language laboratory and 21.11 favored to learn outside of the classroom. This was followed by learning in the classroom 20 and the rest chose to study in
the library. The second aspect is mode, which refers to whether the learner is operating
on an individual or group basis. 39.58 students chose to work in small group and 33.34 in pairs. Only 14.58 wanted to work by themselves and 12.50 to
work in big group.
4. Students’ Role
Table 23: Students’ Role
Question Items
N F
At the time of the learning process
takes place, you would rather ...
you may choose more than one
answer a.
listen to teacher’s explanation. 30
6 11.33
b. do exercise with teacher’s
guidance. 30 14 26.42
c. use my creativity to do the exercise.
30 9
16.98 d. ask
questions and
share opinions.
30 5
9.43 e. have discussion and actively
participate in solving problems and tasks.
30 19 35.84 35.84 students wanted to have discussion and actively participate in
solving problems and tasks while 26.42 wanted to do exercise with teacher’s guidance. Another 16.98 wanted to use their creativity to do exercise and
11.33 and 9.43 wanted to listen to teacher’s explanation and ask question and share opinions respectively.
5. Teachers’ Role
Table 24: Teacher’s Role
Question Items
N F
At the time of the learning process
takes place, you a. motivate me when I work on
exercises. 30 10 15.63
b. support and direct me to use 30 13 20.31
prefer teacher to ... you may choose
more than one answer
my creativity. c. create conducive atmosphere
for students to be active in solving problems and tasks.
30 22 34.37 d. guide
students in
doing exercises.
30 4
6.25 e. give
suggestions,corrections, and feedback for each students’
work. 30 15 23.44
This table presents teacher’s role perceived by students. 34.37 of the respondents agreed that teacher should be able to create encouraging atmosphere
for students to be active in solving problems and tasks. Then, 23.44 of the students agreed that teacher should be able to provide suggestions, corrections,
and feedback for each students’ work. 20.31 of the students thought that teachers should be able to support and direct students to employ their creativity.
While 15.63 of the students thought teacher as motivator and the rest as
counsellor. 2.
The Course Grid
The researcher developed a course grid as the framework in developing materials based on the curriculum and needs analysis. It consisted of basic
competence and standard competence, unit number and title, learning indicators, input text, and activities. There were three units that were developed. Each unit
had different topics related to aviation industry. The full course grid can be seen in the appendix.
a. Unit 1
The course grid for Unit 1 was taken from standard competence number 2 and basic competences number 2.1 and 2.6. The title of the unit was “Equipment
on the Job” and the grammar focus was simple present tense. The full course grid can be found in the appendix.
b. Unit 2
The course grid for Unit 2 was taken from standard competence number 2 and basic competence number 2.2. The title of the unit w
as “Co-Worker Relationship” and the grammar focus was the linguistic features of expressions of
asking for favors and the responses. The full course grid can be found in the appendix.
c. Unit 3
The course grid for Unit 3 was taken from standard competence number 2 and basic competence number 2.3. The title of the unit was “Professional
Experience” and the grammar focus was simple past tense. The full course grid can be found in the appendix.
3. The Unit Design
Based on the developed course grid, the materials then designed. There were three units which were developed. Each unit followed the same design; title page,
main lesson which were divided into oral and written cycle, and reflection. Below are the flowchart of the unit design and the description of the sections in a
unit.
Figure 3: Unit Design
The learning unit in the material was divided into two sections, those were:
a. Title Page:
Title page contained information on the topic of the unit and learning objectives.
b. Main Lesson:
This part was further divided into 4 parts; gear up, oral cycle, written cycle, and fun fact section. ‘Gear Up’ made up the warm up activities to build students’
knowledge and to activate their existing schemata. ‘Oral Cycle’ and ‘Written Cycle’ contained various tasks designed to enable students to achieve the
objectives of learning. The next part was ‘Fun Fact’, a column which contained a
fun fact related to the topic on the unit as a means of refreshment for students.
