The Development of Enrichment Book of Writing Negotiation Texts: The 21 Century’s Competencies of Senior High School Students

Article Info ________________ History Articles Received: August 2020 Accepted: September 2020 Published: 31 December 2020 ________________


INTRODUCTION
The digital era allows students to access all subjects by the internet and supporting books that are available on the market. In line with the development of science and technology, students can access these digital books based on their learning needs. Suhardi (2007) states that books always be the main learning source during the learning process. By using books, students can improve their insight into various things that they have not known before. The Indonesian language learning book can be used as a tool to develop language competence and has a strategic position in the learning process of Indonesian language and literature (Atmoko, 2012). Therefore, we need an enrichment book that contains different material that is creative, innovative, interesting, providing new insights, empowering students more so that it encourages students to be more active, creative, and critical.
The enrichment books have an important role and can be used as a supporting source in learning. The enrichment books can help educators in delivering teaching materials. The enrichment books can also help students to build knowledge, add insight, and it can be used as an effective learning tool (Afandi and Zulaeha, 2017). Widagdo's research (2016) explains that a good enrichment book has an insistent function to help educators and students to make them success while conducting learning process. Based on the results of observations made by researchers from several books used at schools, they have not integrated some aspects of the 21 st century's competencies in the presentation of their material. The textbooks of Suherli et al, the publisher of the Ministry of Education and Culture (2016) present more exercises in the use of information but these do not contain decision way in scientific work. The depth of the material in the book above is clear, it does not only contain the 21 st century's competencies, namely 4C (critical, creative, communicative, and collaborative) as expected by the author. Yudhistira (2013) and Pakarindo (2013) emphasize more on the content of material concepts and less on learning to write and construct the text that has been learned, so that students' writing skills are not honed. Research conducted by Jayanti (2015) proves that the challenge in the education is the character building for students, especially when the Indonesian nation must prepare its generation to face globalization with a strong character. Texts contained the 21 st century's competencies are an important part of facing globalization. Pristiwati (2019) said that globalization requires a learning design that integrates with the 21 st century's skills, HOTS, PPK, and literacy so that learning is not monotonous and enjoyable from a psychological perspective of students.
Writing skills are one of the skills found in senior high school education. One of the writing skills that students must attain is writing negotiation texts. Writing is an activity that prioritizes thinking by connecting knowledge to another so that it can be arranged in a sentence that describes the ideas or ideas that will be conveyed to others. Kartono (2009) states that there are three things related to writing activities; namely willingness, knowledge, and skills. The creative writing is one of the competencies that will be achieved in 21 st century learning that includes critical, creative, communicative, and collaborative thinking competencies. Writing skills are the ability to express various ideas in the form of writing which is arranged in effective language units so that the message to be conveyed can be understood by the reader. To achieve this, the author's creativity is needed. This was also expressed by Zulaeha (2016) who explained that writing is a creative process that involves a lot of divergent (diffuse) rather than convergent (centered) thinking. According to Subyantoro (2009) a language skill needed to improve the quality of learning is writing. Writing activities can increase intelligence, develop initiative and creativity by using written language that is coherent, expressive, and easy to understand. Doyin and Wagiran (2009) argue that writing is one of the language skills used in indirect communication. Ideas in writing are expressed in text form. Septarianto (2016) states that text is a language unit that is expressed in writing and it is meaningful with a certain organizational system that has function to express ideas, then it is provided in the form of a written work. The purpose of text-based learning is to develop skills, understand, and create text. Negotiation is an activity that requires partners in the form of social interactions who have one or several different interests by carrying out negotiations to reach mutual agreement and settlement. The negotiation text based on the 21 st century's competence is a unity of language that make a complete meaning so that it has content and form, both orally and writing form delivered by the sender to the recipient which contains interactions between the first and second parties. It can be both individuals and groups, which have the ability to think critically, creatively, communicate and collaborate to reach mutually beneficial agreements.
The characteristic of the 21 st century is to produce the learning character of the 21 st century. The most striking characters of the 21 st century is multitasking, multimedia, online social networking, online information searching, online gaming. Most humans who live in the 21st century have owned these characteristics. This is in line with the opinion of Winaryati (2018) which states that humans living in the 21 st century, including the younger generation, will bring 21 st century's content, which includes learning and thinking skills, ICT literacy and life skills. The education side through learning must follow this development. This is in line with Nehring's Research (2019) which states that developing a teaching center for the 21 st century's skills can be done through school goals and professional development. This will enhance the 21 st century's skills of students and educators to have high performance that serve people with high needs.
The development of the 21 st century is showed by the use of information and communication technology in all aspects of life, including in the learning process. The ability to think critically, solve problems, be innovative, communicate, and collaborate are important competencies in entering the life of the 21 st century. The use of technology in the 21 st century's learning is in line with research conducted by Chai (2018) which shows that the 21 st century's learning is supported by technology and designs comprehensive skills to address the 21 st century technological challenges.
Based on this background, it is important to conduct research on the development of enrichment books in writing negotiation texts based on the 21 st century competencies. The enrichment books used, especially the negotiation text material, still do not include material adapted to the 21 st century's competencies that will be instilled in students, so that these competencies cannot be formed as expected in the 2013 curriculum learning objectives. This research can be used as a facility for students and educators in the face of 21st century learning. Therefore, the topic of developing this enrichment book is very interesting to be studied.

METHODS
This research was conducted uses educational research and development research design or it could be called research and development (R&D) which is defined as research and development. According to Sugiyono (2016) "a research and development method as a research method that used to produce certain products and test the effectiveness of these products". Research and development aim to develop a specific product that can be used in a learning process. Thus, this research is directed at the development of enrichment books in writing skills of negotiating texts based on the 21st century's competencies for senior high school students. Therefore, in developing of the enrichment book of the writing skill of negotiation text must go through the stages of research. The research stages are designed to the needs of this research. The research procedures that have been carried out in this research consists of seven stages, namely (1) potential and problems, (2) information and data collection, (3) design of the book's profile, (4) the validation test of the book's profile, (5) the revision of the book's profile, (6) limited trial, and (7) final revision of book's profile.

Profile of the Development of Enrichment Book of Writing Negotiation Texts Based on the 21 st Century's Competencies of Senior high school Students
The enrichment book profiles of writing negotiation texts based on the 21 st century's competencies for senior high school students are prepared by considering the students' and educators' needs due to the principles of the development of enrichment book. The sections on the profile of the enrichment book of writing negotiation texts based on the 21 st century competence include the introduction section, a content section, and (3) a section after the enrichment book.

The Introduction of the Enrichment Book
In its introduction, the enrichment book consists of some components book title or book cover, copyright pages, introduction, guidance for book use, table of contents, and list of KI / KD Book title or book cover consists of the components of the book title, the name of the author and supervisor, the target of book user, and illustrations. The component reflects the cover of the 21 st century that is characterized by illustrated images of negotiations by young entrepreneurs and virtual negotiations.

Figure 1 book cover
The copyright page consists of copyright information, book titles, book authors, supervisors, the judgment expert, and copyright information.
Foreword as an introduction of the book. This component contains expressions of gratitude to God, the background of the book and the purpose of developing the book, and thanks to several parties.  The list of KI / KD contains an explanation of the KI and KD that will be achieved in an enrichment book of writing negotiating text based on the 21 st century's competencies for senior high school students, namely by adding 4C aspects to the indicators.    creative, communicative, and collaborative thinking. With this enrichment book, it will add learning references, especially in negotiation text material so that students can write negotiation texts based on the 21 st century's competencies correctly.

The Acceptance of the Enrichment Book of Writing Negotiation Text Based on the 21 st Century Competencies
The acceptance of the research is evidenced by the results of structured interviews with educators and students that were conducted at one of the schools, namely SMA Negeri 1 Ungaran with good indicators. The acceptance of this enrichment book includes the following: This acceptance is a positive result for the sustainability of Indonesian language learning. This enrichment book can be used as a complement to help students to improve their writing skills of negotiation text and increase their knowledge of negotiation text. In addition, this enrichment book can also be used as a companion book for educators to provide material for writing negotiation texts. Educators and students accept this enrichment book, which can be seen from the results of the analysis which states that enrichment books help educators and students to understand and increase knowledge of the material for writing negotiation texts, and the presentation of enrichment books is adjusted to the characteristics and level of students' development.

CONCLUSION
Based on the results of the research and discussion that have been described, it can be concluded that the profile of enrichment books in writing negotiation texts based on the 21 st century's competencies for senior high school students is arranged based on four aspects of feasibility that consists of aspects: material, presentation, language and graphics. In addition, enrichment book profile is developed based on the educators and student's needs. The sections of the enrichment book profile of writing negotiation text includes: the introduction, the content section, and the final section of enrichment book. These components are described in three chapters, namely Chapter I, the essence of the 21 st century's competence; Chapter II, negotiation text based on the 21 st century's competence; Chapter III, writing negotiation text based on the 21 st century's competence. The acceptance of enrichment book products can help educators and students to understand and increase knowledge of the material for writing negotiation texts, and the presentation of enrichment books is adjusted to its characteristics and level of students' development.