There were three main facilities that enabled teaching learning activities: a whiteboard as the main media; a set of portable speakers and a VCD-MP3 player
which would be useful for the listening activities. There were also other supporting facilities such as seven personal computers, a television, an LCD
projector, a photocopying machine as well as free Wi-Fi internet access. To sum up, the writer concluded that the necessary support services to
implement the task-based materials were available.
2. Planning
Obtaining the necessary data, the writer then developed the framework of the materials to be designed, which consisted of stating goals, topics and general
purposes, specifying learning indicators and organizing subject contents.
a. Stating Goals, Topics and General Purposes
In the Research and Information Collection step, all of the participants had chosen Speaking as the skill that they wanted to learn most. Therefore, the
designed materials would be focusing on speaking skill. Although the purpose of the materials was to learn speaking, it did not mean that speaking is the only skill
that was developed in the materials. The writer combined the other skills for the exposure because it was one of the essential factors of successful language
learning. The most important aspect of planning a research-based educational
product is the statement of the specific objectives to be achieved by the product. Objectives also provide the best basis for developing an instructional program,
since the program can be field tested and revised until it meets its objectives. The goal of the designed materials was to improve the Speaking skill of the staff of
Bank Mandiri Yogyakarta. It is elaborated as follows. 1 At the end of the program, learners are able to communicate with the foreign
customers by using the target language. 2 At the end of the program, learners are able to apply their knowledge in their
daily life. There were eight topics selected by the participants, which were related to
their needs. The writer organized the topics based on the level of difficulty of each topic, and then the writer set the general purposes based on the stated goals. The
topics were stated in Table 4.9.
Table 4.9: The Learning Topics of the Materials No
Learning Topics
1. Greetings and Introduction
2. Numbers
3. Telephoning Conversation
4. Making Appointments
5. Describing Location
6. Introducing New Services
7. Explaining Bank Facilities
8. Handling Complaints
Objectives are the specific outcomes or products of courses that are outlined in a syllabus. The writer determined the general purposes for each
meeting in order to achieve the goals in Table 4.10.
Table 4.10: The General Purposes
Topics General Purposes
Greetings and 1. The learners know how to greet others.
