PENGEMBANGAN BAHAN AJAR MENULIS TEKS NEGOSIASI BERBASIS LITERASI SISWA KELAS X SMA SWASTA SANTA LUSIA

The purpose of this research is to know: (1) the process of preparing the development of teaching materials to write literacy-based negotiation text, (2) the feasibility of teaching materials that are tested by material validation and design on writing literacy-based negotiation text, (3) the effectiveness of teaching materials based on negotiation text literacy in the class X private high school students of Saint Lucia. This type of research is research and development based on Borg and Gall development model. Trial subjects consist of material experts, design experts, Indonesian teachers, Private High School students of Saint Lucia. Data on the quality of this product were collected through a questionnaire and a negotiated text writing test. the results of this study indicate that: (1) validation of material otherwise feasible with a very good average yield. Obtained feasibility of the contents of 86.71% in very good category, the acquisition feasibility of 91.34% in very good category and the acquisition of language feasibility 87,50% in very good category, (2) validation by design expert with average yield 81, 67% in very good category, (3) individual trials expressed very well with an average total percentage of 88.83%, (4) The acquisition of small group trial results is very good with an average percentage of 88.51 %, (5) The acquisition of limited field trial results was excellent with a total average score of 90.8%, (6) the effectiveness of the teaching materials showed a postage percentage of 80.09% higher than the pretest presentation of 70.80 %. Thus, a literacy-based negotiation text module that has been developed is feasible and effective for use as a learning resource. Research on the development of literacy-based teaching materials on negotiable text writing materials has implications in the learning process of Indonesian language that is based on literacy materials that are developed to give practical contribution especially in the implementation of learning process for the teacher, where the instructional materials of this module can become additional teaching materials to give in conveying negotiated texts, enriching and enhancing students' knowledge of the negotiation text and student literacy so that learning will be more interesting and motivating for students, training students to study independently with minimal assistance from teachers. The role of the teacher is only as a facilitator who guides and directs the student on negotiated text lessons