Planning. It includes Kemp’s steps of considering goals, listing topics, stating the

3. Developing Preliminary Form of Product. It consists of Kemp’s step of selecting teachinglearning activities and instructional resources. 4. Preliminary Field Testing. It adapts the Kemp’s step of evaluation. 5. Main Product Revision. It adapts Kemp’s step of revision. To answer the second research question, the researcher conducted expert validation and user validation step by distributing evaluative questionnaire to two lecturers of the English Language Education Study Program and also to two English instructors of Global Lingua Yogyakarta. The outcome implied that the materials were ready to be implemented for the staff of Bank Mandiri, indicated by the range of mean of 3.25 up to 4.00. Despite obtaining positive comments such as the materials were seriously developed, attractive, applicable, well-arranged, motivating, the various and interesting learning activities, and also that the materials were really suitable for adult learners, the materials had been improved by adding instructions in every section of the unit, changing the phrase “Don’t Stop Now” into “Prepare Yourself”, numbering each activity contained in each section, adding the teaching and learning media, evaluation and references, and stating explicitly the aim of “It’s Time to Write” in the overview of the materials. The final version of the designed materials produced as the result of this study is presented in the appendices. The arrangement of the materials is displayed in Table 5.1. Table 5.1: The Arrangement of the Materials Meeting Unit Learning Topic 1 Meeting New People Greetings and Introduction 2 Dealing with Numbers Numbers 3 How to Survive on the Phone Telephoning Conversation 4 Perfect Time to Meet Making Appointments 5 Where Are They? Giving Directions 6 Have You Known This? Introducing New Services 7 How Do They Work? Explaining Bank Facilities 8 Good Complaints Handler Handling Complaints Adapting Willis’ framework of task-based learning, the materials of each meeting was divided into five sections. The first section, Do You Remember?, was designed to introduce the learners with the context and to relate learners’ personal experience to the topic. The second section, Prepare Yourself, provided useful expressions, vocabulary and exercises to prepare learners for key language items to do the main tasks. Can You Do These?, the third section, gave learners opportunities to produce and learn the language while accomplishing the tasks. The fourth, Let’s Learn, provided the recommended grammatical aspects related to the topic that would be necessary for the learners to understand. Finally, It’s Time to Write encouraged learners to reflect their learning experience in a journal.

B. Suggestions

In this part, the writer would like to give the material users and future researchers some suggestions related to the study in this field. The followings are the suggestions. 1. Suggestions for Materials Users