continued d. give suggestion, correction,
and comment in every result of students’ learning.
30 11
36,67
e. create condition for the students to be active in
solving problems and doing tasks.
30 13
43,33
f. others ... 30
The above table figures out that 43,33 of the students want the teacher to create condition for the students to be active in solving problems and doing tasks.
2. Course Grid
The next step of material development was writing course grid. The course grid was used as a guideline to design the units of the materials. When creating
the course grid, the researcher considered some aspects such as the result of needs analysis, core competences, and basic competences. For the results of the need
analysis, the course grid was developed by taking the highest percentage of the respondent. It was developed by following the core competences and basic
competences for the tenth grade of vocational high school. The course grid consists of unit name and title, indicators, inputs, and activities.
a. Course grid of Unit 1
The course grid of Unit 1 is derived from core competences 1, 2, 3, 4, and basic competences 1.1, 2.3, 3.9, 4.13, 4.14. The topic of this unit is experiences of
attending art exhibitions. The unit focuses on recount texts about art exhibitions.
The title of Unit 1 is “My Art Exhibition”. The title shows that the unit focuses on
retelling experiences on attending art exhibitions. The focus of the grammar is simple past tense and time conjunctions.
b. Course grid of Unit 2 The course grid of Unit 2 is derived from core competences 1, 2, 3, 4, and
basic competences 1.1, 2.3, 3.10, 4.15. The topic of this unit is folktales from several countries. The unit focuses on narrative texts. The title of Unit 2 is
“Stories Around The World”. The title represents the text type that will be learnt in the unit. The focus of the grammar is reported speeches.
c. Course grid of Unit 3 The course grid of Unit 2 is derived from core competence 1, 2, 3, 4 and
basic competence 1.1, 2.2, 3.4, 4.5. The topic of this unit is intention for final projects. The unit focuses on asking for and expressing intentions. The title of
Unit 3 is “I am Going to Make a Masterpiece”. The title clearly shows that the
unit presents the expressions of asking for and expressing intentions. The focus of the grammar is the use of “will” and “be going to”.
3. The Unit Design
