48 as the preliminary field testing participants of product evaluation survey. They
gave feedback, evaluations, and some comments about the designed materials. They were also considered as inputs to revise the materials so the final design
could be presented.
7. Revision
After gaining the evaluations from the participants on the designed materials, next, the materials were revised. The revisions were based on the
feedbacks and the suggestions from the participants. After revising the materials, then, the final version of the speaking instructional materials were presented.
B. The Designed Materials
The results of the material development will be discussed in this part. The explanation is as follows.
1. Listing Standard Competences, Basic Competences, and Determining Topics
According to curriculum 2006, the standard competences of speaking for the tenth grade students of Senior High School were: 1 to convey meaning in
transactional and interpersonal conversations in daily life context; 2 to convey meaning in short functional texts, in forms of recount, narrative, procedure,
descriptive and news item in daily life context; and 3 to convey meaning in a short functional written text in daily life contexts. After listing the standard
49 competences, the basic competences were listed. The basic competencies were
taken from 2006 curriculum were presented as follows.
Table 4.2. The Basic Competencies
Subject Basic Competences
Speaking
At the end of the class, the students are able to: •
Convey meaning in formal and informal transactional get things done and interpersonal socialization discourses accurately,
fluently and acceptably by using simple spoken language in daily life contexts, which include introduction, greeting and closing.
• Convey meaning in formal and informal transactional and
interpersonal discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include:
the act of showing attention and sympathy.
• Convey meaning in a short functional written text e.g.
advertisement in formal and informal using various written texts in daily life context.
• Convey meaning and rhetoric steps in essay by using various
written texts accurately, fluently, and acceptably in daily life contexts in a form of narrative.
• Convey meaning and rhetoric steps in essay by using various
written texts accurately, fluently, and acceptably in daily life contexts in a form of procedure.
• Convey meaning in formal and informal transactional get things
done and interpersonal socialization discourses accurately, fluently and acceptably by using simple spoken language in daily
life contexts, which include expressions on gratitude, compliment, and congratulation.
• Convey meaning in formal and informal transactional get things
done and interpersonal socialization discourses accurately, fluently and acceptably by using simple spoken language in daily
life contexts, which include expressions on being surprise and not believe.
• Convey meaning in formal and informal transactional get things
done and interpersonal socialization discourses accurately, fluently and acceptably by using simple spoken language in daily
life contexts, which include expressions on accepting and refusing an invitation.
50 •
Convey meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life
contexts in a form of news item.
Next, the topics were determined based on the basic competencies of the curriculum 2006 for the tenth grade of Senior High school. There were nine topics
developed. They are arranged as follows.
Table 4.3. The Topics
Unit Topics
1. Getting to Know You
2. What’s the Matter?
3. My Story
4. Living Well
5. It’s Simple like ABC
6. Thank You…
7. Oh My God
8. A Party?
9. Discovery Channel
2. Determining Indicators
