Developing Supplementary Materials for Reading Skill by Using Local Wisdom

The purposes of this study are to describe the students’ needs and to design supplementary materials for reading skill by using local wisdom for second-grade students of MTs Al Khairaat Gorontalo. By using Research and Development Method, the results of this study show that 1) students need materials which were related to the description of tourism objects, warning about cleanliness and the local story. 2) Students prefer to read text which consisted of 200-300 words. 3) Students want to answer 5 W + 1 H questions and True False questions in reading activities. 4) Students want to match the vocabularies with the pictures in vocabulary building activity. 5) Students want to fill in blank sentences in grsmmar activity. 6) Students want to work in group and the teacher should help them when they had a problem in the classroom. The content of the materials should be developed in an interesting and easy way, language used must be appropriate to the students’ language level, build cultural awareness and motivated students to read. Therefore, by integrating local wisdom into supplementary reading materials, the students and the teacher feel easy and motivated in the teaching and learning process.

The purposes of this study are to describe the students' needs and to design supplementary materials for reading skill by using local wisdom for second-grade students of MTs Al Khairaat Gorontalo. By using Research and Development Method, the results of this study show that 1) students need materials which were related to the description of tourism objects, warning about cleanliness and the local story. 2) Students prefer to read text which consisted of 200-300 words. 3) Students want to answer 5 W + 1 H questions and True False questions in reading activities. 4) Students want to match the vocabularies with the pictures in vocabulary building activity. 5) Students want to fill in blank sentences in grsmmar activity. 6) Students want to work in group and the teacher should help them when they had a problem in the classroom. The content of the materials should be developed in an interesting and easy way, language used must be appropriate to the students' language level, build cultural awareness and motivated students to read. Therefore, by integrating local wisdom into supplementary reading materials, the students and the teacher feel easy and motivated in the teaching and learning process.

INTRODUCTION
Developing supplementary materials is very important to enhance students' knowledge, needs, and abilities in Reading. In addition, it is very useful to help teachers to motivate the students to get information from the text. McDonough, Shaw, and Masuhara (2013, p.p. 121-122) explain that teachers should provide students with a purpose for reading by supplying materials that stimulate the students' interest. Thus, by developing supplementary reading materials, the teacher can make the classroom setting or situation will more effective and interactive so that the students are easier to fulfill their needs.
Currently, most of the schools apply curriculum 2013 and use printed books as the sources of teaching and learning English in the classroom. The textbooks provided many materials which is allowed the students to read, to think, to get information and to develop their reading skill scientifically. As stated by Kucer (2005, p.p. 122-128) that reading is an act of meaning making, a goal directed, purposeful, selective and contrastive process through print. When the students read, they will use their background knowledge and purpose in reading the text. Moreover, Williams (1984) classifies reading skills into (1) getting general information from a text, (2) getting specific information from a text, and (3) for pleasure or for interest (in McDonough, Shaw and Masuhara, 2013, p. 111). Additionally, Tomlinson and Masuhara (2004) explain that the materials should focus to the students' needs.
Thus, it is important for the teacher to develop reading material which are fulfil the students' needs in learning English.
In addition, Mts Al Khairaat Gorontalo is one of the schools which applied curriculum 2013 and use English textbook which published by the government in teaching and learning English. Additionally, the teacher uses the textbook When English Rings A Bell as a core material for teaching English subject at second grade students. Additionally, the contents of the materials are generally arranged by the culture of the society. However, based on the data which obtained from the observation showed that learning and the teaching English particularly reading in MTs Al-Khairaat is less effective because the students get the reading material which is not relevant with their surroundings. To illustrate, in descriptive text materials, it is given the description about the place which the students never seen before. So, they only guess it without know the real description. Based on interview which conducted at the next day, the students explained that they were not interested in reading activity because the materials' topic were too difficult for them. It was hard for them to find the meaning of the text. The problems are the students always ask the meaning of every word from the text to teacher during reading process. Thus, between the teachers and the students get difficulties because the materials are unfamiliar and not easy to understand by the students.
In contrast, in the process of reading activities, the students should get reading text which are connected with their real-life context. So, they can predict and guess what are the main idea or the content of the text. However, the facts which happened at that school showed that the content of the materials does not fulfil the students' needs because they explained that they need more interesting reading materials which are easy, understandable and interesting to develop their skill. Thus, it is important for the teachers to develop the supplementary materials as the ways to support the core textbook given by the government.
Additionally, supplementary materials are one of the learning sources which used by the teacher and students in teaching and learning process. It as the additional materials which designed by the teacher to support students' needs. Additionally, it also will help the teacher to fulfil the materials from the core books which published by the government. It gives the teacher chances to be creative to design and to develop their own teaching materials based on their students' learning experiences, needs and real-life context. Tomlinson (2008, p. 283) argues that locally developed materials are characterized by inclusion of local content and familiar settings.
Therefore, it is important to develop supplementary materials for students' reading skill by using the students' surrounding or local wisdom.
LET: Linguistics, Literature and Language Teaching Journal Vol. 13 No. 1 2023 In addition, Wagiran (2011) explains local wisdom as ceremony, tradition, tourist spot, tourism, museum, art, legend, norm, environment, healthy andetc. Otherwise, Tomlinson (2014, p. 324) explains that the teachers can help the students to understand the materials by modifying and supplementing the materials. Thus, it is important to combine local wisdom of Indonesia in supplementary reading materials for enhancing students' ability.
Otherwise, the teachers need to design the materials based on the learning's goal, students' needs and use local wisdom of Indonesia as the content of their materials. To illustrate the topic is about descriptive text and the teachers asks students to learn how to make to read a descriptive text about the local wisdom. It is because there are many culture, environmental problems and traditional stories that begin disappear in Indonesia now. So, the teachers need to design the materials which can enhance and increase the students' awareness about the local wisdom in their regions. Consequently, they can read and explain the message of the text. So, they can understand and get the message of text related to their real-life context. Therefore, the purposes of this study are to describe the students needs and design the supplementary reading materials for the second-grade students of Mts Alkhairaat Gorontalo City.

METHOD
This research used R & D (Research and Development) method. According to Borg and Gall (1983, p. 771)  In this research and development, Borg and Hall (1989, p. 775) explained some techniques of conducting R&D that the researcher used in this study. They were;

Research and information collecting (need analysis)
In this step, the researcher used some instruments such as observation, interview, questionnaires and document protocol to get the data about the students needs' competency and teaching tools of teaching and learning English in the classroom.

Observation
In this research, the observation was undertaken to find out the English teaching learning process in at second grade students of MTs Al Khairaat Gorontalo and the English textbook that the teacher used. The aims of observation were to explain the situation, activities, the participant and the relationship between them and the situation (Setiady, 2006, p. 239). In the process of observation, the researcher observed and saw the process of teaching and learning English in the classroom in some meetings. Therefore, the indicators of the observation were students and the teacher in the classroom.

Interview
In this research, the researcher conducted face to face interview to the English teacher about how and what the students' difficulties in reading activities. Setiady (2006, p. 243) explained that interview was one of the instrument by giving the participant questions related to the topic of the research. The researcher used unstructured interview to get deep information about students' current competence and difficulties in reading activity. Therefore, the researcher used audio recorder to record teacher' voices. So, data could be listened again after the interview in order to check again the result of interview.

Questionnaire
The researcher used questionnaires from Richard (2001), Hutchinson and Walters (1987) and Nunan (2004) to analyze students' needs in reading. The indicators of the questionnaires were the targets' needs, the learning needs of the students, procedures, setting, teacher role and the students' role in the classroom.
Thus, the questionnaire helped the researcher to design appropriate materials for students.
Additionally, the researcher also used validation sheet or questionaries for expert verification which adapted from Suseno (2014, p. 58) in order to get some input about the materials that already developed. Besides, the researcher also used students' validation sheet or the students' response questionaries to get information about how the students response after got the materials. (See the instruments in appendix)

Document Analysis
Document was one of the important instruments in collecting data. Setiady (2006, p. 249) explained that document could be used to get scientific data and it was easy to find. The researcher used documents such as syllabus, lesson plan and the textbooks as references to get the valid data.

Planning (design)
After finding out the student's needs by conducting some steps above, the researcher designed the supplementary materials by designing course grid, lesson plan, the reading materials and tasks for students.

Develop preliminary form of product (re-design)
After designing the syllabus, lesson plan, materials and task , the researcher re-designed it by paying attention to students' needs data over and over and also for the needs that used in the next step namely preliminary field testing. The researcher also conducted focus group discussion with the English teacher.

Focus Group Discussion
This focus discussion (FGD) is addressed to the teacher for discussing the contents of the material and the textbooks that the researcher had been designed. So, the aim of the focus group discussion in this research was to get the teacher arguments or inputs about the materials design.
LET: Linguistics, Literature and Language Teaching Journal Vol. 13 No. 1 2023

Preliminary Field Testing
In this time, the researcher applied the supplementary reading materials by using local wisdom to the small class.

Main Product Revision (Expert Verification)
This step involved some experts' validation such as English lecturer and English teacher who had a lot of experiences related to this research. This step was also used for revise the result based on the discussions and suggestions from the experts validation sheet.

Main Field Testing
The researcher applied it in the small class. This was the last step of conducting this research, the researcher did not continue to the next steps.
Then, the researcher organized and transcribed the data to start the data analysis. There were several steps to analyze the data based on Creswell theory (2009, p. 185-192). 1) Organized and prepared data for analysis 2) Read through all the data 3) began detailed analysis with a coding process 4) Used the coding process to generate a description of setting or participants in this research 5) Advanced how the description and themes will be represented in the narrative. 6) the final step in this research was interpreted the meaning of the research data.

Findings
The descriptions of the target needs and the learning needs are presented in the table below. Thus, they cannot understand the information from the text, when they are reading a text. Thus, it is important to design materials based on the students' needs.

Goals
Goal refers to general intentions behind the learning. Learning goals of students of MTs Al Khairaat Kota Gorontalo is presented below: Additionally, the data presents that 25 students aim to learn English for supporting their career. It means that they learn English to support their job in the future. Additionally, there are 4 students aim to learn English for helping them to learn information from abroad.

Necessities.
Necessities are related to what the learners should know or achieve in order to function effectively in the target situation. In this study, the results of students' necessities are presented: Level of competency that students need

Lacks.
Lacks refer to the gap between what the learners know already and what the learners do not know. Therefore, to know the gap, there are some comparisons between the students' current proficiency and the required proficiency to the target situation. In this study, the data about students' lacks are presented as follows. The fourth question about students' lack is presented in figure 4. That question is to know the current level of students' English proficiency level. The answer of the question then will be compared to the proficiency level which is required in the target situation. From the table, the proficiency level of the most students of grade 8 of Mts Al Khairaat Kota Gorontalo is beginner. It is shown in the table that 24 students are at the beginner proficiency level. While, 10 students are in intermediate level.   I teach them by using textbook "When English Rings a Bell". It was from the government. The materials are too general so cannot fulfil what the students should get from the materials. The students cannot use hand phone at school so it is hard for them to find the other sources of materials. So, I only teach them from the textbook and explain it use the whiteboard.  Table 2 shows that the teacher only use the textbook from the government "When English Rings a Bell". So, it is hard for the students to understand the materials because the materials are too general. The teacher and the students cannot use internet because they are forbid to bring mobile phone to school. So, the students get the materials only from one textbook and the teacher explanation through whiteboard.

Question
Answer What are the students' difficulties in the classroom?
The students were difficult in understanding the meaning of the text. They did not master English vocabularies. So, the teaching and learning were not active because the students' needs a lot of time in translating the words in the text because the text were not familiar with them. They do it until some meetings. They also need many explanations from me as the teacher when did the reading tasks.  Table 3 shows that the students have difficulties in vocabularies. They are difficult to get the information from the text so they cannot answer the task. The students' have difficulty in doing the task in reading the activity because they need a lot of time to translate the text into Indonesia.

Wants
Wants is related to the learners' expectation after finishing their study. The results of students wants are presented below.

Input
Inputs referred to the types of data that will be used by the learners in learning English. The data below provided the description about the inputs of the students at MTs Al khairaat Kota Gorontalo.

Procedures
Procedures specify what learners will actually do with the inputs that form the point of departure for the learning task. Therefore, here are the results of the questionnaire which is administered to know the desired procedures for learning of the students of MTs Al Khairaat Kota Gorontalo.    There are 17 students need the kind of the activity for learning grammar by writing the blank sentence with the available sentence structure (grammar). While, 10 students need the kind of learning grammar activity to identify incorrect sentence in text.

Learner role
Learner role refer to what the learners need to do in completing the task. The following table shows the preferred role of the students in this study.  From figure above, there are 19 students expect the teacher to help the students when they got problems in the teaching and learning process, while 8 students want the teacher to give the illustration or the example of the topic that will be given to them.

Discussion
The purposes of this study are to develop and to produce supplementary materials for reading skill by using local wisdom for second grade students of MTs Al Khairaat Gorontalo based on the students' needs. There were 34 students from one class who participated in this research. The materials developed based on the result of the students' needs from the questionnaires, teacher's interview, focus group discussion with the teacher and document analysis (syllabus, lesson plan, students' score achievement, English textbook). Therefore, the materials have been designed based on the students' needs in learning reading. Additionally, the theory from Shaw and Masuhara (2013, p.p 121-122) explained that the teachers should provide students with a purpose for reading by supplying materials that stimulate the students' interest. Thus, by developing supplementary reading materials, the teacher can make the classroom setting or situation will more effective and interactive so that the students are easier to understand and to get specific information from the text. Based on the findings of this research, the students are very motivated and enthusiastic because the materials design correlated with the local wisdom of Gorontalo. As Gorontalo people, they are very excited with the materials because there are many things that they could learn such as tourism objects, culture and traditional stories around Gorontalo Province.

Needs Analysis Results
The result of needs analysis was used to design the reading materials in this research. Hutchinson and Waters (1987, p.p. 54-56) state that needs analysis is used to identify what the students' goal, necessities, lacks and wants in the target situation. In addition, Nunan (2004) explains that the teacher should design the materials based on the procedures of the teaching and learning, the setting, teacher and students' role. This study uses those theories to get the students' needs in teaching and learning reading. Moreover, based on the data which got from the questionnaires, the students' need materials which can build their English vocabularies. The data show that the students' goal in learning English is to support their carrier in the future (looked at the table 4.1, p. 48).
In addition, Richard (2001, p. 53) explains that the purpose of needs analysis is to determine current levels of language proficiency of the students. Related to the theory, the data of this research shows that the students' level of competencies that they needed was notice level. They competencies after learn English would be used as a tool for helping them to master knowledge about their region through reading a text. In addition, the students' level of competency now was beginner level. They problems in reading activities were understanding the meaning of vocabularies when they read a text. Because of their lacks, they want to master English vocabularies . They also want to answer true and false questions to assess their reading ability such as got the general and specific information from the text. In addition, they want to match the vocabularies with its pictures in vocabulary building activity.
Also, they want to fill in the blank sentences in grammar activity (language focus).
The students also want to work in group so they can ask their friends or teacher when they did not understand with the materials. They also want the teacher to help them when they got problems. Therefore, the students can develop their reading ability based on their needs. Consequently, needs analysis results used to design the reading materials at Mts Alkhairaat Gorontalo City.

The Materials Design
The theory from Tomlinson (2014, p. 22) explains that good qualities of the materials should help the learner to develop cultural awareness and sensitivity, reflect the reality of language use, help learners to learn in ways similar to the circumstances in which they will have to use language, help to create readiness to learn and achieve affective engagement. Thus, the study develops the course grid of the materials design based on the theory of Tomlinson (2014) and used the theory to develop good qualities of the materials.
In addition, the researcher develops materials into three units based on the curriculum analysis for Junior High School level. The data from document analysis show that the students should learn about "Descriptive Text", Caution Text" and "Narrative Text" in the second semester. So, the first unit of the material design was LET: Linguistics, Literature and Language Teaching Journal Vol. 13 No. 1 2023 descriptive text. In this unit, the students should be able to identify and to understand the structures, language features and function of descriptive text. The second unit is caution text. The students should be able to identify and to understand the meaning of short caution text based on its language features and function. The last unit of the materials design is narrative text. The standard competencies that they must be achieved were the students should be able to identify the structures, language features and function of short narrative text. Therefore, by analysing the standard competencies the researcher designs the course grid.
Additionally, the course grid described the basics competencies, indicators, unit title, learning materials and the activities in teaching and learning process. After designed the course grid, the researcher designs the first draft of the materials into three unit. The materials design in each unit consists of "Warm Up", "Reading Activities", "Info", "Vocabularies Building", "Language Focus", "Evaluation", "Reflection" and "Glossary." Besides, there are seven tasks in each unit. In descriptive text unit, the students matched the pictures with the name of tourism objects in the box. It was in the warm up activity. In reading activity, the students read and get the general and specific information from the text. Then, they answered 5 W+1 H questions which consisted of 10 numbers. Additionally, they learn the structure, definition and function of descriptive text in info section. Moreover, they also built their vocabularies by matching the pictures with the words in the box provided. The vocabularies are very important because it always use in Gorontalo art such as rattan, bamboo, shawl and others. Therefore, the students can add their vocabularies from the vocabularies building section. Based on the result of the experts' verification sheet, from 25 questions, the number of points "Strongly Agree" were 21 and "Agree" are 4. Both of the experts had similar verifications. This is very important to improve the weakness of the materials. Moreover, the result of expert verifications shows that there were some spelling and grammar mistakes in the materials contents that the researcher needed to revise. Because of that the researcher revise the grammatical mistakes and added some pictures in the materials particularly in "Unit 1", "Unit 2" and "Unit 3".
Tomlinson (2014) explains that the good materials should reflect the reality of language use. Therefore, the researcher provides the correct vocabularies and sentences structures in the materials.
After revising the materials, the researcher tries out the materials into class VIII A which consisted of 34 students. They are special class because they had high learning achievement in Mts Alkhairaat Gorontalo City. In this Main Field Testing, the researcher find that the students were very motivated in learning the materials.
It is because all the contents of the materials taught about local wisdom of Gorontalo.
It means that the materials develop the students' awareness about their local knowledge and culture. It is supported by theory from Tomlinson (2014) which explained that the good materials should help the students to develop cultural awareness. Thus, the materials are very useful in the teaching and learning process at Mts Alkhairaat Gorontalo City.
After main filed testing, the researcher finds that there were 34 students could develop their reading skills in English and knowledge about Gorontalo content. It based on the data from the students' responses sheets. The data present that most of the students interested with the content of the materials, the design and activities (tasks) from the materials. The students are easier to understand the structure, language features and function of functional text such as descriptive, caution and narrative text from the reading materials. Thus, the students can get the specific and general information from the text which provided from the materials.
Additionally, Williams (1984) classifies reading into (1) (in McDonough, Shaw and Masuhara, 2013, p. 111). This theory related to the materials design of this research. The students develop their reading skill by getting general information from text in Warm Up activities. Then, they got specific information from the text in Reading activities. Last, they get many interesting pictures related to their context so they feel excited in the teaching and learning process. Thus, they can build their reading skills through the materials.
Consequently, those the three units of the materials can develop the students' ability in reading because the contents appropriate with students' needs. Also, the materials have been verified with the two experts in material development research.
Thus, the design materials have been developed well because it can be used and understand by the teacher and the students at Mts Alkhairaat Gorontalo City

Conclusion
The supplementary materials are one of the learning sources which used by the teacher and students in teaching and learning process. It as the additional materials which designed by the teacher to support students' needs. Additionally, it also will help the teacher to fulfil the materials from the core books which published by the government. Thus, the supplementary materials design of this study fulfils the students need in English. It is because the content of the materials based on the students' needs. It means that the materials facilitate the students to practice their reading skill. Materials contain an interesting input and be presented in an easy way.
The language are appropriate with the students' language level. It means that the language used helps the students to understand the materials easily. The students can develop their reading skills because materials build their cultural awareness and the materials motivated them in learning English. Therefore, by using these supplementary materials the students and the teacher feel easy and motivated in the teaching and learning process.