DEVELOPING LOCAL CONTENT LISTENING MATERIAL FOR 7TH GRADE JUNIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.31851/1zhb3n77Keywords:
Local Content, Listening Materials, Material Development, Research and Development, Junior High School, English Language TeachingAbstract
This study aimed to develop local culture-based listening materials for seventh-grade junior high school students in Ambon to address the limited availability of culturally relevant resources and insufficient audio materials in existing English textbooks. The research employed a Research and Development (R&D) approach adapted from Borg and Gall’s model. Data were gathered through textbook analysis, teacher interviews, student questionnaires, expert validation, and field trials. The developed product was evaluated by material and media experts before being tested in small-group and operational field implementations to determine its validity, practicality, and effectiveness. The results demonstrated that the materials satisfied established standards for content, language, instructional design, and media quality. Students perceived the materials as engaging, culturally relevant, and easy to use, while also showing improved listening comprehension and greater learning motivation. Designed to support the implementation of the Merdeka Curriculum, the materials provide English teachers with supplementary listening resources that integrate local cultural values into language instruction. The study contributes to English language teaching by combining Ambonese cultural content with technology-supported learning through QR-code-based audio materials. Its novelty lies in the systematic R&D process, encompassing needs analysis, expert validation, and multiple field trials, resulting in culturally responsive materials that enhance both listening proficiency and classroom engagement.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Aini, I., Hutagalung, S. M., Huszka, B., & Stark, A. (2025). Narrating Indonesia to non-native speakers: Cultural representation and digital transformation in BIPA instruction. International Journal of Arts and Social Science, 8(6), 244–280. https://www.ijassjournal.com/2025/V8I6/41466640375.pdf
Ajani, Y. A., Oladokun, B. D., Olarongbe, S. A., Amaechi, M. N., Rabiu, N., & Bashorun, M. T. (2024). Revitalizing Indigenous Knowledge Systems via digital media technologies for sustainability of Indigenous languages. Preservation, Digital Technology & Culture, 53(1), 35–44. https://doi.org/10.1515/pdtc-2023-0051
Baser, D., Ozden, M. Y., & Karaarslan, H. (2017). Collaborative project-based learning: An integrative science and technological education project. Research in Science & Technological Education, 35(2), 131–148. https://doi.org/10.1080/02635143.2016.1274723
Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction (4th ed.). Longman.
Bravo, J. C., Intriago, E. A., Holguin, J. V., Garzon, G. M., & Arcia, L. O. (2017). Motivation and autonomy in learning English as a foreign language: A case study of Ecuadorian college students. English Language Teaching, 10(2), 100–112. https://doi.org/10.5539/elt.v10n2p100
Dash, B. B. (2022). Digital tools for teaching and learning English language in the 21st century. International Journal of English and Studies, 4(2), 8–13. http://dx.doi.org/10.47311/IJOES.2022.4202
Demir, Y., & Tavil, Z. M. (2021). The role of listening comprehension in English language learning: A review of current perspectives. Journal of Language and Linguistic Studies, 17(2), 1120–1134.
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure: Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171–185. https://doi.org/10.1017/S1366728918001062
Devi, P. C., Hadiyono, Y., & Mulawarman, W. G. (2018). Pengembangan bahan ajar menulis teks prosedur kompleks dengan model pembelajaran discovery learning menggunakan media audio visual (video) di kelas XI SMA Negeri 1 Samarinda. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 1(2), 101–114. https://doi.org/10.30872/diglosia.v1i2.13
Dewi, N. P. A., & Ashadi. (2018). Developing listening materials and multimedia for junior high school students. Journal of English Language Teaching and Linguistics, 3(2), 177–192.
Feng, X., & Guo, Y. (2024). Cultural responsiveness in English language teaching: Promoting learner engagement through contextualized instructional materials. Journal of Language Teaching and Research, 15(1), 58–69.
Fitri, N., Darmawan, S. L., & Siagiyanto, B. E. (2022). Developing animation videos as learning media for students’ speaking ability in description text at Junior High School 2 Metro. Journal of English Education and Entrepreneurship (JEEP), 2(1). https://doi.org/10.24127/jeep.v2i1.1743
Husna, M. I., Mansur, H., & Satrio, A. (2024). Pengembangan video pembelajaran bahasa Inggris materi comparison degree untuk meningkatkan hasil belajar siswa SMP. Journal of Instructional Technology, 5(1), 117–127. https://doi.org/10.20527/j-instech.v5i1.9786
Hylland, O. M., & Primorac, J. (2024). Digital transformation and cultural policies in Europe. Sustainability.
Indahsari, D. (2020). Using podcast for EFL students in language learning. JEES (Journal of English Educators Society), 5(2), 103–108. https://doi.org/10.21070/jees.v5i2.767
Kamarullah, K., Salam, U., & Arifin, Z. (2018). The effectiveness of audio-visual media in improving students’ listening achievement. Journal of English Education, 6(2), 95–104.
Kartika, S., Jaya, A., Hermansyah, Pratiwi, E., & Kartikasari, D. (2024). The use of mobile-assisted language learning (MALL) technology in English class. Esteem: Journal of English Education Study Programme, 7(1), 109–118.
Komalasari, K., & Saripudin, D. (2018). Value-based education in strengthening students’ character through contextual learning. Journal of Social Studies Education Research, 9(2), 112–129.
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of contextual learning materials to promote students’ higher-order thinking skills. Journal of Education and Learning, 10(4), 45–57.
Lo, Y. Y., Shah, S. S. A., Hasim, Z., Senom, F., Saad, M. R. M., & Thienpermpool, P. (2025). Thai EFL university students’ views on the effectiveness of Duolingo for enhancing listening and speaking skills. Studies in English Language and Education, 12(1), 154–171. https://doi.org/10.24815/siele.v12i1.40517
Lombardo, L., Saeli, M., & Campisi, T. (2023). Smart technological tools for rising damp on monumental buildings for cultural heritage conservation: A proposal for smart villages implementation in the Madonie Mountains (Sicily). Sustainable Futures, 6, 100116. https://doi.org/10.1016/j.sftr.2023.100116
Merta, L. W. S., Ratminingsih, N. M., & Budasi, I. G. (2023). The integration of technology in English language teaching to stimulate students’ critical thinking. Language Circle: Journal of Language and Literature, 17(2), 333–341. https://doi.org/10.15294/lc.v17i2.39097
Miftahul Jannah, Nuraisyah, D., Sumarni, Liswati, H. R., & Qamariah, Z. (2025). Innovative teaching with TELL: Enhancing speaking skills through digital applications. Journal Innovation in Education, 3(1), 138–146. https://doi.org/10.59841/inoved.v3i1.2143
Normawati, A., Nugrahaeni, D. A., Kusuma Hadi Manggolo, N. S., & Susanto, A. I. F. (2023). EFL learners’ difficulties in speaking English. English Language and Education Spectrum, 1(1), 1–9. https://doi.org/10.53416/electrum.v1i1.116
Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools. Rowman & Littlefield.
Pelangi, Y. A., Fatkurochman, H., & Nuraini, K. (2025). Game-based learning using Wordwall to improve students’ vocabulary in the EFL classroom. English Franca: Academic Journal of English Language and Education, 9(2), 359–372. https://doi.org/10.29240/ef.v9i2.14849
Rokhayati, T., & Widiyanti, A. (2022). Using technology-based media for teaching speaking in intercultural education. Lingua Cultura, 16(1), 9–15. https://doi.org/10.21512/lc.v16i1.7752
Shalawati, S., Rahmawati, D., & Pratama, A. (2022). Developing audio-visual instructional media for English language teaching using the ADDIE model. International Journal of Educational Research Review, 7(3), 214–226.
Sugiyono. (2020). Metodologi penelitian kuantitatif, kualitatif dan R&D. Alfabeta.
Suryawati, E., Osman, K., & Meerah, T. S. M. (2020). Contextual learning and local wisdom integration in education: A systematic review. Universal Journal of Educational Research, 8(11), 5625–5634.
Syakur, A. (2020). Listening comprehension strategies in English language learning: A review. Journal of English Teaching, Literature, and Applied Linguistics, 4(1), 1–10.
Tamaela, H. (2016). Developing environmental song-based English instructional materials through a scientific approach [Master’s thesis, Pattimura University].
Tomlinson, B. (2023). Developing materials for language teaching (3rd ed.). Bloomsbury Academic.
Wallace, J., Scanlon, D., & Calderón, A. (2023). Digital technology and teacher digital competency in physical education: A holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, 14(3), 271–287. https://doi.org/10.1080/25742981.2022.2106881
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53, 5–23. https://doi.org/10.1007/BF02504682
Yacoob, A., Abdullah, N., & Ismail, N. (2021). Challenges in listening comprehension among English as a foreign language learners. International Journal of Academic Research in Business and Social Sciences, 11(6), 1246–1258.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Hanayanti Hanayanti, Sophia Binenndyk, Rosina F J Lekawael
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
