Adapting EFL materials and its influences on Indonesia secondary school students’ language learning

Educators encounter challenges in performing materials adaptation stemming from time limitations, institutional responsibilities, administrative demands, and a dearth of formal training in materials development resulting in improper adaptation and ineffective learning activities. This research investigated the process of adapting materials as a qualitative case study. The data were gathered from a senior high school teacher in Banda Aceh, Indonesia, by means of document analysis (e.g., teaching materials), observation, and interview. The results revealed that the instructor frequently added and modified educational resources to facilitate learning through several modalities. The act of deleting, simplifying, and rearranging was occasionally performed. Nevertheless, students’ reflection on course contents, inadequate level of difficulty, demanding tasks, and excessive reliance on first language remained as issues. This study emphasizes the role of adaptation in promoting meaningful learning experiences and urges the integration of culturally relevant themes with a variety of learning activities. Educators can use these findings to support professional developments focused on effective material adaption tactics, allowing them to reflect on their existing methods, try new approaches, and interact with colleagues to share successful practices.


Introduction
In English as a Foreign Language (EFL) classes, instructional materials play a vital function.It is widely acknowledged that teachers rely on various teaching materials, such as textbooks, institutionally prepared materials, or their own materials, as essential components for language learning.These materials serve multiple purposes, including facilitating the production of language output, offering support for learning through scaffolding techniques, and promoting reflective thinking (Tomlinson, 2012).According to Harmer (2015), teaching materials do not only provide instructors with ideas for lesson organization and implementation in the classroom, but also serve as a kind of teacher training.Consequently, in order to effectively carry out the instructional process and successfully achieve the desired learning outcomes, it is imperative for educators to proficiently locate, design, produce, and adapt teaching materials.
Adaptations of materials constitute a fundamental element of language class perceived as a method by which educators can improve or alter instructional materials with the intention of developing more effective teaching resources.Despite this, many educators find this activity challenging and unfavourable due to a number of factors.The primary obstacle encountered was the limited time allotted for the lessons (Bosompem, 2014;Tomlinson & Masuhara, 2018).Subsequently, it was ascertained that the multitude of obligations imposed by the institutions and the administrative strains (Rehman & Perveen, 2021;Stec, 2015) discouraged educators from performing materials adaptations.Furthermore, an absence of formal training in material development has resulted in educators possessing limited expertise and knowledge regarding the adaptation (Halim & Halim, 2016;Hanifa & Yusra, 2023).Adaptations require teacher's capacity to make cautious adjustments and attentive manipulations by evaluating the efficacy, feasibility, and appropriateness of the instructional materials in relation to students' preferences and needs (Kim et al., 2017;McDonough et al., 2013).In order to assist students' learning in a more pleasant, simplified, efficient, and effective manner, instructors must recognize the significance of deliberate content adaptation.
Educators' consciousness of their students and the surrounding environment infuse the process of adapting instructional materials.Presumably, it is true that one resource cannot adequately accommodate all educators and learners (Maley, 2011).Teachers are therefore obligated to modify instructional materials when a disparity arises between the needs of students and the intended learning outcomes (Khan & Rahaman, 2019;Masuhara, 2022).Numerous instructional resources have been discovered to alleviate students' curiosity by proposing simple practice tasks that do not mentally or emotionally tax students (Tuspekova et al., 2020).Other materials, such as the universal coursebook, lack a sufficient variety of communication tasks (Akbari, 2015;Rehman & Perveen, 2021;Spirovska, 2015;Tomlinson, 2008).Moreover, learning materials that are densely composed of foreign elements may pose challenges for students in terms of accessibility and motivation (Ahamat & Kabilan, 2022;Namaziandost et al., 2019).Occasionally, materials also offer inadequate listening resources (Abdullah Alharbi & Mohammed Hassan Al-Ahdal, 2024;Hanifa, 2018;Hanifa & Yusra, 2024).A study conducted by Deressa et al. (2022) revealed that some instructional resources employed by educators failed to align with the requirements and interests of students.Consequently, the content failed to aid them in their academic context.Therefore, materials adaptation is critical, particularly when the objective is to make teaching more pertinent to the students with whom educators work with on a daily basis (Loh & Renandya, 2016;McDonough et al., 2013;Toledo-Sandoval, 2020).
By adapting language materials, teachers can maximize the resources' efficacy for students' benefits and achieve the most favorable teaching outcomes resulting in greater compatibility and fitness between teaching materials and learning.Prior research has established that adapting instructional materials has numerous advantages.By assessing and modifying instructional and learning activities, teachers can enhance their own capacity to teach and learn (Bergström et al., 2023;Halim & Halim, 2016).In addition, by employing real-world illustrations of language usage, teachers can facilitate students' comprehension in a more authentic and practical fashion (Akbari & Razavi, 2015;Ebrahimpourtaher & Hamidi, 2015).Without a doubt, this contributes to the objective of equipping students with the ability to communicate in English verbally and in writing at a specific literal level (Minister of Education & Culture, 2014).Furthermore, students would be motivated to learn when the modified materials are relevant to their daily lives (Bolster, 2014(Bolster, , 2015;;Littlejohn, 2012).Another way by which educators can employ materials adaptation to foster high-quality teaching and learning is through the incorporation of technology, whether in the form of tools or learning resources (Bajrami & Ismaili, 2016;Hanifa & Yusra, 2023;F. S. P. Islam, 2020).
In spite of the fact the research on the development and adaptation of language teaching materials has been done, it appears that more studies are still urgently needed to investigate thoroughly how these materials adaptations are actually put into practice and how effective they are in the EFL classroom.Although there are theoretical frameworks and conceptual models available (see Ahamat & Kabilan, 2022;Bergström et al., 2023;Bolster, 2014Bolster, , 2015;;Halim & Halim, 2016;Jin et al., 2020;Lavrenteva & Orland-Barak, 2023;Li & Li, 2021;Loh & Renandya, 2016;Masuhara, 2022;Menke & Paesani, 2019;Spirovska, 2015;Tomlinson, 2011), there remains a gap for comprehensive exploration of empirical evidence that establishes a connection between teachers' ideas and activities and the actual language learning outcomes of their students, especially in terms of adapting teaching and learning resources.Contemporary literatures highlight the significance of placing instructional materials in the appropriate context of the EFL environment and recognizes adaptation as an ongoing and evolving process (Coşgun, 2023;McDonough et al., 2013;Tomlinson & Masuhara, 2018).Therefore, study exploring the precise details of how teachers strategize, develop, and execute adapted materials, as well as the influence of these adjustments on students' learning is crucially demanded.Additional investigation in diverse EFL settings is required to offer extensive proof of teachers' endeavours to customize materials in order to fulfill students' requirements and preferences, eventually augmenting the efficiency of language learning.
The urgency of the study is paramount as it addresses fundamental gaps in the implementation of instructional materials in English as a Foreign Language (EFL) classes, which are essential for effective language learning.Despite the importance of these materials, many educators have challenges in adapting them due to time constraints, administrative duties, and inadequate training.Understanding and improving ways for adjusting materials is crucial since students have diverse needs and resources are often supposed to be universally applicable.The current study aims to examine the subsequent inquiries: (1) How EFL materials are adapted by Senior High School teacher? and ( 2) In what ways do the teacher-modified materials support students' language learning?The objective is to offer essential knowledge that can improve the effectiveness of teaching, direct professional growth, and eventually enhance the academic accomplishments of students in EFL education.

Language materials adaptation
Appropriate selection and preparation of materials utilized in teaching and learning process are crucial for attaining the intended learning outcomes.Rather than simply implementing the existing materials, educators ought to consider ways to adapt them.The materials adaptation process includes reducing, adding, deleting, changing, and supplementing performed to produce suitable materials for students (Tomlinson, 2011).Adaptation of pre-existing materials would take place when a discrepancy is discovered between the instructional resources and the goals and demands of the classroom (Bosompem, 2014;Khan & Rahaman, 2019;Masuhara, 2022).By means of the adaptation process, educators and material developers are able to personalize the resources, enhance their efficacy as instructional tools, and potentially gain additional chances to customize them for a distinct group of students.Furthermore, as stated by McDonough et al. (2013), the procedure of material adaptation involves harmonizing what we have (such as learner characteristics, the physical environment, resources, and class size) with what the materials offer (such as topics, skills covered, proficiency level, and grading activities).They assert that the act of adapting materials consists of attempting to combine or closely resemble these components.
In addition to being a professional concern, materials adaptation is something that teachers undertake (Halim & Halim, 2016;Hanifa & Yusra, 2023;Li & Li, 2021;Toledo-Sandoval, 2020).This situation relates to the teachers' choice of how to interact with students in the dynamic classroom environment, so it falls under the category of applying some tactics to make the existing material more effective and adaptable.The process of adapting existing teaching and non-teaching materials to meet the acknowledged, specified, and established goals is known as materials adaptation (Ebrahimpourtaher & Hamidi, 2015).Aside from that, both small-and large-scale activities might be referred to as materials adaptation (Tomlinson & Masuhara, 2018).Small-scale activities refer to teachers' intuitive, impulsive, and responsive activities in certain classes to better suit particular situations.Large-scale adaptation, on the other hand, occurs as a more organized, team-based initiative over a longer period of time at a larger institutional, national, or worldwide level.
No single resource can be considered to properly meet the needs of all teachers and students (Maley, 2011).The incompatibility between teachers and students can be attributed to a number of factors, including the teachers' level of language proficiency and confidence, their prior learning experiences as students rather than as teachers, their personality types (introverts vs. extroverts, open vs. closed, etc.), their preferred teaching methods (directive vs. consultative, etc.), and their cultural backgrounds.A different school of thought, however, asserted that materials adaptation should take learners' needs into account as opposed to teachers' own preferences (Mishan & Timmis, 2015).In this enlightenment, numerous studies support the earlier viewpoints and explain why it is impossible for teaching materials to be used anywhere, at any time, even for students of the same level (Hanifa & Yusra, 2024;Jin et al., 2020;Spirovska, 2015).Teachers are therefore expected to transform the less appropriate contents into ones that are more appropriate for their target learners.

Principles for language teaching materials
No matter the teaching resources they choose to use, teachers must adhere to certain fundamental principles.Littlejohn (2011) suggests factors for picking the resources that centre on features of the materials' approach and the linguistic nature of its content because materials are typically considered as pedagogic tools.His framework is divided into two primary parts.The physical characteristics of the items and how they appear as a whole set, whether on paper or electronically, are covered in the first part.Teachers need to understand the possible connections between the student's materials and any other elements (such as whether the student's materials are connected to any audio or video recordings, whether answer keys are only provided in the teacher's materials, and so forth) as well as the actual form of the material (such as durable vs. consumable, worksheets vs. bound books, and paper print vs. electronic), all of which may have direct impact on teaching strategies (Harmer, 2015).Furthermore, it is advised that teachers examine the way the resources are organized into sections and sub-sections (Al-Jarf, 2021), how a sense of continuity or coherence is preserved (Mihaljević Djigunović & Letica Krevelj, 2021), and how access to the information is enabled (Tomlinson & Masuhara, 2018).
The reasoning behind the selection of materials is covered in the second part.This will consider the materials' objectives, the selection and sequencing of the tasks, language, and substance, as well as the kind and degree of the content (Masuhara, 2022).Additionally, the kind of teaching/learning activities the materials recommend becomes crucial.Activities for teaching and learning should concentrate on what students must do and how they use their process competence (knowledge, emotions, abilities, and skills) (Tomlinson, 2020).Activities for teaching and learning are also likely to advise how students should participate in class (for instance, whether they should work individually or in groups) (Menke & Paesani, 2019).The other crucial factor to take into account when choosing materials is their overall purpose (e.g., whether they provide detailed instructions on how teachers and students should collaborate or only offer ideas that teachers and students are actively encouraged to develop or choose from) (Lavrenteva & Orland-Barak, 2023).These elements will give teachers inspiration for choosing desirable and practical instructional resources.

Study design
The goal of this qualitative study, which included a descriptive case study, was to gain a deeper understanding, a more detailed description, and an in-depth analysis of a senior high school teacher's adaptation of English as a Foreign Language (EFL) materials within the context of her teaching (Creswell, 2014).It was accomplished by using a variety of data collection methods to acquire information regarding the teacher's thoughts and actions in the classroom in relation to student learning, particularly in terms of the adaptation of teaching and learning materials.The purpose of this study was to investigate how teachers adapt teaching materials and the effects that these changed materials have on students' language learning.

Participant
Concerning the research criteria, this study encompassed the participation of a single female senior high school teacher located in Banda Aceh, Indonesia.Purposeful sampling strategy was used for the selection the participant in the study, based on the assumption that she possesses a wealth of knowledge and expertise in the field of English language teaching in EFL settings, accumulated over a period exceeding a decade.This assumption is grounded in her extensive experience in modifying and customizing teaching materials to suit diverse instructional contexts.Furthermore, her selection was motivated by the expectation that she possesses comprehensive insights into the process of adapting teaching materials and the benefits associated with their adaptation, as highlighted by Simons (2014).

Research instruments
In accordance with the design of this study, to collect the data, documents (teaching materials), observation, and interview were used as the main instruments.The collected documents were utilized to understand how the participant organized her teaching process.The researcher collected, examined, and interpreted instructional materials provided by the teacher to determine the types and standards of materials intended for classroom usage, along with the specific activities suggested by the materials.This study analysed materials using the three levels of analysis of language teaching materials proposed by Littlejohn (2011): objective descriptions (e.g.intended audience, type of materials, physical aspects, main steps in instructional sections), and subjective analysis (e.g. the subdivision into constituent tasks, analysis of tasks: what is the learner expected to do?)With whom?), and regarding content, subjective inference involves deducing purposes, principles of selection and sequence, teacher and student roles, and demands on the learner's process competence.Below are sample teaching material extracts.

Sample of teaching materials
Meanwhile, the observation focused on examining the advantages of the resources for language learning.To prevent missing events throughout the teaching and learning process, the activities were filmed using a video recorder.This study documented many activities such as teacher's actions, student behaviours, interactions between teacher and students, and interactions among students.The observations were conducted 10 times with 1.5 h duration per meeting to ensure the researchers could compare and analyze the data effectively.Having several observations allows the researchers to obtain a comprehensive insight of both the sites and the participants.The consideration was made based on the academic calendar of the second semester.The researchers utilized an observation checklist based on the teaching materials principles established by Tomlinson (2011) and Ebrahimpourtaher and Hamidi (2015).
Lastly, a semi-structured interview was constructed to confirm several points namely teacher's ways of conducting materials adaptation and the views underlying her decisions to alter the materials.The interview was divided into two themes.The initial section, consisting of 6 items, explored how a teacher adjusts their teaching materials and the rationale behind changing these resources.The second part of the interview focused on the influence of adapted materials on students' language learning, consisting of 4 items.The interview guideline utilized was modified from Halim and Halim (2016), McDonough et al. (2013), and Tomlinson and Masuhara (2018).The respondent was addressed with 10 questions, namely: 1. Are you familiar with the term adaptation of teaching materials?2. Do you often adapt teaching materials?3.In using the textbook, do you make any adaption to the teaching materials?If yes, could you explain what reasons that make you do such adaptation?4. Could you please explain what materials adaptations you have made and how? 5. Is material adaptation most of the time necessary for the learners?6. Do you think learners should be involved in materials adaptation?If so, why do you think they should be involved and when and how should they be involved?7. Do you find some influences of your materials adaptation on student language learning?If yes, could you please elaborate them? 8. How does the use of materials including technology integration seem to provide opportunity for students to learn English? 9. What do you think are the most effective ways of measuring the influences of a set of adapted materials on students?For each way, say what you think the advantages are.10.Based on the measurement, how do you find the progress of your students' learning?

Data collection procedure
Procedures were implemented to collect data for the study.The researchers first obtained ethical permission from the school, as well as the teacher's agreement and access to the data required for the investigation.The researchers requested the teacher's teaching materials for five topics (e.g.News Report, Giving Suggestion, Counting Numbers, Report Text, and Proverb & Riddle) with her permission for analysis.The analysis of teaching materials focused on collecting data about the types of resources meant for classroom usage and their specific attributes.The activities were conducted concurrently with classroom observations.The data collection, furthermore, was conducted by non-participant observation.Prior to monitoring the participant's teaching activities in the classroom to analyze her ways of providing and delivering language resources and how students learned from them, the researchers prepared an observation guide to organize means for recording data.After conducting 10 observations, data on the teacher's ways of adapting instructional materials and her perspectives on the influences of the altered materials were gathered through an interview.Prior to the interview, the participant was briefed on the topics that would be covered to ensure a smooth process.The interview took place following all observed meetings.

Data analysis
In this process of analysis, the documents containing materials were mostly utilized to examine how the teacher planned the teaching process in her class.The materials were initially analyzed according to Littlejohn's (2011) framework for language teaching materials analysis, focusing on the objective aspects such as descriptive statements, physical characteristics, and instructional steps.The investigation then focused on making deductions regarding the specific actions that teachers and learners will need to take when using the materials.During the final phase of analysis, conclusions were drawn regarding the fundamental principles of the materials, including their objectives, the criteria for selecting and organizing tasks and content, the suggested roles for teachers and learners, and the overall role of the materials.Besides, to check for compatibility with the theories, the data from the videotape and field notes (observations) were transcribed, analyzed, categorized, and interpreted in accordance with Tomlinson's (2011) and Ebrahimpourtaher and Hamidi's (2015) principles of language teaching materials.In relation to the interview, the data were initially collected and formatted into an interview transcript.Subsequently, all data were translated into the target language and carefully examined to gather ample information for the research goals.After verifying the data, key points were noted, including categorizing them into different themes and choosing the relevant themes to address the research objectives.The analytical results were presented according to the themes and categories that align with the research questions in the study, focusing on how a senior high school teacher adjusts her teaching materials and how these adaptations aid students in learning language.Finally, the results from the three instruments were evaluated and triangulated to make a concise conclusion based on the acquired data.

Adaptation of EFL materials
The research findings indicated that the teacher's adaptation of teaching materials mostly consisted of adding and modifying.Techniques of deleting, simplifying, and rearranging were occasionally employed.The following data are displayed below.

EFL Teacher's materials adaptation
Taking the data into consideration, it is evident that the teacher searched for other teaching materials, such as those found on the internet or in various course books, in order to supplement the primary textbook (Sudarwati and Grace, 2014).Additionally, the instructor selected texts that included moral values and subjects that were recognizable to the learners.She added texts on current occurrences in Indonesia and Aceh into her class on factual report texts.Some of the texts she included were Islamic Flogging, Controversial Artwork, and School Examination.During the lesson on proverbs, the students were encouraged to think of a proverb in English (for example, "talk less, do more" means that in order to accomplish something, we should take action), a proverb in Indonesian (for example, "tong kosong nyaring bunyinya" means that a stupid person talks too much), or a proverb in Acehnese (for example, "bek lee that peh tem" means talking about nonsense).
It is also noticeable that the instructor utilized a range of media, such as movies and power points with photos, in order to convey additional information to the subject matter.Using various forms of media, the students were able to observe how language was really utilized, and as time went on, they developed their capacity to produce language for the purpose of achieving communicative goals.In the case of the lesson that was about giving suggestions, for example, the instructor included a video that showed students cheating on the exam as supplementary materials in order to provide students with extra information regarding the objective of the class.In addition, the data showed that the instructor purposefully incorporated additional exercises concerned with language skills in order to facilitate the development of essential language skills.This was done after the teacher observed a disparity in the skills that were advised by the instructional materials.One example is that students were provided with access to speaking resources, which allowed them to engage in conversation with their partners in English while they were learning report texts, which mostly focused on reading and writing.
It was determined from the findings that numerous contexts of the materials were altered in order to accommodate the contexts of the students, with an emphasis placed on learning through experiences.For instance, when students were given a report text assignment, the teacher encouraged them to select topics that were already familiar to them and gave them the opportunity to compile materials that they could access on their own (for example, tourism in Baiturrahman grand mosque, PLTD Apung, and Ulee Lheu beach).This was done in contrast to the recommendation made by the textbook, which was to concentrate on the subject of flooding.This adjustment demonstrates that the teacher has taken into consideration the preferences of her students.In addition, the exercises in the book that were designed to provide students with opportunities to practice their language skills were reformed into activities that were more realistic and encouraged students to utilize English in everyday circumstances.During the giving suggestion lesson, the instructor did not follow the act out activity in which students memorize the conversation from the textbook.Instead, she asked students to share their personal experiences in dealing with the issues of tardiness and cheating during examinations.
In addition, the teacher utilized the processes of deleting, simplifying, and reordering the materials.Materials that featured challenging delivery sentences were eliminated by the teacher because the degree of difficulty did not correspond to the students' level of English proficiency.For example, the teacher withdrew the listening exercise on the tsunami that was included in the report text lesson because she believed that the materials may cause students to become confused.This modification provides the teacher with the ability to eliminate any exercises that might be considered excessively demanding from the materials.When it came to simplifying, the teacher often focused on the lengthy, detailed instructions that were constructed of difficult terminology (for example, the note taking activity in the news report work).

How the materials facilitate students' learning
As shown in Table 1, the research findings revealed that the teacher-modified learning materials facilitated the language learning of students and were advantageous in a number of ways.
To start with, the data revealed that the teacher-adapted materials were seen valuable for students because they helped students achieve the learning objectives promoting materials' appropriateness for the curriculum.Furthermore, the materials were able to cater students' different learning styles.In this regard, the prepared materials were presented as various activities that facilitated visual learners (e.g., watching videos, paying attention to power slides), studial learners who favour formal study methods (e.g., discussing new vocabulary and expressions, responding to reading exercises), auditory learners (e.g., listening to the teacher's explanation and the students' presentation while taking some notes), and kinaesthetic learners (e.g.writing own riddles; finding, discussing and writing news, giving presentation, and conducting project).
The findings also confirmed that the materials took into consideration students' attitudinal differences.Through the activities that use videos, games, personalization, and contentious texts, the materials elicited emotional reactions from students.When the instructional materials encouraged students to communicate thoughts or information learned from videos, they were observed to respond favourably (e.g., giving suggestion).Additionally, they actively engaged in language games (e.g., counting together), talked about personal experiences (e.g., when the teacher asked the class what topic they would like to work on for the project or when the students shared their own stories as part of the task), and delivered shocking news (e.g., the issue about Indonesia poetry).
It is also noticeable that because the topics of the materials were so closely tied to students' reality, from which they could contextualize learning and integrate experiences with personal interpretation, the students would feel secure with the adapted materials.The teacher covered specific subjects, such as Islamic flogging for a suggestion lesson then included topics about bird, earthquake, Baiturrahman mosque, as well as tsunami museums for report texts, which the students appeared to be familiar with.Moreover, the materials were acknowledged to provide learners with age-appropriate commonsense items (e.g., the topic of cheating when exam).
Another vital component of materials that demands attention is the exposure of language inputs including in the form of the content offered to learners, source of the content, and nature/type of content.The details of the analysis are displayed in Table 2.
From the data gathered, given that they expose students to a variety of rich and valuable inputs, the materials were beneficial to support students' learning.The inputs received during the learning process were made up of specific written and spoken words, phrases, and sentences, as well as extended discourse that was written, spoken, and graphic in nature.These inputs came from a variety of sources, including materials and the teacher(s), and they could be of a variety of types, including personal information and opinions, metalinguistic comments, fiction and nonfiction, and linguistic items.These numerous and varied inputs give students the chance to observe and experience how language is employed in a wide range of text kinds and genres.
Apart from the language inputs, the materials seemed effective in helping learners to convey messages through the supply of communicative activities.The analysis of the teaching materials revealed that they focused on meaning (88.57%).The message of the language being used was heavily stressed in 31 out of 35 tasks where the 4 tasks (11.42%) concentrated on language system-focused (rules or forms).It became clear that the majority of the tasks required the use of language in realistic situations (e.g., giving ideas obtained from videos, discussions, writing improved versions of news, and giving presentations).
Importantly, the materials aimed to maximize students' cognitive and emotive engagement.From the teaching materials analyzed, a significant portion of the mental operations needed was categorized into 14 different categories, as shown in Table 3.
The data showed that to some extent, the teacher was nonetheless required by the school to give students examination-style exercises (2 occurrences recorded, or 5.71%), such as matching exercises in proverb and riddle materials and reading comprehension questions with short phrases in report text materials.The other materials, however, appeared to be able to address crucial elements through engaging exercises that attract learners' interests.The materials' most prevalent mental process, occurring 20 times or 57%, was expressing one's own thoughts or knowledge.Students were expected to communicate own opinions, knowledge, or other ideas in the target language.On the second place, 17 instances of negotiation or 48.57% were recorded.Together, the students deliberated and made decisions in order to complete the tasks assigned.The third one, with 14 or 40% occurrences, was hypotheses.Selecting information and determining semantic/propositional meaning were recommended 11 times, or 31.42%, on the fourth place.Following attending to examples and explanations, which was used 4 times or 11.42%, retrieving from long-term memory (LTM), which was when students recollect information from a time before the current session, was utilized 8.57%.Last, categorizing chosen information, retrieving from STM, formulating elements into larger units, reviewing on EFL output, and conducting research were only identified 1 time with a rate of 2.85%.It was therefore obvious that the materials were not trivial and called for learners to use their experiences, critical thinking skills, and problem-solving skills.

Discussion
The first research question directed and led this study: "How EFL materials are adapted by Senior High School teacher?" Evidence from research results revealed that the processes of materials adaptation involving addition and modifications as well as other adjustment processes in the materials and activities were mainly carried out according to the teacher's beliefs on what learning should look like.The fact that the adapted teaching materials incorporated multiple additional resources and included cultural topics that the students are familiar with showed the teacher's attempt to provide meaningful learning to the students.In line with this, Ahamat and Kabilan (2022), Lavrenteva and Orland-Barak (2023), Restrepo-Widney and Sembiante (2023) found that many English Language and Teaching (ELT) materials base their contents on culture.As a result, students do not only learn the foreign language more effectively, but they also develop an appreciation for the local culture while making connections to the materials in their own senses.This process is also related to the concept of translanguaging where both the educator and learners are utilizing their language repertoire in the meaning-making activities which is believed to establish a secure and welcoming atmosphere by making use of the students' native languages (Oliver et al., 2021;Omidire & Ayob, 2022).Regarding this, other scholars also highlight the transformative potential of translanguaging to improve communication and composition in EFL classrooms (Durygin, 2022;Pacheco et al., 2022).
In addition, the adaptations of materials were found to have been made under the concerns of providing students with balanced learning experience focusing on communicative skills and language.In this respect, adaptations to learning materials were recommended to make up for the lack of varied communication activities (Akbari, 2015;Tomlinson, 2008;Tuspekova et al., 2020) and unequal distributions of language skills that may not suffice students' learning needs (Parsons et al., 2018).The activities that are included on top of the existing ones illustrate the teacher's attempt to emphasize both spoken and written language skills.It is believed that language learners need a lot of exposure to the language being used for a range of reasons and in a variety of contexts (Tomlinson, 2012).Thus, students would understand the essence of the language.
Regarding modifications of texts used, it was revealed that the teacher took into account the students' background of knowledge for preparing materials that may suit them best.The results were in agreement with previous studies that determined competent teachers offer teaching materials by taking into account what learners like and dislike (Coşgun, 2023;Le & Le, 2022).This type of modification enables teachers to draw on students' prior learning and experiences to help them relate to the subject at hand.In their respective studies, Kwon (2022) and Swanwick (2016) emphasize the role that translanguaging plays in scaffolding learning which connects learners' experiences and provides support for students who are having difficulty in comprehending learning materials, particularly in the context of multilingualism.These studies collectively present the potential of translanguaging to promote the adaptation of materials by utilizing the linguistic resources of students and so creating a learning environment that is more inclusive and effective.Additionally, inclusion of authentic materials and tasks are essential for learners to be familiar with real language use.The Ministry of Education and Culture (2014) states that improving students' verbal and written communication skills will help them access information at literacy levels, which is one of the English instructional goals in the curriculum.Thus, the materials are expected to not only provide knowledge to the students but also make them aware of the implications of English.In other words, materials should not rely too heavily on controlled practices which could not make a big difference in how well language use goes (Tomlinson, 2011).
Teacher's decision to remove, simplify, and rearrange parts of the learning materials were aimed to ensure students' contentment with the materials.According to Tomlinson (2011), instructional materials should put students at ease.However, it is apparent that the teacher did not use the simplification method to make the tasks simpler (e.g., The task that required students to identify difficult words).In fact, learning should enhance the knowledge that students already possess as Timmis (2016) and Tomlinson (2012) recommend, materials should include demanding activities that push students just a little bit beyond their current proficiency.Meanwhile, the reordering occurred on the sequences of learning activity.The teacher made some adjustments to the activities after noticing that the learners were less focused during the lessons on giving suggestions (e.g., watching video in groups followed by individual exercises with the support from others).This shows that in order to adapt, the teacher must consider the usefulness, viability, and suitability of the resources for the students as highlighted by other scholars (Ahamat & Kabilan, 2022;Masuhara, 2022).
This study was also initiated and guided by the second research question: "In what ways do the teacher-modified materials support students' language learning?"From the results of the materials adaptation, the teacher managed to bring positive impacts on students' language learning since it matches with the learning objectives.Indeed, the teaching materials should match the curriculum (Harmer, 2015) and even those that are modified should be prepared in line with the aims and objectives of the course (Ahamat & Kabilan, 2022;Spirovska, 2015).Despite being adapted from several sources, the teacher's materials addressed all of the significant topics (e.g., report text, offering suggestions, news report, proverb and riddle) listed in the school's syllabus.Through this, students learned all of the necessary fundamental skills for academic success to complete tasks as curriculum demands.
On the other hand, using different approaches to the presentation of the learning materials such as videos, games, personalization, and contentious texts seem to have captured students' attention on learning English both from the materials and the ways they were presented.These distinguished methods were carefully prepared to fulfill different students' needs, which lead to an enhancement of the affective engagement through the material adaptation that occurs during the learning process.Hence, the teacher's adaptation of the materials was deemed to be effective at appealing to the students' preferred learning styles.As stated by O'Bannon et al. ( 2017)), students display more interest when there is a greater variety of materials that are aligned with their learning preferences.Furthermore, the exercises were successful in fostering a learning environment that enhances students' communicative engagement.This finding is consistent with other studies that showed encouraging students to practice their language skills in class will result in more positive attitudes about language learning (Akbari, 2015;Getie, 2020;Le & Le, 2022).
Nonetheless, the current findings highlighted the materials recommended topics and activities that would be likely to influence students' positive attitudes, yet the students were not given the chance to express their feelings before or after working on the topics.For instance, in a news report text, students were assigned four themes to learn about-Islamic Flogging, National Examinations, Controversial Art, and Robot Army-without having the opportunity to express their opinions on the materials.Allowing students to express how they feel about specific materials or activities is seen to be an efficient technique to gauge their emotions (Tomlinson, 2008).For that reason, it is necessary to carry out an introduction or reflection section that addresses the affective perspectives of the students.
Besides, the teacher's materials featuring interesting presentations and alluring topics successfully held the students' interest.The majority of the teaching and learning activities were supported by technology integration, which is promoted as a strategy for ensuring high-quality teaching and learning in modern education (Bajrami & Ismaili, 2016;Bilyalova, 2017).The usage of engaging videos and PowerPoint presentations accompanied by vibrant photos was likely to be effective to enhance students' motivation for learning a foreign language (Getie, 2020;Harrer et al., 2015).Nevertheless, it was underlined that some topics (such as a video of guys jumping off of a building) might only interest certain students, in this case, male students.From this point forward, teachers must keep in mind that the materials presented must be well received by all students.
In addition, customizations of the learning resources also allow learners to better connect with the contexts and lessons introduced in the classroom which aid learning.This means that the teacher can present content that is appropriate for the students' intellectual and practical levels through the material adaptation.As people learn from the local to global, easy to hard, close to far, and known to unknown, the usage of materials conveying news or events happening in their environment greatly aids students in completing group exercises and comprehending things better (Pereira & de Oliveira, 2015).This is also in line with the goal of educators who apply translanguaging to support emerging bilinguals by acknowledging the fluidity of their language use and by creating chances for collaborative learning (Cui & Pacheco, 2023;Dinh, 2023).Presenting reality through the use of authentic materials also prepared students for real-life language use.It adheres to Tomlinson's (2011) recommendation that good materials expose students to language in use in real-world situations.Studies by Meraji and Zamanian (2014), Bajrami and Ismaili (2016), and Rehman and Perveen (2021) found that teachers can improve their students' communicative language proficiency by employing the right materials that focus on language in use.
It is noteworthy that at the beginning of the session, the teacher permitted students to respond to English questions in Indonesian or Acehnese to aid students, especially the lower-level ones, in learning.This shows that the exercise focuses on improving the learners' understanding of the offered language.Students respond to L2 inputs using their L1, yet understanding L2 inputs is still necessary.Harmer (2015) conveys employing LI in EFL classes will benefit students, especially those who are just starting to study.However, the teacher seemed to be attached to the first language in her classroom.This could have been possible due to the unclear policies of multilingual resources which do not have definite restrictions on the extensive use of L1 (Nyimbili & Mwanza, 2021).As a consequence, the teacher could not broaden her perspectives to gain insights into other useful strategies for fostering comprehension activities.For example, starting class with a Total Physical Response (TPR), telling stories with the use of visual aids and dramatic movement, introducing new vocabulary through story while demanding students to respond by drawing pictures, are some of other effective strategies the teacher could have used (Tomlinson, 2011).The various comprehension exercises must be conducted since they enable students to become proficient and eventually pique their interest in using the L2.
The teacher's adapted materials were also designed to contribute to strengthening the students' language production through the employment of communicative activities that evoke students' cognitive engagement and critical skills developments.This suggests that the materials assist students in producing language in authentic use, which reflects the use of language in the "real world" rather than focusing on control practices which have little impact on the development of communicative competence (Tomlinson, 2011).As a result, the materials are likely to be suitable for fostering activities that encourage personalized output and help students deliver their intended messages to their addresses (e.g., teacher and other students).Through the tasks, students would produce not only individual words, phrases, or sentences, but also lengthy speech from which it should be considered how ideas are combined to achieve cohesion in form and coherence in concept.In other words, the materials offer students the opportunity to choose the topics, interactional strategies, and modes of expression that will best accomplish communication goals.
Finally, through a range of different adaptations on the materials and activities, the teacher provided learners with conditions where students could exercise not only their knowledge on the materials but also other skills including critical thinking, stimulating learners' cognitive and emotional interests.EFL teachers should take these two characteristics into consideration while adapting and implementing teaching materials (McDonough et al., 2013;Tomlinson, 2011;Tomlinson & Masuhara, 2018).Critical determinants of effective material adaptation and evaluation procedures include the promotion of students' critical skill development and the constructive effects of active cognitive and affective engagement on the learning process.Hence, it is imperative for educators to consider the incorporation of intellectually and emotionally engaging tasks that are both challenging and attainable in order to foster genuine self-assurance in language learning among learners.

Conclusion
In classrooms where English is being taught as a foreign language (EFL), this research study offers insightful information regarding the necessity of teachers' adapting instructional materials.The findings shed light on a number of significantly relevant factors.The results of this study highlight the significance of providing educators with the opportunity to modify instructional materials in order to cater to the unique requirements and preferences of their students.Not only does it highlight the importance of adaptation in fostering meaningful learning experiences, but it also underlines the importance of incorporating culturally appropriate themes and a variety of learning activities.
The implications of this study's findings for pre-service and in-service teacher education programs are substantial.These findings can be utilized by pre-service teacher educators instructing courses on methodology, materials adaptation, and evaluation to underscore the significance of material adaptation in order to cater to the varied requirements of learners.Practicum courses have the potential to incorporate valuable opportunities for pre-service teachers to observe and learn from experienced teachers while adapting materials, thus significantly augmenting their proficiency in this area.In the interim, these results can be utilized by in-service teacher educators to develop professional development initiatives that center on efficacious strategies for adapting materials.These programs may afford practicing educators the chance to engage in introspection regarding their present methodologies, investigate novel strategies for adapting materials, and cooperate with peers in order to exchange effective approaches.
Although the study offers valuable insights, its generalizability may be limited as it primarily examines a specific context, namely EFL teaching in Indonesia and Aceh.The absence of an examination of the potential challenges or barriers encountered by teachers during the process of adapting instructional materials in the study may limit the generalizability of the findings across other contexts.It is advised that further research might explore the impact of altering materials on students' learning outcomes, including their language proficiency, degree of engagement, and motivation.Moreover, comparative studies could investigate the practices of materials adaptation in different educational environments and cultures to identify shared challenges and successful strategies.For the purpose of examining the enduring effects of materials adaptation on student learning and teachers' professional development, it is recommended to conduct longitudinal studies that explore the durability of these adaptations.

Table 1
How the materials facilitate students' learning

Table 2
Content of the input offered to learners

Table 3
Mental processes required