3. Conduct pre-assessment
The writer conducts information gathering on learners’ proficiency level and their background knowledge for the learning topics through needs analysis
questionnaire.
4. Consider goals, list topics, and state general purposes
This is where the writer states the goals, learning topics, and general purposes of the designed materials based on the information about students’ characteristics and
needs.
5. Specify the learning objectives
This process is about what students should know or be able to do, or in what ways they should behave after studying the topic. The writer uses the stated goals,
topics and general purposes as the guideline to specify the learning objectives.
6. List the subject contents
The writer lists the subject contents by adapting the materials taken from the Internet and books. In order to ensure the appropriateness of the adapted materials,
firstly, a theme-based syllabus will be developed. In the syllabus, the writer describes topics, activities, exercises, indicators and evaluation tools used. Secondly, the writer
develops lesson plans to arrange the activities, exercises and evaluation based on the topics.
7. Select teachinglearning activities and resources
Using the information gathered on learners’ characteristics, background knowledge, proficiency and the available support service, the writer then selects the
learning resources and tasks, designs appropriate learning activities and tasks that are suitable with the learners’ level, and constructs question for the journals. This study
uses Tomlinson and Masuhara’s materials adaptation techniques 2004. The writer uses the Plus Category that includes addition and expansion techniques and the Zero
Category that includes modification and conversion techniques. To achieve the goals, the writer chooses activities that are interesting and contextual for the banking staff.
In designing the materials, the writer uses the activities like predicting, cooperating, personalizing, conversational pattern, listing and sorting, using context,
diagramming, jigsaw tasks, information gap, ordering, decision-making, comparing, problem-solving and creative tasks to achieve the learning objectives because tasks in
TBL are normally done in pairs or in groups.
8. Evaluate the materials and revise any parts requiring improvement
To evaluate the designed materials, the writer conducts expert validation and user validation. The writer conducts expert validation by distributing evaluative
questionnaire to two lecturers of English Education Study Program of Sanata Dharma University. In user validation, the writer obtains feedback from two English
instructors from Global Lingua Yogyakarta through evaluative questionnaire as well. The feedback from the questionnaire will then used for improving the materials by
revising the materials. All feedback from the questionnaire are used as the basis in revising the materials. The writer revises some units of the design in order to
complete the final version of the designed materials. 34
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