Selecting Subject Content Selecting TeachingLearning Activities and Resources

survey results. Those teachinglearning activities were chosen based on the goals that were expected to gain, and also on the learners’ needs and wants. Therefore, it was expected that the learners could truly enjoy the lessons and gain the objectives of the course. The teachinglearning activities chosen in the designed materials mainly included reading, listening, speaking, and grammar and vocabulary discussions. The first main activity, reading, was designed as home task the one in the first meeting was exceptional. After reading the reading passages at home, the learners were intended to have a discussion, that was based on the provided questions, in class to comprehend the topics deeper. The resources of this activity were from the writer’s ideas, magazines, text books, and also websites. The second main activity, listening, was intended to be conducted after the reading discussion. The learners were expected to listen to certain conversations in cassettes and discuss the provided questions together. All conversations in listening parts were from cassettes, and the listening questions were taken from text books or provided by the writer. The third main activity, speaking, consisted of one or more kinds of activities that were intended to make the learners really practice speaking. There were games, role-plays, discussions, debates, interviews, and presentations. The learners were intended to do those kinds of speaking activities by following the provided instructions. In this part, the writer used her experiences, course programs, text books, and websites as the resources. 55 The fourth main activities were grammar and vocabulary discussions. The learners were expected to gain feedback of their speaking activities by consulting with the correct grammar patterns that were provided. They were also expected to enrich their vocabulary by completing the tasks in “Words Bank”. The resources for this part were text books and dictionaries. The list of the subject contents, teachinglearning activities, and resources can be seen in the syllabus. The syllabus used in this study was topic syllabus because units in these designed materials were differentiated by their topics.

7. Coordinating a Support Service

In this designing process, the writer also considered the support services that were needed. The support services included budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. The budgets, personnel, facilities, and equipment were provided and managed by the course owner, while the schedules were arranged by the writer.

8. Evaluation

The final step of designing this set of materials was evaluation. The writer conducted post-design survey to gain feedback of the designed materials. The survey that was conducted on January 7, 2008 until January 14, 2008, used questionnaires and interviews as the survey instruments. Hopefully, by conducting this survey, the 56 writer could gain feedback to improve the designed materials and make the best version of them.

a. Respondents

The respondents of this survey were three English teachers at Quick Concept English Course Solo, two representative learners of the class, and an expert. In the questionnaires, the writer started asking information about the respondents’ educational backgrounds and teaching experiences. From the results of the questionnaires, it could be known that there were two respondents that were in Senior High School SMU and college, three that were from bachelor degree S1, and one that had graduated from master degree. Those who were still in Senior High School and college were the learners of Quick Concept English Course Solo, the ones who had bachelor degrees were the teachers of Quick Concept English Course Solo, and the one who had master degree was an English Language Education Study Program lecturer. The writer had a purpose to choose those respondents because she would like to gain opinions from both the teachers’ and the learners’ sides. The presentation of the respondents’ backgrounds was in table 4.1. 57