field. They also want to have some intermezzos in the English learning materials because they can refresh them after learning English.
3. Course Grid
After conducting needs analysis and analysing the result of it, the next step was developing the course grid. The course grid was developed in order
to plan and organise the materials. The course grid was designed by referring to core competences and basic competences of Curriculum 2013 for
vocational high school and considering the results of needs analysis. a.
The Course Grid for Unit 1 The course grid of Unit 1 is derived from the core competences
number 1, 2, 3, and 4 and the basic competences number 1.1, 2.3, 3.1, and 4.1. The title of the unit i
s “What do you Suggest?”. This unit focuses on the expressions of asking and giving suggestions and offering.
The topic of this unit is baking problems. The main goal of this unit is to make students able to use the expressions of asking for and giving
suggestions and offering to solve problems orally or in written form. b.
The Course Grid for Unit 2 The course grid of Unit 2 is derived from the core competences
number 1, 2, 3, and 4 and the basic competences number 1.1, 2.3, 3.9, and 4.13. The title of this unit is
“What is Flour?” This unit focuses on report texts about patisserie ingredients. The main goal of this unit is to
make students able to describe the patisserie ingredients orally and in written form.
c. The Course Grid for Unit 3
The course grid of Unit 3 is derived from the core competences number 1, 2, 3, and 4 and the basic competences number 1.1, 2.3, 3.6,
4.9, and 4.10. The title of this unit i s “How to Make Chocolate Cakes”.
This unit focuses on procedure texts about how to make pastries. The main goal of this unit is to make students able to explain the steps in
making pastries orally and in written form.
4. The Unit Design
After writing the course grid, the next step was developing the materials. The diagram below presents the design of each unit of materials.
Figure 6: The Unit Design
Introduction
Main Lesson
Homework Summary
Reflection Fun Part
Observing
Questioning Collecting, Analysing,
Communicating
Creating Unit Design
Reinforcement
Figure 6 shows that each unit of the developed materials has four parts: introduction, main lesson, reinforcement, and fun part. The introduction
is a warm up activity which introduces the topic of the unit. It aims to activate students’ schema which is related to the topic and to prepare them for the
main lesson. The main lesson consists of several tasks which are designed to guide
the students in achieving the targeted competencies stated in Curriculum 2013. The main lesson is divided into two cycles; written cycle and spoken
cycle. Each of them consists of several tasks which are divided into four stages of scientific approach. The four stages are observing, questioning,
collecting, analising, and communicating, and creating. In the observing stage, students read or listen to a text and are given an opportunity to observe
things they want to know such as content, structure, language feature, and grammar. Then, according to items they want to know, they create some
questions and provide temporary answers in the questioning stage. The stages of collecting, analising, and communicating are combined into one in order
guide the students to collect information and identify it to answer the questions that they have formulated before, and then communicate the
answers in spoken and written ways. The last stage is creating in which students are asked to produce a particular text through semi-guided task up to
free-guided task. The reinforcement part includes homework, summary, and reflection.
Homework is aimed to give a chance to the students to practice more outside
