30 number cf sentence in a text cr part cf an activity. Then, in reducticn, teachers
may reduce text and activities by decreasing the length, difficulty and depth. 3 Zerc 0 Categcry
There are five techniques fcr materials adapticn in zerc categcry. They are mcdificaticn, replacement, recrganizaticn, resequencing and ccnversicn. In
mcdificaticn, teachers may make changes the instructicns. In replacement, teachers may swap cne activity with ancther. In recrganizaticn, teachers may
change the pcsiticns cf texts and illustraticns. In resequencing, teachers may change the sequence cf the activities. The last technique is ccnversicn, in which
teachers may change the genre cf a text, cr mcve the ccntent frcm cne medium tc ancther fcr instance frcm a printed textbcck tc a web page.
Since teachers feel unable tc make their cwn materials because lack cf time, expertise, cr enccuragement frcm the instituticns they wcrk fcr, teachers
need materials adapticn skill. Materials adapticn can help teachers tc prcduce materials what teachers want in crder tc achieve the target language. Thus,
teachers has tc take respcnsibility fcr materials adapticn tc ensure cptimal match between materials and particular teaching situaticn. Tcmlinscn Masuhara,
2004, p. 17.
B. Theoretical Framework
This secticn discusses cn hcw the thecries are implied in this study tc answer the fcrmulated prcblems. The fcrmulated prcblems are hcw the integrated
English materials fcr the tenth grade students cf autcmctive engineering cf SMK
31 Marsudi Luhur 1 Ycgyakarta is designed and what the integrated English
materials fcr the tenth grade students cf autcmctive engineering cf SMK Marsudi Luhur 1 Ycgyakarta lccks like.
Tc answer the first prcblem, the writer shculd understand the thecry cf an instructicnal design. The writer shculd have kncwledge cf this thecry because an
instructicnal design is a whcle plan tc design materials. Since the writer adcpts Kemp’s mcdel 2011, the writer can mcve back and fcrth in the steps because
there is nc fixed sequence tc dc this mcdel. Therefcre, the writer has a chance in selecting the crder.
Besides, the writer alsc ccnsiders several thecries that are applied in this study. The thecries that are impcrtant tc be ccnsidered are task-based learning,
integrated language teaching and materials adapticn. In task-based learning, a task is the ccre cf learning prccess. It gives students mcre cppcrtunities tc use the
language freely in crder tc fulfill the tasks. Task-based learning has three main stages: pre-task, task, and language fccus. Teacher and learner, mcrecver, have
their cwn rcles in task-based learning. Teacher’s rcles in task-based are teacher acts as a mcnitcr, a facilitatcr, a language adviscr, and a chairperscn. Meanwhile,
students are as grcup participant, and risk-taker and inncvatcr. In integrated language teaching, the language skills and elements must be taught similarly tc
hcw they use in reality, in which they are related and dependent tc each cther. Learning activities, therefcre, shculd be designed tc link these skills and be aimed
tc prepare students tc enccunter such tasks in their real life. The integrated language instructicn is cnly applicable in a ccmmunicative and an interactive
