Listing Standard Competences, Basic Competences, and Determining

64 learning community, modelling, reflection and authentic assessment. Those principles were the basis for choosing the applicable teaching and learning activities. The instructional activities under Contextual Teaching and Learning are defined in the explanation bellow: a Let’s dig The picture of a man digging illustrates the effort of discovering new knowledge by connecting the students’ previous knowledge and their environments issues. This section provided pictures of on-going economic, personal, social and cultural issues. The students answered some questions about those pictures in pairs or groups. The intended questions encouraged the students to convey the meaning of the unit’s title. It also introduced them to what they would learn in the whole learning process. This activity led the students to constructing new knowledge. b Let’s plant The woman planting picture visualizes the stage of questioning and inquiring a phenomenon. This part dragged students into the main topic by giving scaffolding questions and teaser examples. These activities allowed the students to observe and make their own definition and examples on the topic. 65 c Let’s fertilize The woman fertilizing plants symbolized students’ ways in imitating the trusted models. In this section, the students were given more models or examples about the topics. The explanation of some expressions, short functional texts, text genres and understanding of a new thing were presented here. By modeling, the students would easier for the students to understand the materials. d Let’s grow The picture of a growing plant represents students’ activities in developing their new knowledge. It was a production section. The students worked on speaking learning activities such as creating their own dialogues, discussions, role-plays and problem-solving activities. In this part they were prominently involved in a learning community. e Let’s harvest The man carrying crops showed students’ learning experience results. Reflection and self-assessment conducted in this part to find out what the students had learned, what difficulties they had found, what parts they did not understand and their opinions on the unit’s materials. The students wrote a brief summary and answered some questions about their learning in the intended unit. This activity facilitated the teacher in addressing some difficulties that was faced by the students. 66

5. Material Development

After choosing the teaching and learning activities, the writer moved to the stage of material development. This stage focused on designing a set of instructional speaking materials. The findings from stage1 until stage 4 were used as a basis guideline in developing the material. The designing process involved Contextual Teaching and Learning’s principles in every single part of the process. The writer presented four units with the approximate time allocation of 2 x 45 minutes each unit. The students were expected to be able to accomplish the indicators meaningfully without any hesitations because of the limited time.

6. Evaluation

The sixth stage was the evaluation of the material designed. This evaluation aimed to discover the respondents’ feedbacks and comments. The findings of the evaluation stage would be used in the last stage of designing the material, namely revision. There were two explanation sections in this part. They were description of respondents and data presentation of materials evaluation. Each section is described as follows: a. Description of Respondents Three English lecturers of Sanata Dharma University were involved as respondents of materials evaluation. They have many years of experience in the education field. Their inputs on the materials evaluation were considered in revising the final version of the designed materials.