DEVELOPING INSTRUCTIONAL MATERIALS FOR ENGLISH LANGUAGE AND LETTERS STUDENTS OF SMA AL-MIFTAH PALENGAAN Rini Listyowati, Ina Daril Hanna Islamic University of Madura (UIM) Rinilistyowati428@yahoo.co.id, darilhanna88@gmail.com Abstract The purpose of developing instructional unit is to get: (1) instrcutional unit for Drama teaching materials students of SMA AL-MIFTAH Palengaan Pamekasan, (2) determine the validity/feasibility of the product. The expert assessment include: 1) assessing the learning content expert product Drama courses teaching materials with excellent qualification with a score of 92,5%, guide teacher 89,58%, guide students 83%; 2) instructional design expert assess product materials Drama courses 85%, guide teacher 87,5%, guide students 87,5%; 3) media expert assess learning materials product Drama courses 97,5%, guide lecture 100%, guide students 97,5%. The result of the expert review as basis of further improvement of the products can be tested to get input from the users. The test includes: 1) an individual trial for four students with s score 88,7% and guide students 89,8%; 2) test for the small group of eight students, assess product of material s 90,4% and guide students 84.3%; 3) test for large group for 25 students evaluate teaching materials product 90,7% and guide students 84,3%. It can be concluded that product development is considered fit for being used as a learning resource for language and letters department students of SMA AL-MIFTAH Palengaan Pamekasan. Keywords: developing, instructional material, drama, orchestra learning model I INTRODUCTION One of the Literature teaching subjects is Drama which is the compulsary subject expertise taken by the students XI class of English language and department in SMA AL-MIFTAH Palengaaan Pamekasan. The curriculum of Drama teaching has not contained some obvious indicators for English language and letters department students who do the staging plays. The students even more study literary theories and lacking in the affective and psychomotor aspects. An emphasis of both aspect s t hat encourage developers to produce a teaching material product suitable with characteristic of subject teaching. According to Degeng (2006), The major indicators of teaching and learning success lies i n t he welfare of children. They will feel well-being when the learning activities are fun and exci t i ng. Dr am a teaching is compulsary subject expertise that consist of some theories and practises which lead to the goal that the students will produce a work of Drama to be staged in front of the class at the end of learning process. The provision of teaching material is a fundamental part of learning to actualize an optimal learning. Recognizing the purpose of subject generally being the necessity that can guide teachers and students in learning process. The learning pattern of English literary of English language and letters department get less attention from the agency in the developmental process of literary teaching. Because the English language and letters department emphasize more on the theory. Meanwhile, the literary field closely linked to some social cases that occured around such life. Drama subject is one of the compulsary subject expertise that give some opportunities to the students to increase their ability in analyzing the contain of both American and English literary work. Based on the topic has given in one sem est er , t he students are expected to produce: (1). Text analysis of the text given by the teacher in group, and (2). Producing Drama script to be performed in the front of class. The assessment criteria of students’ learning outcome of the middle test, final test, tasks, and class participation. Observation result in Drama teaching class show that it has not provided learning material t hat f i t with the students’ characteristic. In the final evaluation the students are required produce a st or y scr i pt and play the role in group consist of 8-10 students. Based on students’ statement that have taken Dr am a subject said that getting difficulty in understanding the english literary works’s genre, furthermore in writing the script of Drama as a final task to play the role. This is because the materials given by the teacher have not contained some dialogues of English literary works’ genre in order that the students can not do the performance in the class. The failure of Drama teaching is the important problem to solve while the learning out com es ar e supported by the learning method. Degeng in Albanjari (2015) student-centered because individuals have potential to be developed. Each student has different characteristic and ability so that learning mailto:Rinilistyowati428@yahoo.co.id mailto:darilhanna88@gmail.com 2 | Rini Listyowati, Ina Daril Hanna Lingual (Vol. 10, No.2, 2020) design should be directed to ease learning. Nowadays, Drama teaching class is still many domi nat ed by the implementation of conventional and lack of some supporting learning facilities which are relevant i n drama teaching, some medias: CD, DVD, staging equipment and also staging plays’ room. The development of Orcherstra model by Degeng is based on the research has been done by Danayanti (2010) entitled ‘Pengembangan Model Orkestra Pembelajaran Bermedia Montessori Untuk Pembelajaran Panca Indra dan Kecakapan Hidup Sehari-hari Anak Usia TK’.The result of developmental research are used two dimension of Orchestra learning by Degeng that are flexible and i t does not follow the clear and rigid order to stimulate the creativity of early childhood learners, by usi ng the instructional design that called Quantum learning design. Based on the background of study that have been explained so there are two main problems of t he developers to do this developmental research. First: instructional design that is still focus on teacher - centered finally it omits the inventive work and intention learning of students. Indirectly, it is an i m pact of the use of instructional approach and model sistematically. Those are the instructional appr oach and model are designed based on the clear and rigid order. If this kind of instructional design are used continuely, it causes the developement of the creativity in learning will get obstacles. Second: the use o f Drama performance method that has not been optimal because it has not provided the instructional materials that suitable with characteristic of learning in English language and letter department. Degeng (2011) stated that Orchestra learning model have free space, relaxed, amazement, fun and exciting. Freedom is the main point that is necessary in the school. Therefore, the developers need to develop instructional material for students of English l anguage and letter department in SMA AL-MIFTAH Palengaan–Pamekasan that are designed by using Orchestr a Learning model by Degeng that is flexible to stimulate the inventive work and intention learning of senior high school students. Next, procedural steps of this Orchestra model made in the form of guide book for students that contain some operational steps. II MATERIALS AND METHOD The developmental method brings described a) developmental model, b) developmental procedure, and c) product tryout that consist of: a) tryout design b) subject of tryout, c) types of data, d) the instrument of data collection, and e) techniques of data analysis 2.1 DEVELOPMENTAL MODEL There are three kind of developmental models: procedural model, conceptual model and theoritical model (Seels & Richey, 1994). Procedural model is a descriptive model that set some steps to be followed to produce the product. Conceptual model is an analitical model that give some components of product that will be developed and related between the components. Theoritical model show the relati on between the changes. Based on the classification above, two dimension of Orchestra learning model by Degeng that is used in this developmental research is kind of conceptual developmental model. It is because it is implemented by analyzing and linking between the components learning activity. For more det ai l , t wo dimension of Orchestra learning model can be seen on the table 1: Context Content Exciting Situa tion Interaction- Adviser Strong Ba se Lea rners Interaction- Curriculum Plea sa nt Environment Lea rning the learning skills Dyna mic Custom Tabel 1. Two Dimension of Orchestra learning Model by Degeng 2.2 DEVELOPMENTAL PROCEDURES The developmental procedures of Orchestra learning include three steps that are flexible in practice: Developing Instructional Materials for English Language and Letters Students of SMA Al-Miftah Palengaan | 3 2.2.1 DEFINING STEP In this step, the developers do some activities below: a . Focusing a nd identifying the solving problem progresively. The developers will loo k for some information sources that can support developmental process of Orchestra lea rning. Th e information a s like some references a bout Drama lea rning, the development of inventive work a nd intention lea rning of students and some relevant information. b. The phronesis development and contextual development. The developers will a lwa ys be a ctive, intensive, a nd continue to discuss with various parties. The discussion intended to get sufficient understanding a bout instructional ma terial development of Dra ma. 2.2.2 THE DESIGN AND DEVELOPMENTAL STEP These steps are done integratively in a whole inseparable. Some steps that the developers do as follow: a . Selecting environtment for developmental product of Orchestra lea rning model that will be used in English la nguage a nd letter department SMA AL-MIFTAH Palengaan-Pamekasan. b. Selecting of format a nd media. The developmental product in the form intructional materia ls of drama for English la ngua ge and letter departement in SMA AL-MIFTAH Pa lengaan-Pamekasan. c. Eva luation. The developmental result a re evaluated by expert of content/ material, expert of instructional media, expert of instructional design, a nd senior high school students. The in struments of data collection in the form direct response to the instructional material product that are developed a nd also questionnaires. After they a re considered bay a ll of experts and students, the developers do some revision based on some a dvices of the experts. It ca n be done repeatedly accordance with the needs until a ll of expert concider that the product get perfect. 2.2.3 PRODUCT TRYOUT The purpose of this product tryout is to obtain the data that can be used as a basis to do revisi on i n order that it can reach the effectiveness level, efficiency and attractiveness of the product. They include: 1) Tryout design, 2) subject of Tryout, 3) kinds of data, 4) Instruments of data collecting, and 5) Technique of data analysis. 2.2.3.1 Tryout design Tyout is done to the developmental product in form of instructional materials of drama, t eac her s book, and students book. Tryouts are intended to test the validity. Some activities in validity test ar e: 1) Review from expert of content/instructional material, 2) Review from expert of instructional design, 3) Review from the expert of instructional media, 4) Individual tryout, 5) small group tryout, and 6) l ar ge group tryout. The tryout design activities in this developmental research can be illustrated below: Picture 1. The tryout design of instructional material pro duct of Drama Adopted from: Dick Carey & Carey 2001 4 | Rini Listyowati, Ina Daril Hanna Lingual (Vol. 10, No.2, 2020) 2.2.3.2 Subject of Tryout The subject of tryout in this developmental research consist of : the instructional material exper t , instructional design expert, instructional media expert , and all of the students in English l anguage and letters departement SMA AL-MIFTAH Palengaan-Pamekasan. The expert tryout in this developmental research consist of instructional materials expert, instructional design expert, and instructional media expert. The step of individual tr yout on this developmental research are 4 students taking Drama subject of English language and letters of department SMA AL-MIFTAH Palengaan . Some material tested are Drama teaching materials and students book. Small group tryout are consist of 8 students taking Drama subject of English l anguange and letter departement SMA AL -MIFTAH Palengaan Pamekasan. Subject determination based on the difference of ability and gender.Besides, some subject who have joined on the individual and small group tryout are not involved again. Subject tryout for large group consist of 25 students. The m at er i al tested are Drama teaching materials and students book. 2.2.3.3 Types of data The types of data obtained from product tryout of the instructional materials development in qualitative and quantitative. The qualitative data are some comments and suggestions of revisions obtained from questionnaires (column of comments and suggestios) and interview. But on quantitave data are obtained from the result of questionnaire score that ia given to subject of tryout by instructional material expert, instructional media expert, teaching expert, individual tryout, small gr oup and large group tryout. 2.2.3.4 The Instruments of Data Collection Some instruments are used for data collection on this tryout step like questionnaire, observation and interview.The questionnaire used to collecting data of review result from expert of instructional material, instructional media, instructional design and students for revisions beside that observation and interview are used to fullfill some data obtained from questionnaire admission. 2.2.3.5 Technique of Data Analysis There are 2 techniques of data analysis are used in this developmental research those are: technique of qualitative desccriptive analysis , the data obtained are some comments, suggestions or critics from tryout of experts, individual tryout , small group and big group tryout.The data are used as a base for product revision. The technique of statistic descriptive analysis used to analyze data col l ect i on from questionnaire so it will use statistic descriptive analysis. Data from questionnaire will be anal yzed to get some description about the developmental product . After some questionnaire collected ,these ar e counted the precentage of each questions by using the formula from Sugiono (2010) below: Precentage: The number of answer score x100% N x highest score Expla nation: N: number of a whole questionnaires’ item The formula of a whole number subject precentage To count a whole precentage of tryout subject used the following formula: P = F N Expla nation: P = Precentage F = precentage of a whole number N = number of a whole subject tria ls Developing Instructional Materials for English Language and Letters Students of SMA Al-Miftah Palengaan | 5 The formula of a whole subject for giving the meaning a nd making decision are used the following requirements: Level of Achievement Qua lifica tion Expla nation 76%-100% Very Strong Do not need to be revised 51%-75% Strong Do not need to be revised 26%-50% Avera ge need to be revised 1%-25% Wea k need to be revised Table 2. Qualification for The Precentage Result 2.2.3.6 Learning Revision The data are obtained from formative evaluation that are collected and interpreted to sol ve som e problems are faced by the students in learning. Beside, this evaluation is used to revise learning activities to be more effective . This activity is done after finishing formative evaluation. III RESULTS AND DISCUSSION 3.1 THE EVALUATION RESULT OF INSTRUCTIONAL MATERIAL EXPERT The developmental products are reviewed by the instructional material expert , then they give some comments and advices to the instructional materials, teacher book, and student book. The evaluation of the instructional materials expert for the instructional materials development show that score = 37. The precentage is counted by the formula of a whole number subject pr ecent age then it is found that total precentage= 37 (10x4)x 100% =92,5%. After t he precentage result (F) is obtained then it is added to the formula of a whole subject to be counted the persentage (P) = 92,5 % that include on the very strong qualification so it does not need to be revised. The evaluation of instructional material expert to the teacher book show that the total scor e = 47. The precentage is counted by the formula of a whole number subject precentage. The total precentage 43: (12x4)x 100% = 89,58%. Then the result of total precentage (F) is obtained and added to the formula of a whole subject to be counted the persentage (P) = 89,58 : 1 = 89,58% t hat i ncl ude on t he very strong qualification so it does not need to be revised. The evaluation of instructional material expert to the student book show that score 39: (11x4)x 100% = 83%. After the result of total precentage (F) is obtained then it is added to the formula of a whole subject to be counted the persentage (P).The result is (P) = 83:1 = 83% that include on t he ver y strong qualification so it does not need to be revised. 3.2 THE EVALUATION RESULT OF INSTRUCTIONAL DESIGN EXPERT The evaluation of instructional design expert to the instructionl materials development generally show that score = 34. The precentage is counted by the formula of a whole number subject precentage.The total precentage 34: (10x4)x 100% = 85%. After the result of total precentage (F) is obtained then it is added to the formula of a whole subject to be counted the persentage (P )= 85:1 = 85% that include on the very strong qualification so it does not need to be revised. Generally the materials is attractive, the reinforcement to be revised on font size, and placement; the title should be revised to be Instructional materials of Drama, the institution ldentity should be placed on the bottom of the cover, the name of writer in the middle, and it need to make the color sharply, the organizing patter n in each chapter is still less consistent. The evaluation of the instructional design expert to the teacher book generally show the score = 35. The precentage is counted by the formula of a whole number subject precentage. The total precentage 35: (10x4)x 100% = 87,5%. Then the result of total precentage (F) is obtained and added t o the formula of a whole subject to be counted the persentage (P) = 87,5 : 1 = 87,5% that i ncl ude on t he very strong qualification so it does not need to be revised. The evaluation of the instructional design expert to thestudent book generally show the score = 35. The precentage is counted by the formula of a whole number subject precentage. The total precentage 35: (10x4)x 100% = 87,5%. Then the result of total precentage (F) is obtained and added to the formul a 6 | Rini Listyowati, Ina Daril Hanna Lingual (Vol. 10, No.2, 2020) of a whole subject to be counted the persentage (P) = 87,5 : 1 = 87,5% that include on t he ver y st r ong qualification so it does not need to be revised. 3.3 THE EVALUATION RESULT OF INSTRUCTIONAL MEDIA EXPERT The evaluation of the instructional media expert to the instructional material development generally show the score = 39. The precentage is counted by the formula of a whole number subject precentage. The total precentage 39: (10x4)x 100% = 97,5%. After the result of total precent age ( F ) i s obtained then it is added to the formula of a whole subject to be counted the persentage (P )= 97,5 : 1 = 97,5% that include on the very strong qualification so it does not need to be revised. The com m ent s ar e the cover has not been the logo institution, the name of institution, the name of city, and the year of publishment. The evaluation of the instructional media expert to the teacher book generally show the score = 40. The precentage is counted by the formula of a whole number subject precentage. The total precentage 40: (10x4)x 100% = 100%. After the result of total precentage (F) is obtained then it is added to the formula of a whole subject to be counted the persentage (P )= 100 : 1 = 100% that incl ude on t he ver y strong qualification so it does not need to be revised.. The evaluation of the instructional media expert to the student book generally show the score = 39. The precentage is counted by the formula of a whole number subject precentage. The total precentage 39: (10x4)x 100% = 97,5%. After the result of total precentage (F) is obtained then it is added to the formula of a whole subject to be counted the persentage (P) = 97,5 : 1 = 97,5% that include on t he ver y strong qualification so it does not need to be revised. 3.4 THE DATA RESULT OF INDIVIDUAL TRYOUT For the instructional materials development,the result of questionnaires show that precentage of the total avarage = 88,7% , it can conclude that 88.7% is in very strong qualification. But some comments and suggestions from the students are usefulfor revision need of the next product. For the student book, the result of questionnaires show that precentage of the total avarag e = 718,7, so the avarage precentage is 718,7 : 8 = 89,8%. it can be concluded that 89,8% is in ver y st r ong qualification and it does not necessary to be revised. 3.5 THE DATA RESULT OF SMALL GROUP TRYOUT For the instructional materials development, the result of questionnaires show that precentage of the total avarage = 1356,2 so that the average precentage is 1356,2 : 15 = 90,4% , it can be concl uded that 90,4% is in very strong qualification and it does not necessary to be revised. For the student book, the result of questionnaires show that precentage of the total avarage = 674, 9 so that the average precentage is 674,9 : 8 = 84,3% it can be concluded that 84,3% is in very strong qualification.It does not necessary to be revised. 3.6 THE DATA RESULT OF LARGE GROUP TRYOUT (FIELD) For the instructional materials development, the result of questionnaires show that precentage of the total avarage = 1361, so that the average precentage is 1361 : 15 = 90,7% it can be concl uded t hat 90,7% is in very strong qualification and it does not necessary to be revised. For the student book, the result of questionnaires show that precentage of the total avar age = 679 so that the average precentage is 679 : 8 = 84,8% it can be concluded that 84,8% is in very strong qualification.It does not necessary to be revised and it does not necessary to be revised. 3.7 PRODUCT REVISION OF INSTRUCTIONAL MATERIAL DEVELOPMENT DRAFT 1 Product revision of instructional material development draft 1 consist of data analysis resul t f r om some questionnaire response by instructional material expert , instructional design expert, and instructional media expert. The following will be described some revisions of the instructional m at er i al product in a sequence. The result of data analysis from questionnaire response by the instructional material expert do some revision on intructional material, teachers book, and students book. The revision have done t o t he developmental product, the instructional material expert give some inspiring suggestion to make the same product so that the developmental product getting better.Then there are some pictures/illustrat i ons that do not need to be placed on the developmental product which have been revised by the developer. Developing Instructional Materials for English Language and Letters Students of SMA Al-Miftah Palengaan | 7 The result of data analysis from questionnaire response by the instructional design expert has revised instructional materials, teachers book , and students book. The revisions of the develop mental product are; Suggestion: a . The enforcement to revise the font /size of letter and the cover position have been revised by the developers b. The identity of institution is pla ced on the beneath of cover have been revised by the developers. c. It is suggested to use Sharp color on the developmental product have been revised by the developers. d. The chapter organizing that a re less consistent have been revisss by the developers. All of comments by the expert of instructional design are interested to the developmental product. The result of data analysis from the response of questionnaire by the expert of instruci onal media.The revisions have been done for the instructional materials, teachers' book, and students' book. He give some suggestion to display a logo of institution, the name of institution,the nam e of ci t y, and the published year of the developmental product. Overall he consider that the developmental productare very good and attractive. 3.8 THE REVISION OF THE DEVELOPMENTAL INSTRUCTIONAL MATERIAL DRAFT II Some suggestions and analysis of 4 students in individual tryout that are used to revise the draf t of the developmemtal product .the following some suggestion and revisions from the developmental instructional material and students'book. Suggestion and comment: generally instructional material is atrractive both of the visual and the clarity of materials.So that this instructional material is very needed by the students as the r ef er ence t o write a drama script for role playing.And generally the student's book is also pretty clear and easy t o be applicated in Drama teaching. 3.9 THE PRODUCT REVISION OF THE INSTTRUCTIONAL MATERIAL ON DRAFT III The result of data analysis from 8 students of small group tryout are used to revise the draf t I I I on this developmental product. the revision have done for the instructional material and the students book.The following some revision of the developmental product will be described.Suggestion and comment: 8 students of small group tryout give comment an siggestion: this instructional materi al have been suitable as learning source on the Drama subject, then in each chapter have given some drama script from each genre that can make students easier to write drama script of Drama performance. 3.10 THE PRODUCT REVISION OF THE INSTRUCTIONAL MATERIAL DRAFT IV The result of questionnaire response of the large group tryout field found that the average of precentage 84.30.it means that the developmental product is very good and it does not need to be revised. IV CONCLUSION Based on the result of the developmental research that has been done, it can concluded that instructional materials of Drama are successfully approved the effectiveness of the product, the efficiency of the product and the feature of the product.From this developmental research, the developers have obtained some supporting data shown that the developmental product have had appropriate value and some featured to be applied to in teaching. V SUGGESTION 5.1 THE STRENGTHS OF THE PRODUCT The instructional materialis of Drama teaching for the students of English language and letters departement of SMA AL-MIFTAH Palengaan Pamekasan are one of the developmental instructional material designs that is flexibel,not need clear order/stiffness. it Will stimulate the inventive work and intention learning of students from senior high school students that are specifically designed t o f ul l f i l l teaching material need of English language and letter of department SMA AL- MIFTAH Palengaan Pamekasan in Drama teaching. It can also increase growt on learning by grating opportunity for each students to choose their own exciting media.beside that the students are encouraged to think in diverging relate with multiple solution throw kinds of Drama teaching activities that can stimulate the inventive work and intention learning of students so that it will set them being the good person. 8 | Rini Listyowati, Ina Daril Hanna Lingual (Vol. 10, No.2, 2020) This developmental product can also build the self-sufficiency and learning interest of the students throw setting up the learning evironment that suitable with the intellectual and emotional devel opm ent of the atudents.This developmental product have been developed by using 2 dimensions of orchestra learning of Degeng that is flexible and suitable withthe instructional design used in Drama class ,it is called Quantum learning design. 5.2 THE WEAKNESS OF THE PRODUCT The developmental product of the drama instructrucnal materials only can be used in English language and letter of department SMA AL-MIFTAH Palengaan Pamekasan especially on Drama subject as instructional media.beside that the development of model orchestra learning is only f ocus t o the context or setting-up of the learning environment regardless its contents. Because the instructional material product have not been applicated on the real class so that it still have so many the weaknesses that is not able to be identified based on real condition. this instructional materials have not been fullfilled with some instructional features like: worksheets an supporting equipments like LCD, DVD ,CD film, Studio/ special room of staging and the equipments. 5.3 DEVELOPMENTAL SUGGESTION This developmental instructional materialis are developed with 2 dimensions of orchestra learningof Degeng to optimizing this instructional materials should concern on the usage.teacher can use the teachers book that has been designes as the reference in teaching in order that it Will be opt i m al i n teaching materials.Teacher should know the characteristic of the subject teaching well so that he can manage the class perfectly. This instructional materials isjust a suplementary book that will still need some support i ng book from the other sources so that the teaching learning process can optimize the students learning and t hey can use the students book as the guidance to make their learning be more better than before. 5.4 PRODUCT SUGGESTION As a suggestion for the dissemination of a broader target product for the use of Drama teaching material products,these have been able to be used by students as drama teaching materials for cl ass XI majoring of English language and letter departement AL-MIFTAH Palengaan Pamekasan. Therefor e, i t should immediately be printed and produced to be used as lnstructional materials for teachers and students. 5.5 FURTHER PRODUCT DEVELOPMENT SUGGESTION For the purposes of further development of drama teaching materials Products, suggestions can be made as follows: As a follow up to the developmental materials of drama subjects, we need a deep understanding of each topics. Seeing this subjects are theoretical and practical, it is necessary to prov i de other learning media tools that can complement this teaching material in the learning process. A speci al room arrangement is needed so that students can develop orchestras of drama teaching on the Drama performance. REFERENCES Albanjari, Arif Sugion.2015. Desain Pembelajaran. arifsugion.blogspot.com. Retrieved on 8th July 2020 Degeng, N.S. 2011. Bagaimana Cara Menjadi Qunatum Teacher: Wibawa vs Lembut. Makalah disajikan dalam Seminar di Universitas PGRI Adibuana Surabaya, Surabaya 9 Februari. Seels, B.B. & Richey, R.C. 1994. Instructional Technology: The definition and Somain of the Field. Washington, D.C: AECT Sugiono. 2010. Metode Penelitian Pendidikan. Bandung: Angkasa