The Revision of Unit 3

distributing the questionnaire to the students. The needs analysis questionnaire was conducted to find out the needs of the students in terms of conversation and what materials should be designed to cover students’ needs in conversation. The statements in the needs analysis cover the aspects of the goal, input, teacher role, learner role and setting. Research findings show that most students’ goal in learning English was to be able to develop knowledge, especially English functions and have communication in English correctly. The conversation materials they wanted should help them provide conversation practices. The topics that they liked were the topics related to daily activities. The inputs that they preferred were picturesphotos. They wanted to play games in the speaking activities. If there was a conversation book designed for outside class activities, they preferred the materials presented a lot of information and explanation. They wanted to learn vocabulary by spelling the words correctly. They wanted to learn pronunciation by pronouncing words, phrases, and sentences correctly. They wanted to learn grammar by practicing speaking activities by paying attention to the grammar. Concerning the teacher role, they wanted the teachers to encourage them to be active students and explain the task they should do. The role of the students that they preferred was as to be active students. The task should be given 2-3 times a week. Most of them wanted to work in groups. After the data were analyzed, the context realisation and pedagogical realisation were made and analyzed. In terms of realisation, the learning materials were adjusted with the actual condition of the students. The steps enabled the researcher to adjust the materials with the context of Yogyakarta where the students live in. Furthermore, the materials was designed based on the curriculum. Therefore, the course grid was designed as the guidance in the materials writing. In the course grid, the researcher designed three units of learning materials of the expression of: inviting, accepting and refusing invitations, agreeingdisagreeing, complimenting, and congratulating. After that the designed materials was evaluated by the expert. The materials were evaluated based on the: contents, language, presentation, and layout appropriateness. The results of the expert judgment showed that the content, language, presentation, and layout display were considered appropriate as the learning materials for outside speaking activities for Grade VIII students of the junior high school, after getting some revisions. As the revision had been made, the designed materials were considered as the final product of the designed materials. The designed materials consisted of three units. Each unit consisted of some sub units namely Preview, Warm up, Presentation, Practice, Production, Review and Reflection. In terms of learning activities, in each unit of learning materials, the tasks are categorized into the opening activities including the unit title, the goal of the unit, and the warming up activity; main activities of the expression of: inviting, accepting and refusing invitations, agreeingdisagreeing, complimenting, and congratulating and the evaluation; in the closing activities the researcher included evaluation and a summary of useful expressions.