















































185 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 03, October 2020, pp. 185-203 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

Developing a Supplementary English Grammar Material Using Grammar-

Translation Method for Higher Students 

Luthfiana Nur Arifah 1, M. Luthfi Abdillah2 

Students of Institut Keislaman Abdullah Faqih Gresik1 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik2 

lutfiananurarifah@gmail.com1, abdillahlutfi.inkafa@gmail.com2  

Abstract 

This research is aimed to develop a supplementary English grammar material for D intensive students at 

INKAFA Gresik. The researcher used Educational Research and Development, and the procedures are: (1) 

Need analysis. (2) Planning. (3) Developing material. (4) Evaluating Material. (5) Try-out, the product was 

tried out to the students. (6) Revising. (7) Final Product. The product consisted of nine chapters. Every chapter 

consists of three stages; they are Warming-up, lesson proper, and evaluation. The second stage (experience 

appropriate) consists of three sub-stage. Those three sub-stages are grammar area, vocabularies area, and 

reading area. The result of expert validation of the book from the expert showed that the product was 

categorized as useful. Thus, it can be concluded that the outcome of this research has been appropriated for D 

intensive students 

Keywords: Grammar-Translation Method, Supplementary Materials, D Intensive Students.  

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:lutfiananurarifah@gmail.com1
mailto:abdillahlutfi.inkafa@gmail.com


186 
 

I. INTRODUCTION 

The English language has been the 

common language of the world for decades 

(Mahu, 2012). The global era makes English 

very significant in terms of communication 

among countries in the world (Elmayantie, 

2015). Beside it, English is used nearly 85% of 

the reference book in science, English also 

plays an important role in the field of 

education. For example, many kinds of 

textbooks, journals, and other materials of 

knowledge and science have been published 

in this language. 

Mastering English is important for 

everyone to face this global era (Aziz & 

Dewi, 2019a). Mastering English also gives 

many advantages to people. As stated by 

Bialystok and Hakuta that knowledge of 

more than one language makes us more 

sensitive to linguistic, social, cognitive, and 

communicative elements that might not be 

aware of otherwise (Stein-Smith, 2017).  

Kathleen also stated that knowledge and use 

of other languages had been linked to 

personal benefits such as the ability to enjoy 

literature and film in the original language, to 

enjoy travel and the other. 

In Indonesia, to prepare its people facing 

the impacts of the global era, the English 

subject is taught from elementary school 

level up to the university level. But it is unlike 

in its neighboring countries –such as 

Singapore, Hongkong, and Malaysia, where 

English is widely spoken as a second 

language- English in Indonesia is more likely 

to taught and learned only as a foreign 

language (Sulistiyo, 2016). It means that 

English is taught only in the class, not a 

second language that is spoken in daily 

activities. But, teaching and learning in 

Indonesia have not well enough. As stated by 

Kirkpatrick, that teaching English in 

Indonesian schools and colleges has been less 

than satisfactory during the last few decades. 

And Lie reported a sense of ‘failure’ in TEFL 

in Indonesia. She stated that, although 

English is taught and used as a foreign 

language in Indonesia. There have been many 

years of English instruction in formal 

schooling; the outcomes are unsatisfactory 

(Aziz & Dewi, 2019a). 

According to Sulistiyo, one of the factors 

that may influence the success of EFL 

teaching in Indonesia is teaching focus. And 

we will get the teaching focus in the lesson 

plan. The lesson plan is a written description 

for this process, where the materials, the 

method, the time and place of education as 

well as methods for evaluating the students 

are described in detail (Jamali Nasari & 

Heidari, 2014). It means that the success of 

the teaching and learning process depends 

on the lesson plan. Beside it, Coppola also 

stated that the Lesson plan is the main 

foundation of institutional structure, and it 

is the core of education. And teaching focus 

of English at the university level for non-

English department students is on reading 



187 
 

skills. So, the emphasis on teaching is on 

English grammar and vocabulary. 

In mastering grammar skills, many 

students feel difficult and confuse, so they 

are not motivated to learn, and they do not 

get the target language (Aziz & Dewi, 

2019b). Hence the target language is so 

important; consequently, a teacher should 

teach the students by using a method that 

can be used to achieve the target (Prastyo, 

2015). Not only that, but it also needs good 

supplementary material to support the 

learning process and to support the students’ 

understanding. McGrath stated that 

supplementary materials have some 

advantages because they are not bound by 

the curriculum, and they can complete the 

existing teaching materials to supplement 

the coursebook (Andina, 2016). 

D grade of intensive class at INKAFA, 

the teaching focus is on reading skills that 

the emphasis of teaching is on grammar and 

vocabulary. Usually, the students use the 

handbook of reading. That book is not only 

about the text, but it also includes 

vocabulary material and grammar material. 

Grammar is also important because it can 

help the students to organize and build the 

meaning of the sentence. Usually, at first, the 

teacher tells the students to read the text and 

to translate it. Then, the students are 

explained the grammar material that related 

to the text. So the grammar is implicated in 

the text. 

Based on the researcher's observation in 

the class, some indications show low 

motivation and interesting to learn the 

grammar. It may be caused by the method, 

and the book that is used is monotone and 

boring, and the material that is included by 

the students’ handbook is so little. It is not 

clear enough and difficult to be understood. 

So, the students can not get the learning and 

teaching target. 

The Grammar-Translation method is 

one of the most effective methods that 

focusing on reading and translating the 

sentences, which demonstrates grammatical 

rules to acquire English as a second language 

(Aqel, 2013). The purpose of this method is 

to build learners to be able to read literature 

written in the target language by learning 

about the grammar rules and vocabulary of 

the target language. 

So, it needs to develop supplementary 

English grammar material for PBA intensive 

students based on a suitable method. In 

developing supplementary grammar 

material, the Grammar Translation Method 

is a good and suitable method to be an 

instructional method in solving the problem. 

Because as stated by Larsen-Freeman, the 

purpose of the grammar-translation method 

was to help students read and understand 

foreign language literature (Mart, 2013)”.  

The research problem is how to develop a 

supplementary English grammar material 

based on a book under the title Reading for 



188 
 

Islamic Studies for students of D intensive 

class at INKAFA Gresik. The objective of the 

development is to develop supplementary 

English grammar material using the 

grammar-translation method for students of 

d intensive class of INKAFA Gresik. This 

material expected to make the students to be 

easier in understanding grammar material 

and to help them in the teaching and learning 

process until the outcome of it is as be hoped. 

II. LITERATURE REVIEW 

A. Understanding Supplementary 
Materials 

Supplementary materials refer to 

materials taken to another source or any 

other material that is designed for learning 

purposes (Aziz, 2019). Supplementary 

materials also are anything that the teacher 

used to facilitate language learners (Green & 

LaDuke, 2009). Supplementary is some 

materials taken to another source to help the 

students in their understanding. And 

supplementary material usually is used in 

material development. Material development 

is whatever that is done to provide input; it 

is done so the principled ways related to 

language can be effectively (Tomlinson, 

2011). It might write textbooks, tell stories, 

and the other. 

He explains that there are many 

principles of second language acquisition 

relevant to the development of materials for 

the teaching of language. 1). Materials should 

achieve impact, 2). Materials should help 

learners; 3). Materials should help learners to 

develop confidence. 4). What is taught 

should be perceived by learners as relevant 

and useful, 5). Materials should require and 

facilitate learner self-investment, etc. It 

means that material is not only information, 

but it has principles that have to be achieved 

to be good material. 

B. Understanding of Teaching Grammar 

Grammar is one of the significant factors 

for learning English (Rahman, 2012). Most 

English learners study grammar in their 

English subjects. teaching grammar in 

context positively affects learners’ 

competence to use grammatical structures 

accurately in language skills. It is useful for 

learners to see how language works in 

sentences or paragraphs. Grammar is the 

formal study of the structure of a language 

and describes how words fit together in 

meaningful construction. Harmer also 

defines that Grammar is a description of how 

words can change and combined into 

sentences in that language (Harmer, 2007). 

It defines that grammar is a study about 

the structure of words in the sentence. 

grammar is essential to be taught because it 

affects students’ performance in all four skills 

–listening, speaking, reading, and writing. 

students are expected to comprehend 

written or spoken English; they must know 

the system rule grammar of a target since 

grammar is a tool for making meaning. 

Statements above clear enough for us to 

show the importance of learning grammar 



189 
 

because grammar is basic to learn the 

language. Someone will not get the target to 

learn a language without learning grammar. 

How can someone use the language, and they 

do not know the structure of it? How can 

someone conduct the meaning by using 

language, and he/she does not see the form 

should be using? 

C. Grammar-Translation Method 

Grammar Translation method that is 

also well-known by GTM is very traditional. 

GTM is one of the most effective ways that 

are focusing on reading and translating the 

sentences which demonstrate grammatical 

rules to acquire English as a second language 

(Aqel, 2013). It was first introduced in 

Germany, especially in Prussia. Hence it was 

also called the Prussian method. It also was 

named the traditional way since it was first 

used in the teaching of the conventional 

language. GTM was the earliest language 

teaching method to be formalized and 

dominated language teaching from the 1840s 

to the 1880s (Mwanza, 2017). 

GTM is a language teaching method that 

built learners to be able to read literature 

written in the language target. It provides 

students with good mental exercise, which 

helps develop the students. GTM is a way of 

studying language first through a detailed 

analysis of its grammar rules, followed by the 

application of this knowledge to the task of 

translating sentences and texts into and out 

of the target language. Therefore GTM is to 

make language learning more comfortable 

and the central feature is the replacement of 

traditional documents by exemplary 

sentences. On the other hand, it also 

proposes the target language to be able to 

read literature written in the target language. 

The principal characteristics of the 

Grammar-translation method are: 

a. The goal is to learn a language to read the 

literature's intellectual development that 

results from foreign language study.  

b. Reading and writing are the primary 

focus; little or no systematic attention is 

paid to speaking or listening. 

c. Vocabulary selection based solely on the 

reading text used. 

d. The sentence is the fundamental unit of 

teaching and language practice. 

e. Accuracy is emphasized. 

f. Grammar is taught deductively –that is, 

by presentation and study of grammar 

rules, which are then practiced through 

translation exercises. 

g. The students; native language is the 

medium of instruction. It explains new 

items and to enable comparison to be 

made between the foreign language and 

the students’ native language. 

III. METHOD 

This research used Educational 

Research and Development design (R&D). 

R&D is a research design aimed at 

developing educational products, like 

curriculum, syllabus, textbooks, 



190 
 

instructional media, modules, assessment 

instruments, etc.  

The process of this research refers to 

the system that proposed based on (Latief, 

2010). However, the order has been adopted 

by the researcher to meet the condition of the 

research. 

 

 

 

 

 

 

 

 

 

 

 

1. Need Analysis 

The first step that has to be done by the 

researcher needs analysis. The purpose of the 

needs analysis is to gather information about 

learners’ needs and learning needs. The data 

were analyzed as the basis for developing 

English learning materials for the PBA 

intensive class of INKAFA. Based on the 

surveys, the researcher can conclude that 

students need supplementary English 

grammar material. They need a book that 

includes more articles, more examples, and 

more exercises about grammar. They also 

need a  book that can make them interested 

in learning grammar. So, the researcher 

wants to use the grammar-translation 

method in developing English grammar 

material. Because according to the 

researcher, it suits the students’ needs in 

their learning. 

Beside it, the researcher also gives the 

interview to the teacher. The interview 

questions for the teacher include some 

aspects, and they are the goal, wants, input, 

materials, lacks, and necessities. This 

interview is given to the teacher to analyze 

the target needs of the students and to get as 

much information and suggestion as needed 

in developing supplementary English 

grammar material. Based on the interview, 

the researcher can get information that it 

needs to establish supplementary English 

grammar material to solve the problem of the 

learning-teaching process. Another result of 

the interview also said that the grammar-

translation method could be a method in 

solving the problem and suitable for the 

needs. 

2. Planning  

In this stage, the coarse grid or the 

syllabus was developed based on the 

students’ needs analysis questionnaire. 

There were seven components in the course 

grid that were taken from Hutchinson and 

Waters. Those were unit, basic competence, 

indicators, learning materials, learning 

activities, time allocation, and teaching kits. 

The goal of it is to be a guideline in 

developing the content. 

3. Developing Material 

Step 1 

Need 
Analysis 

Step 3 

Developing 
Material  

Step 2 

lanning 

Step 4 

Evaluating 
Material 

Step 5 

Try-
Out 

Step 7 

Final 
Product 

Step 6 

Revising 



191 
 

The next step is developing material. By 

this step, the content is developed based on 

the syllabus that was made before. Beside it, 

the supplementary English grammar 

material using the grammar-translation 

method is developed based on the students’ 

needs and interest in learning English. There 

were nine chapters to be developed. In every 

section, there are for about three stages, and 

it consists of 6 tasks. The design of the part is 

shown in the table below: 

 

 

 

 

 

 

 

 

 

 

 

 

Table 1: The Outline of Contents of the 

Students’ Book 

4. Evaluating Material 

The materials were reviewed by an 

expert to assess the appropriateness of the 

materials. Their process of assessment uses 

expert judgment questionnaire. There is two 

expert validation, and they are expert of 

content and expert of design. This evaluating 

material is to get the quality of content and 

design until the product is good enough to be 

implicated to the students. And after getting 

it, the product is revised based on the result 

of expert validation. 

5. Try-Out 

When the product has been reviewed 

according to the experts, the product is tried 

out. The product is tried out in the class and 

then revised based on the result of the try-

out. By this step, the researcher also gives the 

second questionnaire about students’ views 

of the product. All of these are to get more 

feedbacks for product revision. 

6. Revising 

Then, the next step is reviewing. The 

result of try-out was analyzed and then used 

as the basis to rewrite the final draft of the 

materials. These revisions were based on the 

analysis of students’ opinions about the 

product.  

7. Final Product 

After considering the material 

appropriate English learning materials for 

the class, the last step is publishing the final 

product. The product must be a set of 

educational products that are ready to 

support classroom instruction. It must be 

suitable for students’ needs and the syllabus. 

IV. RESULT 

1. The Result of First Questionnaire 

Question number 1 was aimed to find 

information about students’ background 

knowledge. And the result showed that most 

Chapter… 

Introduction of the Chapter 

Indicator 

A. Warming-up 

B. Lesson proper 

➢ Grammar Area 

• Grammar material 

• Analysis examples 

➢ Vocabulary Area 

• Read aloud  

• Find Indonesian 

• Vocabulary practice 

• Exercise 

➢ Reading Area 

• Read the text 

• Translate the text 

• Exercise  

C. Evaluation 



192 
 

students have been learning English since 

elementary school. From this, we can 

conclude that English is familiar enough for 

them since their childhood. The questions 

were aimed to know the students’ opinions 

about learning English. The result showed 

that most of the students advise that learning 

English is exciting and they like it. But on the 

other hand, some students also said that 

English is not impressive and they dislike it. 

It means not all students feel English is 

remarkable. From this, the researcher feels 

that it needs to make them interested in 

English. The way is by adding interesting 

material and learning processes according to 

their want. 

2. Target Needs 

Target needs to cover several essential 

distinctions, which include necessities, 

lacks, and wants. The questions were aimed 

to know students’ need for learning grammar 

and their need for supplementary material. 

Most of them said that they need to learn 

grammar. They also really need a 

supplementary English grammar material to 

be their handbook in learning grammar. 

Based on the result, the researcher felt that it 

is nee to develop supplementary English 

grammar material. 59% of students found 

difficulties in implicating the grammar 

material in the example. So, the researcher 

decided to give some exercise in the 

developed material in the order they can 

involve it. Beside it, the produced equipment 

is also completed by texts until the students 

can involve the grammar in the version for 

their better achievement in their reading 

skills.  

3. Learning Needs 

The question was aimed to know 

students’ opinions about their previous 

material. 59% of students said that the 

material topic is interesting enough for them. 

It helped the researcher in choosing the 

reference for the developed materials book’s 

theme. The questions are to know students’ 

previous knowledge. It is essential to develop 

the students’ understanding. The result said 

that most students feel that the material used 

in the class can enhance and can provide 

their experience. By seeing that, the 

researcher can conclude that students need 

the more appropriate equipment to improve 

their understanding. 

4. Procedure 

Based on the result of the question 

above, 53 % of students want to have 

learning grammar activity of practicing a 

formula that has been taught. Then, the 

researcher developed a supplementary 

English grammar material completed by 

related exercises and texts to be a media in 

practicing the grammar formula. 

5. Setting 

The question was aimed to know 

students’ favorite class arrangements in 

doing the task. The result said most of them 

prefer to do the text in a small group. And 

another said that they prefer to do the 



193 
 

version individually. So, the researcher 

developed the English grammar material 

based on GTM. Cause, this method can give 

that two ways of doing tasks. 

6. Teacher’s Role 

From the result of the question, it can be 

concluded that the role of the teacher, 

according to students, is giving more 

examples and explanations. By giving more 

examples, students can be more comfortable 

in understanding the material. By seeing the 

result, the researcher decided to develop 

supplementary grammar material with a lot 

of examples and explanations. The question 

was to know the teacher’s role as the 

problem solver for the students in the 

learning process. But the fact that showed by 

the result said that 70% of students would 

solve their problem by asking their friends. It 

showed that the students more convinced of 

their friends than the teacher. 

7. Students’ Role 

The question is now the students’ role in 

the class. In the teaching and learning 

process, the students were asked to involve 

in activity learning. Based on the result, we 

can conclude that most of the students will 

discuss the problem together with their 

friends. 

8. The Result of the Interview  

The interview guideline developed for 

the English lecturer of D intensive class was 

designed after designing a need analysis for 

the students. There ten questions for the 

lecturer. The questions aimed to get 

information about the teaching technique, 

the source of the materials, and the teachers’ 

opinion about the Grammar-Translation 

Method.  

 

 

 

 

 

 

 

 

 

 

 

 

 

From the script above, it can be 

concluded that the students need 

supplementary English grammar material. It 

caused the book used in the class before it 

was not available yet. The supplementary 

grammar material is based on the Grammar-

Translation Method. It will help them to 

understand the grammar material and 

practice it to the text. So, they can 

R: What do you think about English teaching and learning for 
non-English students in University?  

T: English teaching and learning is so important in university, 
although it is for non-English students. 

R: What material that you give to students in the class? 

T: I give grammar material to them. It is so important especially for 
them who are non-English students. Cause, most of them is 
beginner in learning English. 

R: Remembering they are non-English students, what ability they 
would like to gain? 

T:  They would lie to gain reading skill. It is important for them to get 
more information for their academic. Remembering most of text, 
references, and news in this era are by English Language.  

R: what difficulty that you face in the class? 

T:  most of students can’t practice the materials that have been taught 
before. 

R: what media that used in the class? 

T:  I used the book entitled Reading for Islamic Studies. 

R: beside the used book, it is necessary to give a supplementary 
material? 

T: yes, it is so necessary. Because the material included in the book is 
unclear. 

R: What do you think about a supplementary English grammar 
material based on Grammar-Translation Method? 

T: I think it is a good idea. Good, because it can help the students in 
learning grammar material and practice it to the text. Remembering 
that is the goal of teaching learning English for non-English 
students in University. 

 

 



194 
 

comprehend the text well, remembering that 

reading is a goal of learning English for non-

English students in the university.   

9. Planning 

After doing need analysis of students, 

the next step for the researcher is planning 

the developing material. The developed 

material is written based on the result of the 

need analysis and the result of the interview. 

The supplementary English grammar 

material book consisted of nine chapters. 

The development of this book is based on the 

Grammar-Translation Method. Each of the 

chapters has different topics. Those were 

‘Prophet Muhammad,’ ‘Allah the God,’ ‘Allah Knows 

everything,’’ Faith,’ ‘The Quran,’ ‘Books of Allah,’ 

‘The Angels,’ ‘Life after Death, and the last is ‘An 

Approach to Study Religion.’ 

The objectives of the lessons were to 

make the students able to comprehend 

grammar well and to comprehend English 

text well. After deciding the objective of 

lessons, then the indicators were listed in 

detail in every chapter. Besides consisted of 

nine chapters, the book has three stages in 

every chapter. The first stage is warming-up; 

this is to know students' background 

knowledge about grammar. The second stage 

is the lesson proper. This stage consists of 

three substages, and they are the Grammar 

Area, vocabulary area, and reading area. In 

the first substage, grammar explanation was 

given. The second sub-stage is about giving a 

list of vocabularies that related to the text. 

And the last sub-stage, namely Reading Area, 

is about where the students can implicate 

the grammar to translate and comprehend 

the text. The third stage is the evaluation 

that evaluates students’ understanding of the 

material 

V. DISCUSSION  

The description of the developing 

supplementary grammar material based on 

the grammar-translation method: 

A. Development  

1. Chapter 1 “Prophet Muhammad” 

This chapter consists of 12 activities. The 

activities are divided into three main stages. 

The first stage is called the warming-up. It 

consists of two activities to stimulate the 

students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is, namely, lesson 

proper. It consists of three sub-stages. The 

first is the grammar area. It consists of four 

activities. The first activity is to study the 

explanation about the grammar material. 

The next activity is studying the given 

example of the material above. And then, the 

activity is exercised. The next sub-stage is 

the vocabularies area that consists of two 

activities. The activities are about 

memorizing vocabulary and making an 

example. The third substage is a reading area 

that consists of three activities. The first 

activity is reading and translating the given 



195 
 

text. The second and last activity is 

exercised. The final stage is the evaluation. It 

consists of one activity. It is about showing 

students’ experiences in learning. It aimed to 

know students' understanding after 

learning. 

2. Chapter II “Allah the God” 

This chapter consists of 12 activities. The 

activities are divided into three main stages. 

The first stage is called the warming-up. It 

consists of two activities to stimulate the 

students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

The second stage is, namely, lesson 

proper. It consists of three sub-stage. The 

first is the grammar area. It consists of four 

activities. The first activity is to study the 

explanation about the grammar material. 

The next activity is studying the given 

example of the material above. And then, the 

activity is exercised. The next sub-stage is 

the vocabularies area that consists of two 

activities. The activities are about 

memorizing vocabulary and making an 

example. The third substage is a reading area 

that consists of three activities. The first 

activity is reading and translating the given 

text. The second and last activity is 

exercised. The final stage is the evaluation. It 

consists of one activity. It is about showing 

students’ experiences in learning. It aimed to 

know students' understanding after 

learning. 

3. Chapter III “Allah Knows Everything” 

This chapter consists of 10 activities. 

The activities are divided into three main 

stages. The first stage is called the warming-

up. It consists of two activities to stimulate 

the students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is, namely, lesson 

proper. It consists of three sub-stages. The 

first is the grammar area. It consists of three 

activities. The first activity is to study the 

explanation about the grammar material. 

The next activity is studying the given 

example of the material above. And then, the 

activity is exercise. The next sub-stage is the 

vocabularies area that consists of an activity. 

The activity is about memorizing related 

vocabulary. The third substage is a reading 

area that consists of three activities. The first 

activity is reading and translating the given 

text. The second and last activity is 

exercised. The final stage is the evaluation. It 

consists of one activity. It is about showing 

students’ experiences in learning. It aimed to 

know students' understanding after 

learning. 

4. Chapter IV “Faith” 

This chapter consist of 11 activities. The 

activities are divided into three main stages. 

The first stage is called the warming-up. It 



196 
 

consists of two activities to stimulate the 

students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is the lesson proper. It 

consist of three sub-stage. The first is the 

grammar area. It consists of four activities. 

The first activity is to study the explanation 

about the grammar material. The next 

activity is studying the given example of the 

material above. And then, the activity is 

exercised. The next sub-stage is the 

vocabularies area that consists of one 

activity. The activity is about memorizing 

vocabulary and making an example. The 

third substage is the reading area that 

consists of three activities. The first activity 

is reading and translating the given text. The 

second and last activities are exercises. The 

final stage is the evaluation. It consists of one 

activity. It is about showing students’ 

experiences in learning. It aimed to know 

students' understanding after learning. 

5. Chapter V “The Quran” 

This chapter consists of 11 activities. The 

activities are divided into three main stages. 

The first stage is called the warming-up. It 

consists of two activities to stimulate the 

students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

The second stage is the lesson proper. It 

consists of three sub-stages. The first is the 

grammar area. It consists of four activities. 

The first activity is to study the explanation 

about the grammar material. The next 

activity is studying the given example of the 

material above. And then, the activity is 

exercised. The next sub-stage is the 

vocabularies area that consists of one 

activity. The activity is about memorizing 

vocabulary and making an example. The 

third substage is a reading area that consists 

of three activities. The first activity is reading 

and translating the given text. The second 

and last activities are exercises.The final 

stage is the evaluation. It consists of one 

activity. It is about showing students’ 

experiences in learning. It aimed to know 

students' understanding after learning. 

6. Chapter VI “Books of Allah” 

This chapter consists of 10 activities. 

The activities are divided into three main 

stages. The first stage is called the warming-

up. It consists of two activities to stimulate 

the students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is, namely, lesson 

proper. It consists of three sub-stages. The 

first is the grammar area. It consists of three 

activities. The first activity is to study the 

explanation about the grammar material. 

The next activity is studying the given 



197 
 

example of the material above. And then, the 

activity is exercise. The next sub-stage is the 

vocabularies area that consists of an activity. 

The activity is about memorizing related 

vocabulary. The third substage is a reading 

area that consists of three activities. The first 

activity is reading and translating the given 

text. The second and last activity is 

exercised. The final stage is the evaluation. It 

consists of one activity. It is about showing 

students’ experiences in learning. It aimed to 

know students' understanding after 

learning. 

7. Chapter VII “The Angels” 

This chapter consists of 11 activities. The 

activities are divided into three main stages. 

The first stage is called the warming-up. It 

consists of two activities to stimulate the 

students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is the lesson proper. It 

consists of three sub-stages. The first is the 

grammar area. It consists of four activities. 

The first activity is to study the explanation 

about the grammar material. The next 

activity is studying the given example of the 

material above. And then, the activity is 

exercised. The next sub-stage is the 

vocabularies area that consists of one 

activity. The activity is about memorizing 

vocabulary and making an example. The 

third substage is a reading area that consists 

of three activities. The first activity is reading 

and translating the given text. The second 

and last activities are exercises.The final 

stage is the evaluation. It consists of one 

activity. It is about showing students’ 

experiences in learning. It aimed to know 

students' understanding after learning. 

8. Chapter VIII “Life after Death” 

This chapter consists of 10 activities. 

The activities are divided into three main 

stages. The first stage is called the warming-

up. It consists of two activities to stimulate 

the students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is, namely, lesson 

proper. It consists of three sub-stage. The 

first is the grammar area. It consists of three 

activities. The first activity is to study the 

explanation about the grammar material. 

The next activity is studying the given 

example of the material above. And then, the 

activity is exercise. The next sub-stage is the 

vocabularies area that consists of an activity. 

The activity is about memorizing related 

vocabulary. The third substage is a reading 

area that consists of three activities. The first 

activity is reading and translating the given 

text. The second and last activities are 

exercises. The final stage is the evaluation. It 

consists of one activity. It is about showing 

students’ experiences in learning. It aimed to 



198 
 

know students' understanding after 

learning. 

9. Chapter IX “an Approach to Study 

Religion” 

This chapter consists of 10 activities. 

The activities are divided into three main 

stages. The first stage is called the warming-

up. It consists of two activities to stimulate 

the students’ background knowledge. The 

activities in this unit are about studying the 

following example and then analyzing the 

sentences.  

 The second stage is, namely, lesson 

proper. It consists of three sub-stages. The 

first is the grammar area. It consists of three 

activities. The first activity is to study the 

explanation about the grammar material. 

The next activity is studying the given 

example of the material above. And then, the 

activity is exercise. The next sub-stage is the 

vocabularies area that consists of an activity. 

The activity is about memorizing related 

vocabulary. The third substage is a reading 

area that consists of three activities. The first 

activity is reading and translating the given 

text. The second and last activities are 

exercises. The final stage is the evaluation. It 

consists of one activity. It is about showing 

students’ experiences in learning. It aimed to 

know students' understanding after 

learning. 

B. Evaluating Material 

After the materials were developed, the 

next step is evaluating material.  The 

developed materials were evaluated by an 

expert to assess the appropriateness of the 

materials. There are two aspects to evaluate. 

They are experts of content and expert of 

design. The expert judgment is by giving the 

question to the expert judgment. The result 

of the expert judgment is shown as follows: 

Table 2 the Result of Developed Materials’ 

Content Appropriateness Judgment 

No Compo

nent 

Criteria  Gra

ding 

 

   Good  Ade

quat

e 

Po

or  

1 Organi

zation 

of the 

materia

l 

➢ The 

organizatio

n of the 

materials in 

the form of 

text and 

activities 

are 

appropriate 

  

√ 

 

2 Instruc

tional 

objecti

ves 

➢ The 

instructiona

l objectives 

are clear 

➢ The 

instructiona

l are state 

appropriatel

y 

➢ The 

instructiona

l objective is 

ordered 

appropriatel

y 

  

√ 

 



199 
 

3 Text ➢ The text can 

develop the 

reading 

material 

➢ The version 

can be 

exploited 

into 

communicat

ive tasks 

➢ The number 

of text in 

each unit is 

sufficient 

  

√ 

 

4 Vocabu

lary 

compre

hensio

n 

➢ The 

selection of 

vocabularies 

for the 

target 

learners 

➢ The units 

cover 

sufficient 

activities 

related to 

the 

vocabulary 

used 

  

√ 

 

5 Gramm

ar 

review 

➢ The 

grammar 

review is 

relevant to 

the text 

➢ The 

grammar 

review is 

appropriate 

to the given 

context 

➢ The 

grammar 

review gives 

 

√ 

  

clear and 

proper 

examples 

6 Activiti

es  

➢ The 

activities 

are 

appropriate 

to the given 

context 

➢ The 

activities 

integrated 

knowledge 

and target 

language 

➢ The 

activities 

can 

interestingl

y trigger the 

student’s 

motivation 

 

 

 

√ 

  

7 Instruc

tion  

➢ The content 

of the 

instruction 

is clear, 

understanda

ble and 

appropriate 

 

√ 

  

8 Exampl

e  

➢ The 

example is 

clear and 

appropriate 

➢ The concept 

can be easily 

 

√ 

  



200 
 

understood 

through the 

example 

used 

➢ Reading 

text are 

good 

examples 

for 

understandi

ng the 

concept 

9 Covera

ge  

➢ The 

coverage of 

materials 

are relevant 

to the 

student’s 

need and 

interest 

 

√ 

  

The suggestion and comment from the 

expert are the books is good enough. But for 

the needs of academic purposes, it also needs 

to do a writing exercise. Cause, the works of 

academic people at university are reading 

and writing. Based on that, the researcher 

added the writing exercise for the students. 

Table 3 The Result of Developed 

Material’s Design Appropriateness 

Judgment 

No Compon

ent 

Criteria Grading 

Good Ade

qua

te 

Poor 

1.  Cover 

design 

➢ The 

cover is 

interes

ting 

 √  

 

√ 

  

➢ The 

typing 

is well-

typed, 

neat, 

and 

regular 

➢ The 

font is 

reliable 

in term 

of the 

choice 

and 

size 

2.  Spacing  ➢ The 

spacin

g is 

approp

riate 

and 

consist

ent 

√   

3.  Layout  ➢ The 

layout 

is clear 

attracti

ve 

√   

Based on the result, the design of the 

book is good enough. But there are some 

suggestions and comments from the expert. 

The expert said that it needs to revise the 

fonts of book opening, concludes 

introduction, preface, book map, direction, 

and table of contents. Based on the comment 

and suggestion, the researcher revises the 

fonts of its. 

 



201 
 

C. Try-out 

The try-out was conducted on Sunday, 

21st April 2019- Sunday, 5th May 2019. First, 

students are ordered to doing activities in 

warming-up. Then, grammar materials are 

given by the presentation of the teacher. 

Students can ask the teacher about the 

equipment that has not been understood. 

After studying the materials, the students are 

told to do some related exercises to know 

how far the students understand the 

contents. The practices may be individual 

tasks or small group tasks. The next process 

is students are told to memorize the related 

vocabularies.  

After trying-out the developed material, 

the researcher gave the second questionnaire 

to know what they feel about the advanced 

content. The result shows that most of the 

students said that the developed material is 

excellent.  88% said that the cover and topic 

is attractive, the explanation is clear, and 

they like the book. 94% of them said that the 

book is exciting and can help them in 

learning grammar. Moreover, it completed 

with the examples that can help them in 

understanding material. 

D. Revising 

The next step in this research is editing. 

The book is written through the result of the 

try-out. From the result of the try-out, it can 

be known that, according to the students, 

the book is excellent and exciting to be their 

handbook in studying English. The cover is 

impressive and also the content. The 

explanation of the book is clear and easy to 

be understood. The exercises are not too 

difficult and not too easy for them. The book 

can enhance their knowledge of English. So, 

it means that the book does not need to be 

revised based on the result of the try-out. 

Because the book is appropriate and suitable 

for students’ needs to get the target of the 

teaching and learning process.  

E. Final Product 

In this section, the researcher presents 

the final product of this research. The 

outcomes were based on the result of the 

students’ needs. When the product was 

done, the issue was validated by an expert on 

validation. There are two items to be 

approved, and they are a validation of the 

material and validation of design. From that 

validation, the researcher revises the product 

based on the experts’ suggestions and 

comments. When the product is considered 

as an appropriate English learning material 

for the students and suitable for students’ 

needs, the final product is published. The 

product is a set of educational products that 

are ready to support classroom instruction. 

VI. CONCLUSION 

From the development process, it has 

produced a supplementary English grammar 

material using the grammar-translation 

method for D intensive students. The 



202 
 

development book includes the introduction 

and contents. The introduction contains the 

front cover, foreword, preface, direction, 

book map, and table of contents. The 

contents of the book include nine chapters 

with their title. Every section contains three 

stages, and they are Warming-up, lesson 

proper, and evaluation. Warming-up 

consists of some activities to build up 

students’ background knowledge of the 

material. Experience appropriate contains 

three substages, and they are Grammar Area, 

vocabulary area, and reading area. In the first 

substage, grammar explanation was given. 

The second sub-stage is about providing a 

list of vocabularies that related to the text. 

And the last sub-stage, namely Reading Area, 

is about where the students can implicate 

the grammar to translate and comprehend 

the text. Evaluation is about some questions 

that evaluate students’ understanding of the 

material. It orders to build up students' 

awareness of how far they understand the 

stuff. 

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