reinforcement. The introduction includes the warm-up activity. The main lesson consists of the explanation of the materials and activities, range from guided
activities to free guided activities. The reinforcement part provides fun facts and vocabulary list.
C. Conceptual Framework
Based on the explanation in the background of the problem, the main problem is there are
not sufficient materials that help students to develop students’ speaking skills, especially conversation outside the class. To solve this problem,
the researcher designed a conversation book that suitable for the outside class activities.
Mastering the skills of conversation is not separated from the use of materials of the conversation as well as the practice quantity. However, practice without the
right guidance might lead to misunderstanding. Therefore, the researcher will conduct a research in designing a conversation book for outside class activities to
support the learning process. This book is expected to fill the students’ activities
and used as a guidance in carrying out conversation in more natural way. In designing the learning materials, the researcher followed the steps of the
Research and Development cycle. First, the researcher explored the need as the way to analyze the target and learning needs. Second, the researcher adjusted the
designed-materials with the actual condition of the students. Third, the researcher designed the material based on curriculum. Therefore, the course grid was
developed as the guidance in the materials writing in which included the standard
of competence, basic competencies, objectives, topics or unit title, language functions, learning activities, indicators, time allocation, sources and media.
Fourth, the researcher produced the materials. The materials consist of three units. Fifth, the researcher had the materials evaluated by an expert. The last step was
the researcher revised the materials after the evaluation. Those six steps of Research and Development cycle are adapted from Jolly and
Bolitho cited in Tomlinson 1998: 98. Based on that theory, the steps of R D are conducted in six steps include: 1 identification of need for materials, 2
exploration of a need, 3 contextual realization of materials, 4 pedagogical realization of materials, 5 production of materials, 6 evaluation of materials
against agreed objectives.
