Stating the Objectives Steps of Developing Material for the

language, grooming, interpersonal relationship, team work, personality, etiquette, responsibility, professionalism, building professionalism Silabus Administrasi Perkantoran, 2011. In line with integrating character building in the teaching learning process as it was proposed by Latief, 2007; Koesoema 2007a and 2007b ; Marianti, 2007, the students were able to learn the character if they were given an understanding of what character they needed to possess and what values laid within.

3.1.4 Considering Learning Activities

Learning activities should be designed in order to encourage the students in developing their speaking fluency. The needs analysis result showed that the students were still lack of fluency which was caused by lacking of vocabularies, grammar, lack of ability to express ideas in particular language. Besides, they also faced psychological handicap while learning English such as being shy, reluctant and being afraid of making the mistakes. Therefore, the suitable way to overcome this problem is by engaging the students in the communicative activities Richard and Renandya, 2010 Therefore, the group learning was preferred. Moreover, the group learning was assumed to facilitate the students to develop their character and giving feedback one another.

3.2 The Presentation of the Learning Material

There were some elements comprising the presentation of learning material for students of SMKN 1 Godean Grade X majoring at official administration. The presentation of the learning material was developed by following the steps proposed by Latief, 2007; Koesoema 2007a and 2007b ; Marianti, 2007 which concerned about character building and steps given by Renandya and Richard 2010.

3.2.1 Getting Ready

The first part was getting ready. Getting ready gave the students the idea of what they were going to learn. It served for activating the students’ background knowledge before they learn further learning material. In this part, the students were asked by some questions for them to answer the questions should be simple aimed for building the students’ background knowledge only. Those questions managed to raise the students’ background knowledge and the learning material which they were going to face. In this part the students were also given the opportunity to practice the pronunciation and the acknowledging some of the vocabularies which they were able to employ for communicating in the next step of learning. It was stated in the need analysis result that the students found difficulties in vocabulary and pronunciation. Vocabulary and pronunciation practice were given so as to bridge their difficulties in those two language aspect.

3.2.2 Moving Forward

This step was intended to facilitate the students in using the language for communication. As this learning material was the integration between the character and language proficiency building, this part will be started with the reading and writing first. As the principle proposed by Koesoema 2007a and 2007b The reading contained some passages which gave the students horizon on the character which they needed to possess. After that, the students were given the chance to practice what they had learned in the productive skills namely writing and speaking act. What happened was in line with the principle of character building. As the students were exposed to understand what character they need to understand, they were asked to implement it. While practicing the productive skills, writing and speaking the students needed to implement some traits which they had learned. It had been stated in the need analysis that the students’ face the challenges in communicating, especially in the oral communication. Therefore, reading and writing served as the aid for giving the idea for the students to produce language.

3.2.3 Act It Out

Similar as the previous step, this step was also aimed at developing the students’ proficiency and character building. However, in this part, the students’ were asked to understand and produce the language without any guidance given to them. In this part, the students were facilitated to implement the character and the task aimed to develop the language proficiency. There were also some activities implemented to build the students fluency and such as conversation, group work, ideas exchange and problem solving. Those group work activity was intended for developing the students’ character.

3.2.4 Check Your Competence

This part asked the students to check their progress and how far they had achieved the learning process as well as how far they have implemented the traits that they had learned. As Koesoma 2007 stated, feedback and reflection greatly contributed to the learners’ character building. In order to reach the objective in this part, the students were given some of the task which they need to accomplish. Those tasks actually functioned to sum up the learning material that the students had learned. In this part, peer assessment was given to the students both in the aspect of academic skills and in the aspect of characters that they need to acquire. As it 83