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Therefore, the topics of each unit were also formulated in this step. The topics were developed based on the 2006 School-Based Curriculum for Vocational High
Schools and the English Syllabus of SMK Pius X Magelang which were developed from the school curriculum. Hence, the materials had the same topics
as which were in the school syllabus, and there were three units in the designed materials. Here were the units and topics:
Table 8: The Units and the Topics in the Designed Materials
Unit Title Topics
1 I Love It
Like and Dislike 2 Who
Is Speaking?
Telephoning 3
Can I Help You? Expression of Offering Help
Besides listing the topics, the goals of the materials which should be achieved by the students from the activities in the designed materials were formulated in
this part. Since the writer used the 2006 School-Based Curriculum as the basis to develop the materials, the goals of the whole units in the design were stated as the
basic competencies as well as the term used in the curriculum. Table 9 presents the basic competencies of the whole units in the designed materials.
Table 9: the Basic Competencies
Unit Title Basic
Competencies
1 I Love It
Understanding daily conversation either in professional or personal context with native
speaker
2 Who Is Speaking?
Making a note based on the simple message from the interaction from real life or device
3 Can I Help You?
Expressing wants
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b. Specifying the Learning Objectives
In designing the good materials, it was necessary to state the learning objectives. In the term used in 2006 School-Based Curriculum, the learning
objectives of each unit in the design were stated as the indicators. The indicators were listed in order to specify the basic competency of each unit. The indicators
would be the measurement of what students’ achievement in every meeting of the learning activities.
Table 10: the Indicators
Unit Title Basic
Competencies
1 I Love It
At the end of the class, the students are able to: 1.
Identify the expressions used in talking about like and dislike
Unit Title Basic
Competencies
2. Use the expressions of like and dislike
correctly 2
Who Is Speaking?
At the end of the class, the students are able to: 1.
Identify the message they hear from the interaction from the telephone conversation
2. Make a note based on the conversation they
hear 3
Can I Help You?
At the end of the class, the students are able to: 1.
Identify the expressions of offering help appropriately
2. Use the expressions of offering help
appropriately
c. Listing the Subject Content
Listing the Subject Content was conducted in order to ensure that each element of the materials development procedures was included in the planning
process. Since the materials development adapted the Task-Based principles, the content of the designed materials was appropriated with the principles in Task-
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Based. There were four sections in the designed materials, namely Pre-Task, It’s Your Turn, Language Focus, and What did You Get.
1 Pre-Task
Pre-Task consisted of the brainstorming activities from images or pictures, discussing some questions based on the song or the short recording students
listened to. This part aimed to introduce the subject and tasks given. It is expected that the students would show their prior knowledge they already knew about the
topic before they had the whole activities and materials in class. Thus, this part would help the students to prepare and comprehend the lesson easier.
2 It’s Your Turn
This part contained the task cycle of Task-Based principles. Thus, the center of this activity is the students themselves. There were many different activities in
each topic of the design which aimed to give various activities for the students. In this part, the students should take a part in the activities given either individually,
in pairs, or in a group. After finishing the tasks given, the students should report the result of their work to the teacher so that the teacher could monitor what the
students have learned from the activities.
3 Language Focus
In this section, the students would obtain more explanation on what they are studying. Thus, the language focus highlights the specific language features from
the materials used in the previous part of the classroom activities in the designed materials. In order to apply what the students have learned from the language
focus, the practice of language was needed. Therefore, there would be some
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games following the language focus in order to facilitate the students in understanding the language they learned from the listening activities in class.
4 What did You Get?
In this section, the students’ reflection was expected to be obtained. The reflection would be the indicator of how well the students achieved the learning
objectives. The students were expected to know the difficulty they have and how they would solve it to improve their English skill.
d. Selecting some Teaching-learning Activities and Resources
In this study, the teaching learning activities were selected based on the result of Research and Information Collecting. The activities in instructional materials
were accomplished in the form of teamwork, such as pair work and group work without ignoring the individual task. Although individual task could generate the
students’ ideas and thought, the writer minimized it since in communicative task the learners should have communicative purpose. Thus, the writer implied pair
work and group work to increase the students’ interaction. The more the students share their ideas to the different partners, the more they learn how to comprehend
and produce language by doing tasks with different partners. Besides, the tasks given were developed from those in Task-Based principles.
There were several different tasks in the designed materials such as brainstorming based on the images or pictures, answering questions from songs and short
recording. Then, the students were given more listening activities by completing the dialogue, matching the specific points to the correct answer, ordering and
arranging the jumbled dialogues into proper dialogue or sentences, selecting the
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correct answer and answering the comprehension questions. Moreover, the students were given games to help them understand the language they were
studying, and also to have the reflection to know how well the students followed the learning activities.
3. Development of Preliminary Form of Product
In this section, the materials were designed based on the result of Planning step. The topics in the designed materials were adapted from the 2006 School-
Based Curriculum and the English syllabus of SMK Pius X Magelang. Hence, the materials had the same topics as in the school curriculum and syllabus. The
teaching learning activities were selected based on the Task-Based Principles which implied the designed materials. The materials themselves were developed
from many sources and textbook which could support the materials development. The pictures and the recording in the design were taken from the internet. The
writer did so in order to present the proper designed materials.
4. Preliminary Field Testing
The writer combined the Preliminary Field Testing from RD step with Instructional Design step. This step was conducted to know whether the materials
were interesting, appropriate, and applicable for the eleventh grade students of SMK Pius X Magelang
and to meet the goals and the learning objectives of English curriculum used to develop the materials.
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In obtaining the evaluation of the designed materials, the writer distributed the questionnaire to four English teachers and one English Language Education
lecturer of Sanata Dharma University. Since there were only two English teachers in SMK Pius X Magelang, the writer asked two competent English teachers from
other schools to give feedback. The implementation of the designed materials was conducted for four meetings in Unit 1 for two classes class XI Food Science and
XI Clothing Science departments on January 18, 2010, January 19, 2010, January 21, 2010 and January 25, 2010. The data obtained from the questionnaire were
presented as follows:
a. Descriptions of the Participants
The respondents of this step were five people who were considered as expert in giving feedback toward the designed materials. There were four English
teachers who participated in giving the feedback. They were the two English teachers of SMK Pius X and two English teachers from other school who had
qualified experience and knowledge in teaching. The last participant was one lecturer of English Language Education of Sanata Dharma University.
There were three sections of the questionnaire. The first section was the participants’ identity which consisted of name, sex, educational background, and
the teaching learning experiences. The second section described the teachers’ and lecturer’s opinions toward the designed materials. The last section was the
teachers’ and lecturer’s comments, opinions, suggestions or criticism toward the designed materials. The feedbacks were used for revising and improving the
materials.
