Course Grid of Unit 1

Figure 3 : The Unit Design of the Materials Figure 3 shows that the unit design had three stages. They were introduction, main lesson and reinforcement. The introduction consisted of “building up” activities. Then, the main lesson consisted of “observing and questioning”, “looking for information”, “associating” and “creating” activities. The last part was reinforcement. This part included “reflecting” activities. The first part of the material design was introduction. In this part, the materials focused on helping students have background knowledge of the topic that will be learnt in each unit. The next part of material design was the main lesson. The main lesson part was developed using the sequence of Curriculum 2013, i.e. scientific approach. Observing and questioning activities referred to observation and Unit Design Introduction Building Up Main Lesson Observing Questioning Looking for Information Associating Creating Reinforcement Reflecting the questioning stage of scientific approach. In this part, students were given a chance to observe the input text and make questions based on the things they do not know or they want to know. Then, looking for information activities referred to the experimenting or gathering information stage of scientific approach. Students were encouraged to find as much information as they can, regarding the unit topic. Then, associating activities referred to the associating stage of scientific approach. In this part, students processed the information which they have collected in the preview activities. The last part was creating. These activities focused on the communicating stage. In the communicating stage, students were asked to write a simple paragraph based on each unit topic. The last part of material design was reinforcement. In reinforcement, students were given a chance to do self-evaluation. Students were encouraged to make they own summaries based on what they have learnt and what their lacks are. As stated in the previous part, this material consisted of three units:

a. Unit 1

Unit 1 was developed based on the course grid of Unit 1. From the core competences and basic competences of Unit 1, students were expected to be able to identify the social function, text structure, and language features of a descriptive text and to write a simple description text. Unit 1 had 15 tasks. Tasks 1-2 were included in the warm up activities. Then observing questioning activities include Tasks 3-4. Tasks 5-8 belonged