69
learn a descriptive text about tourism objects. The syllabus of Unit one, two, and three is available in Appendix D.
3. The First Draft of the Materials
After developing the syllabus, the first draft of the materials was then developed by considering the basic competences and the results of the needs
analysis. The developed materials consist of three units. Each unit consists of introduction, main lesson, and reinforcement. The first unit consists of twenty
eight tasks, the second unit consists of twenty five tasks, and the last unit consists of twenty six tasks. Based on the principles of grading and sequencing tasks
proposed by Nunan 2004, the unit materials were written in a consistent sequence; i.e. spoken cycle listening to speaking to written cycle reading to
writing. Here is the outline of the general design of each unit. Introduction
unit title learning objectives
starting up
Main Lesson listening and speaking
observing questioning collecting data analyzing data communicating findings creating texts
reading and writing observing questioning collecting data analyzing data
communicating findings creating texts Reinforcement
70
evaluation learning journal
summary glossary
Each unit must have a title as it represents the topic of the materials. The unit title is followed by a picture illustrating the title and represents the topic of
the unit. Then, under the picture there are one or two paragraphs in the opening section to state the learning objectives. The section “starting up” is the “lead-in”
component. This section aims at prompting the students’ background knowledge about the topic they are learning. In this section, the students are given a picture as
an illustration and a number of questions. They are asked to discuss the questions in pairs.
After the introduction, it comes to the main lesson. The main lesson consists of two cycles; the spoken cycle and the written cycle. The spoken cycle
listening and speaking and the written cycle reading and writing implement the steps of scientific approach; observing, questioning, collecting data, analyzing
data, communicating findings, and creating texts. After the main lesson, the next component is reinforcement. The
reinforcement consists of evaluation, learning journal, summary, and glossary. The students do some tasks in evaluation to check whether the students have
understood what are taught in the unit. The evaluation is followed by learning journal. This section is used as a reflection or self-assessment of the students
towards the materials which have been learned. The students are asked to put a
71
tick to the item which represents their actual condition; how much they have learned from the unit.
The next section is summary. This section contains the summary of the unit. The summary is followed by the last section; glossary. This section contains
the marketing vocabulary in the unit. Hopefully, it can help the students to find the meanings of new words related to marketing which they find in the text. The
detail description of each unit is in Appendix E.
4. The Expert Judgment
After developing the materials, it is necessary to evaluate the materials to assess whether the materials appropriate for the students or not. Materials
evaluation was conducted by giving an expert judgment questionnaire to a materials expert in English language teaching. The materials were judged by Dr.
Agus Widyantoro, M.Pd. He is a permanent and senior lecturer in English department of Language and Arts Faculty, Yogyakarta State University. The
expert judgment questionnaire was written based on the” Instrumen Penialaian Buku Teks Pelajaran Bahasa Inggris” from BSNP. There were four aspects of the
materials which were evaluated: contents, language, presentation, and layout. The results of the expert judgment are presented as follows.
a. The Results of the Expert Judgment and Revision Unit 1 1 The Results of the Expert Judgment of Unit 1
As mentioned before the expert judgment covers four aspects namely the appropriateness of the contents, the appropriateness of the language, the
appropriateness of the presentation, and the appropriateness of the layout.
72
a The Appropriateness of the Content
The analysis of the content appropriateness is presented by Table 4.20 below.
Table 4.20: The Appropriateness of the Contents of Unit 1 No.
Statement Score
1. The materials are developed based on the basic competence
self-introduction. 4
2. The developed materials are in line with the students’ goal to
learn English which are to communicate using English both in oral and written accurately and appropriately in marketing work
situation. 4
3. The topic of the materials is appropriate for the students of
marketing study program. 4
4. The developed materials contain many dialogue texts of
introducing oneself which are relevant to the students’ needs. 3
5. The developed materials expound the texts of introducing
oneself in detail. 4
6. In general, the materials explain the social functions, text
structures, and linguistic elements clearly. 4
7. The developed materials contain the expressions which are used
to introducing oneself in workplace both formally and informally.
4
8. The developed materials provide sufficient input for listening
and speaking skills in the form of short dialogues. 3
9. The developed materials provide some activities to improve the
student’s skills in pronunciation. 3
10. The developed materials provide many technical terms in
marketing. 3
11. The developed materials give an explanation about tense or
sentence pattern to introduce oneself. 3
12. The developed materials provide reading input in the form of
short functional text application letter. 3
13. The texts in the reading section are in medium-length and they
help the students to understand the generic structure of application letter.
3
14. The materials are taken from the latest sources and relevant to
the topic. 3
Total Score 48
0HDQX
3.42
