18 were expected to concern the correctness of the lang
uage’s rule. The Communicative Learning Approach renewed the view of language approach. The
change makes the different perspective of the language. By this change, the students were expected to produce meaning rather than focusing on the grammar.
c. Implementation of the 2013 Curriculum
The 2013 Curriculum has been constructed from several basic competences as same as the previous curriculum. The difference between the
2006 Curriculum and the 2013 Curriculum is the new standard that has been becoming the basic standard. This new standard is called Core Competences
Kompetensi Inti
. In the 2013 Curriculum there are four core competences that have been served to become the main sources of the basic competence and also
the objective as well as the indicators. The Core Competences are specified into Basic Competences
Kompetensi Dasar
and also the Indicators.
4. Material Adaptation
The researcher conducted material adaptation in designing the materials. Adapting the materials is aimed in applying the existing materials, yet still
considering the learners’ characteristics. According to Tomlinson and Masuhara 2004, p. 10
define “materials adaptation is adjusting and or changing the existing materials into suitable one which depends on the need of the learners,
students, and the situation ”.
The material adaptation can be shorten or lengthen an activity, skip an activity and go on to the next one, and change the order of the activities. As to
19 Tomlinson and Masuhara 2004, p. 11
recommend “teachers may decide to use only part of a unit, add or delete texts or activities, and replace or supplement texts
or activities w ith ones from other sources”.
According to Tomlinson and Masuhara 2004, p. 13 there are two principles of material adaptation
. The first principle, “deep processing of language is required for effec
tive and durable learning” means that the learners’ focus should normally be on the meaning. The second principle, “the learners’ attention
should be drawn to linguis tic features of the input” means that the teacher in the
teaching-learning process can use kind of activities like listen to or read a text such as story and joke in order to obtain the attention from the learners before
deriving the materials given. In material adaptation, there are three main techniques according to
Tomlinson and Masuhara 2004, p. 16, those are namely “Plus +, Minus - and
Zero 0 Category. Plus Category consists of two techniques, namely addition and expansion. The addition technique means that teachers may add different texts
and or activities, meanwhile in the expansion technique, the teachers may expand the texts and activities by increasing the length, difficulty, and depth.
In Minus Category, there are three techniques for materials adaptation, namely, deletion, subtraction, and reduction. In the deletion technique, teachers
may delete some texts and or activities. In subtraction, teachers may decrease the number of sentences in a text or part of an activity, while in the reduction
technique teachers may reduce texts and activities by decreasing the length, difficulty, and depth.
20 Zero Category consists of five techniques, namely, modification,
replacement, reorganization, resequencing, and conversation. In the modification technique the teachers made the changes to instructions. In the replacement
technique the teachers swapped one activity with another. In the reorganization technique the teachers changed the positions of texts and illustrations. In the
resequencing technique the teachers changed the sequence of the activities. In the conversion technique the teachers changed the genre of a text or move the content
from one medium to another.
B. Theoretical Framework
Referring to the theoretical descriptions that have been discussed in the previous section, the researcher discussed the synthesis of those theoretical
descriptions. Designing materials for language teaching required a lot of considerations. Starting from the designing the curriculum, then designing the
syllabus, and the lesson plan, then designing the content of the materials. Therefore, the researcher start the design from understanding the 2013 Curriculum
to make an appropriate materials design for the students. The 2013 Curriculum was used by the researcher as the basic of the
material designed beside the need analysis. As we know that the 2013 Curriculum was the latest Curriculum in Indonesia. Based on
Kementrian Pendidikan dan Kebudayaan
2013 states that this curriculum leads the students to have chance to learn the lesson based on their competence and potency. The students had more
opportunities to learn English through the designed materials which are purposed
