Developing descriptive reading materials in EFL classes by utilizing the local culture

Abstract

This study aimed to develop instructional descriptive reading materials of Bangka local culture in Indonesia, which are valid, practical and have a potential effect for Tour and Travel Study Program students at a vocational school in Bangka Belitung Province. The developed product would be used as supplementary materials to fulfill the students’ needs. This study used the research design proposed by Akker (1999), covering the phases of analysis, design, evaluation, and revision modified by Tessmer (1993). The data were collected through questionnaires, semi-structured interviews, and a reading comprehension test. The data were analyzed quantitatively and qualitatively. In order to determine the validity, practicality, and potential effect of the developed product, a formative evaluation was conducted. Validity was evaluated in experts review related to the content, language, and instructional design. The result showed that the developed product reached a very high validity category with the average score of all aspects evaluated; it was 3.57. The practicality evaluated in one-to-one and small group evaluations were categorized as very high practicality since the average scores of both evaluations were 3.71 and 3.58. After trying out the field test, the developed product was considered to have a high potential effect since 73.91% of the students achieved the required passing grade. Therefore, it could be concluded that it is possible to use the developed product as supplementary materials for teaching reading for the intended students.

Developing local culture-based EFL reading materials for the 21st-century learning

“…For example, Elviana et al (2020) focused on Palembang local culture descriptive texts-based interactive multimedia development for teaching. Likewise, Herawati et al (2020) developed the Islamic instructional descriptive reading material for the seventh grader, while Azizah et al (2021) developed the reading materials of descriptive texts in English classes by the utilization of local culture. The finding of those studies revealed that (1) some local cultures used to produce the reading material, and (2) the development of reading material had high validity, practicality, and effectivity.…”

“…It is a type of recount text that serves as a vehicle for presenting an imaginative story (Mediska & Adnan, 2019). Most reading genres taught to learners, particularly in vocational high schools, are descriptive texts (Azizah et al, 2021). The recount text is rarely used as essential reading material by teachers.…”

“…Therefore, to face globalization and compete in getting a good career in the future, students, especially vocational students, must be able to improve their English language abilities. Azizah et al (2021) describe the importance of English in vocational high schools as overstated. It could necessarily be set up to compete for vocational high school jobs in Indonesia and worldwide following graduation.…”

“…The quality of books on the market does not fully meet students' needs, stressing the task of supplying knowledge or facts alone (Wena, 2014). Many researchers are interested in developing reading materials (Azizah et al, 2021;Elviana et al, 2020;Inderawati et al, 2018;Mahardika, 2018;Nafiah, 2020;Sopian et al, 2019). Previous studies aimed at developing EFL teaching materials, particularly reading resources.…”

South Sumatra Local Culture-Based Teaching Materials Training for Vocational School Language Teachers

“…In language learning, local culture is important to raise awareness of the students' community and socialize with global citizens has been investigated by some previous researchers (Azizah, et al, 2021;Kumbara, et al, 2021;Inderawati, et al, 2021;Inderawati, et al, 2018). In other Rita Inderawati, et.…”