consideration. This part is one of the implications of Contextual Teaching and Learning concepts that learning is an enjoyable activity.
c Language Focus
Since the designed materials are an instructional grammar material, Language Focus
might be the core of grammar discussion in each unit. It provides an explanation about the use of a certain grammar pattern and examples.
Language Focus will lead the students to be able to state the language pattern
of the grammar being discussed. d
Try This To see whether the indicators of each unit is attained or not, a set of exercises
are presented in the last part of subject content. Try This supplied the unit with meaningful tasks. Those tasks consist of writing or speaking exercises.
Through this part, the students could practice their understanding about grammar by producing correct sentences or utterances. Concerning CTL
concepts, the exercises in each unit are cooperative tasks. It is realized through pair or group assignments.
6. Selecting Learning Activities
Learning activity selection depended on learning objectives or indicators which had been stated. The activities in each unit fulfilled the need of reading,
listening, writing and speaking skills. In the syllabus, these activities were classified into three parts: Pre-activity, Whilst-activity and Post-activity. Pre-
activity is comprised of activities which provided an access to the grammar topic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
being discussed in each unit. It contains activities which are connected to the prevailing curriculum like reading narrative or spoof texts, and activities which
are enjoyable to attract students’ attention to the learning like listening to an English song. Whilst-activity provides discussion about grammar use and
examples, and it provides the students with some grammar exercises. Meanwhile, post-activity presents the final activity to apply grammar topic being learnt. Each
unit of designed materials has different learning activities. The selection of learning activities also considered students’ preferable activities, for example, in
some units there is a game, a dialogue or a role play. Learning activities of each unit can be seen in the research syllabus in Appendix G.
7. Designing Materials
After the topics, the subject contents, and the activities determined, a set of supplementary instructional grammar materials was designed. The materials
consist of eight units with eight different topics, with the same subject content sections and with different activities. In developing the eight topics of grammar,
the writer filtered eight themes suggested by the students through the distributed questionnaire. Therefore, every unit of materials has different theme. Not to be out
of CTL concept, each theme is related to students’ real life conditions. Table 4.1 shows how the writer developed eight units of supplementary
grammar materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.1: Writer’s Units Development
Unit Topic Theme
Title
1 Simple Past Tense
Joining an extracurricular
I did my homework last night
2 Past Continuous Tense
Having a holiday I was preparing my
vacation 3
Past Perfect Tense My favorite
I had eaten my favorite menu
4 Simple Future Tense
My ideals I am going to the
cinema tomorrow 5
Modal Auxiliaries and Adverbs of Certainty
My bedroom I absolutely can do it
6 Nouns and Noun
Phrases My feeling
I love my old red shoes
7 Pronouns and Relative
Pronouns My country
She helped the man who was sick
8 Compound and
Complex Sentences My family
My cousins are clever and they are
friendly
8. Evaluating the Designed Materials
