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follows the role play and it is a common and natural activity, not just another artificial struct
ure limited in the classroom.” The materials would be the contents
and the role play technique would be the technique chosen since the role play technique can involve students actively in the learning process which has simulated
interactions. Furthermore, the writer considered that the teacher only used the materials
from the books provided. As mentioned previously in the interview results, the teacher had limited time to prepare the materials for teaching, especially teaching
speaking skill. Therefore, a set of English speaking materials will be useful to help the teacher in teaching speaking skill.
B. Planning
The second step of RD was planning. In this step, the writer tried to identify the goals, selecting topics, and listing general purposes. After that, the writer
specified learning objectives. 1.
Identifying the Goals, Selecting Topics, and Listing General Purposes Kemp The writer adopted the goal, general purpose, and topics from 2006 School-
Based Curriculum as the basis curriculum applied on the school. The goal of the designed materials was the standard competence. Afterwards, the general purpose
was the basic competence. Next, the writer tried to select the topics which where stated by the teacher. Besides, the writer found that the students were interested in
learning English speaking through a role play technique. Thus, the writer used the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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role play technique in the designed materials. The goal, general purpose, and topics were presented below.
Table 4.2 The Goal and General Purposes
The Goal Standard Competence
The General Purpose Basic Competence
The Topics Communicating in English
at a novice level 1.4 Giving simple talks
using basic English Expressing regrets and
apologies Expressing sympathies
Expressing requests Expressions
to offer
something
2. Specifying Learning Objectives Kemp
The writer designed a set of English speaking materials for the tenth grade accounting students of SMK Negeri 1 Yogyakarta in the first semester. The topics
were based on the topics suggested in the research and information collecting step. The learning objectives which would be gained were based on text genres provided
in the curriculum. The curriculum was 2006 School-Based Curriculum. There were four units in designing the materials. They were Unit 1.
I’m Sorry, Unit 2. I Understand and Care, Unit 3. Would you do something for me?,
and the last unit was Unit 4. Can I Help You?. Afterwards, there were several learning objectives in every topic. Kemp 1977 states that writing objectives is a
developmental activity that requires refinements, changes, and additions as the writer develops subsequent planning steps p. 24. For this reason, the writer
specified the learning objectives after dealing with the goal and general purpose. The learning objectives were listed in the table on the following page.
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Table 4.3 The Learning Objectives The Unit Titles
Basic Competence Objectives
I’m Sorry Giving simple talks
using basic English -
Students are able to identify the expressions of regret and apology
- Students are able to perform a role play
using the expressions of regret and apology
I Understand
and Care Giving simple talks
using basic English -
Students are able to identify the expressions of sympathy
- Students are able to perform a role play
using the expressions of sympathy Would You Do
Something for Me?
- Students are able to identify the
expressions of wishing to get something, requesting for help, requesting for
permission, and
requesting for
information -
Students are able to perform a role play using the expressions of wishing to get
something, requesting
for help,
requesting for
permission, and
requesting for information Can
I Help
You? -
Students are able to identify the expressions of offering things and
services -
Students are able to perform a role play using the expressions of offering things
and services
C. Developing the Preliminary Form of the Product
