reasons for and purposes in learning English in order to develop materials that meet the learners’ needs of learning English.
From their different interests and purposes in learning English, I had to list the topics that suited their needs of their future career. There were nine topics in
the materials design. Each topic was developed into one unit. The topics consisted of industrial electronics matters and social ones.
The topics in the syllabus and designed materials are as follows: Competence Standard: To communicate using English Language at Elementary
Level.
Basic Competence Unit TopicsFunctions
2.6 Understanding simple
instructions 1
3 Control Circuit of A+B+A-B-
Circuit Design by Cascade Chain
2.1 Understanding simple daily
conversation both in professional and personal context with non
native speaker. 2
Describing People and Objects
2.2 Taking a note of simple messages
both in direct and telephone conversation.
4 Taking a Note of Messages
2.7 Making short messages,
instructions, and lists using correct writing rules.
5 Message of
Invitation
2.5 Expressing willingness
6 7
Asking and Giving Suggestions Complaints and Apologies
Basic Competence
Unit TopicsFunctions
2.4 Telling own past job and plans
for the future job. 8
Finding the Right Job 2.3
Describing job description and education background both in
written and oral form. 9 About
Myself
Table 4.3: Competence Standard, Basic Competence, and Topic List in the Syllabus.
4.2.2 The Results of Collecting the Instructional Materials
Before developing the materials, I collected the materials from: • Some English book references, that were New Interchange 2 by Jack
C.Richards, Understanding and Using Grammar by Betty Schrampfer Azar. • English articles from the internet.
• Listening passages from the internet, and games from CD World Talk.
4.2.3 The Results of Developing the Instructional Materials
After considering and listing the topics, I developed instructional materials. In this section, I developed instructional teachinglearning activities and
tasks in eight units based on the expectation of the learners. In each unit, there were at least two skills integrated supplemented by three language elements, those
were: grammar focus, vocabulary, and pronunciation. The instructional teachinglearning objectives in each unit are presented as follows:
Unit Topics Indicators
1. Control Circuit of
A+B+A-B- At the end of the unit, the students are able to:
• Differentiate the passive form of Simple Present from the passive form of Present Progressive.
• Make some correct sentences of the passive form of Simple Present and the passive form of
Present Progressive. • Mention the work proceduresinstructions of
Control Circuit correctly in oral form. • Mention the generic structures of a procedure
text. • Mention correctly the procedures in designing a
sequence control circuit diagram in written form.
2. Describing People
and Objects • Mention correctly people’s appearances
including the shape of some parts of the body face, build, skin, etc. both in written and oral
form. • Mention adjectives order used for describing
objects. • Make some correct sentences of describing
objects using adjectives order both in written and oral form.
3. Circuit Design by
Cascade Chain • Make the passive form of modals correctly.
• Mention correctly the work procedures of circuit
design by cascade chain in written form. • Mention correctly in oral form the work
procedures of making preparation in designing the circuit.
