The other sub item of language focus is vocabulary. The set of vocabulary in this unit suits the main texts
i.e. “Timun Mas”. This vocabulary set is needed for building the background knowledge of the students so that
the students will read the texts and do the tasks smoothly. The fifth item is the procedures. All units in this media follow the
teaching procedures generated from genre based approach; approach which is used in this study. There are four steps; building knowledge of the text
BKOF, modeling of the text MOT, joint construction of the text JCOT, and independent construction of the text ICOT. The detailed procedures are
customized by the needs of each unit and the result of the needs analysis. Finally, the last item of the course grid of unit 1 is input. Definitely,
the input was generated from the result of needs analysis. There are two points in needs analysis in terms of input namely topic and input itself. The
highest percentage of the questionnaire asking about topic is daily life followed by science-technology, cultures, sports, and the last is politics.
However, it will be difficult to relate daily life, as the first choice, and narrative text because narrative texts are commonly unreal meanwhile the
daily life is real events. Therefore, instead of daily life, culture, local culture precisely, was used as topic in this unit.
In terms of input, the students demanded pictures, short story, and articles as main input. In this unit, some pictures and a short story entitled
„Timun Mas” as the main text were used as the main input.
b. Unit 2
Similar to unit 1, the genre of unit 2 is generated from the basic competence of English of second semester of tenth grade. However, this unit
focuses only on descriptive text. Consequently, the title of this unit was created considering the genre which is going to be learnt i.e. descriptive texts.
The title of unit 2 is “She Looks Like’. The learning objectives of this unit were also written based on the
basic competence which is used in this study. The learning objectives in this unit were almost identical with the preceding unit. The differences among
them are in the genre and grammatical focus. Meanwhile unit 1 focuses on narrative text and simple past tenses, unit 2 focuses on descriptive text and
simple present tenses. The learning objectives were made identical on purpose for the sake of consistency.
The fourth item is language focus which is divided into two parts i.e. grammar and vocabulary. The grammatical form which will be learnt in this
unit, as stated before, is simple present tense. This tense is generally used in the descriptive text, which is as the main focus of this unit. Another part of
fourth item is vocabulary learning. Same with unit 1, the vocabulary set in unit 2 was created considering the needs of the students to use them in the tasks.
The fifth item of the course grid of unit 2 is the procedures. Again, the procedures in this unit were set up considering the approach which is used
in this study i.e. genre-based approach which consists of four steps; BKOF,
MOT, JCOT, ICOT. Besides, the results of the needs analysis in terms of procedures were also used.
The last item of the course grid of unit 2 is input. This part shows what kind of input which will be used. The texts which are used in this unit
are de scription of public figures and as the main text; the text entitled “JKT
48” is used. It suits the genre which will be learnt in this unit; descriptive. Besides, pictures and some articles are also used in unit 2.
c. Unit 3
The first part is the genre of Unit 3 which is news item. The consideration of choosing this genre was based on the basic competence.
From the genre, the contents of this unit were developed so the objectives can be achieved by the students.
The second part is the unit title of Unit 3. The title of this unit is “The Journalist Reports That”. Similar to the previous units, the title shows
the expressions which will be learnt by the students. Therefore, students are expected to be ready with the lesson. Moreover, the purpose of choosing this
title is to emphasize the genre. The third item of the course grid of unit 3 is learning objectives.
The objectives of Unit 3 were generated from the basic competences of English in
tenth grade of high school of second semester. The next item is the language focus. The language focus part in Unit
3 also consists of two parts: the grammar and vocabularies. The grammar taught in this unit is direct and reported speech. The choice is based on the
