ANALYSIS OF MATERIAL DEVELOPMENT FOR SECOND GRADE

STUDENTS BASED ON CURRICULUM 13 AT SDN KARTASURA 2

Submitted to Fulfill the Requirement of Final Test of Curriculum And Material
Development For Young Learners
Lecturer: Ika Sulistyarini, M.Pd.

Arranged By:
Endang Tri Lestari
NIM. 196121142

ENGLISH EDUCATION DEPARTEMENT

LANGUAGE AND CULTURE FACULTY
THE STATE ISLAMIC UNIVERSITY OF RADEN MAS SAID
SURAKARTA
2022
 CHAPTER I
INTRODUCTION
A. Background
The development of science and technology also demands educators to
always be creative in realizing learning outcomes optimal llearners
Developmental impact science and technology on the learning process is
enriched learning resources and media, such as textbooks, modules, overhead
transparencies, films, video, television, slides, hypertext, web, and so on.
Teaching materials are learning resources that arrive currently has an
important role to support learning process. Teaching materials should be able
qualify as learning materials because many teaching materials are used in
learning activities, generally tend to contain field of study information only and
not organized well. Low quality of teaching materials with conventional
learning will result in low the acquisition of student learning achievement.
In addition, the shift in educators who initially as the only and current
learning resource leads as a facilitator, students demand the presence of a
teaching material/handbook so that bridging the problem of the limited ability
of students' absorption and limitations the ability of educators in the teaching
and learning process in the classroom. The presence of teaching materials can
be used to understand and provide treatment according to characteristics of
individual learners, bridge the problem of low self-actualization students, so
that the materials that are lacking understood can be explored again through
materials teach print.
Therefore, the development of learning materials that are in accordance with
the development of science and technology and adapted to the needs of
students which refers to the characteristics of students is very necessary to
support learning activities. That way learning activities in the classroom offline
or on other online learning media can be carried out properly to achieve the
learning objectives that have been formulated. Students will also more easily
accept learning materials when the learning materials provided are in
accordance with their needs. Thus, the characteristics of students are important
 to consider when compiling and developing learning materials. So, in the
implementation of learning later between teachers and students can give and
receive knowledge with fun.

B. Problem Statements
1. What is material development?
2. What are the principles for developing learning materials?
3. How to develop learning materials at SDN Kartasura 2 based on curriculum
13?

C. Objectives
1. To know the meaning of material development.
2. To know the the principles for developing learning materials.
3. To know how to develop learning materials at SDN Kartasura 2 based on
curriculum 13.
 CHAPTER II
DISCUSSION

A. The Definition of Material Development

The material development is one of the processes that is a component of a
learning system that plays an important role in helping students achieve
competency standards and basic competencies. Learning materials are one of
the sources of learning that contain messages in the form of concepts,
principles, definitions, content clusters or contexts, data and facts, processes,
values, abilities and skills. The material developed by the teacher should refer
to the curriculum or be contained in a syllabus whose delivery is adapted to the
needs and environment of the students. In relation to the development of
learning materials there are several principles in preparing and selecting
learning materials, which must be considered, namely:
1. The principle of relevance (linkage). Learning materials should be relevant
or have something to do with the achievement of competency standards and
basic competencies. For example, if the competence that is expected to be
mastered by students is in the form of memorizing facts, then the learning
material taught must be in the form of facts or memorization material.
2. The principle of consistency (consistency). If there are four kinds of basic
competencies that must be mastered by students, then the teaching materials
that must be taught must also include four kinds.
3. The principle of adequacy. This principle means that the material taught
should be adequate in helping students master the basic competencies being
taught. The material should not be too little, and not too much. If it is too
little, it will be less helpful in achieving competency standards and basic
competencies. On the other hand, if there are too many, it will waste
unnecessary time and energy to study it.
To achieve more maximal material development this leads to the need for
material development in accordance with the objectives of competency
standards and basic competencies.
B. The Principles for Developing Learning Materials
1. Materials should achieve impact
Impact is achieved when materials have a noticeable effect on learners,
that is when the learners’ curiosity, interest and attention are attracted. If
this is achieved, there is a better chance that some of the language in the
materials will be taken in for processing.
2. Materials should help learners to feel at ease
Feeling at ease can also be achieved through a ‘voice’ which is relaxed and
supportive, through content and activities which encourage the personal
participation of the learners, through materials which relate the world of
the book to the world of the learner and through the absence of activities
which could threaten self-esteem and cause humiliation. To me the most
important (and possibly least researched) factor is that of the ‘voice’ of the
materials. Conventionally, language-learning materials are de-voiced and
anonymous. They are usually written in a semi-formal style and reveal
very little about the personality, interests and experiences of the writer.
3. Materials should help learners to develop confidence
Elementary-level learners can often gain greater confidence from making
up a story, writing a short poem or making grammatical discovery than
they can from getting right a simple drill.
4. Materials should require and facilitate learner self-investment
Materials can help them to achieve this by providing them with choices of
focus and activity, by giving them topic control and by engaging them in
learner-centred discovery activities.
5. Materials should expose the learners to language in authentic use
Krashen (1985) makes the strong claim that comprehensible input in the
Target language is both necessary and sufficient for the acquisition of that
language provided that learners are ‘affectively disposed to “let in” the
input they comprehend’ (Ellis 1994: 273). Few researchers would agree
with such a strong claim that exposure to authentic use of the target
language is necessary but not sufficient for the acquisition of that
 language. It is necessary in that learners need experience of how the
language is typically used, but it is not sufficient because they also need to
notice how it is used and to use it for communicative purposes themselves.
6. Materials should provide the learners with opportunities to use Target
language to achieve communicative purposes
Using the language for communication involves attempts to achieve a
purpose in a situation in which the content, strategies and expression of the
interaction are determined by the learners. Such attempts can enable the
learners to ‘check’ the effectiveness of their internal hypotheses, especially
if the activities stimulate them into ‘pushed output’ (Swain 1985) which is
slightly above their current proficiency above their current proficiency.
7. Materials should take into account that the positive effects of instruction
are usually delayed
Research into the acquisition of language shows that it is a gradual rather
than an instantaneous process and that this is equally true for instructed as
well as informal acquisition. Acquisition results from the gradual and
dynamic process of internal generalisation rather than from instant
adjustments to the learner’s internal grammar. It follows that learners
cannot be expected to learn a new feature and be able to use it effectively
in the same lesson.
8. Mataterials should take into account that learners differ in learning styles
Different learners have different preferred learning styles. So, for example,
those learners with a preference for studial learning are much more likely
to gain from explicit grammar teaching than those who prefer experiential
learning. And those who prefer experiential learning are more likely to
gain from reading a story with a predominant grammatical feature (e.g.
reported speech) than they are from being taught that feature explicitly.
9. Materials should take into account that learners differ in affective attitudes
Ideally language learners should have strong and consistent motivation and
They should also have positive feelings towards the target language, their
teachers, their fellow learners and the materials they are using. But, of
 course, ideal learners do not exist and even if they did exist one day, they
would no longer be ideal learners the next day.
10. Materials should permit a silent period at the beginning of instruction
It has been shown that it can be extremely valuable to delay L2 speaking
for beginners of a language until they have gained sufficient confidence in
understanding it. This silent period can facilitate the development of an
effective internalised grammar which can help learners to achieve
proficiency when they eventually start to speak in the L2. There is some
controversy about the actual value of the silent period and some learners
seem to use the silence to avoid learning the language.
11. Materials should maximise learning potential by encouraging intellectual,
Aesthetic and emotional involvement which stimulates both right- and left-
Brain activities.
The maximisation of the brain’s learning potential is a fundamental
principle of Lozanov’s Suggestopedia, in which he ‘enables the learner to
receive the information through different cerebral processes and in
different states of consciousness so that it is stored in many different parts
of the brain, Maximising recall’ (Hooper Hansen 1992).
12. Materials should not rely too much on controlled practice
It is interesting that there seems to be very little research which indicates
that controlled practice activities are valuable. Sharwood-Smith (1981)
does say that ‘it is clear and uncontroversial to say that most spontaneous
performance is attained by dint of practice’, but he provides no evidence
to support this very strong claim.

C. Develop Learning Materials For Second Grade Students At SDN

Kartasura 2 Based On Curriculum 13
As explained above, the development of learning materials is carried out by
looking at the needs of students who are also connected with the characteristics
of students in the class. From observations and interviews that have been done
previously, it can be seen that the needs of second grade students in learning
are the use of light and interactive learning materials. In addition, students are
also more interested in learning that is interspersed with singing, guessing
pictures and using appropriate learning media, such as the use of fruit replicas
in learning English.
On the other hand, an analysis of the characteristics of students in the
classroom is equally important in developing learning materials. Especially for
learning in early childhood or in elementary school, where at these ages their
grasping power is much greater than the level above. From the observations
and analyzes that have been done previously, students in grade 2 tend to be
happy with learning combined with games and quizzes. For example, when
learning English they memorize the types of body parts by singing together,
and when the teacher finishes singing and then points to one of the body parts,
the designated student must answer it. If it is wrong then the student does not
get a star.
In addition, the characteristics of second grade students at SDN Kartasura 2
are that they are active students, and like to study in groups. If given individual
assignments in class, they tend to be confused about answering assignments,
especially those related to English material. However, if the task is given in
groups they tend to be able to complete the tasks well according to the teacher’s
directclas. Grade 2 students are also active students, as when the teacher
instructs them to draw whatever fruit they like in front of the class, they swiftly
raise their fingers and scramble to the front of the class.
With the explanations obtained from the observations and interviews above,
then below will be explained about the development of learning materials for
second grade students at SDN Kartasura 2:
Taking into the things above, the material to be developed is job and
occupation with time allocation is 2 x 35 minutes for one meetings. In this
material, the competency standards that must be considered are understanding
very simple instructions with actions in the school context and revealing very
simple information in the school context. Then, the basic competition that must
be considered is responding by repeating words or sentences with various
games with loud speech, imitating speech with very simple expressions.
Furthermore, the learning objectives for the job and occupation material are
that students can pronounce the name of the job correctly, students can describe
jobs according to their characteristics, students can answer questions about
work briefly and correctly.
The learning method used is three-phase technique (PPP) or presentation,
practice and production. The learning steps used are with the learning method,
namely in the initial activity, the teacher greeting, checking the attendance, and
apperception. In the core activity, the teacher presents a presentation that
contains interesting pictures about the profession, such as a picture of a teacher
with teacher writing underneath, and so on. Then, students will ask about other
vocabulary about the profession. This is in accordance with the theory of
material development which states that the material given to young learners
must be easy to understand. Using interesting pictures makes it easier for
students to understand and remember the material. After explaining, the
teacher asked the students “what does he do?”. Then, students answer together
according to the picture. After that, the students were divided into 5 groups,
each group containing 4-5 people and doing a role play in front of the class.
This is adjusted to the needs of students, who feel more confident when
working on assignments in groups. In production activities, students and their
groups are given a game by turning a twister that already contains pictures of
the profession then guessing what the name of the profession is and writing it
down in a book as the teacher’s assessment. After all groups finished, each
group presented the results of the games in front of the class. This is in
accordance with the theory of material development, which states that the
material provided must train students’ self-confidence. By asking students to
present the results of the games in front of the class, it is part of training their
confidence.
In the closing activity, the teacher provides feedback on the tasks that have
been done by students, and concludes the learning that has been carried out
together with students. Then, the teacher gives an assignment to do at home as
an individual assessment. And according to class with greetings.
Sources of student learning are not only from books provided by the school,
but also from videos specially made by the teacher according to the learning
material. The video is shared by the teacher via WhatsApp class group in which
there is a student guardian as the person in charge of the student. Assessment
of student attitudes, knowledge and skills is measured during learning
activities, such as student attitudes when the teacher greets and explains how
they behave. Then for the assessment of knowledge and skills, it is measured
during games, individual assignments, quizzes, and also during the midterm
and final exams.
 CHAPTER III
CONCLUSION

Material development is one of the processes that is a component of a learning

system that plays an important role in helping students achieve competency
standards and basic competencies. Learning materials are one of the sources of
learning that contain messages in the form of concepts, principles, definitions,
content clusters or contexts, data and facts, processes, values, abilities and skills.
The material developed by the teacher should refer to the curriculum or be
contained in a syllabus whose delivery is adapted to the needs and environment of
the students.
There are many principles that must be considered when developing a learning
material for young learners, such as materials should achieve impact, materials
should help learners to feel at ease, materials should help learners to develop
confidence, materials should require and facilitate learner self-investment,
materials should expose the learners to language in authentic use, and others. So
guided by these principles, the development of learning materials for young learners
must also pay attention to the characteristics possessed by students. Also with the
curriculum implemented by the school. Because all these things are continuous
with one another, so that the teaching and learning process can be carried out
properly and can achieve the learning objectives that have been set.
The material development carried out by the author for the second grade at SDN
Kartasura 2, refers to the curriculum 13 used by the school by taking into account
the characteristics of the second grade students that have been observed previously.
The material development carried out is on job and occupation materials that have
been designed according to K.13 with learning objectives including: students can
pronounce the name of the job correctly, students can describe jobs according to
their characteristics, students can answer questions about work briefly and
correctly. The learning method used is three phase techniques (PPP) or presentation,
practice and production. By assessing students’ attitudes, knowledge, and skills,
they are given in class as well as with assignments and exam results.
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