sentence patterns. For the basic competence, the writer believed that numbers 8.2, 10.2, 11.2, and 12.2 were suited to the topics which gave access to grammar
learning. The stated competence standards and selected basic competence were completely presented in the research syllabus in Appendix G.
Being convinced of the selected competence standards and basic competence, the writer listed the topics to be developed in the designed grammar
materials. There were eight developed topics; they were 1 Simple Past Tense, 2 Past Continuous Tense, 3 Past Perfect Tense, 4 Simple Future Tense, 5
Modal Auxiliaries and Adverbs of Certainty, 6 Nouns and Noun Phrases, 7 Pronouns and Relative Pronouns, and 8 Compound and Complex Sentences.
Each topic would be developed in each unit of the designed materials. The topics selected were not only based on the school syllabus but also based on the
students’ main textbook and the students’ needs for daily communication. Topics 1, 2, 3, 5, 6, 7 and 8 matched the school syllabus and the main textbook while
topic 4 was considered to be commonly used in learners’ real life conversation.
4. Listing Learning Objectives
In the research syllabus, learning objectives were considered as indicators. These indicators were the goals to be attained by the students for every unit of
grammar materials presentation. The skills to be practiced and the selected basic competence in each unit influenced formulation of the indicators. These indicators
should involve students’ ability to apply a grammar topic being learnt into writing or speaking skills. Producing their own sentences or utterances with their intended
meaning would prove that the students had attained the indicators. Learning objectives of each unit can be seen in the research syllabus in Appendix G.
5. Listing subject contents
After listing the learning objectives, the writer listed subject contents of each unit of the materials. In determining the subject contents, the writer took the
theory of grammar by Peck as stated in Chapter 2 and CTL concepts into consideration. The subject contents of the materials were divided into four parts.
They were a Let’s Get Started, b Enjoy This, c Language Focus, and d Try This
. a Let’s Get Started
This section provides lead-in to the topic being discussed in the unit. The writer filled this part with a text, a dialogue or leading questions. This lead-in
part should be based on the competence standards and basic competence as stated in the syllabus, for example, the type of the text attached should be
narrative, spoof or hortatory exposition. Let’s Get Started will become an access to the grammar materials in the unit.
b Enjoy This
Enjoyable activities are provided for the students in this part. It is necessary to encourage students’ enthusiasm to the learning and to avoid boredom in
grammar learning. Enjoy This was a type of lead-in to the grammar topic to be exposed without taking competence standards and basic competence into
consideration. This part is one of the implications of Contextual Teaching and Learning concepts that learning is an enjoyable activity.
c Language Focus
Since the designed materials are an instructional grammar material, Language Focus
might be the core of grammar discussion in each unit. It provides an explanation about the use of a certain grammar pattern and examples.
Language Focus will lead the students to be able to state the language pattern
of the grammar being discussed. d
Try This To see whether the indicators of each unit is attained or not, a set of exercises
are presented in the last part of subject content. Try This supplied the unit with meaningful tasks. Those tasks consist of writing or speaking exercises.
Through this part, the students could practice their understanding about grammar by producing correct sentences or utterances. Concerning CTL
concepts, the exercises in each unit are cooperative tasks. It is realized through pair or group assignments.
6. Selecting Learning Activities
