characteristics, needs, and wants deeper. From the observations and the needs survey results, it could be concluded that the learners mainly had similar characteristics that
influenced the writer to design materials that were appropriate to them the most. They were senior high school and college students. They were about 14 until 25 years old.
Since they had passed 55 meetings in the Basic and Intermediate Classes at Quick Concept
English Course Solo, they had adequate mastery of English. They were interested in English materials that could encourage them to explore and improve
their speaking skills.
3. Stating Goals, Topics, and General Purposes
After listing the important characteristics of the learners, the writer started stating goals, topics, and general purposes of the designed materials. The goals,
topics, and general purposes were based on the results of the needs survey and the characteristics of the learners.
a. The Goals
The materials were mainly intended to give the learners opportunities to develop their speaking skills, although, considering the learners’ needs shown in the
needs survey, the other language skills and elements should not have been neglected. By joining the class using the materials as the guidance, it was expected that the
learners could improve their English skills, primarily speaking skill. 50
b. The Topics
The results of the needs survey had helped the writer to determine the topics that were used in the designed materials. There were eight topics that were discussed
in eight meetings. The topics were ordered from the easiest according to the respondents of the needs survey. They were “The Most Impressive Experience”; “The
Future”; “The Hottest News”; “The Unique Customs”; “Technology, Information, and Communication”; “The Social Issues”; “Interviews; and Problem Solving”.
c. The General Purposes
Each unit discussed one topic that had been chosen by the respondents. Basically, each unit had similar purposes that were to give the learners
opportunities to practice conversations about the topics discussed and to improve their English skills and knowledge by practicing speaking, reading and listening,
and learning grammar and vocabulary. However, each unit had different topic that made it have its own specific objectives.
4. Specifying the Learning Objectives
After determining the topics that were used in the materials designed, the writer stated the general purpose of each topic and specified the learning objectives.
Unit 1 talked about the most impressive experience. The general purpose of this unit was that the learners were able to express things happened in the past. The specific
objectives were the learners were able to tell their most impressive experiences using 51
