Unit Topics Indicators
1. Control Circuit of
A+B+A-B- At the end of the unit, the students are able to:
• Differentiate the passive form of Simple Present from the passive form of Present Progressive.
• Make some correct sentences of the passive form of Simple Present and the passive form of
Present Progressive. • Mention the work proceduresinstructions of
Control Circuit correctly in oral form. • Mention the generic structures of a procedure
text. • Mention correctly the procedures in designing a
sequence control circuit diagram in written form.
2. Describing People
and Objects • Mention correctly people’s appearances
including the shape of some parts of the body face, build, skin, etc. both in written and oral
form. • Mention adjectives order used for describing
objects. • Make some correct sentences of describing
objects using adjectives order both in written and oral form.
3. Circuit Design by
Cascade Chain • Make the passive form of modals correctly.
• Mention correctly the work procedures of circuit
design by cascade chain in written form. • Mention correctly in oral form the work
procedures of making preparation in designing the circuit.
Unit Topics Indicators
4. Taking A Note of
Messages • Take a note of some important messages in the
recording. • Make a conversation of leaving messages, then
practice it.
5 Message of
Invitation • Mention the tenses used for making reported
speech. • Make some reported speech correctly.
• Make messages using correct reported speech
both in written and oral form.
6. Asking and Giving
Suggestions • Mention the verbs used for making suggestions.
• Make some suggestions correctly both in written
and oral form talk show.
7. Complaints and
Apologies • Mention the modals and verbs used for making
request complaint. • Mention some ways people apologize.
• Make a conversation about Complaints and
Apologies, then practice it. • Mention the points in a letter of complaint.
• Make a letter of complaint correctly. • Mention the points in replying to a letter of
complaint. • Reply to a letter of complaint.
8. Finding the Right Job
• Make some affirmative and negative statements using gerunds.
• Make a letter explaining the past job and the next job using correct affirmative and negative
statements using gerunds. • Pronounce correctly the words ‘not, don’t, and
can’t’. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Unit Topics Indicators
• Do a job interview. Table 4.4: Listing Topics and Indicators
4.2.3.1 Listening
The listening activities are developed into varied activities. The first type of activities is listening and answering comprehension questions. The second type
of activities is listening task which aims to engage the learners to process spoken discourse for functional purposes. The third type of activities is interactive
listening which insists the learners to develop critical listening and critical thinking. The input of listening passages are recorded dialogue, speech, song, and
games.
4.2.3.2 Speaking
There are two different types of speaking activities. The first activities are expected to encourage the learners to communicate with others such as: pair work,
group workdiscussion, role plays, and class discussions. The second activities are expected to enable the learners to convey their ideas and information to others,
such as: presentations and speeches. Those activities are to encourage the students to practice and produce fluency in communication skills.
4.2.3.3 Reading
The reading activities provide the learners the input of general and specific knowledge with language skills. The reading activities cover skills of pre-reading,
during-reading, and post-reading which are engaged to achieve learning goals. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The reading passages are authentic, meaningful, interesting, and some of them are specific to industrial electronics matters.
4.2.3.4 Writing
The writing tasks contain realistic writing activities that cover the context of the lessons and features of writing skills. Those encourage the learners to
practice and produce their knowledge and ideas in the written forms.
4.2.3.5 Grammar Focus
This section provides the learners with the related language such as grammar and expressions which make the learners able to communicate with
others correctly and appropriately. The grammar activities improve the learners’ knowledge of the language and enable them to produce the language accurately in
every daily and contextual communication. Those activities also improve the learners’ knowledge of the language in writing accurately in context. An example
of the grammar task is making sentences using correct grammar.
4.2.3.6 Vocabulary
This section consists of activities which are proposed to expand the learners’ range of vocabulary related to the topics. Those enable the learners to
understand the content of each topic. The examples of the vocabulary tasks are: finding the meaning, synonym and antonym, matching the words, and rearranging
the words into good sentences.
4.2.3.7 Pronunciation
This section consists of activities which are proposed to enable the learners to pronounce the words correctly. Those activities are to encourage the learners
and facilitate them in producing the language appropriately, especially in speaking skills. An example of a pronunciation exercise is repeating after the teacher or the
speaker pronouncing the words using correct pronunciation.
4.3 Discussion
This part is going to discuss the results of the evaluation of the design. Those are: Evaluating the design and revising it.
4.3.1 The Results of Evaluating the Design
This section is for the discussion of the results of the evaluation of the designed materials. There are two steps to be discussed in this section, those are:
design verification and design evaluation. The detail description of the two steps is as follows:
4.3.1.1 The Results of Verifying the Design
After developing the instructional materials, it was crucially needed to evaluate them in order to know whether the designed materials were relevant,
challenging, and meaningful to the learners based on their learning needs. The input and feedback from the evaluation research serve as the instruments to revise
the designed materials. I conducted design verification with some teachers of SMK N2 Depok Yogyakarta
and lecturers dealing with the instructional design subject in order to attain the evaluation of the designed materials. The results of
the data of the evaluation research are explained as follows:
4.3.1.1.1 Description of the Participants
There were three sections in the design verification. The first section was about the participants’ profile – name, gender, age, education background, and
teaching experience. In the second section, there were evaluation statements in relation to the designed materials to obtain the participants’ agreement,
disagreement, or doubt with the designed materials. The third section was to obtain the participants’ comments and suggestions on the designed materials.
The participants of this design verification were an English teacher of SMK N2 Depok Yogyakarta
, a practical teacher of XI grade students of industrial electronics Engineering, and two English lecturers with instructional design
experience. I distributed questionnaires to them, and then they gave the feedback both in written and oral forms.
The participants’ profiles are as follows:
Gender Participants
M F Age Education
Background Teaching
Experience
1. An English Teacher of
XI grade Students of the Industrial Electronics
Engineering F
S1 1 – 5 years
2. A Practical Teacher of XI
Grade Students of Industrial Electronics
Engineering M
45 S1
16 -20 years 3.
An English Lecturer Experienced in the
Instructional Design Subject.
M S2
20 years 4.
An English Lecturer Experienced in the
Instructional Design Subject.
F 32
S2 6 – 10 years
Table 4.5: Participants in Design Verification PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
