Concerning Contextual Teaching and Learning, the teachers recommended the writer provide texts in the designed materials to begin the units. These texts
could be suited to students’ daily life setting. According to those English teachers, reading was a good lead-in activity to enter the topic being learnt.
2. Reviewing the School Syllabus
Since SMAN 1 Depok Yogyakarta had formed a syllabus for English learning, the writer decided to review it. It was done to determine competence
standard, basic competence, topics, objectives, subject contents and activities to be developed in designing research syllabus and designing grammar materials.
The school syllabus was designed by the English teachers of SMAN 1 Depok and matched the eleventh grade English textbook with School-based Curriculum
content standard. This syllabus review became a guidance to construct the research syllabus.
3. Stating Competence Standard, Selecting Basic Competence, and Listing
the Topics
By reviewing the school syllabus, the writer was able to state competence standards, to select basic competence and to list the topics being developed. The
writer chose the competence standards and basic competence which were appropriate with the topics being developed. These topics were adopted from
students’ textbook with School-based Curriculum content standard. The chosen competence standards were numbers 8, 10, 11 and 12 which were related to
sentence patterns. For the basic competence, the writer believed that numbers 8.2, 10.2, 11.2, and 12.2 were suited to the topics which gave access to grammar
learning. The stated competence standards and selected basic competence were completely presented in the research syllabus in Appendix G.
Being convinced of the selected competence standards and basic competence, the writer listed the topics to be developed in the designed grammar
materials. There were eight developed topics; they were 1 Simple Past Tense, 2 Past Continuous Tense, 3 Past Perfect Tense, 4 Simple Future Tense, 5
Modal Auxiliaries and Adverbs of Certainty, 6 Nouns and Noun Phrases, 7 Pronouns and Relative Pronouns, and 8 Compound and Complex Sentences.
Each topic would be developed in each unit of the designed materials. The topics selected were not only based on the school syllabus but also based on the
students’ main textbook and the students’ needs for daily communication. Topics 1, 2, 3, 5, 6, 7 and 8 matched the school syllabus and the main textbook while
topic 4 was considered to be commonly used in learners’ real life conversation.
4. Listing Learning Objectives
