Table 4.20 shows that the students want that in the process of learning the tutor acts as resource and assessor as 91.7 of the students vote for each of those
roles and 75 of the students want that the tutor acts as prompter.
2. The Course Grid
The course grid was written after the researcher found out the target needs and the learning needs of the students. The students’ preferences were shown by
the highest percentage of the students’ answers in the needs analysis questionnaire.
The course grid, then, was written in accordance to the highest percentage of the target needs and learning needs.
The course grid was written as the guideline for developing the materials. The researcher wrote three course grids as the learning materials were developed
into three units. The course grids covered a number of elements which were unit, unit title, topic, indicators, language function, language focus, procedure and input.
Language focus consisted of two sub elements that were vocabulary and grammar. The course grids can be seen in the Appendix C.
3. The Unit Design
The next step after writing the course grid was developing materials. The learning materials were developed into three units. Each of the units was
developed and sequenced using the same procedure. Each of the units has unit title page before the given activities. The typography
of each unit title page of the units has the same elements. The number of the unit
is in the up-left corner of the page. The title of the unit is written next to the number of the unit. The title is written based on the topic that were going to
discuss and the language functions that were going to learn. Below the unit title, there is a picture. The picture illustrates the activities that were going to learn by
the students in the unit. Below the unit title, then there is a box contained two or three short paragraphs which are intended to give brief description about what the
students need to learn and to do in the unit. A unit is made up from a number of tasks. Each of the units of the developed
learning materials consisted 15 – 16 tasks. The tasks consisted listening and
speaking tasks. Table 4.21 in the following describes the outline of the unit design in the developed materials.
Table 4.21 The Outline of the Unit Design
Component Purpose
A. Let’s Get Started
It contains two tasks in which the first task is used to introduce the language functions that the students are
going to learn in the unit and the second task is used to brainstorm
the students’ knowledge about the topic that are going to discuss.
B. Let’s Take Action It consists of a number of tasks in which the tasks are
provided in order to achieve the learning objectives. This part consists of listening and speaking tasks. The
tasks are divided into guided-task, semi-guided task and free-guided task.
C. Let’s Do More
It serves as speaking task. This part consists of one task to apply what the students have learned in the
previous tasks.
D. Evaluation
It consists of one task which aims to evaluate the students about what they have learned in the unit. The
evaluation task is free-guided task.
E. Homework
The homework task is real-world task which s intended to ask the students to apply what they have
learned in the classroom, outside the classroom.
F. Let’s Make
Reflections It aims to provide self-assessment and peer-assessment
for the students so that they students are able to
measure their ability after learning the unit. G.
Summary It aims to provides the students the summary of
language functions and grammar that they have learned in the unit.
H. Vocabulary List
The vocabulary list is provided in order to give the students review of the vocabulary that they meet in the
unit. The vocabulary list covers the English words, parts of speech, pronunciation transcription, and
Indonesian equivalent.
4. The First Draft of the Materials
