3. Stating the Goals, Topics and General Purposes of the Designed Materials Kemp’s Model
In designing the materials, the goals, topics, and general purposes were based on the 2006 Edition of School-Based Curriculum for Vocational High Schools.
Therefore, the designed materials would have the same topics as in the curriculum. The general purposes included what the students should achieve toward the designed
materials.
4. Stating the Learning Objectives of the Designed Materials Kemp’s Model and Banathy’s Model
The learning objectives of the 2006 Edition of School-Based Curriculum clarified what were expected for the students to achieve through the teaching-
learning activities. The activities should be based on the basic competencies and indicators in each topic. The basic competencies and indicators referred to the
standard of competency formulated in the 2006 Edition of School-Based Curriculum for Vocational High Schools especially for grade X students.
5. Classifying the Subject Contents of the Designed Materials Kemp’s Model
In this step, the subject contents would be listed in order to simplify the learning objectives. The subject contents were adjusted with the topics in the 2006
Edition of School-Based Curriculum for Vocational High Schools.
6. Selecting the Teaching-Learning Activities and Resources of the Designed Materials Kemp’s Model
The materials consisted of various teaching-learning activities in order to motivate the students to learn. The activities in the designed materials referred to the
activities currently used in CLT. The materials were aimed to provide the exercises that enable the students to work individually, in pairs, and in groups.
7. Designing the materials Kemp’s Model and Banathy’s Model
After selecting the teaching-learning activities and resources, the materials would be designed based on the results of needs survey, the 2006 Edition of School-Based
Curriculum for Vocational High Schools, the principles of Instructional Design Models, English for Specific Purpose ESP, Communicative Language Teaching
CLT, Communicative Tasks, and Scaffolding.
8. Conducting Materials Evaluation Kemp’s Model and Banathy’s Model
The designed materials were evaluated by some English teachers of SMKN 5 Yogyakarta
and English Language Education lecturers of Sanata Dharma University. From this materials evaluation, it would be gained the feedback, opinions,
comments, and suggestions toward the designed set of integrated English materials. The designed materials would be improved and revised in order to make the
materials better and appropriate for grade X students of SMKN 5 Yogyakarta.
9. Presenting the Final Version of the Designed Materials
After revising the designed materials, the final version of the designed materials would be ready for the operational use in the schools.
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