78.75 The Results of Need Analysis

on simple present tense because it is the tense which is used to ask and give description on something both in speech and in writing, while the vocabulary input is the words or terms which are related to the workshop equipment. The next item is indicators. The indicators are based on the basic competences and also syllabus used in the school. Then, the sixth item in the course grid is the learning activities. The steps in the learning activities follow the with-in task sequence proposed by Nunan. Those steps are pre-task activities, task proper, and follow up activities. The sequences of the skills are comprehension skill, listening and reading then, production skill, speaking and writing. In the step of pre-task activities, students are introduced the topic using a picture and some questions. The next step is task proper 1. In this step, the students are given some tasks to improve their comprehension skill, listening and reading, and also vocabulary activity. They study about the expressions of asking and giving description of something and the explanation about the descriptive texts through tasks or learning activities. Then, the next step is follow-up 1. In this step, the students are given a chance to work independently on tasks to check their understanding of the previous tasks. The fourth step is task proper 2. Similar with task proper 1, here the students are given some tasks to improve the production skills, speaking and writing. They are given chances to use the language and study the grammar input. Then, the next step is follow-up 2. In this step, the students are given a chance to produce the language they have been learnt before. Moreover, they are given a chance to make a reflection and to read a summary on what they have learnt in Unit 1. The last item in the course grid is the input. There are six items of input in Unit 1 which are short dialogues, adapted written descriptive texts, lists of relevant vocabulary, explanation of the language function, parts of descriptive texts, and explanation of simple present tense.

b. Unit 2

Similar with the course grid for Unit 1, Unit 2 has been developed based on the standard competence and basic competence for the tenth graders of vocational high school and the result of need analysis. In this unit, the basic competences used are in points 1.4 that is producing simple expressions for basic functions and 1.6 that is understanding memos and simple menus, schedules of public transportation, and traffic signs. However, this unit only focuses on expressions of request and command and memos. The first item in the course grid is the topic. The topic of Unit 2 is automotive work places and job description as mechanics. Then, the next item is the unit title. Unit 2 has “Help me t o repair this. ” as the unit title. The title indicated the language functions that they are going to learn in this unit and the topic of this unit. The third item is language function. The language functions emphasized in this unit are expressions of request and command. The next item is language focus. Likewise in Unit 1, there are two parts of language focus in Unit 2 namely grammar and vocabulary. For the grammar, imperative sentences are emphasized to give students input for writing a memo, while the vocabulary are words or terms related to the work places and job description as mechanics. The next is the indicators. The indicators are based on the basic competences and also the syllabus used in the school. The sixth item is learning activities. Similar with Unit 1, the sequence of the activities is based on with-in task sequence by Nunan and the sequence of the skills is comprehension skills before production skill. In the step of pre- task activities, students are introduced the topic using a picture and some questions. The next step is task proper 1. In this step, the students are given some tasks to improve their comprehension skills and vocabulary mastery. Through tasks or learning activities, they study about the expressions of request and command and the explanation about the memos. The next step is follow-up 1. In this step, the students are given a chance to work independently on tasks to check their understanding. The fourth step is task proper 2. Similar with task proper 1, the students are given some tasks or learning activities to improve the production skills. They are given chances to use the language and study the grammar input. Then, the next step is follow-up