environment. This was considered as the best way to teach. Overhead projector was sometimes used if the material was in power point. Watching movie and
listening to songs were some strategies to foster students’ interest in learning English. Meanwhile, the wall magazine was rarely used to express students’
creativity. Based on the students’ point of view, listening skills was quite challenging
because they did not deal with listening exercise from recording frequently. Some of the students thought that speaking was not too difficult but they sometimes met
difficulties in vocabulary. Nonetheless, some of them thought that speaking was a difficult task because the limited vocabularies, the incapability to form correct
sentences, and lack of confidence. The students considered reading was quite an easy task because they were able to consult dictionary, whereas writing was not
their favorite. The students notified that the problem to learn English were because of
their laziness and boredom of learning activities. Mostly they learnt by listening to the teachers. The students agreed that the various activities and the use of various
media would foster them to learn English enthusiastically. The teachers also agreed that by applying MI theory in teaching-learning process would bring the
paramount outcome for the students.
2. Planning
Obtaining the necessary data above, the writer started to construct the structure of the designed material, which was the competency standards CS, the
basic competencies BC, the learning topics, the learning indicators and subject contents.
a. Listing Basic Competencies, Competency Standards and Topics
The goal and purpose of the formal school in Indonesia are described as Competency Standards CS and Basic Competencies BC in School Based
Curriculum SBC. Therefore, in the designed material, competency standards and basic competencies are taken from SBC and presented in table 4.1 below.
Table 4.1: The Goals and General Purposes of the Designed Material
Competency Standards CS Basic Competencies BC
Listening 1.Be able to understand the
meanings in formal and sustained transactional and
interpersonal daily life conversation.
2.Be able to understand meanings in short functional
texts and monologues in the forms of daily-life-context
reports, narratives, and exposition.
1.1 Be able to respond the meanings in formal and sustained transactional and interpersonal daily
life conversations
accurately, fluently,
and acceptably, which include: asking for and giving
opinions, expressing
satisfaction and
dissatisfaction 1.2 Be able to respond to meanings in formal and
sustained transactional and interpersonal daily life
conversations accurately,
fluently, and
acceptably, which include: giving advice, warning, giving permission, and showing relief, pain, and
pleasure.
2.2 Be able to respond to meanings in spoken daily- life
monologue accurately,
fluently, and
acceptably in the forms of reports, narratives, and analytical exposition.
Speaking 3. Be able to express meanings
in formal and sustained transactional and interpersonal
daily life conversations. 3.1 Be able to express meanings in formal and
sustained transactional and interpersonal daily life conversations accurately, fluently, and
acceptably, which include: asking for and giving opinions, expressing satisfaction and
dissatisfaction.
3.2 Be able to express meanings in formal and sustained transactional and interpersonal daily
life conversations accurately, fluently, and acceptably, which include: giving advice, warning,
4. Be able to express meanings in short functional texts and
monologues in the forms of daily-life-context reports,
narrative, and exposition. giving permission, and showing relief, pain, and
pleasure. 4.2 Be able to express meanings in spoken daily-life
monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical
exposition.
Reading 5. Be able to understand
meanings in short functional texts and simple essays in the
forms of daily-life-context reports, narratives, and
exposition to access information.
5.1 Be able to respond to meanings short written formal and informal functional daily-life texts i.e.
banner, poster,
brochure, etc.
accurately, fluently, and acceptably.
5.2. Be able to respond to meanings and rhetorical steps in essays of daily-life report, narrative, and
analytical exposition accurately, fluently, and acceptably to access information.
Writing 6. Be able to express meanings
in essays in forms of daily-life report, narrative, and analytical
exposition 6.1 Be able to express meanings in short informal and
formal functional texts i.e. banner, poster, brochure,
etc accurately,
fluently, and
acceptably. 6.2 Be able to express meanings and rhetorical steps
in essays of report, narrative and analytical exposition accurately, fluently, and acceptably.
Since the designed material was for language major, the material was different from other classes. The goal and general purposes for language major was
appended with supplementary material which was arranged in SBC. It is shown in table 4.2 below.
Table 4.2: The Goals and General Purposes of the Supplementary Material
Competency Standards CS Basic Competencies BC
Listening 1.Be able to understand popular and
simplified literary works. 1.1 Be able to respond the meaning in the
spoken literary works, such as the English song and contemporary poetry.
1.2 Be able to understand and respond the meaning in the spoken literary works,
such as movie and contemporary drama.
Speaking 2.Be able to express popular and
2.1 Be able to carry out simple literary works
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