2. The Course Grid
After conducting the need analysis, then, the course grid was developed as the basis for materials writing based on the students’ needs and interest. It consists
of seven parts namely topic, unit title, language function, language focus, indicators, learning activities, and input. The complete course grid is in the
appendix E. Here are the explanations about the course grid for each unit.
a. Unit 1
The course grid for unit one has been developed based on the standard competence and basic competence of English subject for the tenth graders of
vocational high schools, and the results of need analysis that had been conducted. The basic competences used are in point 1.2 that is mentioning
things, people, characteristics, time, days, months, and years; and 1.3 that is describing things, people, characteristics, time, days, months, and years.
However, this unit only focuses on mentioning and describing things. The first item of the course grid is the topic. In unit 1, the general topic is
workshop equipment. Then, the second item is the unit title. Unit 1 is under the title of
“It’s a car lift”. The unit title indicates the expression and also the topic that the students will learn in Unit 1. The next item in the course grid is the
language function. This unit emphasize on expressions of asking and giving description of something.
The fourth item is language focus. The language focus is divided into two parts namely grammar and vocabulary. For the grammar input, it emphasizes
on simple present tense because it is the tense which is used to ask and give description on something both in speech and in writing, while the vocabulary
input is the words or terms which are related to the workshop equipment. The next item is indicators. The indicators are based on the basic
competences and also syllabus used in the school. Then, the sixth item in the course grid is the learning activities. The steps
in the learning activities follow the with-in task sequence proposed by Nunan. Those steps are pre-task activities, task proper, and follow up activities. The
sequences of the skills are comprehension skill, listening and reading then, production skill, speaking and writing.
In the step of pre-task activities, students are introduced the topic using a picture and some questions. The next step is task proper 1. In this step, the
students are given some tasks to improve their comprehension skill, listening and reading, and also vocabulary activity. They study about the expressions of
asking and giving description of something and the explanation about the descriptive texts through tasks or learning activities.
Then, the next step is follow-up 1. In this step, the students are given a chance to work independently on tasks to check their understanding of the
previous tasks. The fourth step is task proper 2. Similar with task proper 1, here the students are given some tasks to improve the production skills,
speaking and writing. They are given chances to use the language and study the grammar input.
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