Developing Teaching Materials of Listening Test Book based on

Palembang Local Cultures

Armilia Sari

Bahasa Indonesia and Literature Education Study Program, Sriwijaya University, Jalan Raya Palembang-Prabumulih,

Inderalaya, Indonesia

Keywords: Research and Development, ADDIE model, listening test book, compact disc, Palembang local cultures

Abstract: Lecturers and students of Bahasa Indonesia and Literature Education Study Program in Sriwijaya University

needed new teaching materials to support listening test activities, because they often used the old and

ineffective materials so that the learning process was boring. This study aimed to develop teaching materials

of listening test book and audio visual (Compact Disc) based on Palembang local cultures. The method used

in this study was Research and Development (R&D). The researcher used ADDIE model, where in this

model the researcher conducted 5 stages, Analyzing, Designing, Developing, Implementing, and Evaluating

listening test book. Results of need analysis with closed questionnaire showed that 100% students need an

innovative listening test book. This book contained 9 chapters; Palembang literature, culinary, traditional

clothes, traditional dances, regional songs, folklores, traditional wedding, traditional weapons, and

traditional house. In each chapter, there were three types of questions, multiple choices, short answer, and

filling in the blanks. After book draft had been developed, validated by three experts, and revised, the

researcher used formative evaluation by conducting one to one test, small group test, and also field test.

Listening test book was revised again based on students’ suggestions. Lastly, the researcher registered

listening test book entitled ‘Exploring Palembang: A Fun Way to Learn Listening through Cultures’ to be

published by Sriwijaya University Press. This research was useful for students, lecturers, and the other

researchers.

1 INTRODUCTION

Listening Subjects is one of the required subjects in

Bahasa Indonesia and Literature Education Study

Program, FKIP Unsri. The instructional goals of this

3 credits subject is to improve students’ critical

listening skills. In the learning process, the lecturer

uses some media to test students’ listening ability

after they are given learning material. The media

used include power point slide and old sound

recording from Radio Republik Indonesia (RRI).

As the time goes by, lecturers and students

needed new teaching materials to support listening

test activities. It was because the media that

mentioned before had been often used so that it

caused boredom in the learning process. Therefore,

researcher tried to develop the latest teaching

materials for test activities listening to students in

the class. The developed teaching material was

Compact Disc (CD) contained videos about cultures

of Palembang and questions book. The content about

local cultures of Palembang were chosen with a

consideration that the material was quite familiar

with Sriwijaya University students who live in

Palembang and Inderalaya, South Sumatra.

Based on the background mentioned above,

researcher formulated the research question as

following: "How are the results of need assessment

analyze, design, validity, and evaluation of

developed listening test book based on Palembang

local cultures?" The objectives of this research were

to develop listening test book based on Palembang

local culture and to find out the results of its need

assessment analyze, its design, its validity, and its

evaluation.

This paper described research result about how

to develop listening test book based on Palembang

local cultures. It was very important for lecturers,

students, and other researchers. By reading this

research result, the readers will have more

knowledges about step by step in developing a

Sari, A.

Developing Teaching Materials of Listening Test Book based on Palembang Local Cultures.

DOI: 10.5220/0008993700480054

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 48-54

ISBN: 978-989-758-405-3

listening test book. The reader will also know more

about Palembang local cultures.

2 LITERATURE REVIEW

Amri and Iif (2010, p.159) stated that teaching

materials were all forms of materials that were used

to help teachers or lecturers in conducting teaching

and learning. The materials in question could be

either written material or unwritten material.

Teaching material must be developed according to

the needs of students to achieve the set learning

goals. To develop a teaching material, a designer or

developer needs to identify or analyze learning

needs. Yaumi (2013, p.57) stated that the need was a

gap between the conditions currently observed and

the desired conditions.

Djiwandono (1996, p.56) stated that listening test

could be held by playing oral discourse as a test

material. The discourse could be heard directly by a

speaker or through recordings and videos. The

discourse that had been played was accompanied by

tasks or questions for students.

In this study, the type of developed listening test

was an appreciative listening. Ngulube (2015, p.79)

stated that appreciative listening was pertinent when

listening to songs, poetry, stories, arguments,

statements, and cultures.

In this research students of Bahasa Indonesia and

Literature Education Study Program FKIP Unsri

were expected to be able to capture and understand

the ingredients of the local culture of Palembang.

Palembang as the capital of South Sumatra is rich in

diverse cultures. There were some cultures used as

teaching material for listening tests in this study,

1. Palembang literature,

2. Palembang culinary,

3. Traditional clothes,

4. Traditional dances,

5. Palembang regional songs,

6. Folklore,

7. Traditional wedding,

8. Traditional weapons,

9. Palembang traditional house.

3 RESEARCH METHOD

The research method used by researcher was

research and development. The products developed

in this study were listening test questions aimed at

Bahasa Indonesia and Literature Education Study

Program students. This study used ADDIE model

(Branch, 2009) that was modified in such way so

that it fitted students’ needs. The ADDIE model

consisted of 5 stages of development, Analyzing,

Designing, Developing, Implementing, and

Evaluating. Students who became subject in

identifying the needs assessment and developing

listening test book were first semester students of

Bahasa Indonesia and Literature Education Study

Program, Sriwijaya University. The research

subjects were 40 students as needed.

Data collection techniques used in this study

were closed questionnaires, interviews, and

validation assessments. The validation assessment

instrument was aimed at experts to find out the

quality of the developed listening test book.

Questionnaires were given based on the aspects that

became the criteria for the assessment component of

teaching materials developed by the Ministry of

National Education (2008, p.28-29) and Lestari

(2013, p.105). The expert assessment includes three

aspects, eligibility of content, eligibility of language

structure, and eligibility of presentation.

The data analysis technique used in this study

was a description technique. Data obtained from

student questionnaires were percentage and

described. Data obtained from interviews with

students were transcribed. Data obtained from

validation assessments by experts were described.

Lastly, data obtained from tests were analyzed and

described.

4 RESULTS AND DISCUSSION

The researcher conducted an analysis of learning

needs by giving students a-five closed questionnaire.

This stage aimed to determine the level of student

needs for teaching materials. Researchers chose

topics about local culture because they could be

integrated in teaching materials. Cortes (2007,

p.231) stated that language could not be learnt

without culture. The researcher chose material

about Palembang culture because it was closer to the

life of students. The researcher gave a closed

questionnaire to 45 students of Bahasa Indonesia and

Literature Education Study Program on Friday,

August 10, 2018 at FKIP Unsri Inderalaya.

4.1 Analyzing Result of Listening Test

Book

The questions in the closed questionnaire that were

given to students can be described as follows. In the

Developing Teaching Materials of Listening Test Book based on Palembang Local Cultures

first question, what kind of teaching materials that

were used by your lecturer when he/she was

teaching Listening subject? 1 student (2%) chose a.

(materials of power pint slides), 1 student (2%)

chose b. (test with an audio), 1 student (2%) chose c.

(test with a visual media), and 42 students (94%)

chose d. (all of them). From the result, the researcher

concluded that most students chose teaching

materials used by their lecturer were power point,

audio, and visual media.

For second question, in your opinion, do

students need a more creative and more innovative

teaching material of listening test in Listening

Subject? Nobody (0%) chose a. (no need it at all), b.

(no need it), nor c. (need it enough), meanwhile 45

students (100%) chose d. (really need it). From the

result, researchers concluded that all students of

Bahasa Indonesia and Literature Education Study

Program FKIP Sriwijaya University desperately

needed listening test teaching materials.

In the third question, 3, what kind of listening

test do you think need to develop? 2 students (4%)

chose a. (a book test only), 3 students (7%) chose b.

(only an audio), 2 students (4%) chose c. (only a

visual), and 38 students (85%) chose d (a listening

test book with audio-visual compact disc). From the

result, the researchers concluded that most students

chose listening test book with an audio-visual

compact disc (CD).

For fourth question, what materials based on

Palembang culture do you think should be included

in teaching materials of listening test? 5 students

(11%) chose a. (culinary, traditional clothes, and

traditional dance), 3 students (7%) chose b.

(traditional house, traditional weapons, and

traditional wedding), 4 students (9%) chose c.

(folklore, poetry, and Palembang regional songs),

and 33 students (73%) chose d. (all of them). From

the result, the researchers concluded that most

students needed teaching materials based on

Palembang culture such as culinary, traditional

clothing, traditional dance, traditional houses,

traditional weapons, traditional marriages, folklore,

poetry, and Palembang regional songs.

In the last question, what kind of test do you

think should be included in teaching materials of

listening test? 6 students (14%) chose a. (multiple

choice test), 2 students (4%) chose b. (filling blank

texts), 5 students (11%) chose c. (short essay test),

and 32 students (71%) chose d. (all of them). From

the result, the researchers concluded that most

students needed multiple choice questions, filling

text questions, and short essay questions in the

listening test teaching materials.

4.2 Design Result of Developed

Listening Test Book

In general, developed listening test book consisted

of three parts, beginning, the content section, and the

final part. The initial part consists of (1) cover

containing the title and name of the author, (2)

introduction, and (3) table of contents. The content

section consisted of (1) material titles of each

chapter, (2) learning objectives and indicators, (3)

learning instructions, (4) material description, (5)

formative tests, (6) learning completeness criteria,

(7) bibliography, and (8) glossary. The final section

contained an author’s short biography.

4.3 Development Result of Developed

Listening Test Book

The researcher divided students into 9 groups. Each

group was given cultural material to make videos.

Group 1 recited a poem entitled Rindu Tanah Kito, a

poem by Annisa Latifa. Videos were taken on

Sunday, August 12

, 2018 at Ampera Bridge,

Benteng Kuto Besak, and Pasar 16 Palembang.

Group 2 made a video about traditional clothes.

This group made a video report about the process of

making Songket. The video was taken on Sunday,

August 19

, 2018 at the Kampoeng Tenun South

Sumatera Gallery that was located in Inderalaya,

Ogan Ilir.

Group 3 created a video about Palembang

culinary. This group conducted an interview with the

Pempek trader in Palembang. In addition, group 3

also made a video tutorial in the form of a recipe

video about how to make egg pempek. The video

was made on Sunday, August 26

, 2018 in one

group members’ house.

Group 4 performed Tanggai dance and described

all the philosophical meaning of each movement in

the traditional dance. The video was taken on

Sunday, September 2

, at D Campus Building,

FKIP Unsri Inderalaya.

Group 5 did a video shooting about Palembang

regional songs. This group sang the Palembang

regional song entitled Cuk Mak Ilang. The video

was taken on Sunday, September 9

, at D Campus

Building, FKIP Unsri Inderalaya.

Group 6 concocted a video about traditional

weapons. This group conducted interviews with a

museum guardsman where traditional weapons were

stored. The video was taken on Sunday, September

, at Sultan Mahmud Badaruddin II Museum,

Jalan Sultan Mahmud Badaruddin. 19 Ilir, Bukit

Kecil, Palembang.

ICELS 2019 - International Conference on Education, Language, and Society

Group 7 made a video about Palembang

folklores. This group made an explanation video

about Palembang folklore entitled The Legend of the

Kemaro Island. In addition to conducting interviews

with the Kemaro Island guardsman on Sunday,

September 23rd, they also made an animated video

about the Legend of the Kemaro Island which was

complemented by its narrative.

Group 8 edited a video about traditional

wedding. This group made an explanation video

about the traditional wedding process of Palembang

from ‘Berasan’ to ‘Ngunduh Mantu’. The video was

created and edited on Sunday, September 30

, in

one of the group members' houses.

Group 9 created a video about the Palembang

traditional house. This group conducted an interview

with the management of the Palembang Limas

House. Interview was conducted on Sunday,

September 30

, 2018.

The student group assignments can be seen in the

table below.

Table 1 : Group assignment

Group Names

Palembang Culture

Group 1

Literature

Group 2

Traditional clothes

Group 3

Culinary

Group 4

Traditional dance

Group 5

Regional song

Group 6

Weapons

Group 7

Folklore

Group 8

Traditional wedding

Group 9

Traditional house

The researcher edited the display in each video

according to the research needs. Then, the

researchers united the 9 videos into the Compact

Disc. The researcher also added the image design on

the Compact Disc cover to make it look more

attractive to the reader. Next, the researcher made a

draft book about listening tests related to the nine

videos. The types of questions made in the draft

book consist of multiple choice questions, essay

questions, and questions complete the overlapping

text.

The developed listening test book entitled

Exploring Palembang: A Fun Way to Learn

Listening through Culture. Chapter 1 entitled

Palembang Literature. The material given in this

chapter were Palembang short story and video about

poetry entitled Rindu Tanah Kito. The exercises

were in the form of completing text and answering

essay questions.

Chapter 2 entitled Palembang Songket. The

material given in chapter I were the kinds of

Palembang Songket, its philosophical meanings, and

video about Palembang Songket. The exercise in the

form of multiple choice was given after listening to

the video. This exercises were given to measure the

level of students' ability to listen to videos.

Chapter 3 entitled Palembang Culinary. The

material in this chapter includes the Legend of Bolu

Delapan Jam (Eight Hours Cake) and video about

how to make small eggs Pempek. The exercises in

chapter III were essay and multiple choice questions.

Chapter 4 entitled Palembang Traditional

Dance. The material given in this chapter were the

history of Pagar Pengantin dance, the meaning

contained in each of the movements, and video

about Tanggai dance. The exercises were in the form

of multiple choice questions and essay questions.

Chapter 5 entitled Palembang Regional Songs.

The material given in this chapter were explanation

text about Palembang regional songs and video of

Cuk Mailang's song. The exercises were in the form

of multiple choice questions and essay questions.

Chapter 6 entitled Palembang Traditional

Weapons. The material provided in this chapter was

the types of traditional Palembang weapons, and a

video of Palembang weapons. The exercises were in

the form of essay and multiple choice exercises.

Chapter 7 entitled Palembang Folklore. The

material provided in this chapter were folklore

entitled The Legend of Bidar Boats Competition and

video about the Legend of Kemaro Island. The

exercises were in the form of multiple choice

questions and essay questions.

Chapter 8 entitled Palembang Traditional

Wedding. The material in this chapter were

explanation text about the Palembang Wedding

Process and video of Palembang wedding process.

The exercises were in the form of multiple choice

questions and essay questions.

Chapter 9 entitled Palembang Traditional House.

The material in this chapter were the history of

Limas Palembang traditional house, and video about

Limas Palembang traditional house. The exercises in

Chapter 9 were essay and multiple choice questions.

Overall, the material design for each chapter in

teaching materials entitled ‘Exploring Palembang: A

Fun Way to Learn to Listening’ through Cultures

can be seen in the following chart. Before the draft

of the listening test book was tested, the researcher

conducted a summative evaluation adapted from

Tessmer's developing model (2013). This summative

evaluation was carried out by asking 3 experts to

validate the draft book on the listening test. The

Developing Teaching Materials of Listening Test Book based on Palembang Local Cultures

three experts consist of 1 language validator, 1

content / content validator, and 1 graphic validator.

Figure 1 : Exploring Palembang: A Fun Way to Learn to

Listening

Eligibility of language structure was validated on

November 1st, 2018 by Mr. Akhmad Rizqi Turama,

S.Pd., MA, lecturer of Bahasa Indonesia and

Literature Education Study Program, FKIP Unsri. In

aspect of the eligibility of language structure, the

assessment was given with a minimum score of 1

and a maximum score of 4. The accuracy of

sentence structure got score of 3, sentence

effectiveness got score of 3, standard of term got

score of 4, the understanding about information got

score of 3, the ability to motivate learners got score

3, the suitability with learners’ growth level got

score of 3, grammar got score of 4, and spelling got

score of 4. The validator of language structure stated

that this teaching material was worthy to use with

minor revisions first.

Eligibility of language structure can be seen as

follow.

Table 2: Eligibility of language structure

Language Structure

Score

The accuracy of sentence

Sentence effectiveness

Standard of term

Understanding about information

The ability to motivate learners

The suitability with learners’ growth level

Grammar

Spelling

Eligibility of content or material was validated

on November 2nd, 2018 by Dr. Agus Saripudin,

M.Ed., lecturer of Bahasa Indonesia and Literature

Education Study Program, FKIP Unsri. In aspect of

content or material eligibility, the assessment was

given with a minimum score of 1, and maximum

score of 4. Completeness of the material got score of

4, the breadth of material got score of 4, the depth of

material got score of 4, the accuracy of concept and

definition got score of 3, the accuracy of data and

fact got score of 3, the accuracy of example got

score of 3, the accuracy of the images, diagrams, and

illustrations got score of 4, the ability to encourages

learners' curiosity got score of 4, and ability to make

learners active in asking got score of 4. The

validator of content decided that the listening test

book was worthy to use with minor revisions first.

Eligibility of content or material can be seen in

the table below.

Table 3: Eligibility of content or material

Material

Score

The Completeness of material

The breadth of material

The depth of material

The accuracy of concept and

definition

The accuracy of data and fact

The accuracy of example

The accuracy of images, diagrams,

and illustrations

The ability to make learners active

in asking

The eligibility of presentation was validated on

November 5th, 2018 by Dr. Sri Sumarni, M.Pd.,

Chair of Education Department. In the aspect of

presentation eligibility, the assessment was given

with a minimum score of 1 and a maximum score of

4. The coherence of concept got 4, the clarity of

learning objectives got 4, the learning indicators got

4, the learning instructions got 4, glossary got 4,

bibliography got 4. Just like the two previous

validators, the validator of presentation concluded

that the listening test book entitled ‘Exploring

Palembang: A Fun Way to Learn Listening through

Culture’ was worthy to use with minor revisions

first. After being validated,

The eligibility of presentation can be seen as

follow.

Table 4: Eligibility of presentation

Presentation

Score

The coherence of concept

The clarity of learning objectives

The learning indicators

The learning instructions

Glossary

Bibliography

ICELS 2019 - International Conference on Education, Language, and Society

The researcher revised listening test book based

on the comments and suggestions that were given by

the three validators.

4.4 Implementation Result of

Developed Listening Test Book

After the listening test book draft had been

developed, validated and revised, the next stage of

the ADDIE model is implementation. In this step the

researcher used formative evaluation by conducting

one to one, small group, and field test. Tessmer

(2013, p.11) stated that formative evaluation was a

judgement of the weaknesses and strengths of

teaching in its developing steps, for purposes of

revising teaching to look up its attraction and

efficacy.

One to one test was conducted on November 9th,

2018 towards 3 students in the FKIP Unsri Ogan

Campus. In this stage, the researcher asked 3

students consisting of students with low, moderate,

and high ability to read and listen to the video from

the draft listening test materials. The three students

gave several suggestions for improvement on several

pages of the book where there were some typos.

Small group test was conducted on November

10th, 2018 towards 20 students in the FKIP Unsri

Ogan campus. In this small group test, students

suggested giving the color of the book cover in the

form of a mix of red heart and golden yellow which

became the characteristic of the color of

Palembang's traditional bridal clothes.

Lastly, the field test was conducted on November

12th, 2018 towards 43 students in FKIP Unsri

Inderalaya campus. The results showed that there

were still some parts needed to be revised, including

the use of images that were considered by students

to be less relevant to listening learning material,

adding a few words to the glossary section, and

replacing selfie picture on the back cover.

4.5 Evaluation Result of Developed

Listening Test Book

The listening test book was revised based on

students’ suggestions in the one to one test, small

group test, and also field test. As student's advice,

there should be a picture of the Ampera Bridge as

the most famous Palembang icon in the book cover.

Students also suggested the use of maroon and

golden which were characteristic of the Sriwijaya

Kingdom in Palembang as color of book cover.

The researcher revised the use of several images

that were considered less relevant to listening

learning. In addition, researchers also added a few

words in the glossary section based on students’

suggestion. Finally, the researchers replaced the

selfie picture with a plain background contained in

the author's biodata section to become a photo with

the background of Ampera Bridge as it was

recommended by students.

On December 21

, 2018 the researcher registered

listening test book with compact disc entitled

‘Jelajah Palembang: Cara Asyik Belajar Menyimak

melalui Budaya’ (Exploring Palembang: A Fun Way

to Learn Listening through Cultures) to be published

by Sriwijaya University Press.

5 CONCLUSIONS

The developed listening test book was different from

the results of two similar researches, where

Nawangsasih (2015) conducted a research entitled

Developing Listening Materials for the Eighth-

Grade Students of SMPN 14 Yogyakarta Based on

2013 Curriculum, and Syafi’i (2016) conducted a

research entitled Developing Listening Materials for

the Tenth Graders.

Nawangsasih used Junior High School students

as the subject of her research. She used development

model proposed by Jolly and Bolitho. She developed

listening materials of English based on 2013

Curriculum. The teaching materials entitled Let’s

Listen. The materials were developed into three

parts; pre-, main-, and closing activities. The

materials were in the form of audios, videos,

explanations, vocabulary list, and pictures. The tasks

were made by observing, questioning, collecting,

associating, and communicating.

Syafi’i used Senior High School students as the

subject of his research. He used Borg and Gall

model. He developed listening materials of English

based on Standard of Content 2006. The teaching

materials were in the form of recorded materials on a

Compact Disc (CD), teachers’ guidebook, and

students’ workbook. Each unit on the teachers’

guide was completed with the suggested pre-,

whilst-, post-listening, and expansion activity,

meanwhile the students’ worksheet contained tasks

and instructions

This research used undergraduate students as the

object. The researcher used ADDIE model founded

by Branch. The researcher developed listening test

book and Compact Disc based on Palembang local

cultures. The listening test book entitled Exploring

Palembang: A Fun Way to Learn Listening through

Cultures. It contained 9 chapters; Palembang

Developing Teaching Materials of Listening Test Book based on Palembang Local Cultures

literature, culinary, traditional clothes, traditional

dances, regional songs, folklores, traditional

wedding, traditional weapons, and traditional house.

In each chapter, there were three types of questions,

multiple choices, short answer, and filling in the

blanks.

This research has implications for students,

lecturers, and the other researchers. The first

implication is the developed listening test book can

be used by lecturers as an effective and innovative

teaching material in the class. This research is

necessary since in the previous semester lecturers

only taught students Listening by using power point

slide and old sound recording from Radio Republik

Indonesia (RRI).

The second implication lies on the useful of

listening test book to increase students’ listening

skills. The developed book is similar to TOEFL

preparation book, but it is more interesting since it

was completed with not only audio but also visual.

Students can practice their listening skills not only

by hearing the sound, but also by watching the

videos.

The third implication derives from this research

article. It can be used by other researchers as one of

references or previous study in conducting next

Research and Development (R&D) in the future.

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ICELS 2019 - International Conference on Education, Language, and Society