English. Besides, the designed materials provide the students with the English materials which are related to a certain skill. Furthermore, it prepares the students to
be able to work in many positions in the working world and industries after they graduate from the school.
Besides, the topics of each unit were also formulated in this step. The topics that would be presented in each unit were taken from the 2006 Edition of School-
Based Curriculum for Vocational High Schools and the English syllabus of SMKN 5 Yogyakarta
. Therefore, the materials had the same topics as which were in the syllabus. Then, there were four units with some topics elaborated in this designed set
of materials. The units and the topics were as follows:
Table 5: The Units and the Topics in the Designed Materials
Unit Title
Topics
1 How are you?
Greetings and Leave Takings Introducing
Thanking Apologizing
Grammar Review: -
Personal Pronoun -
Simple Present Tense 2
What does she look like? Adjectives showing colours, quality, size,
shape, age, origin, material Profession, Nationality
Adjectives showing physical appearance, non-physical characteristic
Nouns showing time, day, date, month, year
Grammar Review: -
Singular-Plural Nouns 3
What is his nationality? Cardinal and Ordinal Numbers
Adjectives of quality, size, shape, age, color
Nationality, Profession PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Adjectives in Series Description of Events
Antonym Synonym 4
Could you help me? Expressions of Regrets and Apologies
Expressions of Sympathy Adjectives of feelings
Adjectives ‘–ing’ vs ‘–ed’ Adjectives set expressions
Subject-Verb Agreement Expressions of Asking and Giving
Permission Grammar: Modals + Auxiliary
Expressions of Commands and Requests Expressions of Offering Things and
Services
Furthermore, the general purposes which should be achieved by the students towards the designed materials were also formulated in this step. The general
purposes of the whole units in the designed materials were stated as the basic competencies in the 2006 Edition of School-Based Curriculum for Vocational High
Schools and the English syllabus of SMKN 5 Yogyakarta. The following table presents the basic competencies of the whole units.
Table 6: the Basic Competencies
Unit Title
Basic Competencies
1 How are you?
Understanding the
transactional and
interpersonal discourse used in daily activities 2
What does she look like? Mentioning
things, people,
and characteristics, time, day, month, and year.
3 What is his nationality?
Describing things, people, and characteristics, time, day, month, and year.
4 Could you help me?
Producing interpersonal utterances used for basic functions
c. Stating the Learning Objectives of the Designed Materials
Before designing the materials, it was needed to state the learning objectives. The learning objectives of each unit in the designed materials were stated as the
indicators in the 2006 Edition of School-Based Curriculum for Vocational High Schools and the English syllabus of SMKN 5 Yogyakarta. The indicators were listed
in order to specify the basic competency of each unit. The indicators function as the measurement of the students’ achievement in every meeting. The indicators are
planned in the table:
Table 7: the Indicators
Unit Title
Indicators
1 How are you?
At the end of the lesson, the students are able to:
1.apply the expressions of greetings and leave takings appropriately.
2.apply the
expressions of
introducing yourself and other people appropriately.
3.apply the
expressions of
thanking appropriately.
4.apply the
expressions of
apologizing appropriately.
5.apply personal pronoun and simple present tense appropriately.
2 What does she look like?
At the end of the lesson, the students are able to:
1. mention things and words to describe
things according to its colours, shape, origin, size, materials, quality and quantity
appropriately.
2. mention words
to describe
people according to the profession, nationality,
physical appearance, characteristic, quality, and activities appropriately.
3. mention time of the day, name of daydate, month, year appropriately.
4. apply singular-plural nouns appropriately. 3
What is his nationality? At the end of the lesson, the students are able
to: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1. use cardinalordinal numbers in several contexts appropriately.
2. arrange words to describe things according to its colours, shape, origin, size, materials,
quality and quantity appropriately. 3. arrange words to describe people according
to the profession, nationality, physical appearance,
characteristic, quality,
and activities appropriately.
4. arrange words to describe an event according to the time of the day, name of
daydate, month, year appropriately. 5. apply antonym synonym appropriately.
4 Could you help me?
At the end of the lesson, the students are able to:
1. apply the expressions of regrets and
apologies appropriately. 2. apply
the expressions
of sympathy
appropriately. 3. apply the adjectives of feelings, adjectives
‘–ing’ vs
‘–ed’, and
adjectives set
expressions appropriately. 4. apply
subject- verb
agreement appropriately.
5. apply the expressions of asking for and giving permission appropriately.
6. apply the expressions of commands and requests appropriately.
7. apply the expressions of offering things and services appropriately.
8. apply modal + auxiliary appropriately.
d. Classifying the Subject Contents of the Designed Materials
The contents of the designed materials were determined based on the needs survey data, goals, topics, general purposes and learning objectives. Adapting the
concept of scaffolding in teaching-learning cycle Feez and Joyce, 2002: 28, the subject contents of each unit was divided into two main sections. First section is
Oracy Cycle which focuses on Listening and Speaking skills. Second section is
Literacy Cycle which focuses on Reading and Writing skills. Each cycle in the
