preview of what they will learn in that unit and build the schema building of the materials. It also used to prepare students or as the warm up activity.
Furthermore, the activities could make them recall their prior knowledge related to the materials.
The second part was the main lesson. There were the tasks that had been organized with the input skill first then the output one. Therefore the
order of the skill was listening, speaking, reading, and writing. The tasks there were made to improve the four skills mentioned that will help them in
their job in the future. The tasks there was designed from guided production tasks and gradually to free-guided production task. In finishing the task,
there were some tasks that should be done in groups, in pairs, and individual. Between the tasks, sometimes there were fun facts or riddles
related to the medical field. The last part was the reinforcement. It consisted
of “Let‟s Do More”, “Let‟s Evaluate”, “Let‟s Make a Reflection”, “Summary”, and
“Vocabulary List”. The “Let‟s Do More” part aimed to give students opportunity to have more practice in order to fully understand the materials.
While the “Let‟s Evaluate” part was to test themselves about their
understanding of the materials. Then, the purpose of “Let‟s Make a
Reflection” part was to give them the chance to recognize their own success or lack after learning the materials. Next, the “Summary” part was to
summarize the materials presented in the unit. Finally, the “Vocabulary
List” part was to show the meaning and the kind of some words that might be unfamiliar to students used in the unit.
4. The First Draft Materials
The materials consisted of three unit. The first draft materials of each unit was elaborated below:
a. Unit 1 Unit 1 was derived from SK standard of competence 1 and KD
basic competence 1.5. The topic of this unit is nurse‟s activities. The title of the unit was
“We are not Allowed to Park here”. As stated in the course grid, this unit focuses on telling activities that is happening and
asking for and giving information of what others are doing. The grammatical feature was present continuous. In this unit, there were 23
tasks: two tasks belong to the introduction, twelve tasks belong t o “Let‟s
Listen and Speak”, seven tasks belong to “Let‟s Read and Write”, a task for “Let‟s Do More”, and also a task for “Let‟s Evaluate”.
b. Unit 2 Unit 2 was derived from SK standard of competence 1 and KD
basic competence 1.6. The topic of this unit was traffic signs, menus and memos. The title of the unit was
“We are not Allowed to Park here” which represent one of the topic in this unit that was traffic signs. This
unit focused on the skill to prohibit someone and give reason to prohibition. The focus was also on the skill to make memos and menus.
As stated in the course grid, the language language function in this unit
were prohibiting someone and giving reason to prohibition. While the grammar focus was modals. In this unit, there were 22 tasks: two tasks
belong to the introduction, eight tasks belong to “Let‟s Listen and
Speak”, eight tasks belong to “Let‟s Read and Write”, two tasks for “Let‟s Do More”, and also two tasks for “Let‟s Evaluate”.
c. Unit 3 Unit 3 was derived from SK standard of competence 1 and KD
basic competence 1.6 and 1.8. The topic of this unit was simple invitation. The title of the unit was “I‟d like to invite you to my nursing
seminar ”. Unit 3 focuses on the skill to make simple invitation card and
read schedule of transportation. As stated in the course grid, the language language function in this unit were inviting someone and responding to
someone‟s invitation. While the grammar focus of this unit is preposition and direction. In this unit, there were 25 tasks: two tasks belong to the
introduction, ten tasks belong t o “Let‟s Listen and Speak”, eleven tasks
belon g to “Let‟s Read and Write”, a task for “Let‟s Do More”, and also a
task for “Let‟s Evaluate”.
5. The Expert Judgment
After developing the first draft, the next step was expert judgment. The materials of the first draft were evaluated by the expert. The expert who
evaluated the materials was Mrs. Ella Wulandari, S.Pd., MA. She is a lecturer of English Education Study Program of Yogyakarta State University
who has ten year-experience of teaching.
