designed materials. Generally, the designed materials are good and acceptable since the mean betweens 3.3 – 4.3. However, there are some changes that
needed to improve the quality of the materials. Then, the writer creates the last version of the designed materials. The combinations of instructional design
models are: 1. Conducting needs Analysis Yalden
2. Considering Goals, Topics, and General Purposes Kemp 3. Selecting the Syllabus Types Yalden
4. Specifying the Learning Objectives Kemp 5. Designing the Materials
6. Selecting the Teaching-Learning Activities Kemp 7. Evaluating the Designed Materials Kemp
8. Revising the Designed Materials Kemp
To answer the second problem, the writer provided the presentation of the designed materials. They are as follow:
1. Greeting and Introducing 2. Offering Help
3. Mentioning Price 4. Bargaining
5. Describing Leather Goods 6. Apologizing
7. Telephoning 8. Thanking and Well Wishing
Each unit consists of four sections which support the target language learning. They are:
1. Input This section is the lead in to the lesson. It consists of a picture and
some questions related to the topic that will be discussed. Students are encouraged to use their previous knowledge to answer the questions. It
also consists of two daily-like-situation dialogues complete with language expressions.
2. Content Focus This section provides students with materials that are closely
related to the topic discussed. Content focus consists of two parts, namely language expressions and word list. However some units consist of three
parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in order to clarify time zone differentiation between Indonesia and Western
countries. Meanwhile, Name of the Goods is added to unit 5 in order to familiarize students with the English names of leather goods.
3. Language Focus This section presents grammar lessons that support each topic that
is discussed. Students are given a chance to remember strategy to form good sentences. However, grammar mastery is only an additional lesson. It
is not the goal of the course. 4. Communicative Tasks
This section consists of some communicative activities that can be used by students to practice their knowledge of the topics discussed. The
communicative activities provided in this section are various, such as, role play, games, simulation, and others.
B. Suggestions
This section deals with the suggestions for English teachers, instructors, and further researchers, who are eager to improve and conduct similar study.
1. Suggestions for English Teachers and Instructors
The teachers or instructors need to know their students first before conducting the teaching-learning materials. They need to know their
characteristics. The personnel of Kaban Group Shop are adult learners who can only join the course after their working schedule or on their day off. Based
on that character, they need fun learning atmosphere which can help them to enjoy the learning and absorb the lesson better than in tense situation.
Games, role play, and other communicative activities are good to be used as the teaching techniques. Since the goal of the study is to make them
communicatively competent in speaking with their foreign customers, there is a need to encourage them to speak in the target language as much as possible.
The teachers or instructors need to be creative to find ways to encourage the speaking practice. Ability to create real-like situation is also needed to help
students to get familiar with their working situations.
2. Suggestions for Further Researchers
These materials are intended for the shop keepers and the shop assistants of Kaban Group Shop, who run export import leather goods
