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2. Listing Topics as Apart of Task Analysis
This step aims to determine the list of the topics that will be taught. After analyzing the findings, the writer made a list of the topics for the learners. The
topics were gained from the questionnaires findings. The writer provided eight topics in the questionnaire but merely four topics were used in designing the
materials. The writer used four topics because the designed materials will be used for eight meetings around a month. The topics were arranged based on the top
rankings which were chosen by the participants. The topics are organized as follows:
Table 4.6. The Topics of the Design Materials No.
Language functional Topical
1 Introducing self
New place, new friends 2
Asking for and offering help Helping fellow Sisters in nunnery
3 Promoting KYM Congregation
The review of KYM profile 4
Visiting sick people Pastoral care in the parish
However, in the designed materials the writer placed “Asking for and
offering help” in the second sequence. The reason was to help the learners learn first from the small scope. At the beginning,
the learners will learn how to
introduce themselves and how to ask for and offer help in nunnery. Furthermore, the learners will learn from the bigger scope in which learners interact with other
people outside the nunnery. The learners will learn how to promote KYM Congregation and how to express their attention to people who are sick in the
parish.
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3. Writing instructional Objectives
The next step was about the objectives. The writer formulated the objectives of each topic. The objectives aim to specify what learners would be
able to do after the learning process. The list of the objectives is specified as follows:
Table 4.7. The Objectives of the Design Materials
No Language functions Topics
Objectives 1
New place, new friends
Introducing self Learners are able to:
Use the expressions of
introducing self
in a
conversation appropriately.
Practice how to introduce themselves to others and
introduce others in a real conversation well.
2 Helping
fellow Sisters in nunnery
Asking for and offering help
Learners are able to:
Use the expressions of asking for and offering help in daily
conversation well.
Practice how to ask for and offer help to fellow Sisters in a
real communication. 3
Promoting KYM
Congregation The review of
KYM profile. Learners are able to:
Introduce the KYM
Congregation to
others correctly.
4. Visiting sick people Pastoral care in
the parish Learners are able to:
Use the expressions of
showing care to others in a real conversation well.
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4. Developing Instructional Material Strategy
Instructional strategy in this step is used to help learners practice during the learning process. The writer listed five instructional activities for each unit as
follows:
a. Warming-Up Activity
This part is used to start the class and it is placed in the beginning of the meeting. The aim of the activity is to introduce learners the topic that will be
learnt. In this section, the learners deal with questions and work in pairs in order to prepare the learners to get ready to follow the lesson.
b. Conversation Practice
In this section, the writer provided simple conversation which is related to the topic. The learners will use the dialogue in speaking practice section. Also, the
learners will learn a little about cultural context related to the expressions that used in the conversation.
c. Language in Use
In this part, the writer provided some expressions used related to the topics that will be learnt by the learners. It aims to introduce the learners some useful
expressions and knowledge. Hence, the learners can use the expressions to convey the idea to other in their daily conversation.
d. Exercises
This part consists of some exercises. He learners deal with some exercises and they have to do the exercises independently and also in pairs. The aim of this
section is to the give learners chance to practice more in speaking.
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