Jurnal Ilmu Sosial dan Pendidikan (JISIP) Vol.
6 No.
4 November 2022 e-ISSN : 2656-6753, p-ISSN: 2598-9944 DOI: 10.
36312/jisip.
3691/http://ejournal.
org/index.
php/JISIP/index Construction of EFL Learning Object Materials for Senior High School Diah Ayu Ika Kartika1.
Neni Nurkhamidah2.
Imam Santosa3 MNC University Article Info Article history:
Received 2 Agustus 2022 Publish 8 November 2022 Keywords:
English Learning Object Materials LOM Microlearning Senior High School Abstract The realm of teaching has shifted into another paradigm in this era.
Many initiatives in education bring all aspects into toAetheAepoint and instant teachingAe learning process.
Other than that.
English teachingAelearning activity faces huge Hence, learning object materials appeared to be the promising solution to this matter since it brings ease for both educators and learners.
Learning object materials create simple and clear teachingAelearning process.
Thus, this study aims at describing the processes of composing Learning Object Materials and formulating the proposed Learning Object Materials based on Curriculum 2013.
This study designed to focus on proposing EFL learning object materials for Senior High School of twelfth A content analysis employed as the method of this study.
The result showed seven stages on constructing the learning object materials.
The learning object materials proposed were video, presentation.
PDFs, animation, infographics, gamification, and quiz.
This is an open access article under the Lisensi Creative Commons AtribusiBerbagiSerupa 4.
0 Internasional Corresponding Author:
Diah Ayu Ika Kartika.
MNC University Email: diahayu.
ikakartika@mncu.
INTRODUCTION
ToAetheAepoint and instant teachingAelearning process demands the educational field to have more suitable and simple learning resources .
As clearly mentioned above, teachers must be able to figure out and determine the appropriate learning resources for their teaching materials to be delivered to their students.
The availability of learning resources helps students in upgrading their learning process.
In educational settings that are extremely evolved, learning resources should be able to ease both teachers and students in the teachingAelearning activity .
On top of that, to implement curriculum 2013 means that the advancement of learning resources and learning materials should be wellAedesigned in order to fit the competency standards and basic competence of each subject, including English subject .
, .
As a consequence, according to Kusnandar .
, teachers should provide simple but clear learning materials for the students.
That is to specifically say that learning resources must be and flexible.
Learning resources should be easy to be accessed both by the students and teachers .
Based on this phenomenon, it is concluded that learning resources must be more flexible.
As a solution for this matter.
Kusnandar .
further implied that learning resources can be more flexible when provided in learningAeobjectsAebased.
Nowadays, learning objects emerged to be more suitable as learning materials must be wellAedesigned based on competencies of the curricula .
Correspondingly.
Mavers .
believed that learning objects can be integrated in the educational settings since it supplements the curriculum.
In simplest words, the availability of learning objects should be increased .
Teachers and learners can easily create and access the learning materials through learning objects.
Besides, through learning objects, both teachers and learners will be more easily achieve the learning Thus, not only learningAeteaching process can be developed but learning objectives can be met .
Reigeluth & Nelson .
assumed that learning objects are the smallest parts of learning media.
Learning objects are assembled by breaking the learning elements into constituent parts.
Meanwhile.
Dahl & Nygaard .
argued that learning objects are 2332 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 components that can be reused in multiple learning contexts.
This is in line with Downes .
& Friesen .
who elaborated that learning objects are nonAedigital as well as digital entities comprise pedagogical essence which can be employed in various learning situations.
According to .
, learning objects are immensely accepted in the learning community.
Learning objects could be utilized to compose learning materials.
Other than that, the learning delivery would be easier.
These reusable chunks of learning materials are increasingly required to help both teachers and students easier in the teachingAelearning process .
stated that learning objects depict a complete conceptual learning model.
On that account, students can obtain appropriate learning resources and learning progress sense .
Accordingly, several studies related to learning objects have been conducted.
The widespread approach of learning objects was profoundly researched.
A research done by Falloon et al.
discussed about learning objects and the development of studentsAo key competencies.
It was summarized that learning objects could serve students an engaging and motivating learning experience.
The result of this research was supported by another study from Behar et al.
The findings indicated that learning objects were clear, concise, and easy to use.
Urrego & Cecilia .
showed that virtual learning objects could promote reading strategies in English for specific purposes environment.
These virtual learning objects deployed to adjust studentsAo needs, namely learning objectives, learning materials, and learning topics.
A study presented by Litzler et al.
analyzed that learning objects were worth developing since learning objects can be used for students to advance their learning progress.
Castro & Gutiyrrez .
also came up with the same results that learning objects can be deployed as a motivation and supporting learning resources that foster studentsAo interest during the learning Despite that, the existence of learning objects is still limited .
Besides, those previous studies did not further explain the steps to create learning objects.
Therefore, this study was conducted to explain the processes of composing learning objects and to formulate the learning In detail, this study will focus on creating the learning object materials based on Curriculum 2013 of English Subject for twelfth graders of Senior High School.
Curriculum 2013 involved four core competences which deal with attitudes and behaviors.
and skills at each subject.
However, this study only focused on knowledge competence.
Besides, the knowledge competence has three focuses, namely social functions.
text structures.
and linguistic elements .
LITERATURE REVIEW
Learning Object Materials The field is still struggling in finding the correct terms for learning objects.
In light with this statement.
Wiley .
& Artha et al.
clearly highlighted that the definitions of learning objects vary.
Learning objects were firstly known as content objects .
, educational objects .
, information objects .
, learning components, knowledge objects .
, and media objects.
Comprehensively speaking, the terminology of learning objects referred to either digital or nonAedigital entity.
As conceptualized by Wiley .
, learning objects are reusable chunks of learning Learning objects described as digital learning resources employed to accommodate technologyAebased learning.
He believed that learning objects can be conveyed across the network.
Wiley et al.
further illustrated that learning objects are digital learning materials built in a modular way.
These statements are supported by Sosteric & Hesemeier .
as well as Wiley .
who demonstrated that learning objects defined as digital materials with pedagogical merits to assist teachingAelearning process.
Meanwhile.
Reigeluth and Nelson .
clarified that learning objects are the smallest parts of learning It can be said that learning objects are any digital resources that can be reused to support learning process.
2333 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 On the other side, learning objects are also seen as any reusable entities, both digital and nonAedigital materials, which can be integrated to serve teachingAelearning activity .
, .
Likewise.
Herin .
interpreted that learning objects depict pedagogical values in the forms of nonAedigital and digital learning resources as long as these resources are able to contextualize learnersAo needs.
Any reusable learning components can be carried by learning objects to promote teachingAelearning environment .
Correspondingly.
McGreal .
enlightened that learning objects are educational elements which can be assembled and gathered to uplift teachingAelearning process.
In basic terms, learning objects are reusable entities or tiny pieces of learning materials used in teachingAelearning process to achieve learning purposes .
, .
Nonetheless.
ALI .
simply put learning objects as learning materials in the educational Learning objects are also viewed as learningAepractice tools for teachingAelearning context .
All the proposed definitions above portray such integral attributes of a learning object: digital and nonAedigital.
and learning.
As quoted in LOM .
, the examples of learning objects include multimedia contents.
learning aims.
instructional components.
In agreement with this.
Quinn .
further strengthened that learning objects must consist of four subcomponents, which are Aolook and feelAo.
learning goals.
and contents.
To sum up, learning objects are framed as small chunks of instructional elements that can be implemented or reused during teachingAelearning activities.
Learning objects are not merely packages of learning materials employed in educational environment.
Learning objects are purposely composed to escalate learnersAo capability in designing meaningful learning paths after mastering their understanding through learning objects.
Microlearning Microlearning is a way to teach and deliver the learning content in small bits with certain Typically, the learners are in control about what they are learning .
Alella .
acknowledged the similar statement as microlearning seems to be one of the methods to fulfill fastAechanging information.
Microlearning is composed to convey the learning process to match several factors, such selfAelearning.
fragmentation learning.
and short attettion time.
Microlearning manifests unique characteristic as it is a fairly short time learning process focused on certain learning objectives and planned learning activities .
Hug .
affirmed that microlearning includes segmented information as it is set to suit the brain capability to process information.
Microlearning emerges as the learning instruction since it is simple and clear.
It offers the flexible learning content in chunks.
It emphasizes particular learning goal and characterizes brief time of learning process .
, .
According to Giurgiu .
, the combination of learning chunks successfully helps the students in memorizing the lesson.
It is highly acceptable in this era.
The integration of microlearning is helpful for the learning process .
It is because learners are more programmed to narrow chunks of information.
LearnersAo minds are accustomed for smaller and consumable bits of concept .
Buhu .
agreed that microlearning are designed based on narrow subjects of the lesson.
It includes smaller Meanwhile.
Hesse .
claimed that microlearning is a goalAeoriented as it is the smaller segments of the lesson.
Bradley .
also affirmed that microlearning elements bring a little amount of concepts to explain the element precisely.
Microlearning obviously save times for both learners and educators.
It reduces to read all courses of single elements.
Hug & Friesen .
further explained that microlearning trims long messages into digestible nuggets It is a handsAeon learning approach which calls up students to learn, act, and Microlearning identifies specific learning aims and narrows it into smallAescale of learning units.
RESEARCH METHODOLOGY
2334 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 This chapter elaborated about the methodology applied in this study to gather and analyze the data.
The researcher has carried out a qualitative research design.
Overall, qualitative research design seeks to discover depthAeunderstanding of a bigger picture rather than numeric analysis.
Then, the data will be interpreted in a form of words.
Accordingly, in order to answer the research questions, qualitative content analysis employed in this study.
To obtain the data, content analysis has been deployed to interpret meanings from the text content.
Content analysis signifies a flexible approach to analyze data of the text .
Besides, qualitative content analysis will examine language purposes by grouping large amounts of text intensely into a classification of efficient chunk which produce whole meanings .
Qualitative content analysis utilized to convey knowledge and deliver understanding of the study .
To sum up, as the method in this study, qualitative content analysis has been implemented in order to interpret the content of text data through systematic sorting process from identifying the patterns.
In consequence, the result and research findings has been written systematically in this study.
Specifically, the data of this study were the basic competences of Curriculum 2013 for 12th grade Senior High School students.
These data were analyzed to construct the learning object The researcher then composed the learning objects based on the basic competences detailed in the course.
Meanwhile, in this study, the main research instrument was the researcher herself.
The researcher has been the primary instrument since the researcher has conducted all the research process, involving gathering the data, analyzing the data, filtering the data, selecting and sorting the data, concluding the data, also reporting the data.
Research instruments in qualitative research are the researchers who examine, investigate, and explore the entire study orderly in a flexible manner.
Thus, the researchers considered as key instruments of the study .
Bogdan & Biklen .
also clearly affirmed that human is the best instrument for qualitative research.
In order to seek answer the research questions proposed, the researcher has integrated supplementary tool, table analysis.
The table has been made in Microsoft Word.
This table has assisted the researcher to organize, classify, and analyze the data.
The researcher has applied table analysis adapted from Kusnandar .
as follows.
Gambar 1 Table 1.
LO Development 2335 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 In relation with learning object, .
stated that the steps of developing learning objects started by identifying the topic of a course from basic competence of curriculum 2013.
This topic then might establish several sub topics.
From these sub topics, the learning materials have been After that, these learning materials should be contextualized based on the social function.
text structure.
and language features of every basic competence.
Then, the structural elements of the lesson must be created.
Finally, learning objects could be constructed.
In analyzing the data, first, the researcher had to categorize the basic competences into several topics.
After that, these topics could be identified more specifically.
Then, the researcher chunked these topic identifications into material maps.
After designing the material maps, the researcher then proposed the learning object materials through a formulated table analysis.
RESEARCH FINDINGS AND DISCUSSION
This chapter exposed the research findings and discussion to seek answer of the research Results These established tables show the proposed learning object materials.
There are four basic competences in the first semester of Senior High School Class XII.
From every basic competence, there would be three topic identifications which focus on the social function.
text structures.
and language features.
From these topic identifications, the researcher designed 18 material maps with the proposed learning object materials.
Table 2.
LO Development KD 3.
2336 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Table 3.
development KD 3.
Table 4.
LO development KD 3.
2337 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Discussion There were seven stages on composing learning object materials of English for senior high school students in class XII.
The first step was writing down the selected basic competences inserted in the curriculum.
The basic competences selected were the basic 2338 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 competences for twelfth graders of Senior High School.
The researcher then determined the topic and the context from the basic competences.
The topic and the context were developed based on the curriculum itself.
Both the topic and the context will later determine the next phases in designing learning object materials.
In the next step, the researcher classified and focused the topic identification of each basic competence on social functions, text structures, and linguistic elements.
Besides, it is stated that basic competence consists of three scopes, namely social function.
text structure.
and linguistic features.
Next, the researcher composed the material maps from the identified Through the composed material maps, the researcher continued to construct the structural elements of the lesson.
The structural elements would be synthetized based on Allela .
microlearning model.
After that, the instructional method would be developed.
It basically focused on studentAecentered learning.
Move on to the next stage, the researcher proposed the learning object materials.
These learning object materials could be seen on the established tables above.
It was noticeable from the tables that the researcher proposed several learning object materials, namely video.
PDFs.
and quiz.
According to Alella .
, microlearning video is highly ideal as reference material.
Video is also a quick tool to teach concept to the students.
As a learning object material, video is also easy to produce.
In terms of gaining knowledge, through video as a combination of visual sense with audio would definitely enhance studentsAo attention in grasping the knowledge transfer.
Mayer & Simms .
stated that students will be much easier to recall and recognize information through presented idea in visual and verbal form.
Therefore, videos must be topicAecentered and concise, just like the characteristics of microlearning and LOM itself.
It must address one narrow concept or one key task.
integrating video as a learning object material, studentsAo motivation during the learning process will be stimulated .
Thus, the students can comprehend the lesson.
It is believed that video enhances studentsAo learning outcome .
Another adequate format of learning object material is presentation.
A presentation, such as Microsoft PowerPoint.
Prezi.
and so forth could be integrated to make up interactive learning environment.
As a learning object material, presentation is believed to be engaging.
and dynamic.
In other respects, iPDF or interactive PDF is also an ideal and handy resource used as learning object material.
It enables the learners to build an interaction with their educators.
It presents learning contents in versatile ways.
iPDFs are wellAesuited for teachingAelearning process.
The information of the learning contents could be wellAeorganized through iPDFs .
Likewise, animation is applicable as learning object material.
It combines description.
and interaction.
It is a medium which can boost learnersAo understanding, especially in concrete and abstract concepts.
Animation is a powerful method to design engaging learning experiences for learners.
Animation could bring learning content to life as it visually communicates learning ideas in an easyAetoAecomprehend way.
It delivers complicated concepts into simple learning chunks in interesting manner .
, .
According to Alella .
, infographics are also seen as great learning object materials since infographics can simply complex learning contents which involve statistics, trends, and facts.
Infographics provide general overview of learning topic.
These infographics enable the learners to consume all the learning contents.
Move on to the next proposed learning object material, there will be gamification.
creates wellAecrafted fun learning and features.
Thus, it could be biteAesized learning activity .
Moreover.
Urh et al.
expressed that gamification highlights displaying visible learning aims which have been divided into micro levels.
In more details, gamification in microlearning also elevates studentsAo ability in solving the learning problems .
It is supported by Glover .
who concluded that gamification raises a guarantee in which learners will follow the whole teachingAelearning process completely.
Fredricks & 2339 | Construction of EFL Learning Object Materials for Senior High School (Diah Ayu Ika Kartik.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 McColskey .
uttered that gamification stirs up learners to participate in learning It also involves and constructs learnersAo cognitive understanding.
Gamification is said to be goalAefocused that can boost learnersAo skills and learnersAo conceptual knowledge .
On top of that.
Wouters et al.
revealed that gamification might lead students to gain higher learning outcomes.
affective cognitive ability.
and communicative learning In more details, gamification in microlearning also provides immediate feedback.
Learners could get direct report regarding their learning progress .
, .
Similar to this, gamification brings forth positive reinforcement.
tiny stepAebyAestep learning assignments.
instant feedback.
and progressive learning challenges .
, .
WellAedesigned gamification in microlearning offers continuing learning opportunities for learners to Other than that, learners could also solve complex learning tasks individually and enhance their response to the learning process .
, .
In depth, gamification could give students full learning autonomy over their work.
It assists students to continue learning despite the current learning drawbacks.
CONCLUSION
The results showed that there were seven steps of process to design learning object materials of English for twelfth graders of Senior High School.
The first step in constructing learning object materials for twelfth graders of Senior High School was writing down the selected basic competences in the curriculum.
After that, the researcher derived the basic competence into its The researcher then identified the topics and constructed the material maps of each topic.
Finally, the researcher could propose the learning object materials.
The proposed learning object materials were video.
PDFs.
and quiz.
The result also indicated that from four basic competences for twelfth graders of Senior High School in the first semester, there would be 18 material maps that have been depicted from the identified ACKNOWLEDGEMENTS This paper and the research behind it would not have been possible without the exceptional support from my beloved mother and father.
the Head of English Department of MNC University.
my supervisors.
all the lecturers.
and all my colleagues.
They have become my inspiration to finish this research paper.
I am also grateful for their insightful advice and suggestions for this They have definitely improved this study.
REFERENCES