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4.1.2 Considering Goals, and Listing the Topics, Stating the General
Purposes
The researcher adapted School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan
KTSP in this study. The standard competence of the materials design was the goal in this study. After that the basic
competences were the general purposes of the designed material. After determining the goal, the researcher listed topics that were used in the
designed materials. The goal, the list of the topic, and the general purposes of the design
material for the first grade students of SMK Paramitha 2 are presented below:
Table 6: The Description of Competence Standard, Basic Competence, and Topic of Each Unit.
Unit 1 Front Office Service
Competence standard: Communicating in
English in Novice Level
Basic competence: Comprehending basic
expressions for social interaction
Topic: Front Office Service
Unit 2 First Day in the Office
Competence standard: Communicating in
English in Novice Level Basic competence:
Comprehending basic expressions for social interaction
Topic: First Day in the Office
Unit 3 Apologizing for the
Competence standard: Communicating in
English in Novice Level
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Inconvenience Basic competence:
Comprehending basic
expressions for social interaction. Topic:
Apologizing for the Inconvenience
Unit 4 Satisfying for the Guest
Competence standard: Communicating in
English in Novice Level Basic competence:
Comprehending basic
expressions for social interaction Topic:
Satisfying Service for the Guest
4.1.3 Learning Objectives
The researcher used these steps in making the indicators. The indicators must be stated clearly and carefully, so the teachers will not have
different perception related to the objectives. The characteristic of the indicators are specific, observable, and measurable. The objectives can be
measured by the outcomes of the design.
Table 7: The List of Indicators of the Design Unit 1
Front Office Service
- The students are able to indentify greeting expressions. - The students are able to mention greetings expressions.
- The students are able to respond greeting expressions. - The students are able to use greetings expressions in
simple present tense sentences even in written or orally. - The students are able to identify leave taking expressions.
- The students are able to mention leave taking expressions. - The students are able to respond leave taking expressions.
- The students are able to use leave taking expressions in simple present tense sentences even in written or orally.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
Unit 2 First Day in
the Office
- The students are able to identify the expressions of introducing.
- The students are able to mention introducing expressions - The students are able to respond introducing expressions.
- The students are able to introduce themselves or others in simple present tense sentences even in written or orally.
Unit 3 Apologizing
for the Inconvenience
- The students are able to identify regret expressions. - The students are able to mention regret expressions.
- The students are able to respond regret expressions. - The students are able to use regret expressions in simple
present tense sentences even in written or orally. - The students are able to identify apology expressions.
- The students are able to mention apology expression. - The students are able to respond apology expressions.
- The students are able to use apology expressions in simple present tense sentences even in written or orally.
Unit 4 Satisfying for
the Guest
- The students are able to identify thanking expressions. - The students are able to mention thanking expressions.
- The students are able to respond thanking expressions. - The students are able to use thanking expressions in
simple present tense sentences even in written or orally.
4.1.4 Selecting Teaching or Learning Activities and Instructional
Kategori