functions gave them opportunity to use present continuous tense orally. The grammar focus of this unit was focus on present continuous tense.
The course grid of unit 2 was derived from SK standard of competence 1 and KD basic competence 1.6. The topic of this unit was
traffic signs, menus and memos . The title of the unit was “We are not
Allowed to Park here ” which represent one of the topic in this unit that was
traffic sign. Unit 2 emphasized the skill to prohibit someone and give reason to prohibition. Not only traffic signs, but there were also memos and menus.
The menu here was not the menu like menu for chef or menu in restaurants but rather menu for certain patients conditions since nurse need to know
about it as well. The language language function in this unit were prohibiting someone and giving reason to prohibition. While the grammar
focus was modals. The course grid of unit 3 was derived from SK standard of
competence 1 and KD basic competence 1.6 and 1.8. The topic of this unit wa
s simple invitation. The title of the unit was “I‟d like to invite you to my nursing seminar
”. Unit 1 emphasized the skill to make simple invitation card. The language language function in this unit was inviting someone and
responding to someone‟s invitation. While for the written cycle, there were writing simple invitation card. The invitation card presented in this unit were
both for formal and informal event. Not only invitation card, there were also explaining location for explaining the location of the event and reading
schedule of transportation. Therefore, the grammar focus of this unit was preposition and direction to match the skill mentioned before.
3. The Unit Design
After designing the course grid, the next step was developing the materials. The materials consisted of three units. Each unit consisted of three
parts: introduction, main lesson, and reinforcement. Each part had their own function to help students learning the materials. The unit consisted of tasks
as to develop the learning activities that ca be used by teachers in conducting the learning process in the classroom. The diagram below explained the
parts in each unit.
Figure 4.1. The Unit Design of The Materials
The figure above showed that every unit has three part that consisted of their subpart. The first part was introduction. In the
introduction, there wa s “Let‟s Get Started” that consisted of two to three
tasks in each unit. The purpose of the introduction part was to show them the
preview of what they will learn in that unit and build the schema building of the materials. It also used to prepare students or as the warm up activity.
Furthermore, the activities could make them recall their prior knowledge related to the materials.
The second part was the main lesson. There were the tasks that had been organized with the input skill first then the output one. Therefore the
order of the skill was listening, speaking, reading, and writing. The tasks there were made to improve the four skills mentioned that will help them in
their job in the future. The tasks there was designed from guided production tasks and gradually to free-guided production task. In finishing the task,
there were some tasks that should be done in groups, in pairs, and individual. Between the tasks, sometimes there were fun facts or riddles
related to the medical field. The last part was the reinforcement. It consisted
of “Let‟s Do More”, “Let‟s Evaluate”, “Let‟s Make a Reflection”, “Summary”, and
“Vocabulary List”. The “Let‟s Do More” part aimed to give students opportunity to have more practice in order to fully understand the materials.
While the “Let‟s Evaluate” part was to test themselves about their
understanding of the materials. Then, the purpose of “Let‟s Make a
Reflection” part was to give them the chance to recognize their own success or lack after learning the materials. Next, the “Summary” part was to
summarize the materials presented in the unit. Finally, the “Vocabulary
