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Unit Topics
Subject Contents
Asking and giving
information 1.
Nouns related to things at a restaurant 2.
Expressions of asking and giving information Yes no questions and WH questions
Personal information identity 3.
Interrogative sentences 4.
Tenses marker
A list of subject contents, presented in Table 4.10, was the result of the materials final revision. The researcher had made some changes in selecting the
type of the subject contents and organizing the sequence. The researcher made the changes based on the result of the final revision of the learning objectives. The
detail information of the revision is presented in the materials revision section.
E. Teaching or Learning Activities and Resources
The fifth element, the workbook used stories and had teaching or learning activities and resources. In this workbook, the researcher used stories to provide a
motivation and stimulation. Then, the researcher specified teaching and learning activities to provide a source of language, a learning support, and a reference.
Therefore, the students were interested to do the exercises in this workbook not only when the English teacher asked them or gave them homework.
1. The Nature of the Workbook
As it had been mentioned in the introduction of chapter IV, the nature of the workbook was a combination of a storybook and a workbook. Therefore, the
general appearance of the workbook was similar to the nature of a common storybook. The workbook was designed as a compilation of some units of story
that are related each other and formed one main story. It had title, elements of
104 story, and illustrations. The difference was that the workbook did not consist of
complete stories. Besides, the workbook had the user ‟s manuals, multimedia
materials, list of learning objectives, answer key, and a sequence of tasks.
2. The Framework of the Unit
In this workbook, the researcher developed six units. Each unit had the same framework, consisting of one story and some tasks. In determining the
framework, the researcher applied TBLT conceptual basis and framework. The researcher adapted the concept of three-task phases based on Nunan, as it had
been discussed in the theoretical description chapter II. Then, the researcher divided each unit of story into three parts, The Beginning a pre-task phase, a
sequence of tasks a task-proper phase, and The Ending a follow-up phase.
a. The Beginning
It was the exposition of the main characters, their backgrounds, their characteristics, goals, limitations, and potentials, and the complication the
beginning of the major conflict. In this part, the story was presented in the form of comic strips. It was design as a process of schema building. Therefore, it
consisted of some models spoken or written texts related to the discussed topics. They can be used to introduce and orient students to the topic and the tasks
b. A Sequence of Tasks
It was the crisis the turning point and the climax the high point of the conflicts. It consisted of some tasks. In this part, the story was presented in the
form of short narrations in the beginning of the tasks and in each task. It was designed to engage students in planning, practicing, producing, performing, and
presenting activities.
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c. The Ending
It was the resolution or denouement the actions that bring the story to the conclusion. In this part, the story was presented in the form of comic strips. It
was designed to engage students in summarizing, commenting, suggesting, discussing, or reporting activities and reviewing the errors. Therefore, it consisted
of some comprehension questions related to the story.
3. The Forms, type, and Themes of the Stories
As it had been mentioned before, the workbook used stories. The researcher did not adopt or adapt the stories from commonly used storybooks but
developed them. The reason was because the researcher found difficulties to adjust the content of the story with the subject contents and the teaching or
learning activities. In this workbook, the stories were developed based on the result of identifying students‟ characteristics, especially about their interests in
stories. The forms, type, and themes of the stories is presented in Table 4.11.
Table 4.11 The List of Forms, Type, and Themes of the Stories Unit
Forms Type
Themes
1 Combination
of a comic and a series story
Fantasy Mystery
2 Adventure and friendship
3 Friendship
4 Honesty
5 Talent
6 Detective and love
The researcher selected the forms, type, and themes because most of the students had high interests in them. The English teacher also had positive point of
view about using them in the English learning and teaching process. Besides, the
106 researcher had some considerations. First, the researcher combined a comic and a
series story as the forms of the workbook because pictures in the comic could attract students‟ attention and help them to understand the materials. Then, the
concept of series story provided the researcher flexibilities to develop the elements of story. The researcher was able to provide more detailed explanations
about the pots, characterless, and setting. Second, the researcher selected fantasy as they type of the story because it
could develop students‟ imagination. Besides, the researcher had more flexibility
to adjust the subject contents that had been selected and organized and specify learning or teaching activities and resources. However, the researcher still related
some elements in the stories with the reality. For examples were using real humans‟ characters, knowledge, and daily life experiences.
Third, in some units, the researcher did not only emphasize one theme but combined two themes. The reason was because the researcher wanted to create
different impressions for each unit of story. Besides, the researcher wanted to develop students‟ curiosity. Therefore, they were attracted to read each unit of
story, do the exercise, and finish reading the all the stories.
4. The Elements of the Stories
In this workbook, the researcher also developed the elements of the stories. The main elements consisted of plots, characters, and settings.
a. Plots
Because the researcher determined series stories as the form of the stories, this workbook was designed as a compilation of six units of story. Each unit of
story had one plot, called the sub plot. All of the sub plots were close plots with a
