DEVELOPING INQUIRY LEARNING MODEL-BASED ENGLISH INSTRUCTIONAL MATERIALS FOR THE SEVENTH GRADE OF JUNIOR HIGH SCHOOL

This research aimed at developing instructional English materials for the students of the seventh grade especially in basic competencies 3.4 and 4.4 at MTs Madani Pao-pao based on 2013 curriculum supported by using inquiry learning model and using the concept of HOTS. The research design is Research and Development (R&D )with the combination of ADDIE model. The procedures included analyzing materials needed by spreading questionnaire to the students and analyzing the basic competencies, designing a blueprint of materials and the instructional materials, and validating the material by the expert. There were 146 students as the respondents, teachers, and experts. The instruments used in this research were the documents, questionnaires, and validation checklist. There were three systematic aspects : materials Systematic Organization, Systematic English Teaching and Systematic Content of English. Therefore, the result indicated that based on experts judgment, the developed basic competency 3.4 and 4.4 were applicable to be taught at the seventh grade students of Junior High School.


INTRODUCTION
The product of the 2013 curriculum is a book which is compiled by the government that contains the material which taught to the students by the teachers, then disseminated throughout Indonesia so that the quality distribution of education can be the same in all regions of Indonesia. Material is an important part of the teaching and learning process. Many researches offer instructional materials developed for teaching. Therefore, the researchers want to produce a work in the form of a book in order to facilitate the transfer of knowledge from teacher to student. Garinger (2002) points out, as the main English instructional material, English textbook in English as foreign language (EFL) are very important roles to facilitate language acquisition in the classroom. An English textbook entitled "Bahasa Inggris: When English Rings the Bell" is a new English textbook prepared by the Ministry of Education and Culture of Indonesia (MECI) in line with the implementation of new designed curriculum, 2013 curriculum. This book is distributed for free to all schools in Indonesia that have already applied 2013 curriculum and also available in the website of Ministry of Education and Culture for free download. Additionally, all schools in Indonesia are starting to implement the 2013 curriculum in the new academic year (2014/2015) so this book will be used by all junior high school in Indonesia. Because of these facts, the use of this English textbook is automatically widespread, so that the English teachers need to see inside the materials on textbook in order to take more control over its use.
Based on the explanation above, the book that already exist is currently used by some schools that implement K-13 which is compiled based on the scientific approach without any learning model that follows it. As for the scientific approach that underlies this book, it has been well developed and has been implemented in Indonesia, but it would be better if there is learning model that followed this book so that teachers will be easier to deliver the materials. This is accordance to Suprijono (2011: 46) textbook that is equipped with a learning model through teacher learning strategies can help students get information, ideas, skills, ways of thinking and expressing ideas.
The learning model functions as a guide for learning designers and teachers in planning teaching and learning activities. Based on the state, the researchers will develop the textbook which has not only an approach but also a learning model.
The curriculum is an educational instrument to be able to bring Indonesian students to have competencies in attitudes, knowledge and skills so that they can be productive, creative, innovative and affective individuals and citizens. If it is associated with the concept of education, then the objectives of the curriculum for students themselves can be represented through HOTS (Higher Order Thinking Skill) concept. According to Lorin Anderson and David Krathwohl (2001), the level of thinking ability starts from (1) remembering; (2) understanding; (3) applying; (4) analyzing; (5) evaluating up to (6) creating. Levels of thinking ability (1), (2), and (3) are categorized as Lower Order Thinking Skills (LOTS) or low-level thinking abilities. While the level of thinking ability (4), (5), and (6) are categorized as HOTS or high-level thinking skills. The explanation above is a consideration for researchers to apply the concept of HOTS to the 2013 curriculum through an inquiry learning model.
Based on the condition and explanation above, the researchers expected that this research can solve the problems stated previously by developing instructional materials, especially in English for the seventh grade of junior high school based on the inquiry learning model.

RESEARCH METHOD
The research design used by researchers was Research and Development (R&D). Borg and Gall in their material Educational research an introduction stated that educational research and development (R&D) is a process used to develop and validate educational products. R&D is a research method which emphasized to developing, produce a certain product and get then the product examined with an expert to know the effectiveness of product before the product used.
The researchers adopt ADDIE Model.
ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate was designed to ensure that the learners achieved the goals and objectives of the learning purposes. It also provided simple procedure to design and develop materials. In addition, it was an iterative evaluation of each phase might lead the instructional designer back to any previous phase. The scheme of the steps of the ADDIE design model in this study is shown in figure 1 below: Model (McGriff, 2000)

Analysis Phase
In analysis phase, identifying and developing clear understanding of students' needs by questionnaire and analyzing each basic competency to get the indicators on the existing syllabus of 2013 curriculum used at the school. Then, considering timeline and budget needed in this research. Actually, this phase was similar to need analysis where need analysis is a set of procedures used to collect information about learners' needs (Richards, 2003:51 as cited in Sukirman 2012).

Design Phase
In this phase, designing the material for the seventh grade considering the students' need and indicators, then designing blue print supported by the instructional model used as the structure of arranging the material.

Development phase
This phase depends on the first two phases, which are the analysis and the design phase. In this third phase, the instructional designer develops the materials of the course.

Implementation
This phase is about transforming the plan into action. In order to go through this phase, the researchers consider three major steps, which are training the instructors, preparing the learners, and organizing the learning environment. With these three steps, the researchers display our course in very active and authentic ways to achieve the implementation phase.

Evaluation
The final process in ADDIE model is Evaluation phase. The researchers evaluate each step in order to make sure that achieve the goals using the instructional design and materials to meet the learner needs. Additionally, there are two types of evaluation, which are formative evaluation and summative evaluation. First, formative evaluation is a continuing process that the researchers will do as we are working on our instructional materials in each phase on ADDIE model. There are three basic processes of formative evaluation, which are one to one, small evaluation group, and trial in the field.

Types of Data
The types of data in this research were qualitative and quantitative data. The qualitative data were gathered from the analyzing basic competence of 3.4 and 4.4 of the Permendikbud Number 24 year 2016 in appendix 37. The quantitative data were obtained from the result of questionnaire and the validation of the expert in evaluating product that has been made by researchers, whether they were feasible or not feasible to be used as references by students, teachers and the government to be used in the learning process.

Research Instrument
In this research, the researchers used three instruments. The first is documents containing the syllabus of 2013 curriculum revised edition which was published in 2017 by the government, basic competence analysis, and the blueprint of materials. The second is questionnaire adapted by Andi Kaharuddin (2015: p.75-78) for the students. The third is the validation checklist adapted from Ghobrani (2011: p.517-520) and Widyatmoko (2011) cited by Sukirman (2013) and filled out by the experts.

Data Analyzing Technique
The technique followed several steps by Miles and Huberman. They suggest that in analyzing the data qualitatively consists of three procedures. First was data reduction. Second was data display. Third was conclusion draw. In gathering information from students and experts the researchers used the need analysis questionnaires and validation checklist. Types of questions are linguistic needs and learning needs used for assessing whole needs of the target. Because of the subject of this research was the first grade of junior high school, so the researchers used yes/no question in getting students' needs.

School Based on Inquiry Learning Model by Using ADDIE Model
After analyzing the questionnaire, the researchers informed the result at the tables below: Based on the results of the need inventory, many students like English lessons, such as reading, writing, listening, and speaking. However, some of them have not been able to understand the material properly due to several factors, both internal and external factors. In the learning abilities, students have been able to introduce themselves by using English, but not all of the students can be able introduce themselves using English. Therefore, the researchers presented the material about introducing. So that in the future, all students are hoped to be able to introduce themselves.
Besides introducing themselves in English, the researchers also want to improve students' abilities in writing and reading because some of students do not yet have these abilities. Therefore, the researchers have presented many writing and reading activities related to daily life that are designed to be interesting so that students do not feel bored. In addition, the researchers also presented a lot of assignments for students, both individually, pairs, and in groups so that students' abilities can be further improved.
Detailed information on the students' learning needs can be seen in the following table:  can be seen in each part of the material which displayed with full colorful picture and audio-visual media that can be seen in each material example which displayed other students doing a role play as the speakers in each dialog.
In learning process, the students got problem in understanding the material. To cover the problem, students did three things; asking to the teacher, asking to friends, and reading material repeatedly. The appropriate of three things above can be seen in the material which displayed in each step of inquiry, where the material guides the students to do individual activities, work in pairs, and make a group discussion to do the activities. In individual activities, students can learn independently, whereas in work in pairs and group discussion, the three things of the way students covered their problems were used. They are are students can ask their teacher, their friends or reading the material repeatedly.
In After designing the blueprint, the materials' structure was developed by using inquiry learning model. The explanation of material representations on each step of the inquiry model which was a learning model used in arranging the materials' structure.

The Result of Expert's Validation Towards the Materials' Contents
Before implementing the developed English instructional materials in the classroom, it is essential that the English instructional materials be reviewed by the experts. The review was carried out to make sure that the English instructional materials have been well developed and ready to use according to the experts' statement.
The results of the evaluation were quoted from the review checklist that have been given to the experts. The review checklist consisted of several items such as cover, layout, instructional objective, organization of materials, the systematic content of the materials, and activities/tasks/exercise are already checked with a good mark. After all the items marked and resulted good, the learning materials then claimed valid as reflected to the experts' suggestions.
The English instructional materials have been very well designed due to the followed reasons: (the first expert) The objectives and goals were stated, it has development framework, and it systematically present the idea of based on inquiry learning model supported with the HOTS indicators. (The second expert) overall the material and the content are appropriate with the blueprint. In conclusion, the validity level of the material development is very appropriate to the blueprint due to the validation checklist.
Even the result of review checklist shows that the product has been well designed and developed, but it needs to be try out in small group and in bid group.

CONCLUSION
Based on the discussion, it is inferred that the English instructional materials development for the seventh grade of MTs Madani Pao-pao based on the Blueprint consist of 144 indicators which displayed in 42 phases in the material includes conceptual map, goals, materials sequence, and product overview. The expert validation for the development of product such as English instructional materials and worksheets has been very well designed. But because it has not been tried out in small group and large group, so it recommended to do the next steps to make the instructional material can be used publicly.