Designing Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation

The death of 11 of the 71 local languages in Maluku without a proper burial is a very sad thing for generations of speakers of these languages. Meanwhile, 71 other local languages are threatened with extinction. Even though there has been a Maluku province regional regulation No. 14 of 2005 and Regional Regulation No. 3 of 2009 as well as central government policies through Minister of Education, Culture, Research, and Technology regulations No. 7 of 2022 concerning the independent curriculum. These efforts, up to now, have not produced effective results, so it is very urgent to research and revitalize it based on the needs and conditions of the Maluku people, especially on the island of Buru to prevent language death and extinction. Therefore, this research aims to develop 4 in 1 multilingual-based Maluku regional language teaching materials (Buru language) in implementing the Merdeka curriculum in Buru Regency. To achieve the objectives of this research, the appropriate research method to employ is Research and Development (R&D) with an analysis, design, development, implementation, and evaluation (ADDIE) model design. This design shows several research stages starting with analyzing the needs of students, teachers, and stakeholders as well as analyzing the situation in 6 Madrasah Tsanawiyah (MTs) schools in the Buru district. The results of data analysis will be used as material to design and develop syllabi, lesson plans, and Buru language textbooks in the 4 in 1 multilingual learning model, then develop textbook products and will be implemented in the independent curriculum and evaluated through experimental tests on small, medium and large scales


Introduction,
Maluku is one of the provinces in eastern Indonesia which is characterized by an archipelagic area that has made it a multicultural, multiethnic, and of course multilingual province.There are 71 local languages with various dialects found in people's daily social interactions.Unfortunately, 11 of these 71 languages have become extinct without leaving traces that can be traced scientifically, but through word-of-mouth stories from the people who are fluent in historicization 201).Moreover, the condition of the millennial generation who is no longer able to communicate and even does not know their regional language (Tuharea et al, 2020) is a very sad thing to find a solution for.
This condition also occurs in Buru district, one of the districts in Maluku province which has 4 local languages and has lost 2 languages due to extinction.Based on a report from the Central Bureau of Statistics for Buru Regency, the population of Buru is 132,100 people.Of that population, 14,000 people know about the existence of the Buru language and only 5,000 people can communicate actively using the Buru language.This of course motivates the heirs of the language speakers to re-examine their regional languages which have become extinct or regional languages which are threatened with extinction (BPPS-Buru, 2019).
The sad condition of this is that the Maluku provincial government has issued Perda No. 14 of 2005 and Regional Regulation No. 3 of 2009 to maintain and preserve as well as facilitate regional languages as local content curriculum in schools.Apart from that, the Minister of Education, Culture, Research and Technology, Nadiem Anwar Makarim, regarding Freedom to Learn has had a big influence on learning strategies in Indonesia.This was stated in Minister of Education, Culture, Research and Technology regulations No. 7 of 2022, Decree of the Head of BSKAP No.008/H/KR/2022 of 2022, and Circular Letter No. 0574/H.H3/SK.02.01/2023 concerning the independent curriculum, learning outcomes for all levels and subjects in the independent curriculum structure as well as stages of development of Pancasila student profiles which can be used especially for projects strengthening Pancasila students.This includes language subjects, especially Indonesian, where coaching and developing Indonesian language skills will form a person who believes in Pancasila, is devoted to God Almighty and has noble character, thinks critically, is independent, creative, works together, and has global diversity (Mustadi et al, 2022).This policy has certainly not been implemented well and still requires other supporting instruments that need to be studied scientifically.Several studies on the preservation of regional languages have been carried out to formulate learning in schools, as has been done by Hajek (2006) or the preservation of regional languages begins with internal family communication (Busela et al, 2018), but the results of this research have not been able to support the implementation of policies.
Several alternatives for preserving regional languages have also been presented by the results of previous research which have nuanced multilingual learning models that are easier and more economical to implement in schools, as has been done by Baryadi (2014) regarding the development of dual and Bin- Tahir, Susiati, Tenriawali, Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation multilingual learning materials or multilingual learning in Islamic boarding schools (Bin Tahir, 2017), and the multilingual sequential-simultaneous teaching model (Bin-Tahir et al, 2017).However, these studies have not focused on the development of embedded-multilingual based regional language textbooks (a combination of regional language learning in Indonesian and English subjects) which are adapted to current conditions and problems currently being faced by communities that speak these endangered languages and aligned with the latest government policies and regulations, namely Minister of education, culture, research and technology regulations No. 7 of 2022, Decree of the Head of BSKAP No.008/H/KR/2022 of 2022 concerning the independent curriculum in the structure of the independent curriculum as well as the stages of development of Pancasila student profiles which can be used especially for projects strengthening Pancasila students, thus making this research very urgent for researched in providing solutions to current problems faced by people who speak endangered languages, especially in Buru district.
Several previous studies have contributed theoretically to this research, among them, Bin-Tahir (2017) has investigated the multilingual behavior of IMMIM Islamic boarding school students; It also measures students' and teachers' attitudes toward multilingual education in Islamic boarding schools (Bin Tahir, 2015); multilingual teaching and learning strategies and methods implemented by multilingual teachers (Bin Tahir et al, 2020); competency of multilingual teachers/lecturers in teaching English (Bin Tahir et al, 2016); multilingual teaching and learning models (Saidna et al, 2017); and he also measured the effectiveness of the multilingual simultaneous-sequential approach (Bin Tahir et al, 2022), in fact he has also designed and developed regional language learning in a multilingual learning model in Maluku (Saidna et al, 2017).All the results of this research contribute to continuing the research to be studied.
The issue of the regional languages extinction in Indonesia is a national issue so the Minister of Education, Research, and Technology, Nadiem Anwar Makarim launched virtually on Tuesday, 22 February 2022 the Merdeka Learning Program Episode 17 concerning Revitalization of Regional Languages.This needs to be done, considering that 718 regional languages in Indonesia, most of which are endangered and critical.Currently, many native speakers of regional languages no longer use and pass on languages to the next generation, so the treasures of cultural wealth, thought, and knowledge of regional languages are threatened with extinction.To overcome this case, the principles of the regional language revitalization program observed by the Minister of Education and Culture are dynamic, adaptive, regenerative, and creative freedom in the use of the language.A dynamic that is oriented towards development and not just protecting the language.Adaptive to the situation of the school environment and society he said.Regeneration with a focus on young speakers at the elementary and secondary school levels, as well as the freedom to be creative in using their language.
Therefore, this research aimed at developing ecotourism-based Buru language teaching materials with a 4 in 1 multilingual model in implementing the Bin- Tahir,Susiati,Tenriawali,Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation independent curriculum at 6 Madrasah Tsanawiyah (MTs) schools in the Buru district.The specific objectives are to a) analyze the needs of students, teachers, and stakeholders and the situation in the 6 MTs schools which are specifically outlined in this article; and b) design and develop ecotourism-based Buru language textbooks with a 4 in 1 multilingual model in implementing the independent curriculum.

Research Methodology,
This research uses the Research and Development (R&D) method with the ADDIE model design (Brg & Gall, 1983) which has been modified by Anglada (2007) to identify needs and situations, design ecotourism-based Buru language teaching materials with a 4 in 1 multilingual model in implementing the independent curriculum in schools -MTs school in Buru district.The basis for using the ADDIE model is because it has systematic stages and is based on a theoretical basis for design which is arranged in a structured manner according to a systematic sequence of activities in problem-solving efforts based on the needs and characteristics of learners and the learning environment with measurable and tested design and development methods.The ADDIE model consists of five steps, namely; analysis (analyze), design, development, implementation, and evaluation.
The phases above show the importance of needs and situation analysis as a basis for designing Android-based teaching materials and applications that suit student needs and school conditions for learning the Buru language in a 4 in 1 multilingual learning model that combines 4 languages, namely Buru, Indonesian, and English.and Arabic for MTS level students with the number of respondents selected using a multi-phase sampling technique (based on the research phase) of 450 students, 30 teachers, and 10 stakeholders at six Madrasah Tsanawiyah (MTs) schools in four sub-districts in Buru Regency, namely; Namlea, Lilia, Wayapo, and Fenaleisela sub-districts.
Data collected employing needs and situation analysis questionnaires as well as interviews and observations have been analyzed using SWOT analysis and described based on the percentage of needs and situations and considering the strengths, weaknesses, opportunities, and threats that exist to design and develop Buru language teaching materials based on ecotourism with a 4 in multilingual model.The designed prototype is then validated by two experts in the fields of language learning and education to see the suitability of teaching materials and methods.The validation results are then revised and developed until they are valid based on the results of the validator's assessment.The valid product was then tested experimentally in a small-scale trial of 40 students in each MTs school per district, then analyzed quantitatively using SPSS version 21 and revised by the researcher to carry out trials on a medium scale with a total of 80 students on two MTs per subdistrict.At the end of the evaluation at the intermediate test stage, this was followed up with a large-scale experimentation of 120 students in 3 MTs per sub-district to determine the acceptability, accessibility, and affectivity of ecotourism-based Buru Bin- Tahir, Susiati, Tenriawali, Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation language textbooks with a 4 in 1 multilingual model that had been developed and tested.
The research stages started from planning to the publication stage in the first year to reporting.In the first year of this research, three stages of the ADDIE procedure, namely Analysis, Design, and Development (ADD), will be implemented.through questionnaires to verify and triangulate the data; i. Designing Buru language teaching materials (Syllabus, lesson plan, Textbook) for learning the Buru language; j.Validation of product design by two experts; k.Revising the validated design and then developing the product to be revalidated by the two experts; l.Preparing syllabus, lesson plans, and textbook as samples that will be used in the trial phase.
Findings and Discussion,

Findings
The general information obtained in this section is information about the student's identity, the purpose of learning multilingual (Indonesian, English, Arabic, and Buru language), the experience of learning a foreign language, the level of their language course, the frequency of language use, the frequency of language use in academic and non-academic fields, academic activities, level of language competence, syllabus, lesson plan, textbooks, and ecotourism-based 4 in 1 multilingual learning materials suitable for MTs students.

Learning Needs
Learning needs consist of several domains and several indicators, namely the identity of the students themselves, foreign language learning backgrounds, interests, and needs, existing learning resources, and program continuity.

Identity and Background of Multilingual Students' Learning
Figure 1 shows that the majority of students are women and they have no experience in learning either Burmese or English and Arabic (32%), most of them have experience in learning English and Arabic (10%) obtained at the previous level of their studies at elementary school and outside school.(87%) with memorizing strategies to master a foreign language by listening or speaking (89%), and they prefer the audio-visual learning style (98%).This data can be interpreted descriptively using SWOT analysis as in the following Based on the SWOT analysis, it can be concluded that the potential of students to master multiple languages and their lack of strategies and methods in language learning are not well accommodated by the programs and policies of the Regional Government due to the complexity of the curriculum followed by MTs to fulfill the school's vision and mission.Therefore, researchers try to support the enthusiasm and potential of students through the mediation of students, teachers, and stakeholders to develop an attractive 4 in 1 multilingual program based on ecotourism to accommodate their potential.

Students Interests and Needs in Multilingual Learning
Figure 2 shows that all students are interested in learning 4 in 1 multilingual learning (97.1%), most are interested in learning English, Arabic, and Buru language (78.6%), they are eager to master several foreign languages based on their desires (67.3% ) and they are aware of their future in mastering several foreign languages which makes them have a future orientation in learning (81%), they can predict their learning achievement through the 4 in 1 multilingual learning program (59%), and they agree with the implementation 4 in 1 multilingual learning program in MTs schools (94%).Data on students' interests and needs for the 4 in 1 multilingual learning program at MTs schools can be interpreted descriptively using a SWOT analysis as follows: Table 2 Based on the SWOT analysis, it can be concluded that students' strengths in interests, needs, and confidence in mastering multiple languages are not well accommodated by school programs and policies due to the complicated curriculum followed by the school and the absence of stakeholder agreement to realize the school's vision and mission.Meanwhile, elementary schools have the opportunity to realize the interests and needs of students in mastering several foreign languages well.Therefore, researchers try to compile syllabi, lesson plans, and textbooks of interest that can accommodate and support students' interests and needs.

c. 4 in 1 Multilingual Learning Resources and Facilities
Statements/questions number 36 to 41 aimed at obtaining data about the resources available in 4 in 1 multilingual learning at MTs schools such as multilingual teachers, implementation of multilingual learning, existing materials, and supporting tools as presented in the figure below.

Figure 3. 4 in-1 Multilingual Learning Resources and Facilities
Figure 3 shows that all students recognize multilingual teachers in primary schools (4.5%) who apply multilingual teaching and learning (1.1%), they state that multilingual material already exists (32.2%) but after confirming their statement, what is meant by multilingual material is separation of lesson plans and books prepared by Bin- Tahir, Susiati, Tenriawali, Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation teachers, and the MTs school environment are the main supporting tools for achieving successful multilingual learning in schools (78.5%).The data can be summarized descriptively using SWOT analysis as follows.Based on the SWOT analysis, it can be concluded that the existence of multilingual teachers, materials, and environmental support for elementary schools are not properly empowered by schools due to the complexity of the curriculum adopted by MTs schools and the absence of teachers and stakeholder creativity to realize the school's vision and mission.There is even some weakness in strength; MTs schools still have greater opportunities to manage and realize multilingual learning

d. Progress and Continuity of 4 in 1 Multilingual Learning
Statements/questions number 42-48 discuss the progress and sustainability of the 4 in 1 multilingual learning program in MTs schools which include the urgency of implementing multilingual learning, the place of implementation, and the intensity of implementing the 4 in 1 multilingual program as presented in the figure below.4 shows that all students feel the application of multilingual learning to achieve their goals in learning at MTs in Buru Regency (87.6%) which will mostly be carried out in the classroom (78.5%), they want to learn multilingual twice a week (78.3%).The data can be summarized descriptively by using the SWOT analysis as follows.
Table 4 Based on the SWOT analysis, it can be concluded that students' needs for implementing multilingual learning such as formal and non-formal learning inside or outside the classroom twice a week the greatest potential which is not well accommodated by MTs schools due to the complexity of the curriculum adopted by the school and the lack of creativity of teachers and stakeholders interest in realizing the vision and mission of Mts.Even though several weaknesses become strengths, MTs schools still have a greater opportunity to manage and realize a 4 in 1 multilingual learning program through collaboration with the academic department to prepare multilingual learning schedules, adapt multilingual schedules to language times, develop syllabi of interest, lesson plans, and textbooks that can accommodate multilingual learning programs, as well as evaluating the progress and continuity of multilingual learning programs every quarter.

Target Needs
The target need consists of several domains and several indicators such as the objective domain which includes intentions, goals, and priorities; tools or media and types of language, communicative events related to the subject matter, content, and level; and settings related to the physical setting, human context, linguistic context, and time.

a. 4 in 1 Multilingual Learning Objective Domains
Statements/questions number 49 to 61 explore the realm of multilingual learning goals in MTs schools which include aims, objectives, and learning priorities as illustrated in the figure below.5 shows that most of the goals of students learning multilingual are to communicate with native speakers or non-native speakers (86.4%), future-oriented in getting a job (32.2%) and to learn and gain knowledge (63.3%) so they want to improve speaking skills (87.2%) and listening skills (65%), they want to learn the most applicable language, namely non-formal language to support their daily communication (87.3%) which is complemented by formal language (24.6%).The priority components of multilingual learning materials include daily vocabulary and dialogue or daily conversations (89.5%) which are complemented by spelling.The data can be summarized descriptively using SWOT analysis as follows.Based on the SWOT analysis, it can be concluded that it is necessary to communicate with native speakers or non-native speakers through non-formal language learning or spoken language.Even though several weaknesses become strengths, MTs schools still have a greater opportunity to manage and realize multilingual learning through the development of attractive syllabuses, lesson plans, and textbooks that accommodate some complementary materials to the current needs of students and their future-oriented in getting work and knowledge.

b. Instruments in Ecotourism-based Multilingual Learning
Statements/questions number 62 to 68 explore multilingual learning instruments which include existing and non-existent materials, textbooks, types of multilingual materials, and the needs of multilingual materials such as syllabus, lesson plans, and textbooks.4 in 1 multilingual learning as illustrated in the figure below.

Instruments in Ecotourism-based Multilingual Learning
Figure 6 shows that most students state that multilingual learning materials already exist but the material is still separated into certain language books (34.2%) most of the materials and books are provided for English and Arabic (64.3%), they want to learn the spoken language that can be implemented directly in daily communication with native speakers or non-native speakers (71.2%).Thus, they feel Bin- Tahir, Susiati, Tenriawali, Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation they need appropriate multilingual materials such as syllabi, lesson plans, and textbooks (82.3%).Multilingual instrument data in MTs schools can be summarized descriptively by using the SWOT analysis as follows.Based on the SWOT analysis, it can be concluded that the existing language learning materials have not been prepared well by the teacher.Even though several weaknesses have become strengths, MTs schools still have greater opportunities to manage and realize multilingual learning through developing textbooks that accommodate student needs and the curriculum.

c. 4 in 1 Multilingual Learning Communication Event
Statements/questions number 69 to 76 describe the communicative events of multilingual learning in MTs schools which include the forms of communicative events, syllabus, context of communication, contents of multilingual textbooks, and learning levels as presented in the figure below.7 shows that the majority of students learn multilingual in the form of face-to-face communication (91.3%), the syllabus must be adjusted to the existing syllabus from the ministry (98%), adjust topics and materials based on daily communication in the school environment (87.3%) to dialogue or their daily communication (89.2%) and exercises (68.6%).The data can be summarized descriptively using SWOT analysis as follows.

Discussion
In planning 4 in 1 multilingual learning materials for MTs schools based on existing and non-existent sources by considering theories of relevance in language learning.Therefore, multilingual learning materials must be more motivating and interesting.The intent or purpose of multilingual learning materials is to improve students' speaking skills.In addition, it should be designed not only based on the MTs curriculum but also based on target learning and needs.The characteristics are: a) The material must be presented in audio-visual aids such as the teacher's voice and attractive pictures; b) Materials must support and facilitate students' speaking skills in formal and non-formal languages or in academic and non-academic speaking activities to support their future orientation; c) The topic of the material must be interesting which provides a native speaker's cultural background; d) Materials must be appropriate to the context and school environment to accommodate students' daily communication; e) Materials must provide various genres such as dialogue, discussion, cooperation, training and evaluation; f) The material must be implemented by implementing listening and speaking activities that can be applied by students and teachers in daily communication in the school environment; g) The material must be implemented with various activities.
Based on needs analysis and spoken language teaching theory put forward by Brown and Yule (1983), Halliday (1993), andGraves (2016), researchers offer the following model as a 4 in 1 multilingual learning material model in developing speaking skills multilingual for MTs students.The multilingual material model can be presented in Figure 8.  8 depicts a model of 4 in 1 multilingual learning teaching materials in MTs schools which were selected first using several theories and considering the results of the needs analysis.Several aspects support teaching materials for multilingual learning materials, namely objectives, topics, content, genres, strategies, activities, and evaluation.These aspects are integrated.Material success is determined by the unity and robustness of these aspects.It is in line to what found by Chu et al (2000) that the combination of the need for information from recent students and the school situation for concrete information about elements called for use of the material design.
The learning objective is to communicate in spoken multilingualism in the form of dialogue.This goal is simply adopted from the MTs curriculum.To achieve this goal, of course, it is supported by serious input and processes that are implemented in a learning process.The multilingual learning material topics chosen in this model are daily conversations appropriate to the school environment.This topic is a good input for students to use the language in daily interactions and get them used to Bin- Tahir, Susiati, Tenriawali, Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation 1041 speaking with native speakers of the language (Bin- Tahir & Hanapi, 2020).These topics will in turn be interesting and authentic which is the hallmark of good material.Therefore, this topic should be presented in different genres which make it more interesting.The genres proposed in this model are dialogue, interview, and role play.
Another aspect that can support the effectiveness of the learning process is learning activities and learning strategies.The learning activities proposed by this model consist of three main activities, namely opening, presentation, and production activities.In carrying out these activities, students will be involved in several learning strategies such as the embedded approach (Saidna et al, 2017).To measure whether the activity was effective or not, an evaluation of students' speaking and reflection skills was carried out.
The multilingual 4 in 1 learning textbook for MTs 1 students developed in this research is attached separately.The package was revised twice.It has been corrected by two English and Buru language experts.A description of the revision is explained at the end of the evaluation stage (Bin-Tahir, 2017).The course book prototype is described as follows:

1) Book Cover
There is a saying: "Don't judge a book by its cover" but sometimes readers will be interested in reading and buying a book by its cover, especially for young students.Therefore, the cover of this multilingual textbook is designed to be as attractive as possible so that readers, especially students, are interested in reading and studying the material presented in the textbook (Ziguras, 2001).On the top left of the book cover, the researcher includes the book title "Speaking Multilingual 4 in 1 for MTs" in four languages; English, Buru, Arabic, and Indonesian as well as the level of the intended textbook, while in the middle of the cover, the researcher includes a person's globe and nationality indicated in the language to be studied, and at the bottom of the cover page includes the author's name.

2) End Paper
These are blank pages at the beginning and end of this book.They are equipped with pictures that describe their contents and vision.It also functions as a separator between units in the book to prepare readers for learning readiness.

3) Title Page
The title page displays the title of the textbook "Multilingual 4 in 1Learning for MTs Students" at the top center of the page.Under the title, the researcher places the level of students "for MTs students" or beginner-level Islamic boarding school students.Finally, in the middle of the page, the researcher displays the author of the course book and leaves the rest of the page for publisher information, layout, and the textbook's International Standard Book Number (ISBN).

4) Acknowledgments
In this section, the author summarizes the contents of the textbook and thanks everyone who has contributed to this research and to whom they contributed to the development of the textbook.The table of contents lists the contents of the book which consists of ten units.Each unit presents the unit name, material title, and page for each material location.In addition, the author also provides differences and similarities in the spelling of the three languages used in the textbook so that readers can easily read transcripts of several foreign languages into Indonesian.

6) Matrix and Competency Map
The course map describes the contents and competencies of learning books designed in a matrix.It also serves as a teacher's guide in teaching textbook material and how to use this textbook.This section also reveals assignment creation procedures that can lead teachers to produce their materials and build their questions on assignments from assignment 1 to assignment 10.The author also provides suggestions for teaching and learning strategies and teaching methods that can be used by teachers in carrying out the learning process.

7) Content
This book consists of ten units.Each unit presents one topic which is divided into several learning activities.Topics are arranged based on conversations that occur among students in the MTs school environment.

8) Exercise and Answer Key
The textbook presents daily dialogue in the form of formal and non-formal language which is equipped with exercises in each textbook unit.The researcher did not put down the answer key for the entire exercise by considering students' activities in learning and trying to find the answer based on the material presented in each unit which is equipped with a list of vocabulary in each unit (Perez & Cuadros, 2017).It is intended that students learn independently to improve their language competence.

9) Vocabulary List
The author provides a list of unit vocabulary so that students can more easily find unknown unit vocabulary (Wu et al, 2020).Thus, they do not need to open a dictionary or ask the teacher about unknown words or the meaning of new vocabulary.

10) Reflection
At the end of each unit, the writer provides a reflection consisting of several statements or questions that must be met by students after studying a particular unit (Catalano et al, 2018.This aims to determine student perceptions of the contents of the textbook as data for revising the contents of the textbook. After developing multilingual embedded learning materials, the researcher proposed a prototype material to be validated by two experts (Prof.Hariyanto, M.Pd from Makassar State University and Prof. Dr. Muhammad Amri, M.Pd from Alauddin Islamic State University of Makassar).Questionnaires were distributed to the two experts to assess or validate the material.Material validation is needed to see whether the multilingual embedded learning material is valid or invalid.
The validity level of the 4 in 1 multilingual learning material package was obtained from two experts.Experts assess the level of validity of the material package by answering or filling out the questionnaire provided.The data in the figure shows that the material validity score reaches 91% in the very valid classification.This means that the level of validity of the designed 4 in 1 multilingual teaching materials is very valid and can then be applied in multilingual learning for class VII MTs students.

Conclusion and Suggestion
The model of multilingual 4 in 1 teaching materials in MTs schools was selected in advance by using several theories and considering the results of the needs analysis.Several aspects support teaching materials for multilingual learning materials, namely objectives, topics, content, genres, strategies, activities, and evaluations.These aspects are integrated.The success of the material is determined by the unity and robustness of these aspects.The learning objective is to communicate in spoken multilingualism through dialogue.This goal is adopted from the elementary school curriculum.It is supported by input and a severe process implemented in a learning process to achieve the research goal.The topic of the multilingual learning material chosen in this model is daily conversation according to the school environment.This topic is a good input for students to use the language in their daily interactions and familiarize them with speaking with native speakers of the language.This topic will, in turn, be exciting and authentic, which characterizes good material.
This research only looked at analyzing the needs of MTs students in Buru District, then designing learning models and textbooks.This will be continued in the following research to test the model and material.So it is possible for the following researchers who want to test the effectiveness of this model to follow up.
Bin-Tahir, Susiati, Tenriawali, Sakkir Designing Maluku Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation 1028 ` Statements/questions in the first part of the needs analysis regarding student identity, learning background, interests, strengths and weaknesses, and their learning style as can be explained in the Figure below.
Figure 1.Identity and Background of Multilingual Students' Learning Figure1shows that the majority of students are women and they have no experience in learning either Burmese or English and Arabic (32%), most of them have experience in learning English and Arabic (10%) obtained at the previous level of their studies at elementary school and outside school.(87%) with memorizing strategies to master a foreign language by listening or speaking (89%), and they prefer the audio-visual learning style (98%).This data can be interpreted descriptively using SWOT analysis as in the following table:Table1.SWOT Analysis of Students' Identity and Language Background Bin Susiati, Tenriawali, Sakkir   Designing Maluku Local Language  Material based on Multilingual 4  in 1 in Merdeka Curriculum Implementationb.Student Interests and NeedsStatements/questions number 25 to 35 explore students' interests and needs in 4 in 1 multilingual learning at MTs schools which includes the language they are interested in learning, foreign language learning objectives, agreement on developing a multilingual learning program, and predictions of learning achievement by participating in the 4 in 1 multilingual program This can be seen in the Figure below.
Figure 2. Students Interests and Needs in Multilingual LearningFigure2shows that all students are interested in learning 4 in 1 multilingual learning (97.1%), most are interested in learning English, Arabic, and Buru language (78.6%), they are eager to master several foreign languages based on their desires (67.3% ) and they are aware of their future in mastering several foreign languages which makes them have a future orientation in learning (81%), they can predict their learning achievement through the 4 in 1 multilingual learning program (59%), and they agree with the implementation 4 in 1 multilingual learning program in MTs schools (94%).Data on students' interests and needs for the 4 in 1 multilingual learning program at MTs schools can be interpreted descriptively using a SWOT analysis as follows:Table2.SWOT Analysis of Students' Multilingual Interests and Needs and develop attractive syllabuses, lesson plans and textbooks that can accommodate multilingual learning programs.

Figure 4 .
Figure 4. Progress and Continuity of 4 in 1 Multilingual Learning Figure4shows that all students feel the application of multilingual learning to achieve their goals in learning at MTs in Buru Regency (87.6%) which will mostly be carried out in the classroom (78.5%), they want to learn multilingual twice a week (78.3%).The data can be summarized descriptively by using the SWOT analysis as follows.Table4.Results of SWOT Analysis of Program Progress and Sustainability Figure 5. 4 in 1 Multilingual Learning Objective DomainsFigure5shows that most of the goals of students learning multilingual are to communicate with native speakers or non-native speakers (86.4%), future-oriented in getting a job (32.2%) and to learn and gain knowledge (63.3%) so they want to improve speaking skills (87.2%) and listening skills (65%), they want to learn the most applicable language, namely non-formal language to support their daily communication (87.3%) which is complemented by formal language (24.6%).The priority components of multilingual learning materials include daily vocabulary and dialogue or daily conversations (89.5%) which are complemented by spelling.The data can be summarized descriptively using SWOT analysis as follows.Table5.SWOT Analysis Results of Multilingual Learning Objectives Figure 6.Instruments in Ecotourism-based Multilingual Learning Figure6shows that most students state that multilingual learning materials already exist but the material is still separated into certain language books (34.2%) most of the materials and books are provided for English and Arabic (64.3%), they want to learn the spoken language that can be implemented directly in daily communication with native speakers or non-native speakers (71.2%).Thus, they feel Figure 7. 4 in 1 Multilingual Learning Communication EventFigure7shows that the majority of students learn multilingual in the form of face-to-face communication (91.3%), the syllabus must be adjusted to the existing syllabus from the ministry (98%), adjust topics and materials based on daily communication in the school environment (87.3%) to dialogue or their daily communication (89.2%) and exercises (68.6%).The data can be summarized descriptively using SWOT analysis as follows.Table7.Results of SWOT Analysis of Multilingual Communication Events Figure 8.Multilingual 4 in 1 material model Figure8depicts a model of 4 in 1 multilingual learning teaching materials in MTs schools which were selected first using several theories and considering the results of the needs analysis.Several aspects support teaching materials for multilingual learning materials, namely objectives, topics, content, genres, strategies, activities, and evaluation.These aspects are integrated.Material success is determined by the unity and robustness of these aspects.It is in line to what found byChu et al (2000)  that the combination of the need for information from recent students and the school situation for concrete information about elements called for use of the material design.The learning objective is to communicate in spoken multilingualism in the form of dialogue.This goal is simply adopted from the MTs curriculum.To achieve this goal, of course, it is supported by serious input and processes that are implemented in a learning process.The multilingual learning material topics chosen in this model are daily conversations appropriate to the school environment.This topic is a good input for students to use the language in daily interactions and get them used to

table : Table 1 .
SWOT Analysis of Students' Identity and Language Background

.
SWOT Analysis of Students' Multilingual Interests and Needs

Table 3 .
Results of the SWOT Analysis of Facilities and Facilities

.
Results of SWOT Analysis of Program Progress and Sustainability

Table 5 .
SWOT Analysis Results of Multilingual Learning Objectives

Table 6 .
Results of SWOT Analysis of Multilingual Learning Instruments