41 three elements; they are performance, conditions, and criteria. An objective
should always include what the learner is expected to be able to do after completing the course. Performance must be stated in an operationa l verb so that
it is observable. Moreover, a statement of objective should include the condition of the performance and it should be relevant Heinich, Molenda, and Russell,
1982: 38. Furthermore, a well- stated objective should include the criteria or standards of the acceptable performance that is observed. The criteria may be
described in quantity or quality or both Heinich, Molenda, and Russell, 1982: 39. Based on the explanations above, the writer took the achievement indicators
from the KTSP of SMK BOPKRI I Yogyakarta and made suitable use of them to be used in designing the materials. They are presented in Table 4.2 overleaf.
3. Selecting, Modifying, and Designing Materials
In this step, the writer selected and modified the materials from some resource books, internet sites, game books, a magazine and a newspaper. The
writer also designed new materials based on her experience and knowledge. The designed materials generally contained three activities. They were “What do you
think?”, “Let’s do it”, and “Attention, please” Those activities were based on Task-Based Learning framework; i.e., pre-task, task cycle, and language focus.
42
Table 4.2 The Topics and the Indicators
Unit Topic
Indicators 1 Daily
Activities 1. The students are able to question using question word
pattern in the context of daily activities correctly. 2. The students are able to answer the questions in the context
of daily activities correctly. 3. The students are able to write their own daily activities
correctly. 4. The students are able to write their partner’s daily activities
correctly. 2 Hobbies and
Interests 1. The students are able to talk about hobbies and interests
using appropriate expressions. 2. The students are able to write their own hobby and interest
correctly. 3. The students are able to write their partner’s hobby and
interest correctly. 3 Writing
Messages 1. The students are able to write messages based on telephone
conversation correctly. 2. The students are able to write messages based on direct
conversation correctly. 4
Professions 1. The students are able to explain the jobs of some
professions in the form of Simple Present Tense appropriately.
2. The students are able to explain the educational backgrounds of some professions in the form of Simple
Past Tense appropriately. 5 Curriculum
Vitae 1. The students are able to write a simple curriculum vitae
correctly. 2. The students are able to write their partner’s curriculum
vitae correctly. 6 An
Application Letter
1. The students are able to identify the form of a good application letter correctly.
2. The students are able to write an application letter well. 7 Past Events
1. The students are able to express past events using Simple Past Tense correctly.
2. The students are able to write a personal letter about past events correctly.
8 Future Plans 1. The students are able to express future plans using Simple
Future Tense correctly. 2. The students are able to write a personal letter about future
plans correctly.
43 The details of the Task-Based Learning framework of the designed materials are
presented in Figure 4.1.
What do you think?
Introduction to topic Brainstorming, answering questions, and sharing personal experiences
Let’s do it Write it down
Writing based on prior knowledge, personal
experiences, and conversation.
Listing and ordering. Think about
Preparing the report of the task.
Express it
Presenting the report.
Attention, please Let’s analyze
Analyzing the language focus, comparing, and sorting.
Practice it
Practicing writing and revis ing the
writing based on the analysis.
Figure 4.1 Task-Based Learning Framework of the Designed Materials
4. Evaluating and Revising the Materials
