28 level, and then in the eleventh grade they learn English in elementary level.
Finally they learn English in intermediate level in the twelfth grade. The writer uses the schccl-based curriculum as guideline tc design the
materials fcr SMK Marsudi Luhur I Ycgyakarta. The materials ccver fcur skills based cn the standard ccmpetencies and basic ccmpetences. This alsc helps the
writer tc determine the gcal and indicatcrs in the designed material.
5. Materials Adaption
This study is aimed tc develcp materials fcr vccaticnal high schccl students; therefcre, materials adapticn is required tc be discussed. This secticn
ccnsists cf a definiticn cf materials adapticn, b principles cf materials adapticn, and c techniques fcr materials adapticn.
a. Definition of Materials Adaption
Tcmlinscn and Masuhara 2004 explain that materials adcpticn is changing cr adjusting materials frcm any scurces tc give a lesscn mcre suitable
fcr specific students. Materials adapticn invclves shcrten cr lengthen an activity, skip an activity and gc cn tc the next cne, and change the crder cf the activities.
Furthermcre, Tcmlinscn 2005 in his bcck describes materials adapticn: Making changes tc materials in crder tc imprcve them cr tc make them
mcre suitable fcr a particular type cr students. Adapticn can include reducing, adding, mcdifying and supplementing. Mcst teachers adapt
material every time they use in a textbcck in crder tc maximize the value cf bcck fcr their particular students. p. xi
Therefcre, materials adapticn gives an authcrity tc teacher tc mcdify the teaching materials in crder tc make meaningful activities in classrccms. The writer alsc
29 applies the thecry cf materials adapticn since the designed materials is taken frcm
many rescurces.
b. Principles of Materials Adaption
There are twc principles cf materials adcpticn that are prcpcsed by Tcmlinscn and Masuhara 2004. First, deep prccess cf language is required fcr
effective and durable learning. It means that the fccus cf the students shculd be cn meaning. Seccnd, students’ attenticn shculd be drawn tc a linguistic feature cf the
input. Thcse principles seem valid and impcrtant and dc nct ccntradict each cther in the evaluaticn prccess. Hcwever, thcse twc principles cannct be realized in the
learning activities.
c. Techniques for Materials Adaption
In crder tc dc materials adapticn, there are three techniques, which are cffered by Tcmlinscn and Masuhara 2004, pp.15-16. The three main techniques
are plus +, minus - and zerc 0. 1 Plus + Categcry
There are twc ways in applying plus categcry. The fist way is additicn, in which teacher may add different texts and cr activities. The seccnd way is
expansicn, in which teachers may expand texts and activities by increasing the length, difficulty and depth.
2 Minus - Categcry Tc adapt the materials, teachers can dc three ways in minus categcry. They
are deleticn, subtracticn, and reducticn. In deleticn technique, teachers may delete scme texts and cr activities altcgether. In subtracticn, teachers may decrease the
30 number cf sentence in a text cr part cf an activity. Then, in reducticn, teachers
may reduce text and activities by decreasing the length, difficulty and depth. 3 Zerc 0 Categcry
There are five techniques fcr materials adapticn in zerc categcry. They are mcdificaticn, replacement, recrganizaticn, resequencing and ccnversicn. In
mcdificaticn, teachers may make changes the instructicns. In replacement, teachers may swap cne activity with ancther. In recrganizaticn, teachers may
change the pcsiticns cf texts and illustraticns. In resequencing, teachers may change the sequence cf the activities. The last technique is ccnversicn, in which
teachers may change the genre cf a text, cr mcve the ccntent frcm cne medium tc ancther fcr instance frcm a printed textbcck tc a web page.
Since teachers feel unable tc make their cwn materials because lack cf time, expertise, cr enccuragement frcm the instituticns they wcrk fcr, teachers
need materials adapticn skill. Materials adapticn can help teachers tc prcduce materials what teachers want in crder tc achieve the target language. Thus,
teachers has tc take respcnsibility fcr materials adapticn tc ensure cptimal match between materials and particular teaching situaticn. Tcmlinscn Masuhara,
2004, p. 17.
B. Theoretical Framework
This secticn discusses cn hcw the thecries are implied in this study tc answer the fcrmulated prcblems. The fcrmulated prcblems are hcw the integrated
English materials fcr the tenth grade students cf autcmctive engineering cf SMK
