gain information related to the study. The second step is Planning. In this step, the English syllabus of SMKN 5 Yogyakarta was reviewed; the goals, topics and general
purposes of the designed materials were stated; the learning objectives of the designed materials were also stated; the subject contents of the designed materials
were classified; and the teaching-learning activities and resources of the designed materials were selected before the materials would be designed. The third step is
Development of Preliminary Form of Product. The materials were designed based on the results of Planning step. The fourth step is Preliminary Field Testing. In this step,
a materials evaluation was conducted in order to gain feedback toward the designed materials. The last step is Main Product Revision. The final version of the designed
materials would be presented and ready for the operational use in the school. To answer the second question, the final version of the designed materials was
presented after revising and improving the materials. There were four units in the designed materials. Each unit consisted of all four skills listening, speaking, reading,
and writing. Besides, language components such as structure, pronunciation, and vocabulary were included in each unit to facilitate the students with the
communicative competence. Each unit consisted of two main sections. First section is Oracy Cycle which focuses on Listening and Speaking skills. Second section is
Literacy Cycle which focuses on Reading and Writing skills. Each cycle in the
designed materials consisted of four activities, namely: 1 Building Knowledge of the Field, 2 Modelling of the Text, 3 Joint Construction of the Text, and 4
Independent Construction of the Text. The full presentation of the designed materials is attached in the appendix C.
Hopefully, the designed materials motivate the students to be active learners who have communicative abilities since the materials include four skills and
language components. The teaching-learning activities are various in order that the students and the teacher feel enjoyable during the class. In addition, the designed
materials can be applied to avoid boredom during the class. Finally, the activities enable the students to work individually, in pairs, and in groups.
B. Suggestions
This part provides some suggestions for the English teachers of SMKN 5 Yogyakarta
, and the other researchers who are interested in a research in the same field.
1. For the English teachers of SMKN 5 Yogyakarta
The teachers are suggested to implement the designed set of integrated materials for grade X students of SMKN 5 Yogyakarta as an alternative source of
materials in order to encourage the students in learning English. The teachers should create teaching-learning process as interesting as possible so that the students will be
interested in learning English and they will not get bored during the class.
2. For the other researchers
The other researchers are suggested to design other sets of English materials for Vocational High Schools students in order to develop many English materials for
Vocational High Schools which is based on the current curriculum used in the school. Hence, it can be used as alternative references of teaching materials for the
teachers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
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