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1. Unit 1: Telling Stories
This unit is still almost the same as the previous materials before the implementation. For the warming up section, there were several changes. The first
was about the indicators and the learning objectives. The word which was used in the first indicator was changed from identify into match. There was also one
indicator deleted which was about telling the moral value. It was deleted because it cannot be measured. Another change was about the task of telling the interesting
part of the story. There was an additional instruction which was asking the reason for choosing that certain part into an interesting part. Overall, the changes in Unit
1 are about the additional activities and the arrangement of the activities. The detail of the designed materials can be seen in the Appendix L.
2. Unit 2: To do or not to do?
This unit has several changes from the previous materials before being evaluated and implemented. The first section is the warming up section. There
were no changes in the warming up section. The next section is the language focus section. There were several changes in this section. The first was about the picture
of safety riding was not really clear when it was implemented. Therefore, the picture was changed into another clearer picture but still about safety riding. The
second change was about the instruction of arranging the jumbled paragraphs. Since the activity was the same as the activity in Unit 1 and it made the students a
bit bored to do the same things. Therefore, the activity was a bit modified into an outside game. The last section was communicative task. In this section, the change
70 was only about the rules and the instructions of the role play as debaters. Overall,
there are also additional activities in Unit 2. Besides, there is also the rearrangement of the activities in Unit 2. The detail designed materials can be
seen in the Appendix L. Those are what the whole materials look like. This is the last revised
materials after being evaluated by two evaluators, implemented to the students, and evaluated by the examiners of the oral defense. The feedback and the
researcher’s observation during the implementation affected the revision of the final form of the English speaking materials for the eleventh grade social science
students of SMA N 1 Depok, Sleman using Communicative Language Teaching CLT. The complete designed materials either for students or for teachers can be
seen in appendix L.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
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