63 situations to learn English. Additionally, various activities can
increase students’ motivation. Besides, students would not only sit and listen for the whole lessons.
It could help them avoid boredom.
2. The Result of Planning
The second step of R D cycle is planning. After gathering information related to the participants, the next step was to plan the materials before they were
designed. It included defining skills, stating objectives, determining course sequence
Borg and Gall, 1983. The plan was elaborated in the form of syllabus see syllabus in Appendix C, based on the information gathered from interview
and questionnaire. This step included four parts. The first part was Considering Goals, Listing Topics, and Stating the General Purposes. The second part was
Defining Learning Objectives. The third part was Listing the Subject Contents. And the last part was Selecting Teaching and Learning Activities and Resources.
a. Considering Goals, Listing Topics, and Stating the General Purposes
Goals can be derived from the nature of the institution, or other direction- establishing elements that control the particular educational program Kemp,
1977. The goal of this research was derived from the School Based curriculum KTSP that had been stated for the vocational high schools in Indonesia. The goal
of the designing materials was to communicate in English in elementary level. After the goal had been stated, the topics were selected. According to
Kemp 1977, topics were listed and sequenced in relation with other subjects, and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64 in correlation with that of another course. In SMK Negeri 1 Klaten, the topics
were already listed in the school curriculum, which had relation with the Department of the students, and what the students needed to learn. Hence, the
topics were conformed to the curriculum that was applied in school, which was Kurikulum Satuan Pendidikan KTSP or School-Based Curriculum for
Vocational High School and from the English syllabus for Business and Management Department of SMK N 1 Klaten. Therefore, the topics were suitable
with those in the syllabus, and have relation with the Department. There were four topics for four units. The titles and contents of the units were selected by the
researcher. The topics for the materials are listed in Table 4.1.
Table 4.1 Lists of Topics and Titles for Each Unit Unit
Topics Titles
1 Hobbies
What Do You Like to Do in Your Free Time?
2 Telephoning
May I Speak to Mr. Dannisons? 3
Describing Jobs Tell Me about Yourself
4 Past Events
What Did You Do?
The general purposes were also stated for each unit. They were the general or unspecific objectives of the materials. They were not precise terms, and used to
signifying broadly what to be accomplished in the topics before stating the precise learning objectives Kemp, 1977. The general purposes in this study were derived
from the Basic Competence of KTSP. Table 4.2 presents the basic competence:
Table 4.2 Basic Competence Unit
Titles Basic Competence
1 What Do You Like to Do
in Your Free Time? 2.1 Understanding simple daily conversation
in professional or personal context with non-native speakers.
2 May I Speak to Mr.
Dannisons? 2.2 Taking notes on simple messages of direct
or through device interactions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
Unit Titles
Basic Competence
3 Tell Me about Yourself
2.3 Describing
jobs and
educational background both orally and written.
4 What Did You Do?
2.4 Describing past events and future working plans.
b. Defining Learning Objectives
