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5.Teacher Role
Role of teacher in task components is what teacher does in order to carry out the learning process and communicate with learners. There are three roles of
teacher based on Breen and Candlin 1980: 89-112 cited in Nunan 2004: 67.
6.Learner Role
Role of learner is what learner should do those tasks in accordance with having a good relationship between peers and teacher. Learners should be critical,
reflective, and independent. In this point, Curriculum 2013 has forced learners to be critical, reflective, and independent, but learners are expected to have good
social relationship with their environments.
c. Tasks Grading and Sequencing
The tasks in unit should be arranged and developed comprehensively so that by completing tasks o
f a unit, learners are expected to reach unit’s goals. However, to make tasks viable for learners to learn from what they are working
on, the task should be arranged from the easiest way to the difficult one. Richard, Platt, and Weber 1986:125 in Nunan 2004:113 describe grading as the helpful
presentation of unit contents. The gradation itself may differ based on the real challenge in the pedagogical field including the arrangement of tasks complexity.
The sequence of tasks should be based on the comprehension to communication focus where learners are expected to produce their own style of language use in
authentic settings.
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B. Review of Relevant Studies
There are some related studies about designing English materials for vocational schools. The research done by Fahmi Dwi Prasetyo 2013 is relevant
with this study as the researcher also takes developing reading and writing materials for vocational high school students as the topic and concentrates on the
materials for Pharmacy study program. Not only that, research done Jayanti 2015 is also similar as it provides an insight to develop reading materials that
combine ESP, CBI and others. Another insight is provided by research done by Istikharoh 2015. In her thesis, she provides insights to develop interactive
multimedia based on K13 English book published by Ministry of Education and Culture in 2014. Among these studies, it can be concluded that the developed
materials consist of at least three units, each unit consists of three parts: introduction, main activities, and reinforcement sections. The input of the
materials is generally in the form of texts, pictures, list of vocabulary, and grammar explanations.The developed materials should address majority of
students needs, such as achieving success in national examination in English subject, engaging active communication, and understanding technical term in
pharmacy, computer engineering and networking.The materials that had been developed by three researches were rated as good.
C. Conceptual Framework
English in vocational schools is not used for only academic purposes but also specific purposes. In this research, Automotive Engineering is one of the
