islamic teaching. Such an achievement implies the 
requirement of the specific kind of English learning materials for the students of ISHS.  In other words, 
the students of ISHS need to be exposed to models of the real English use in various contexts for 
supporting the achievement of the communicative competence of the language competence 
(Savignon, 2001; Richards, 2011). Especially the contexts which fit to the students’ daily 
communication. Unfortunately, such learning materials are not available yet.    

Moreover, the achievement of communicative competence should not merely be covered by the 
aspects of fluency and accuracy but also the aspect of appropriateness. It implicitly requires the social 
rules of the language, a dimension of language use by which the grammar rules will be possible and 
acceptable as it was formerly recommended by Hymes in 1960s (Street and Leung, 2010). It implies 
the necessity of the exposure of English language use based on the sociolinguistic contexts in English 
teaching learning materials development.  They should address the extent to which utterances are 
produced and understood appropriately in different sociolinguistic contexts depending on contextual 
factors such as status of participants, purposes of the interaction, and norms or convention of 
interaction (Mede & Dililitaş, 2015). Such an awareness is considered crucial for the students in 
learning a new language as the rules might be different from their first language. Therefore, the 
incorporation of sociolinguistic competence into a foreign language teaching, in both written and 
spoken forms, is necessary. The learners will take benefit from gaining such competence (Subandowo, 
2022). To cover these purposes, Communicative Language Teaching (CLT) approach should be the 
most relevant classroom pedagogy to be applied (Savignon, 2001).   

Unfortunately, the result of some former evaluation researches on the textbooks indicates that the 
writers/designers of many available English textbooks for EFL classrooms still ignore the inclusion 
of the sociolinguistic contexts in the material contents, especially for the speaking materials (Mede & 
Dililitaş, 2015; Susilawati, 2020; Hidayati, 2022). Their research findings indicated that the 
sociolinguistic contexts were mostly disregarded in the materials design. Especially the contexts 
referring to the setting of the dialogues and the role-relationship between or among the participants 
involved in the dialogues. As a result, they recommended the English textbook’s writer or developer 
to provide more dialogue models of interactional and transactional communication with diverse 
sociolinguistic contexts.  

The current study was conducted to respond those recommendations and to fulfill the common 
need of the students of ISHS. The study had two purposes (1) to describe the process of the design 
and development of the English materials for conversation practices based on the sociolinguistic 
contexts for students of ISHS, and (2) to analyze the usability level of the product of materials’ 
development for the students of ISHS.  

Due to the time constraint, however, this research was only focused on the need of the students of 
ISHS managed by an Islamic Boarding School named “Darussalam Islamic Boarding School”. It is 
located at Mempawah Regency, Kalimantan Barat. This school prioritizes English language as an 
important foreign language to be acquired by the students beside Arabic. The school provides 
opportunity for their students to learn English more intensively through an extra-curricular program 
in addition to the intra-curriculum program, especially for developing the students’ English-speaking 
skills (Susilawati, 2022). Unfortunately, the learning materials for such purposes were not available 
yet. Therefore, developing English speaking materials for the students of ISHS should be very 
relevant. The most importantly, the materials should be designed based on the concepts of 
sociolinguistic competence (Canale, 2013; Harmer, 2001; Holmes, 2013).  



26 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

It is already well-known that English is spoken worldwide and used for more various purposes, 
such as for the medium of instruction in classroom, for social communication and business purposes. 
Nevertheless, some countries keep maintaining English as a foreign language which means the usage 
is only restricted for certain purposes (Renandya & Widodo, 2016). In the case of Indonesian country, 
the role of English language is recognized as a foreign language so it is only used for certain purposes 
(Agustin, 2011). Different roles of English in communities will generate different attitude and 
perspective towards the language, and different motivation to learn the language among people as 
well. Subsequently, the teaching and learning English should be designed differently from one school 
to another. Therefore, pedagogical principles, i.e., research-based generalizations, are applicable as a 
basis for planning, delivering, and evaluating classroom instructions (Renandya & Widodo, 2016).  

Based on modified Curriculum 2013, English language subject is compulsory for the students of 
secondary school levels (SMP/MTs and SMA/MA) with the minimal time allotment of two-meeting 
hours (80-90 minutes) per week. The standard competency that must be covered by the students from 
the subject at the very end of the class session covers the achievement of aspects of the language 
knowledge (the linguistic features, and the knowledge of text types). The other achievement is 
covering aspects of the language skills in both oral and written as well as both for the receptive and 
productive language skills (see BSNP Syllabus of English Subject for SMP and SMA or the equal 
level schools). This standard competency is recognized as communicative competence. In short, it 
must include grammatical competence, sociolinguistic competence, discourse competence, and 
strategic competence (Canale, 2013).  

Implicitly, the achievement of effective oral communication requires the ability to use the language 
appropriately in social interaction beside its fluency and accuracy. It must involve not only a verbal 
communication but also paralinguistic elements such as pitch, stress, and intonation. Hence, the 
teaching of pronunciation and other non-linguistic elements, such as gestures, body language/posture, 
and facial expressions should accompany the practice of speaking. The students should be exposed to 
the rules and norms governing the appropriate timing and realization (Shumin, 2002). Such awareness 
infers the requirement of sociolinguistic competence in a particular context of communication.    

In the meantime, teaching speaking means teaching oral skills of the language. It normally goes 
simultaneously with teaching listening as they are closely intertwined. There are several types of 
speaking, including monologue versus dialogue, planned versus spontaneous, and interpersonal versus 
transactional. There are at least five types of speaking performance that must be covered by the 
students. They include imitative, intensive, responsive, transactional, interpersonal, and extensive 
performance. Each level of performance should be identifiable by its accuracy and appropriateness 
beside its fluency. Therefore, the teaching of pronunciation, vocabulary and the grammar must be 
incorporated with the teaching oral skills of the language (Brown & Lee, 2015). Accordingly, some 
classroom techniques and activities for teaching speaking, such as conversations, information gaps, 
role-plays, discussions, speeches, audiotapes oral dialogue journals, and other accuracy-based 
activities or oral form-based activities, are applicable (Brown & Lee, 2015; Lazaraton, 2001).    

In other words, teaching English speaking in EFL context is complex. It needs some 
considerations. It does not merely the practice of linguistic aspects but also the non-linguistic ones. 
To actualize the students’ speaking skills, the teacher needs to accommodate the aspects of 
appropriateness in addition to the aspects of fluency and accuracy in his/her teaching. In short, the 
students’ speaking skills should represent their sociolinguistic competence beside their linguistic 
competence. In a higher level, it should even cover the acquisition of the strategic and discourse 
competence. Such requirement is in line with the principles of Communicative Language Teaching 
(CLT) methodology, as the current trend methodology in EFL (Bao, 2007). It implicitly requires the 
inclusion of sociolinguistic competence in the teaching learning design.   

CLT is influenced by the work of sociolinguists who are interested to discuss why people speak 
differently in different social contexts. They work by identifying the social functions of language and 
the ways it is used to convey social meaning (Holmes, 2013; Aronin & Spolsky, 2010). They have 
significant contribution to language teaching pedagogy. The influential notion of communicative 
competence by Hymes in 1960s has changed the language teaching-learning paradigm (Street & 
Leung, 2010). He had reacted to Chomsky’s characterization of the linguistic competence of the ideal 
native speaker and proposed the term communicative competence to represent the use of language in 



ISSN 2621-6485 English Language Teaching Educational Journal 27 
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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

social context, or the observance of sociolinguistic norms of appropriacy which is potentially 
equivalent to what functionalists mean by meaning.  

Communicative competence is defined as the ability of classroom language learners to interact 
with other speakers, to make meaning, as distinct from their ability to recite dialogs or perform on 
discrete-point test of grammatical knowledge (Savignon, 2001). It comprises four areas of knowledge 
and skills namely grammatical competence, sociolinguistic competence, discourse competence, and 
strategic competence (Canale and Swain in Street & Leung, 2010). For the sociolinguistic 
competence, particularly, it deals with rules of use. It requires an understanding of social context in 
which language is used: the roles of the participants, the information they share, and the function of 
the interaction. It addresses the extent to which utterances are produced and understood appropriately 
in different sociolinguistic contexts. Meanwhile, appropriateness of utterances refers to the 
appropriateness of meaning. It also concerns the extent to which communicative functions (e.g., 
commanding, complaining, and in inviting), attitudes (including politeness and formality) and ideas 
are judged to be proper in the given situation. It should include the aspects of language knowledge as 
well as the language use (Richards, 2011; Tracy, 2020). To summarize, the principle of 
communicative competence has brought such significant impact on language teaching-learning 
pedagogy.  

As a result, it has changed the view of language teaching methodology from traditionally engaging 
learners to practice communication in lies of laboratory pattern drills performed accurately, moving 
to developing learner’s ability to use the language for communication by which meaning is the focus 
rather than form (Savignon, 2001). The spirit of CLT approach is based on the belief that activities 
involving real communication; carrying out meaningful tasks and using language that is meaningful 
to the learner to promote learning (Nunan & Lamb, 1996). However, it should not exclusively concern 
with face-to-face oral communication. Instead, it might equally integrate reading and writing activities 
with oral practices. In addition, it recommends task based and authentic materials.  

Talking about teaching learning materials in a teaching and learning process, it is not only about 
their availability or accessibility but also a matter of their validity. There are three broad categories of 
validity in developing materials for language teaching (Rubdy, 2014). They include (1) psychological 
validity (it refers to the learners’ needs, goals); (2) pedagogical validity (the teacher’s skills, abilities, 
theories, and beliefs); and (3) content validity requirements (the thinking underlying the materials, 
writer’s presentation of the content and approach to teaching and learning respectively). Moreover, 
the process should consider a list of principles, procedures of the design, implementation, and 
evaluation. It should consider at least five principles: the materials should (1) help the learners to 
develop cultural awareness and sensitivity, (2) reflect the reality of language use, (3) help learners to 
learn in ways to the circumstances in which they will have to use the language, (4) help to create the 
readiness to learn, and (5) achieve affective engagement. (Lyons, 2014).  

In developing materials for teaching speaking, particularly, it is necessary to know the 
characteristics of speaking practices. The developers should firstly understand the notion of speaking 
as an oral productive communication skill that needs supporting from micro- and macro skills (forms 
and functions) of the language (Brown, 2003). Especially, when they should embed the sociolinguistic 
context in their materials design. They should consider various oral skills for different levels, starting 
from the novice to the advanced level and from a nonacademic context to the academic one. In 
addition, the skills usually begin with functional uses of language in either informal or formal 
conversational context. They might be arranged within speech acts belong to interpersonal 
communication or interactional communication, such as greeting, introducing, and addressing people, 
giving invitation, thanking, apologizing, complimenting, agreeing, and disagreeing, getting attention, 
and interrupting, and so forth (Corbett, 2003; Lazaraton, 2001). To the higher level, the oral skills 
might include conversations in more formal communication context in the form of transactional 
communication with an extended form of responsive language. It involves communicating to get 
something done, including the exchange of goods and/or services (Bailey, 2003; Brown & Lee, 2015). 
These two levels of communication commonly happen in daily conversations or dialogues. Therefore, 
they should be practiced for oral skills’ development in a foreign language classroom context (Nunan 
in Bailey, 2003).  In other words, sociolinguistics concepts and CLT principles are corporative and 
relevant to be adopted as the theoretical underpinning for such material development.  



28 English Language Teaching Educational Journal   ISSN 2621-6485 

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In addition, the learning materials should provide the learners with the knowledge of the target 
language culture and an awareness of cross-cultural differences (Harmer, 2001; Shumin, 2002). 
Therefore, the appropriate use of the target language use should be exemplified through the content 
materials as well as the language communication tasks. The sociocultural context of the conversation 
should consider five variables of communication (1) Setting (when and where); (2) Participants (the 
spaker’s role-relationship); (3) Gender; (4) Channels (spoken vs written language or direct vs by 
media); (5) Topic, as it might affect the speaker’s lexical and grammatical choices (Harmer, 2001). 

To summarize, the materials development designed in this study concurrently embody the concept 
of CTL which is alongside with the concept of sociolinguistics, the principles of the innovated 
Curriculum 2013 and the concepts of speaking by itself. As a result, the product of the materials 
development should consider the followings: the first, deciding the list of communicative functions to 
be conversed in some relevant contexts. In this case, the materials to be developed are only limited to 
those for students of Grade X of MA, which should include the interpersonal and transactional 
communicative functions (Bailey, 2003; Corbett, 2003; Lazaraton, 2001). In this stage the research 
team reconfirmed the syllabus of the curriculum. The second, deciding the sociolinguistic contexts 
that must be embedded to the conversational materials. For this purpose, the variables of 
communication contexts by Harmer (2001) and Shumin (2002)  were taken into consideration. The 
most importantly, the topics of the conversations should be made relevant to the schools’ environment 
as the social context. The third is finding relevant resources to make the speaking materials come into 
existence. They should include audio-visual materials beside the text materials. The fourth, selecting 
the communicative tasks for students to engage with their real daily communication following the 
principles of CLT (Savignon, 2001; Tomlinson, 2014b). They should include the tasks for mastering 
the relevant linguistic features as the micro-skills and the practice of the real English conversation in 
various sociolinguistic contexts as the macro-skills (Brown, 2003). The last, the materials designing 
consulted the principles and the framework by Tomlinson, (2014a) and the category of materials’ 
validity suggested by Rubdy (2014). Nonetheless, the materials should be designed and developed 
based on the students’ need and the teachers’ recommendations.  

2. Method 

1.2. 2.1. Research Design 

The main purpose of this study is to develop materials for English conversation practices for ISHS 
based on sociolinguistic contexts with the focus on the teaching and learning of speaking skills. 
Therefore, the Research and Development method was the most appropriate to be applied. It is a 
systematic study of design, development, and evaluation processes to establish an empirical basis for 
creating instructional and non-instructional products and tools (Richey & Klein, 2014). It is also a 
practical form that attempts to test theory and validate practice (Tracey, 2009).  

The Research and Development method consists of stages namely Analysis, Design, Development, 
Implementation, and Evaluation (ADDIE). Basically, the stages include three primary stage process: 
input, process, and output, through which each phase produces an output that becomes the next phase's 
input (Branch, 2009). To elaborate, the stages comprise the followings:   

1) Analyzing Stage 

There are four factors that should be analyzed in this phase i.e.: the learners' need analysis in terms 
of the their preferences to the textbook packaging instead of the content materials; developing an 
instructional analysis, creating instructional goals; and the analysis of learning objectives (Aldoobie, 
2015). The analysis stage of this research started from analyzing the need to develop materials based 
on the curriculum mandates for the school level as well as the school characteristics; and continued 
by doing need analysis on the representatives of Grade X students of ISHS in terms of their preferences 
to such packaging performance of the materials design.  

2) Designing Stage  

It is the stage when verifying the things that cause inequality in the learning process and brief 
designs is being implemented (Branch, 2009; Aldoobie, 2015). Therefore, this stage was begun by 
making the layout of a textbook of English-speaking learning materials, decided the numbers of units 
or chapters to include in the textbook and put the name or topic for each unit. Each topic represented 
the communicative function of the language for either the interpersonal and transactional 



ISSN 2621-6485 English Language Teaching Educational Journal 29 
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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

communication by considering the sociolinguistic contexts of the conversations. Each unit comprised 
the following components: (1) learning inputs in the forms of conversation models and the focus of 
variety of language expressions based on various contexts whereby the pronunciation models are also 
necessary; (2) communicative tasks for engaging students with their English conversation practices. 
Partly, they were integrated with other language skills’ activities, such as listening, reading, and 
writing activities depending on the topics. The tasks included the classroom and homework-tasks. In 
addition, the presentation of the materials in each unit is completed by relevant images and audiovisual 
materials. They were selected to accompany the texts as the input models. At the same time, the font 
size of the texts was not regardless. Moreover, the presentation of each unit was arranged based on 
the features of CLT, which was characterized by process oriented, task based, inductive or discovery 
oriented (Savignon, 2001).  Basically, these features are not contradictory to the language teaching 
methodologies recommended by the innovated Curriculum 2013.   

3) Developing Stage 

It is the process of generating and validating the learning resources (Branch, 2009). This stage 
involved the making of a product (a textbook). This process included developing the learning inputs 
(models) and the tasks for every unit with the insertion of images or illustrations that fulfilled the 
students’ need. The development process also considered the effectiveness and suitability of the 
product in terms of its readability and feasibility for both the contents and the illustrations. Therefore, 
internal evaluation was necessarily conducted in this stage. Due to the time constraint, this study ended 
up with this stage. In other words, this study only implemented ADD whereas the IE stages were 
ignored.  

1.3. 2.2. Participants  

The participants of this study were the cluster random samples taken from the population, the 
students of Grade X at Darussalam Islamic Boarding Schools at Mempawah Regency, Kalimantan 
Barat. The population consisted of 124 students. Since the male-student classes were separated from 
the female-student classes, one class was randomly taken from of them, 24 students from the male-
student class and 26 students from female-student class. They were invited to participate answering 
the questionnaires as they would become the users of the textbook. These small samples were 
supposed to represent the students at this boarding school for their need on the English-speaking 
materials. It was also in consideration that they might also represent the students from the schools 
with the same characteristics. In addition, two English teachers were also involved as the participants 
in this research. They participated to discuss and to reconfirm the need of the textbook for their schools 
through unstructured interview for validating the usability of the product.   

1.4. 2.3. Instruments  

The instruments of data collection used in this study comprised the documents’ review, 
questionnaires, and unstructured interview (Codó, 2008; Creswell, 2012). The documents included 
the available textbooks used in the schools and the syllabus of the curriculum. They were consulted 
and reviewed as the references to decide the contents and the tasks of the materials design and 
development.  

Meanwhile, the questionnaires were formerly administered to the students for the need analysis. 
The questionnaires were constructed based on the students’ preferences to the textbook packaging 
instead of any permissible needs on the content materials because the content materials should be 
selected consistently based on the topics mandated by Curriculum 2013 and should embed the relevant 
sociolinguistic contexts as they were the main purpose of this material design. For the choice of the 
learning activities, particularly, the questions should consider the principles of CLT. The validity of 
the questionnaires was shown by making the specification of the necessary information to be 
investigated about the students’ preference to the packaging of the textbook performance, as it is 
shown in Table 1. The students’ preferences were indicated by the choices of the statements which 
were constructed for the details of the aspects. They must choose one best alternative from the three 
available choices – strongly agree (SA), agree (A), and disagree (DA) – from each statement found in 
the questionnaires.   

 

 



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Table 1.  The students’ preference to the packaging of the textbook performance 

No Aspects Details 

1 Textbook 

appearance  

Size of the 

textbook 

Hard vs 

Soft Copy 

Color 

(colorful) 

- - - 

2 Model of 

Conversat-

ion 

Following 

the topics in 

the syllabus 

In the form 

of texts 

and 

pictures 

In the form 

of texts 

and videos 

The 

setting 

only at 

school 

The 

setting 

only at 

home 

Other 

sett-

ings 

3 Coverage of 

language 

skills/ 

features 

activities in 

every unit of 

the textbook 

Vocabulary Pronunciat

ion 

Grammar Listening 

& 

watching 

Writ-

ing/ 

read-

ing 

before/ 

after 

speak-

ing per-

form-

ance  

- 

Coverage of 

learning 

experience 

in every unit 

of the 

textbook 

Fun learning 

activities 

Only 

classroom 

learning 

activities 

Outside 

classroom 

learning 

activities  

Only for 

assign-

ment 

Group 

work/ 

pair-

work  

- 

4 The Role-
Play 

Preferences 

in the 

conversation 

of informal 

settings 

Between 
students 

New 
acquaint-

ances 

Teacher-
student 

Between 
siblings  

Parents
- child-

ren 

- 

The Role-

Play 

Preferences 

in the 

conversation 

of formal 

settings 

Doctor-

patient  

Employer-

employee 

Seller-

buyer 

Bank 

officer- 

customer 

Other 

relation

ships 

- 

 

Simultaneously an unstructured interview was conducted with the English teachers for 
reconfirming the students’ need on the learning materials as well as for the internal evaluation of the 
product afterward. The topics of the interview were consistent with the points of the questionnaires 
since it purported to reconfirm the students’ common need or preferences to the textbook design and 
the agreement to the detail specification of the three categories of validity (psychological, pedagogical, 
and content validity) suggested by Rubdy (2014).  

1.5. 2.4. Data Analysis Procedures   

Since three different instruments were applied for the data collection, the data from each of them 
were analyzed separately. The results of the document review were analyzed using thematic analysis. 
Whereas, the result of the questionnaires was described and classified based on the students’ 
preference on the physical appearance of the textbook. Additionally, the interview result was analyzed 
based on the criteria of the suitability of the materials’ contents and tasks based on the teachers’ 
viewpoints following the principles of CLT which also embody the sociolinguistic contexts (Lyons, 
2014). 



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3. Findings and Discussion 

1.6. 3.1. Findings 

1) Analyzing Stage 

Based on the document of English language teaching syllabus, it is found that Innovated 
Curriculum 2013 recommended the teaching topics based on the following language functions and 
features (see table 2).  

Table 2.  The List of the teaching topics based on the Innovated Curriculum 2013 

No Language Functions Linguistic Features 

1 Asking and giving Information:  

Personal Identity and Family Relationship 

 

- Personal Pronouns (Subjective, 

Objective, and Possessive)  

- Verbs (be, have, go, work, live in simple 

present tense) 

2 Congratulating and Complimenting 

(Various settings and role-relationship) 

- Singular/Plural Nouns 

- Articles 

- Demonstrative adjectives 

3 Asking and Giving Information about an 

intention/planning of doing something 

 

Be going to/ would like to 

4 Asking and Giving Information about tourist 

objects and historical building 

Nouns: parts of building 

Adjectives: size, color, numbers, shape 

Function/purposes of the place 

5 Asking and Giving Information about 

school activities: Announcement 

Nouns: Based on the activities 

Time and place 

6 Asking and giving information about 

something happened in the past 

Simple past tense 

Present perfect tense 

Adverbs of time: since, ago, now 

 

Meanwhile, based on the need analysis from the students’ preferences to the textbook-packaging 
appearance and the contents of the textbook materials design, the data are presented based on the 
following points: (1) the textbook appearance; (2) the model of conversation; (3) the coverage of 
activities in every unit/chapter; and (4) the role-play preferences (see Table 3 – 4). 

Table 3.  The Textbook Appearance 

Respondents 

(Total 

number: 50) 

Size of the book Hard vs Soft 

Copy 
Color (colorful) 

A4/Folio ½ of A4 or Folio 

SA 

 

A DA SA A DA SA A DA SA A DA 

Total answer 9 10 32 25 17 9 14 20 15 40 6 4 

(%) 

 

18 20 64 50 34 18 28 40 30 80 12 8 

Table 4.  The Model of Conversation 

Respon

-dents 
(Total 

Number: 

50) 

Based on the 

topic 

Text and 

pictures 

Text and 

Video 

Setting only 

at school 

Setting only 

at home 

Other 

Settings 

S

A 
A 

D

A 

S

A 
A 

D

A 

S

A 
A 

D

A 

S

A 
A 

D

A 

S

A 
A 

D

A 

S

A 
A 

D

A 

Total 

answer 

24 21 4 39 9 2 33 11 6 13 20 16 7 17 25 23 13 14 

(%) 48 42 8 78 18 4 66 22 12 26 40 32 14 34 50 46 26 28 

 

From the data in Table 3, it is found that the textbook appearance that the students prefer to have, 
is with the size of ½ of A4 or folio to the larger size. Besides, they prefer to have the hard copy of the 
textbook. However, they also need the soft copy. Meanwhile, the data from Table 4 shows that more 
students (48%) strongly agree that the model of conversations should be based on the topics 



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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

recommended by the curriculum. Most of them (78%) strongly agree to have the text of conversation 
models accompanied with pictures as well as the video (66%). More of them also agree that the setting 
of the conversations should not only be limited to occur at school, but also at home and others.   

Table 5.  Coverage of Activities in Every Unit/Chapter 

 

Table 6.  Coverage of Activities in Every Unit/Chapter 

Respon

d-ents 

(Total 

Numbe

r: 50) 

Fun activities Only classroom 

activities 

Outside   

classroom 

activities 

Only for 

assignment 

Group/ 

Pair-work 

S

A 
A DA SA A DA 

S

A 
A DA SA A DA 

S

A 
A DA 

Total 

Answer 

37 12 1 17 14 19 17 16 17 15 12 23 33 17 0 

(%) 

 

74 24 2 34 28 38 34 32 34 30 24 46 66 34 0 

 

Furthermore, the data in Table 5 and Table 6 show that more students agree to strongly agree with 
availability of various integrated activities of the linguistic features, such as vocabulary and grammar 
learning, and pronunciation with the speaking activities. More of them also agree with the other 
language skills’ activities in addition to the speaking activities in the textbook. Besides, they prefer to 
have fun activities in the textbook. The activities are not supposed to only for classroom work, but 
also for homework and most of them prefer having group/work to only having individual work for the 
learning tasks.   

Table 7.  The Role-Play Preferences 

Respond-

ents 

(Total 

Number: 

50) 

Between 

Students 

New 

Acquaintance

s 

Teacher – 

students 

Between 

siblings 

Parents – 

children 

SA A 
D

A 

S

A 
A DA SA A DA SA A DA SA A DA 

Total 

Answer 

 

32 15 3 24 16 10 17 15 18 30 18 2 33 15 2 

Percentage 

(%) 

 

64 30 6 48 32 20 34 30 36 60 36 4 66 30 4 

 

The last, from Table 7 and Table 8 it is found that the students prefer to have more variety of role-
plays in the conversation models, such as between doctor-patient, employer-employee, seller-buyer, 
bank officer-customer, and others to only have the role-play of student-student (between friends), 
student-teacher, between siblings and parents-children. All the findings from the need analysis stage 
were taken into consideration for the next stages, the designing stage, and the developing stage.     

Responde

nts 

(Total 

Number: 

50) 

Vocabulary Pronun- 

ciation 

Grammar Listening & 

watching 

Writing before 

performing 
S

A 

 

A DA S

A 

A DA S

A 

A DA S

A 

A D

A 

SA A DA 

Total 

answer 

26 15 9 24 18 8 20 16 14 33 14 2 17 19 14 

 

(%) 

 

52 30 18 48 36 16 40 32 28 66 28 4 34 38 28 



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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

Table 8.  The Role-Play Preferences 

 

Respond-

ents 

(Total 

Number: 

50) 

Doctor – 

patient 

Employer – 

employee 

Seller – 

buyer 

Bank officer – 

customer 

Other role-

relationship 

 

S

A 

 

 

A 

 

DA 

 

S

A 

 

A 

 

DA 

 

S

A 

 

A 

 

D

A 

 

S

A 

 

A 

 

DA 

 

S

A 

 

A 

 

DA 

Total 

Answer 

 

31 17 9 24 13 13 30 15 5 19 16 14 14 36 10 

Percentage 

(%) 

 

62 34 18 48 26 26 60 30 10 38 32 28 28 72 20 

 

2) Designing Stage 

This stage began with verifying the factors that caused inequality in the learning process and 
continued with brief designs by following the steps suggested by Branch (2009) and Aldoobie (2015). 
In this case, the curriculum (Innovated Curriculum 2013) mandate, the teacher’s recommendations, 
and the result of the students’ preferences to the textbook packaging become the references to the 
English-speaking learning materials design. The product was the learning materials for English-
speaking which were designed into a textbook packaging. It consists of six units. The topic of each 
unit represents the communicative function of the English language for either the interpersonal or 
transactional communication by considering the sociolinguistic contexts of the conversations. Each 
unit comprises the following components: (1) learning inputs in the forms of conversation models and 
the focus of variety of language expressions based on various contexts by considering the aspects of 
setting, participants, and gender all of which are consistent with the topics of the conversations. In 
addition, the relevant grammar and pronunciation models are also inserted within the conversation 
models; (2) communicative tasks for engaging students with their English conversation practices. 
Partly, they are integrated with other language skills’ activities, such as listening, reading, and writing 
activities, depending on the topics. The tasks include the classroom and homework-tasks as well as 
individual and groupwork. The most particular, the presentation of each unit is arranged based on the 
features of CLT.  Therefore, each unit covers the elements of constructivism, modelling, inquiry, 
questioning, learning community and authentic tasks.  

For the element of constructivism, it is characterized by various activities such as watching, 
listening, and reading the given conversations, and continued by identifying the language features 
found in the conversations and finally trying to act out the conversations. Meanwhile, the element of 
modelling is presented by various models of interpersonal and transactional conversations. They are 
not only presented in conversation texts but also in videos and accompanied with relevant print-out 
pictures. The conversation models consider the appropriate sociolinguistic contexts. Therefore, they 
are presented in variety of the conversation settings and the role-relationship of the participants. 
Nevertheless, to be consistent with the topics, and the authenticity of the language use for the students’ 
daily life, the conversations should dominantly involve the role-relationship between/among students 
or between/among friends, teacher-students, and parents-children instead of the other role-
relationships. 

In addition, for the element of inquiry and questioning, the activities are characterized by the work 
of identifying the meaning and usage of words or expressions, completing sentences or conversations 
and pronunciation practices. Basically, the activities are for the purpose of making the students 
understand the linguistic features used in the given contexts. The element of learning community is 
actualized by various tasks assigned for pair-work or group work. Finally, the authentic tasks are 
presented by assigning students to do various activities, such as writing and acting out conversations 
based on their own situations or experience or writing a relevant text to the topic being discussed 
based on the student’s own interest, situation, or experience. Most of the tasks are assigned by giving 
them the clues, such as by giving detail instructions, providing pictures, guided questions. The material 
design can be represented by the layout of each unit (see Figure 1). It characterizes and exemplifies 
the rest of the units in the textbook. 



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Unit 1 

Tell Me about Your Family 

 

A. Constructivism and Modelling:  

Observing, Reading, and Acting out Conversations 

Picture of a Family 

Conversation Models: 

Conversation 1 

Conversation 2 

Conversation 3 

B. Inquiry and Questioning: Identifying words and expressions  

1. Learning forms of the verbs from the context below and pronunciation practice 

2. Completing sentences with the correct form of verb 

3. Finding meaning of verbs from the context  

4. Learning the words and expressions provided and reading aloud. 

C. Learning Community: Working in pair or small group 

Completing and Acting out Conversations 

 

Filling the blank spaces of the conversations with correct words or expressions 

and acting out the conversations in front of the class.  

Conversation 1 

Conversation 2 

 

D. Authentic Tasks  

2. Drawing a family tree  

3. Writing some paragraphs talking about students’ own extended family.  

4. Exchanging the information about family with the partner. 
 

 

Fig. 1. The layout out of Unit 1 in the textbook draft 

3) Developing Stage  

This stage is the process of generating and validating the learning resources. It involved the process 
of making of the product come into existence. As it is already mentioned, the product is a textbook 
draft of English-speaking learning materials. Each unit of the learning materials were developed 
following the stages of CTL approach. It starts with the activities supporting the element of 
‘constructivism’ and ‘modelling. In this part, the materials provided pictures or images to observe, 
texts to read and analyze, and a video to watch and to analyze (see Figure 2).  

The materials were taken from various sources, such as links to images, videos that are relevant to 
the topics, and the researchers’ own composition for the conversational texts and the video making. 
For the ‘modelling’ part, some conversation models were provided (see Figure 3). 

 

 

 

 

 

 

 

 



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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

 

 

Fig. 2. The examples of the activities for ‘Constructivism and Modelling’ part quoted from Unit 3 of the 

textbook. 



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Fig. 3. The example of ‘Conversation Model’ part quoted from Unit 3 of the textbook draft. 

Almost all the conversational texts in every unit were composed by the researcher cooperating with 
the English teacher. Besides, a video of conversational text model is available in each unit. The 
conversations were acted out or performed by the students at the Islamic Boarding School directed by 
the English teacher and under coordination with the researcher. The learning activities in modelling 
part were created by providing the activities such as watching the conversation model in the video, 
reading aloud the conversational-texts, and acting out the conversations. 

Meanwhile, the elements of ‘inquiry’ and ‘questioning’ were also presented in one part. They are 
developed by providing various activities which mainly for the purpose of identifying words and 
expressions. They are dealing with vocabulary building, grammar learning, and word choice based on 
the context. Fun activities were alternatively provided in this part (see Figure 4). 

In addition, the element of ‘learning community’ in CTL was inserted by proving some activities 
which required students to work in pair or in group. They include the practice of completing 
conversations with correct or appropriate words or expressions. In most parts, the choice of words or 
expressions was provided. Then, it was continued by acting out the conversations in front of the class. 

For the closing part, the authentic tasks were presented. The tasks were mostly done for homework. 
They include writing tasks or creating something, like making a conversation video. They should 
adjust the reality of students’ own communication situation or the context of their life experience. The 
complete textbook draft is attached as the appendix. 

 



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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

 

Fig. 4. Ta example of the activities for ‘Inquiry and Questioning’ part quoted from Unit 3 of the textbook 

draft. 

Finally, to assess the validity of the materials, the internal testing validity was conducted. They 
were examined by checking or consulting the detail specification of the three categories of validity by 
Rubdy (2014). As a result, both validators agree to almost all the details of the categories. In other 
words, the learning materials confirmed the category of psychological validity as they have referred 
to students’ need and goals. They also confirmed the category of pedagogical and content validity as 
they consistently match the mandate of the innovated curriculum 2013 and the principles of CTL 
approach which requires communicative competence as the learning goal. They are presented 
consistently following the elements of CTL approach. These specific learning materials have 
embedded the sociolinguistic contexts to actualize the achievement of the sociolinguistic competence 
They include the learning inputs in terms of conversation models in diverse contexts based on the 
students’ daily life, the communicative tasks are accompanied to expose students with the real use of 
English in their surroundings. To conclude, the learning materials are valid and should be usable for 
Grade X students of the selected ISHS to develop their English-speaking skills, especially for the 
interpersonal and transactional communication.  

3.2. Discussion  

Through the ADD stages, this research and development has produced a textbook draft of English-
speaking learning materials for students of Grade X of ISHS (MA). The contents are distributed into 
six units. The topics of all units are selected based on the curriculum mandate, the students’ 
preferences, and the English teachers’ recommendation. They represent the communicative functions 
used in both interpersonal and transactional communication.  



38 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

The conversation models and practices are created based on the context of the Islamic senior high 
school. They have embedded the sociolinguistic context which specifically characterize the Islamic 
cultural context of communication among the Islamic school students with their surrounding peoples. 
They have responded the recommendations by the previous researchers that it is important to embed 
the sociolinguistic contexts in conversational learning materials (Hidayati, 2022; Mede & Dililitaş, 
2015; Susilawati, 2020). The inclusion of the sociolinguistic context in the conversational materials 
in the textbook can be identified from the variables of topics, settings, and the participants (Harmer, 
2001; Shumin, 2002).  

To be consistent with the topics mandated by the curriculum, however, the settings of the 
conversations being presented can only provide the settings of school, house, canteen, mosque, and 
office. Consistently, the participants in the conversations only strictly involve the people in the role-
plays for the role-relationship as schoolmates, parents-children, siblings, and colleagues. Yet, they 
have not fulfilled the students’ preferences to having more setting exposures, and more participants 
with more diverse role-relationship. Consequently, the insertion of the sociolinguistic contexts is still 
limited to the context of the more informal setting which only involve the participants with limited 
social role-relationship. Therefore, the language variety being exposed is only dominated by the usage 
of English in informal register. 

In addition, the conversation models and practices include both the text materials and audio-visual 
materials. However, the text materials are still dominant. The communicative tasks are assigned to 
engage the students with their real daily communication following the principles of CLT. Moreover, 
they also include the tasks for mastering the relevant linguistic features, such as vocabulary and 
grammar learning as well as pronunciation practices (Savignon, 2001; Tracy, 2020). Overall, the 
product has confirmed the principles and the framework of material design and development by 
Tomlinson (2012).   

Finally, the result of the internal evaluation has proven that the textbook has fulfilled the three 
categories of validity, psychological, pedagogical, and content validity. It means that the textbook is 
usable for the students of the selected ISHS and the other school students who have the same 
characteristics. Nevertheless, this study was conducted only limited to the stages of ADD throughout 
ADDIE, whereas the stages of IE (Implementation and Evaluation) are still ignored due to the time 
constrain. Therefore, the last two stages of the research and development should be recommended to 
support the confirmation of the external validation of the textbook. The last two stages will generate 
the result of the external validity which will reconfirm the usability of the textbook more convincingly. 
Temporarily, the textbook being produced is only limited to fulfill the need of students of Grade X of 
ISHS while the other level of students must also need the same kind of textbook for developing their 
speaking skills. Moreover, the higher the level, the more various sociolinguistic-context exposures 
can be exposed to. In other words, more relevant textbooks should be developed.   

4. Conclusion 

From the findings and discussion, there are two points of conclusion that can be drawn. The first, 
this research and development has implemented the three stages of the study, called ADD. The 
analyzing stage was conducted by reviewing the curriculum mandate, the need analysis on students’ 
preferences to the textbook packaging, and by considering the teachers’ recommendation on the 
English-speaking material design. Then, the design and the development stages were executed 
accordingly. As a result, the design of the English-speaking learning materials in all unit of the 
textbook were presented based on the general principles of learning material design that must include 
the learning inputs. They provide sociolinguistic context-based conversational models with the 
insertion of settings and participants’ role-relationship that are relevant to the topics. They 
consequently generate the dominant use of informal register, though. Besides, the communicative 
tasks were designed accordingly. Specifically, they were designed in accordance with the principles 
of CTL approach, which include the elements of constructivism, modelling, inquiry, questioning, 
learning community and authentic tasks. These elements were developed into six units. Each unit 
consists of four parts. Part A presented constructivism and modelling, part B presented inquiry and 
questioning, part C presented learning community, and the last, part D presented authentic tasks. The 
development process has produced a product in the form of English-speaking learning materials for 
Grade X students at ISHS which were temporarily packaged in a textbook draft.   



ISSN 2621-6485 English Language Teaching Educational Journal 39 
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 Susilawati, E. (Developing sociolinguistic context-based English-speaking …..) 

The second, based on the internal validity testing, the English-speaking learning materials have 
already fulfilled the criteria of psychological validity, pedagogical validity, and content validity 
requirements. It means that the textbook should be usable for Grade X students at ISHS, especially 
for ISHS students at Darussalam Islamic Boarding School. Nevertheless, the external validity testing 
of the usability of the textbook should be conducted through the next stages of a research and 
development study called IE (Implementation and Evaluation). Therefore, further research should 
necessarily be recommended to complete the missing part of the current research. Moreover, the other 
development research for developing the same kind of learning materials for Grade XI and XII as well 
as for developing the other English learning materials of integrated language skills should be highly 
recommended to fulfill the need of the entire English learning materials for ISHS students of all 
grades. 

Acknowlegment 

I would like to express my great gratitude and appreciation to the chairperson of The Institution of 

Research and Community Services (LPPKM) of Universitas Tanjungpura (Untan) Pontianak and the 

Dean of FKIP Untan, who had given their approval to make this research feasible. Another high 

appreciation is also articulated to the Chairperson and the Headmaster of Darussalam Islamic 

Boarding School Sengkubang Mempawah, who had allowed me to do this research in their school 

as well as the English teachers who had kindly served me during my stay in the boarding school and 

facilitated me for the data collection. Finally, I would like to appreciate the students of Grade X, and 

all the staff and personnel of this boarding school who had participated to provide the data and 

valuable information that I needed.   

Declaration 

Author contribution:  Endang Susilawati was responsible for the entire research project. 

She led the writing of the manuscript alone.  

 

Funding statement: 

  

This research is funded by PNBP FKIP UNTAN 2023 with the 

contract no. 9085/UN22.6/PM.01.01/2023 

 

Conflict of interest: 

  

The author declares that she has no competing interests with other 

parties. 

 

Ethics declaration: 

 

 

 

 

 

 

 

Additional information:                                         

  

I as author acknowledge that this work has been written based on 

ethical research that conforms with the regulations of my university 

and that I have obtained the permission from the relevant institute(s) 

when collecting data. 

 I support English Language Teaching Educational Journal (ELTEJ) 

in maintaining high standards of personal conduct, practicing 

honesty in all our professional practices and endeavors. 

 

 No additional information is available for this paper. 

 

 

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42 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 1, April 2024, pp. 24-42 

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Supplementary Material 

A textbook draft as the product of this development research is attached as the supplementary 
material to the main article manuscript. 


	1. Introduction
	2. Method
	1.2. 2.1. Research Design
	1) Analyzing Stage
	2) Designing Stage
	3) Developing Stage

	1.3. 2.2. Participants
	1.4. 2.3. Instruments
	1.5. 2.4. Data Analysis Procedures

	3. Findings and Discussion
	1.6. 3.1. Findings
	1) Analyzing Stage
	2) Designing Stage
	3) Developing Stage

	3.2. Discussion

	4. Conclusion
	Acknowlegment
	I would like to express my great gratitude and appreciation to the chairperson of The Institution of Research and Community Services (LPPKM) of Universitas Tanjungpura (Untan) Pontianak and the Dean of FKIP Untan, who had given their approval to make ...
	Declaration
	REFERENCES

