PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · PDF fileiv FOLLOW YOUR DREAM Follow your dream......
Transcript of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · PDF fileiv FOLLOW YOUR DREAM Follow your dream......
INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR XI
GRADE STUDENTS OF INDUSTRIAL ELECTRONICS ENGINEERING
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pebny Delima
Student Number : 041214145
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
FOLLOW YOUR DREAM
Follow your dream...
Take one step at a time and don’t settle for less
Just continue to climb.
Follow your dream...
If you stumble, don’t stop and lose sight of your goal
Press to the top.
For only on top can we see the whole view
Can we see what we’ve done and what we can do
Can we then have the vision to seek something new
Press on.
Follow your dream.
-Amanda Bradley-
www.pravsworld.com
inspiring you for a better tomorrow
I gratefully dedicate this thesis to my beloved Pa who rests in
peace and my beloved Ma. This thesis is one of thousands great creation of your
daughter. Thank you for being my parents. You mean love, affection, patience,
and lots unspoken words. But you can find them when you look into my eyes,
and I feel them when I look back into your eyes.Thank you for everything given
to me.
I also would like to thank my whole family and friends for
yout great support, care, and joys. You are valuable. All I have in this world are
the blessings from God. Thank You, Jesus, My Savior.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
ABSTRACT
Delima, Pebny. (2010). Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The purpose of this study is to develop Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering. This design intends to develop students’ proficiency of language skills, those are: listening, speaking, reading, and writing. The design also proposes to develop the students’ critical thinking to help them solve social problems throughout the course by developing their proficiency in language skills in real contexts.This study is concerned with a problem, that is: “What is the proposed design of Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering.
I applied Kemp’s Instructional Design Model and Borg and Gall’s R&D system to design the material. That was Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering. There were four procedural steps, these are: 1) Conducting a Needs Analysis, 2) Designing the syllabus and developing the materials, 3) Conducting Preliminary Testing, and 4) Revising the design. I also applied the theories and principles of Communicative Language Teaching, Content-Based Language Instruction, and Integrated Language Instruction in developing instructional materials in order to improve the students’ integrated communicative skills. The purpose of conducting preliminary testing was to obtain input, feedback, comments, and suggestions from the participants in the evaluation process, they were: an English teacher of XI grade students of industrial electronics engineering of SMK N2 Depok Yogyakarta, a practical teacher of XI grade students of industrial electronics engineering of SMK N2 Depok Yogyakarta, two graduate students of industrial electronics engineering of SMK N2 Depok Yogyakarta who work in the industrial electronics field, and two experts (lecturers) who teach the Instructional Design subject. The result of the evaluation analysis showed that the the designed materials are relevant and suitable for XI grade students of industrial electronics engineering for they meet their needs, which are industrial electronics matters in particular and professionalism in work in general. All the input, feedback, comments, and suggestions were applied in order to improve the designed materials.
The designed materials consist of 8 units from the whole 9 units. Each unit consists of four main parts in general which properly integrated the four skills – listening, speaking, reading, writing and expanded the grammar focus, vocabulary, and pronunciation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
ABSTRAK
Delima, Pebny. (2010). Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Studi ini bertujuan untuk mengembangkan materi pembelajaran bahasa inggris untuk siswa SMK kelas XI jurusan elektronika industri. Desain ini bertujuan untuk mengembangkan kelancaran keterampilan/keahlian siswa dalam bahasa Inggris, yaitu: mendengarkan, berbicara, membaca, dan menulis. Desain ini juga bertujuan untuk mengembangkan cara berpikir kritis siswa melalui pemecahan masalah dalam konteks pembelajaran yang sebenarnya. Studi ini berhubungan dengan sebuah pertanyaan, yaitu: “Seperti apakah rancangan materi pembelajaran bahasa inggris terpadu dan instruksional berdasarkan topik untuk siswa kelas XI jurusan elektronika industri?”.
Saya menerapkan model Kemp’s Instructional Design dan Borg and Gall’s R&D untuk menjawab pertanyaan di atas. Kemudian, saya menerapkan kedua model tersebut untuk mengembangkan materi pembelajaran bahasa inggris terpadu dan instruksional berdasarkan topik untuk siswa kelas XI jurusan elektronika industri. Terdapat empat langkah, yaitu: 1) melakukan survey kebutuhan, 2) mendesain silabus dan mengembakngkan materi, 3) melakukan evaluasi desain, dan 4) melakukan revisi desain. Saya juga menerapkan metode-metode dan prinsip-prinsip Communicative Language Teaching, Content-Based Language Instruction, dan Integrated Language dalam mengembangkan materi instruksional ini dengan upaya untuk meningkatkan keterampilan siswa dalam berkomunikasi menggunakan bahasa inggris. Adapun tujuan dari dilaksanakannya evaluasi desain adalah untuk lebih meningkatkan lagi rancangan materi yang saya buat. Hal ini bertujuan untuk mendapatkan masukan, timbal balik, komentar, dan pendapat dari peserta evaluasi, yaitu: seorang guru bahasa inggris kelas XI jurusan elektronika industri di SMK N2 Depok Yogyakarta, seorang guru praktek kelas XI jurusan elektronika industri di SMK N2 Depok Yogyakarta, dua orang alumnus jurusan elektronika industri SMK N2 Depok Yogyakarta yang sekarang ini sudah bekerja di bidang elektronika industri, dan dua orang ahli (dosen) mata kuliah Instructional Design. Hasil dari analisa evaluasi menunjukkan bahwa rancangan materi ini cocok dan sesuai untuk siswa kelas XI jurusan elektronika industri karena materi tersebut sudah memenuhi kebutuhan siswa, yaitu berkaitan dengan bidang elektronika industri pada khususnya dan dunia pekerjaan pada umumnya. Keseluruhan dari masukan, timbal balik, komentar, dan pendapat yang didapat kemudian diterapkan untuk meningkatkan kualitas rancangan materi.
Rancangan materi terdiri dari 8 unit dari keseluruhan 9 unit yang ada. Masing-masing unit tediri dari empat bagian umum yang memasukkan unsure-unsur keterampilan bahasa, yaitu: mendengarkan, bebicara, membaca, menulis serta perluasan tata bahasa, kosakata, dan pengucapan.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
ACKNOWLEDGEMENTS
There were many people who had contributed to the completion of this
undergraduated thesis. They had contributed all the best for me so that finally I
was able to acomplish and proudly present this undergraduate thesis “Integrated
English Instructional Materials for XI Grade Students of Industrial Electronics
Engihneering’.
First of all, I would like to express my great thanks to Jesus Christ, The
Almighty God for His blessings in every step I had passed, for His guide in every
mountain I had climbed, and for His help in every sea I had crossed.
My deep gratitude goes to my parents who had supported and provided
funds for me, but their affection, patient and prayer are beyond everything. I
would like to thank all my family for showing me their love and best support. I
know they were there for me and will always be.
My sincere gratitude goes to Sanata Dharma University for giving me a
wonderful space to study and to express my talents, and for guiding me to be a
better person. I would like to thank my major thesis sponsor, Gregorius Punto
Aji, S.Pd., M.Hum. for his guidance, precious time, and criticism for my thesis. It
was obvious that without his help, this thesis would not be a complete one. I
gratefully thank Sr. Clare Hand, fcJ. for helping me with my grammar, Drs. Y.
B. Gunawan, M.A. and Christina Kristiyani, S.Pd., M.Pd. for giving input,
feedback, comments,and suggestions toward the design, my academic advisor
Drs. A. Herujiyanto, M.A., Ph.D. for his guidance through the whole semesters I
had passed well. I also would like to thank all lecturers of English Education
Study Program for giving me great amount of knowledge and education values. I
thank all staff of English Education Study Program and Foundation of Sanata
Dharma University for their help and hospitality.
My deep gratitude goes to the big family of SMK N2 Depok Yogyakarta.
Thank you very much for the opportunity given to me to have a research there. I
specially thank Ibu Siti Ulfiyatul Hoiriah, S.Pd. (English teacher of XI grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
students of industrial electronics engineering) for her guidance, precious time, and
criticism for my thesis so that eventually I could finish it well. I also would like
thank Bp. Suroto (practical teacher of XI grade students of industrial electronics
engineering) for your input, feedback, comments, and suggestions toward the
design so that eventually I could make it into a better one.
My special thank goes to my best friends: Claret Etsa Artriani,
Sebastian Brotoseno, Valentina, Ardita Yulia Safitri, Esti Supadmi, Linda
Gusviariani, Mayora Pirena Toto, and Debora Ayu Hendrawardani for
supporting me and providing space to love and share each other. I would also like
to thank my great companions in Sanata Dharma University: Matius Hebi
Anjarmoko, Oki Putra Darmawan, Alexy Ramano, and Ika Wahyu
Wulandari. I had the best times with them.
I also thank all students of Education Study Program, especially my
classmates and those of 2004. Thanks for joining me in the academic battle. I’ve
learned a lot from them all.
Finally, I would like to say that it was a very very marvelous time to have
them all in my life.
Pebny Delima
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
TABLE OF CONTENTS
Page
TITLE PAGE .......................................................................................... i
APPROVAL PAGES ............................................................................. ii
DEDICATION ....................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ...................................... v
ABSTRACT ………………………………………………………….... vii
ABSTRAK ……………………………………………………………... viii
ACKNOWLEDGEMENTS …………………………………………… ix
TABLE OF CONTENTS ………………………………………………. xi
LIST OF TABLES ……………………………………………………... xiii
LIST OF FIGURES ……………………………………………………. xiv
LIST OF APPENDICES ……………………………………………….. xv
CHAPTER I. INTRODUCTION
1.1 Research Background ……………………………. 1
1.2 Research Area ……………………………………. 3
1.3 Research Problem ………………………………… 4
1.4 Research Objective ………………………………. 4
1.5 Research Benefits ………………………………… 4
1.6 Definition of Terms ……………………………… 5
CHAPTER II. THEORETICAL REVIEW
2.1 Review of Related Theories ……………………….. 7
2.1.1 Communicative Language Teaching …………….. 8
2.1.2 Topic-Based Language Instruction ………………. 16
2.1.3 Instructional Design ……………………………… 17
2.1.4 Syllabus Types …………………………………… 22
2.1.5 Kurikulum Tingkat Satuan Pendidikan …………… 24
2.1.6 English for Specific Purpose (ESP) ………………. 28
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
2.2 Theoretical Frameworks
2.2.1 Conducting a Needs Analysis …………………….. 31
2.2.2 Designing the Instructional Materials
(Preliminary Design) ……………………………… 32
2.2.3 Evaluating the Design …………………………….. 32
22.4 Revising the Design ……………………………….. 32
CHAPTER III. RESEARCH METHODOLOGY
3.1 Research Method ……………………………………. 34
3.2 Research Participants ………………………………... 37
3.3 Data Gathering Technique and
Research Instruments ………………………………... 38
3.4 Data Analysis Technique ……………………………. 42
3.5 Research Procedures ………………………………… 42
CHAPTER IV. RESEARCH FINDING AND DISCUSSIONS
4.1 The Results of the Needs Analysis (R&IG)…………. 44
4.2 The Results of Preliminary Design …………………. 51
4.3 Discussion …………………………………………… 58
4.3.1 The Results of Evaluating the Design …………….. 58
4.3.2 Revising the Design ………………………………. 62
CHAPTER V. CONCLUSION AND SUGGESTIONS
5.1 Conclusion …………………………………………… 67
5.2 Suggestions ………………………………………….. 69
REFERENCES ……………………………………………………………. 71
APPENDICES …………………………………………………………….. 72
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
LIST OF TABLES
Table Page
3.1 The Description of the Participants ....................................................... 38
3.2 The List of Data Needed, Participants, and Instruments
In the Procedural Steps in this Research ............................................... 40
4.1 The Description of the Participants in the
Needs Analysis ...................................................................................... 45
4.2 Competence Standard and Basic Competence
for XI Grade Students of Vocational High School ................................ 46
4.3 Competence Standard, Basic Competence, and Topic List
in the Syllabus ........................................................................................ 52
4.4 Listing Topics and Indicators ................................................................. 56
4.5 Participants in Design Verification ........................................................ 59
4.6 Points of Agreement Used in the Questionnaires
of Design Verification ............................................................................. 60
5.1 List of Topics in the Designed Materials ................................................ 68
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
LIST OF FIGURES
Figure Page
2.1 Frameworks for Analyzing Communicative Tasks ................................. 14
2.2 Kemp’s Model ......................................................................................... 21
2.3 Factors Affecting ESP Course Design .................................................... 29
2.4 Steps Used in Designing the Instructional Materials
And Kemp’s Instructional design Model ................................................ 33
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
LIST OF APPENDICES
Page
1. Permission Letter to Conduct a Research
in SMK N2 Depok Yogyakarta ………………………………………… 74
2. Interview Questions for:
• An English Teacher of XI Grade Students of Industrial
Electronics Engineering of SMK N2 Depok Yogyakarta ………….. 75
• A Practical Teacher of XI Grade Students of Industrial
Electronics Engineering of SMK N2 Depok Yogyakarta ………….. 77
• Some Graduates of Industrial Electronics Engineering
of SMK N2 Depok Yogyakarta …………………………………….. 79
3. Questionnaires for Evaluating the Design:
• For the English Teacher of XI Grade Students of Industrial
Electronics Engineering of SMK N2 Depok Yogyakarta …………... 81
• For the Practical Teacher of XI Grade Students of Industrial
Electronics Engineering of SMK N2 Depok Yogyakarta …………… 85
• For some English Lecturers experienced in the
Instructional Design Subject ……………………………………….. 89
4. Syllabus ………………………………………………………………… 99
5. The Designed Materials of Integrated English Instructional Materials
for XI Grade Students of Industrial Electronics Engineering………….. 136
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
This research is going to study Integrated English Instructional Materials
for XI Grade Students of Industrial Electronics Engineering. This chapter
introduces and describes the nature and content of the proposed study. It
comprises six sections: research background, problem formulation, problem
limitation, research objectives, research benefits, and definition of terms.
1.1 Research Background
Language as a means of communication plays an important role when
people share their experience, and work together. But sometimes a language can
create a problems whether serious or trivial. The difference lies in how people can
solve the problem. There is a problem that is solved in a short time, so it does not
need any research. However, the other needs research and takes a long time to
solve.
English as the first foreign language in Indonesia is regarded as an
important means of absorbing and developing science, technology, art, culture,
and establishing good relations with other nations, so English in general is
expected to assume an international role in Indonesia. English in the secondary
school is a compulsory subject which serves as a means of students’ self-
development in science, technology, art, and culture. By mastering English,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
secondary school students are expected to grow and develop into citizens who are
skillful, and ready to participate in national development programs.
The government applies a new curriculum called Kurikulum Tingkat
Satuan Pendidikan (KTSP) in which its operational curriculum is organized and
implemented by each educational institution and school commitee. Richard (1986:
70), as reported by Nunan (1988: 21), explains that a curriculum “is a teaching
guideline that covers all subjects in one situation”.
In 2002/2003, the new academic reqirements stated that the minimum final
grade must be 3.00 for each subject. The grade increases each year. This rule is
aimed to increase qualifications in education. This means that many students at
senior high school can hardly pass their final examination. The students do not
comprehend English well. Another problem is that the English material used in
SMK N2 Depok Yogyakarta is English for general use which is the same as those
used in senior high school. There should be more specific materials for vocational
high schools because vocational high school students are prepared to be able and
skilled and ready to work in the field they are concerned with. So I am here
designing the main materials for vocational high school students using some
topics related to the field they are learning and the materials related to the
functions that are able to support them in the area they are concerned with, that is
industrial electronics engineering.
Moreover, the curriculum of many vocational high schools is the same,
even though there are many different departments in each school. Those are aimed
at supporting the students’ skill in the field they are going to work in. I chose
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
SMK N2 Depok Yogyakarta because it is one of the best vocational high schools
in Yogyakarta and it cooperates with many companies so that the graduate
students can work directly in those companies with a form of contract as
employees. This kind of research plays an important role in the academic system
as it is going to be a pioneer of designing Integrated English instructional
materials for vocational high school. I chose XI grade students of industrial
electronics engineering because at this grade, the students start to have more
practice. I chose industrial electronics engineering because it uses more English
technical terms compared with other forms of engineerings. The English subject
lesson has to support their skill, for example: mentioning all the tools in English
and explaining clearly the procedures of operating some machines.
It is important to conduct this study to find out the suitable design of
Integrated English instructional materials for the XI grade students in industrial
electronics engineering. This research will take the form of interviews with some
English teachers, with industrial electronics graduates who have jobs in the
industrial electronics area, and with experts in material design. This research is
also supported by book references, articles, journals, magazines, cassettes and
CDs.
1.2 Research Area
I will focus the study on instructional design and teaching methods. Based
on instructional design and teaching methods, I am designing Integrated English
Instructional Materials for XI Grade Students of Industrial Electronics
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Engineering as related to the 2006 edition of KTSP. The media used in designing
the materials are modules, cassetes and CDs.
1.3 Research Problem
Based on the elaboration above, there is a problem in the implementation
of KTSP. The problem concerns the design of integrated English instructional
materials for SMK students, the question is: “What is the proposed model design
of Integrated English Instructional Materials for XI Grade Students of Industrial
Electronics Engineering?”
1.4 Research Objective
The objective of this study is to design integrated English instructional
materials related to KTSP for the XI grade students of industrial electrics
engineering.
1.5 Research Benefits
I hope that the study will have several benefits for English teachers and
students of vocational high school, especially for those of SMK N2 Depok
Yogyakarta, and future researchers who are going to design English integrated
instructional materials for vocational high school. These are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1.5.1 For the English teachers of XI grade students of industrial electronics
engineering.
It provides them with a set of Integrated English Instructional Materials
for XI Grade Students of Industrial Electronics Engineering and will challenge
them to develop the materials using their own creativity.
1.5.2 For XI grade students of industrial electronics engineering.
It will help them significantly improve their English by providing the
materials based on the skills that they are concerned with.
1.5.3 For future researchers of English Education Study Program
This thesis will help them to make research to find out whether or not
these Integrated English instructional materials are effective for the XI grade
students of SMK N2 Depok Yogyakarta as part of their learning process.
1.6 Definition of Terms
Some terms need to be clarified to avoid misunderstanding. The terms that
will be defined are: Integrated English instructional materials, instructional
materials, integrated skills, topic-based language instruction, and industrial
electronics engineering.
1.6.1. Integrated English Instructional Materials
Integrated English instructional materials are printed materials (computer-
assisted materials, televised instructions, or materials taken from magazines)
which are developed through integrated skills (listening, speaking, reading, and
writing) based on the topic being discussed.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
1.6.2 Instructional Materials
According to Dick&Reiser (1989, p.3), instructional materials are forms of
printed materials, computer-assisted instructions and televised instructions, and
planned or designed materials for the use of teachers and students in carrying out
teaching and learning.
1.6.3 Integrated Materials
The Oxford Advanced Learners Dictionary (1995: 620) states that
‘integrate’ means “various parts or aspects linked closely together”. Integrated
materials are materials that are developed based on various skills (listening,
speaking, reading, and writing) that are interconnected. This thesis would like to
present the integration of skills and language elements (grammar, vocabulary, and
pronunciation) to support those skills.
Richard&Rodgers (2001, p.64) also state that integrated materials are a set
of instructional materials that contains of all four language skills (reading,
listening, speaking and writing are integrative).
1.6.4 Industrial Electronics Engineering
Industrial electronics engineering is one of the study programs taught in
vocational high school (technical school education) in which most of the material
content is about matters related to industrial electronics.
To sum up, Integrated English instructional materials related to KTSP for
the XI grade students of industrial electronics Engineering which are integrated
with language elements will be designed based on communicative tasks and skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II
THEORETICAL REVIEW
This chapter deals with some theories that form the basis for the
discussion. The purpose of this chapter is to obtain an understanding of what the
basic principles of the study are, so that the problems stated in the previous
chapter can be answered.
In this chapter, two major points are discussed. The first is the review of
related theories that discusses the relevant theories underlying the study, and the
second is the theoretical framework that focuses on the steps in developing
Integrated English instructional materials.
2.1 Review of Related Theories
In this theoretical review, some theories will be elaborated. They are the
theories of the design of Integrated English Instructional Materials for XI Grade
Students of Industrial Electronics Engineering:
2.1.1 Communicative Language Teaching
• Integrated Teaching
2.1.2 Topic-Based Language Instruction
2.1.3 Instructional Design : Kemp’s Model
2.1.4 Syllabus Types: Theme-Based Syllabus and Functional Syllabus.
2.1.5 Kurikulum Tingkat Satuan Pendidikan (KTSP)
2.1.6 English for Specific Purposes (ESP)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
2.1.7 Industrial Electronics Engineering
2.1.1 Communicative Language Teaching
Teaching means facilitating and directing students to learn the materials
and providing a good environment for the learning process. A teacher is expected
to be able to provide materials, and select teaching styles, methods, strategies, and
approaches for the purpose of providing good teaching. The approach is
considered to be general opinions about what language is and how language
works. In this study, the writer would like to elaborate on one of the approaches
underlying second and foreign language learning. The approach being discussed is
Communicative Language Teaching (CLT). This study considers this approach
because it is the most appropriate choice for vocational high school students.
CLT is an approach to second and foreign language teaching that
involves more than simply learning grammatical pattern and rules. It gives the
students the chance to improve their ability to communicate in the target language.
CLT provides real-life situations that need communication.
Richards and Rodgers (1986, p.66) state that CLT has two aims:
• Encouraging communicative competence which is the goal of language
teaching,
• Developing procedures for the teaching of the four language skills.
Those two aims acknowledge the interdependence of language and
communication.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
In order to achieve those two aims, Littlewood (1981, p.1) highlights
that CLT pays attention to functional communication (e.g. apologizing,
describing, promoting, inviting, etc). On the other hand, learners are also equipped
with particular grammatical terms that might be used to perform the functions
correctly.
To conclude, in line with 2006 English KTSP that aims to provide real-
life communication, CLT is the best approach for vocational high school students
because it encourages the students to communicate with others. CLT is adapted to
meet learners’ specific communication needs in the working world.
2.1.1.1 The Characteristics of CLT
Richard and Rodgers (1986, p.69) explain that the characteristics of CLT
are learner-centered and experienced-based views of second language learning.
The students are given the chance to develop their knowledge and then to interact
using the target language so that their experiences would be internalized. As
quoted by Richard and Rodgers, Hilgard and Bower (1966) agree that CLT is the
process of “learning by doing”. Finochiaro and Brumfit (in Richard and Rodgers,
1986, p.67) identifies 22 characteristics of CLT. They are:
• Meaning is paramount.
• Dialogues, if used, center on communicative functions and are not normally
memorized.
• Contextualization is a basic premise.
• Language learning is learning to communicate.
• Effective communication is sought.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
• Drilling may occur, but peripherally.
• Comprehensible pronunciation is sought.
• Any device which helps the learners is accepted.
• Attempts to communicate may be encouraged from the very beginning.
• Judicious use of native language is accepted where feasible.
• Translation may be used when students need to benefit from it.
• It is hoped that reading and writing can start from the first day.
• The target linguistic system will be learned best through the process of
struggling to communicate.
• Communicative competence is the desired goal (i.e. the ability to use the
linguistic system effectively and appropriately).
• Linguistic variation is a center concept in materials and methodology.
• Sequencing is determined by any consideration of content, function, or meaning
which maintains the interest.
• Teachers help learners in any way that motivates them to work with the
language.
• Language is created by the individual often through trial and error.
• Fluency and acceptable language is the primary goal.
• The students are expected to interact with other people.
• The teacher cannot know exactly what language the students will use.
• Intrinsic motivation will spring from an interest in what is being communicated
by the language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
The characteristics of CLT will be the reference in developing Integrated
English Instructional Materials for XI Grade Students of Industrial Electronics
Engineering.
2.1.1.2 Theory of Language in CLT
Richard and Rodgers (1986, p.71) assume that language is a system for
the expression of meaning. The primary function of language is for interaction and
communication. The functional and communicative dimensions are more
considered than the grammatical and structural features. As quoted by Richards
and Rodgers (1986, p.70), Hymes (1795, p.11-17) agrees with their opinion that
language is as a means of communication. Hymes claims that language performs
seven basic functions:
• Instrumental function: using language to get things.
• Regulatory function: using language to control the behaviour of others
• Personal function: using language to express personal feelings and meanings,
• Heuristic function: using language to learn and to discover
• Imaginative function: using language to create a world of the imagination,
• Representational function: using language to communicate information.
The last function of Hymes’ description is the same as Richard and
Rodgers description that language is a means of communication whereas the other
five descriptions are of other functions that support the representational function.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
In line with the theories of language above, in the working world,
language is seen as the apparatus to express its meaning. Language is used as a
means of communication to avoid misunderstanding among the staff.
2.1.1.3 Theory of Language Learning in CLT
Richard and Rodgers (1986, p.19) say that “learning theory is concerned
with an account of the central processes of learning and an account of the
condition believed to promote successful language learning”. Moreover, Johnson
(in Richard and Rodgers, 1986, p.72) promotes three elements of an underlying
learning theory that can be recognized in CLT practices. The first element is the
communication principle meaning activities and real communication that promote
learning. The second element is the task principle meaning activities where
language is used for carrying out meaningful tasks to promote learning. The last
element is called the meaningful principle. Language, that is meaningful for
learners, supports the learning process.
2.1.1.4 Types of Classroom Activities in CLT
Communicative Language Teaching provides learners with a
communicative situation in order to share information, negotiate the information,
and finally interact with others (Richard and Rodgers, 1986, p.76). Classroom
activities direct the students to get involved in the target language communication.
Littlewood (in Richard and Rodgers) divides classroom activities into two:
2.1.1.4.1 Functional Communication Activities
The purpose of functional communication activities is to direct the
students to get involved in communication in which they have to get the meaning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
of the language as effectively as possible. These activities are used to develop
certain language functions. The activities include comparing sets of pictures,
recognizing similarities and differences, sequencing events in a set of pictures,
discovering missing features in a map, giving and performing instructions on how
to do something, solving problems from shared clues.
2.1.1.4.2 Social Interaction Activities
The main purpose of these activities is to give learners the chance to use
the target language in a social context. The activities are conversation and
discussion, dialogues and role-plays, simulations, skits, improvisations, and
debates.
Those two activities are used for reference in designing Integrated English
instructional materials for XI grade students of industrial electronics engineering.
2.1.1.5 Teacher’s and Learners’ Role in Communicative Classroom
CLT emphasizes the process of communication rather than the mastery of
language forms. The role of learners is as negotiators between the self, the
learning process and the object of learning (Breen and Candlin, as quoted in
Richard and Rodgers, 1986, p.77). Learners are expected to be able to give as
much as they gain.
According to Breen and Candlin in Richard and Rodgers (1986, p.77),
there are two main roles for the teacher. They are as facilitators in the
communication process and as participants in the classroom. Other teacher’s roles
are as needs analyst, counselor, and group process manager.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
2.1.1.6 Communicative Tasks
Nunan (1988: 18) clarifies a communicative task as “a piece of classroom
work which involves learners in comprehending, manipulating, producing, or
interacting in the target language while their attention principally focuses on
meaning rather than form”. This communicative task enables the students to be
able to grasp the target language and perform it in real life situations. The students
can express their ideas and feelings or give responses to something happening in
their surroundings. Nunan (1988: 18) mentions some components in analyzing
communicative tasks. They are the teacher’s role, the learner’s role, settings,
activities, inputs, and goals. Inputs and activities are different. Input is data for the
learners to use, whereas the activities are the job for the learners to perform. An
example of input is a questionnaire from a magazine, while activities are reading
the questionnaire followed by asking for and giving information about the
questionnaire. The components are described in the figure below:
Goals Teacher’s role
Input TASKS Learner’s role
Activities Settings
Figure 2.1: Framework for Analyzing Communicative Tasks
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Those components determine the tasks that will be used in creating
communicative exercises of Integrated instructional materials for XI grade
students of industrial electrics engineering. Nunan says (1988: 20) that the term
‘task’ in the ‘communicative task’ refers to the basic planning tool as result of
changing attitudes toward language and language learning. Furthermore, the
changes manifest themselves in the style of language learning and teaching known
as Communicative Language Teaching (CLT). Therefore, the teacher’s and
learner’s roles in this study refer to CLT.
In this study, I design Integrated English instructional materials. Integrated
English instructional materials are printed materials (computer-assisted materials,
televised instructions, or materials taken from magazines) which are developed
through integrated skills (listening, speaking, reading, and writing) based on the
topic being discussed. The design is supported by the following theories:
2.1.1.7 Integrated Teaching (Discrete Skills versus Integrated Skills)
According to Kathleen Graves, the four skills (listening, speaking, reading,
and writing) are channels or modes for using and understanding language.
Learning the four skills involves understanding that a text has its own purpose,
and how texts are organized so that we can understand them through listening or
reading, and produce them through speaking or writing. It involves learning the
sub skills that enable one to be proficient in each skill.
Speaking sub skills include knowing how to negotiate turn-taking and producing fluent stretches of discourse.
Listening sub skills include listening for gist, for tone, for invitations to take a turn.
Reading sub skills include predicting content, understanding the main idea, interpreting the text.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
Writing sub skills include using appropriate rhetorical structure, adjusting writing for a given audience, editing one’s writing.
Richard&Rodgers (2001: 64) also state that integrated materials are a set
of instructional materials that contain all four language skills (reading, listening,
speaking, and writing are integrative).
In learning a language, discrete skills are not suggested as there would be,
for instance, no speaking without listening or no writing without reading. The
integration of at least two skills obtains effective language learning. The four
skills are interrelated and interdependent. They have to be integrated since each
skill supports and extends learning other skills.
2.1.2 Topic-Based Language Instruction
According to Brinton (1989: 216), topic-based language instruction refers
to a language course in which the syllabus is organized around themes or topics
such as “pollution” or “women’s rights.” It is subordinated to more general
themes for it might provide organizing topics for two weeks of integrated
classroom work. A topic might be introduced through reading a text. Vocabulary
is increased through guided discussion. Audio or video material on the same topic
is used for listening comprehension, followed by written or spoken assignments
integrating information about the topic discussed from many sources. Most of the
materials used will typically be teacher-generated and the topic introduced will
cross all skills (listening, speaking, reading, and writing).
Kathleen Graves (1989 : 45) says that topics are what language is used to
speak or to write about. They may be personal, such as family, food, and hobbies,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
they be professional and relate to a profession (job), they may also be socio
cultural and relate to education, political systems, or cultural customs.
According to Evans (1986), topics are broken into four sequential stages:
2.1.2.1 Stage 1: Visual Presentation
In the first stage, central concepts are presented through pictures, maps,
models, etc. Appropriate structures and vocabulary are introduced, and students
are given the opportunity of describing what they have seen orally and in writing.
2.1.2.2 Stage 2 : Building a Reading Passage
Students answer true/false questions about the visuals and use these as the
basis for building a written passage.
2.1.2.3 Stage 3 : Analyzing and Extending the Reading Passage
At this stage, students focus on some of the linguistic elements in the
passage.
2.1.2.4 Stage 4 : Creating a Passage
In the final stage, students produce their own written passage based on the
language and content they have acquired in Stages 1-3. The point of departure
may be another visual which might be described or compared with the original
visual.
2.1.3 Instructional Design
In designing the instructional materials, I employed Kemp’s model. I also
learned the theory of Kurikulum Tingkat Satuan Pendidikan (KTSP) and English
for Specific Purposes (ESP).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
2.1.3.1 Kemp’s Model
Kemp follows the system approach where the goal and evaluation are used
for adjustment and improvement. The system approach is the overall plan of the
instructional design compiled in order (Kemp, 1977: 6). The strongest reason for
selecting Kemp’s model is that Kemp’s model includes all of the steps included in
others’ models, those are:
• Determining the goals, topic, and general purposes for teaching each purpose.
• Mentioning the Learners’ Characteristics.
• Specifying the Learning Objectives.
• Listing the Subject Content.
• Developing Pre-assessment.
• Selecting the Teaching/Learning Activities and Instructional Resources.
• Coordinating Support Services
• Evaluating the Students’ Learning
Kemp’s model of instructional design is a flexible one. The designer can
start from any step as long as all the elements are included. The designer can
possibly start from any step depending on which material is available first (which
part the designer is ready to design). The designer can choose which part he/she
would like to start even though all the materials are already available. Moreover,
Kemp’s model can be applied to all educational levels. Kemp (1977 : 8-9) states
that this model can solve three important problems in instructional design. They
are objectives, activities and resources, and evaluation. The designer should
consider those three elements as the basis of creating instructional design. If one
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
of them is missing, then designer fails to make a good design. Kemp’s design
(1977 : 19-91) consists of eight parts as follows:
2.1.3.1.1 Determining the Goals, Topics, and General Purposes for Each
Teaching Topic.
In determining the instructional design, a designer should decide the goals
of each system, select the topic to be taught, and then specify the general purposes
of each topic. The selection of the topics should consider the items from the
simple to the complex level, the correlation with the subject content, and the
students’ characteristics. The general purposes are derived from the topics and
should explicitly express students’ expectations and teacher’s accomplishments.
2.1.3.1.2 Mentioning the Learners’ Characteristics
The designer has to find some information about the learners’ needs,
interests, and ability. This step is very crucial as students’ characteristics influence
the emphasis in deciding the instructional design.
2.1.3.1.3 Specifying the Learning Objectives
The designer determines the learning objectives in order to achieve certain
student performances. The objectives should be measurable and unambiguous so
that students are able to reach the objectives.
2.1.3.1.4 Listing the Subject Content
The subject content supports each objective. Subject content includes the
organization of the content and task analysis. Organizing the content is preparing
the outline of the information that will be taught. Meanwhile, task analysis is the
list of all procedural elements that are going to be taught.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
2.1.3.1.5 Developing Pre-Assessments
The purpose of pre-assessment is to know the students’ background and
present knowledge about the topic. Pre-assessment has two kinds of test. They are
pre-requisite testing and pre-testing. Pre-requisite testing aims to determine
whether the learners already have the basic knowledge of the topic or not, whereas
pre-testing aims to find which objectives the students have already mastered.
2.1.3.1.6Selecting the Teaching/Learning Activities and Instructional
Resources
The teaching/learning activities and instructional resources that will treat
the subject content should be selected, so that students will accomplish the tasks
well.
2.1.3.1.7 Coordinating Support Services
The support services are budget, personnel, facilities, equipment, and
schedules to carry out the instructional plan. If one of the elements is missing, it
will affect the other elements. This shows that those elements have to be prepared
to prevent any possible constraints in designing the plan.
2.1.3.1.8 Evaluating the Students’ Learning
The last stage is evaluating students’ learning in terms of their
accomplishment of objectives, with the consideration of revising and re-
evaluating any phases of the plan that need improvement. The evaluation is
conducted to test whether the materials are successfully implemented for the
students. The figure is presented below:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
Figure 2.2: Kemp’s Model
2.1.3.2 Comparison with Other Instructional Models
Besides Kemp’s model, there are other instructional models. For example:
Dick and Carey’s model. Dick and Carey’s model describes the phases that begin
with identifying instructional goals and end with summative evaluation.
Dick and Carey agree that identifying instructional goals is done first
before a designer uses their model (1978: 17). Nevertheless, Kemp affirms that
the first step in designing instructional design is not only identifying the
Support Services
Learning
Objectives
Subject
Contents
Pre-assessment
Teaching/ Learning
Activities, Resources
Revise
Evaluation
Goals, Topics,
and General Purposes
Learner Characteris
tics
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
instructional goals, but also listing the topics and determining the general
purposes.
Other models are Banathy’s model and Yalden’s model. The steps in both
Banathy’s and Yalden’s models are included in Kemp’s model. The reason for
choosing Kemp’s model is that in Kemp’s model, the designer can start from
whichever step is ready first, and then the designer can continue designing the
other steps.
2.1.4 Syllabus Types
According to Tom Hutchinson and Alan Waters (1987:80), a syllabus is a
document which says what will (or at least what should) be learnt. There are six
types of syllabus:
2.1.4.1 Topic-Based/Theme-Based/Content-Based Syllabus
The primary purpose of instruction is to teach some contents or
information using the language that the students are also learning. The students
are simultaneously language students and students of whatever content is being
taught. The subject matter is primary, and language learning occurs incidentally to
the content learning. The content teaching is not organized around the language
teaching, but vice-versa. Content-based language teaching is concerned with
information, example: a science class taught in the language the students need or
want to learn, possibly with linguistic adjustment to make the science more
comprehensible, for example: The Rig, Fishing Jobs, Traps and Geology,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
Reservoir Fluids, Natural Flow, Blowout Control, Drives and Stimulations,
Directional Wells, Jobs on the Rig, etc.
2.1.4.2 Structural Syllabus
The content of language teaching is a collection of the forms and
structures, usually the grammatical features of the language being taught.
Examples: nouns, verbs, adjectives, statements, questions, subordinate clauses.
2.1.4.3 Functional/Notional Syllabus
The content of language teaching is a collection of the functions that are
performed when language is used, or of the notions that language is used to
express. Examples of functions include: informing, agreeing, apologizing,
requesting; examples of notions include size, age, colour, comparison, time, and
so on.
2.1.4.4 Skills Syllabus
The content of the language teaching is a collection of specific abilities
that may play a part in using language. Skills are things that may people must be
able to do to competent in a language, relatively independently of the situation or
setting in which the language use can occur. The primary purpose of skill-based
instruction is to learn the specific language skill. A possible secondary purpose is
to develop more general competence in the language, learning only incidentally
and information that may be available while applying the language skills,
example: organizing your studies, improving your reading efficiency, taking
notes, taking part in seminars, writing an essay, etc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
2.1.4.5 Situational Syllabus
The content of the language teaching is a collection of real or imaginary
situations in which language occurs or is used. A situation usually involves
several participants who are engaged in some activities in a specific setting. The
language occuring in the situation involves a number of functions, combined into
a plausible segment of discourse. The primary purpose of a situational language
teaching syllabus is to teach the language that occurs in the situations. Examples:
seeing the dentist, complaining to the landlord, buying a book at the book store,
meeting a new students, and so on.
2.1.4.6 Task-Based Syllabus
The content of the teaching is a series of complex and purposeful tasks that
the students want or need to perform with the language they are learning. The
tasks are defined with as activities with a purpose rather than language learning,
but, as in a content-based syllabus, the performance of the tasks is approached in a
way that is intended to develop second language ability. Language learning is
subordinate to task performance, and language teaching occurs only as the need
arises during the performance of a given task. Tasks integrated language and other
skills in specific settings of language, for example: applying for a job, talking with
a social worker, getting housing information over the telephone, etc.
2.1.5 Kurikulum Tingkat Satuan Pendidikan (KTSP)
According to Masnur Muslih (2007: 10), KTSP is an operational
curriculum which is designed and implemented by each institution or school
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
committee. It aims to empower a local area and school committee to plan,
implement, operate, and assess the teaching learning process based on the
condition and aspiration of the school.
2.1.5.1 Principals and References in the Development of KTSP
2.1.5.1.1KTSP is developed based on some principals, these are:
• It concentrates on the potential, development, and needs (necessities) of the
students and their environment.
• It has many varieties but in unity.
• It gives respond to the development of science and technology, and also arts.
• It is relevant with needs in life.
• It contains all the necessary aspects of education and relates one to another.
• It promotes never ending learning.
• National requirements and the local ones are in balance.
2.1.5.1.2KTSP is also developed based on some references. These are:
• The improvement of faith and belief.
• The improvement of potential, intelligence, and interest based on the level of the
students’ development and potential.
• The variety of the potential and characteristics of the local area.
• The demands of local and national development.
• The demand for the capability to work.
• The development of science and technology, and also arts.
• Religions
• The dynamics of global development.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
• National unity and national values.
• Social cultural condition of society.
• The equality of gender.
• The characteristics of integrated education.
2.1.5.2 Components of KTSP
There are four components of KTSP. Those are as follows:
2.1.5.2.1The objectives of KTSP:
2.1.5.2.1.1 Elementary school
Focusing on intelligence, knowledge, personality, morality, and the ability
to be independent and to continue to the next grade.
2.1.5.2.1.2Junior and senior high school
Increasing intelligence, knowledge, personality, morality, and the ability to
be independent and to continue to the next grade.
2.1.5.2.1.3Vocational high school
Increasing intelligence, knowledge, personality, morality, and the ability to
be independent and to continue to the next grade based on the students’ vocation.
2.1.5.2.1.4Structure and Content of KTSP:
Based on PP No.19 Tahun 2005 tentang Standar Nasional Pendidikan
Pasal 7, the structure of KTSP for elementary school and junior/senior high
school is stated in its standard content (Standar Isi) which is developed from some
subjects, those are as follows:
• Religion and Morality.
• Citizenship and Personality.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
• Science and Technology.
• Esthetics.
• Sports and Health.
The contents of KTSP:
• Subject course (Mata Pelajaran)
• Local-content course (Muatan Lokal)
• Self development activities
• Management of study loads (pengaturan beban belajar)
• Ascending to the next highest grade at school, dividing up into departments, and
graduating (kenaikan kelas, penjurusan, dan kelulusan).
• Education of Life skills (Pendidikan Kecakapan Hidup).
• Education based on local and global supremacy.
2.1.5.2.2Academic Calendar
School committees can create an academic calendar which is appropriate
to local needs, school characteristics, the students’ and society’s needs based on
the content standard of KTSP (Standar Isi).
2.1.5.2.3Syllabus and Lesson Plans
The syllabus is the elaboration of standard competence (kompetensi
standar) and basic competence (kompetensi dasar) into main materials (materi
pokok), teaching learning activities, and indicators of competence achievement for
assessment. The teachers develops lesson plans based on the syllabus.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
2.1.6 English for Specific Purpose (ESP)
According to Tom Hutchinson and Alan Waters (1987:21), ESP is an
approach to language teaching which aims to meet the needs of particular learners.
This means in practice that much of the work done by ESP teachers is concerned
with designing appropriate courses for various groups of learners.
They also stated that designing a course is fundamentally a matter of
asking questions in order to provide a reasoned basis for the subsequent processes
of syllabus design, materials writing, classroom teaching and evaluation. We can
use Kipling’s ‘honest serving men’ to outline the basic questions. We need to
know:
• Why does the students need to learn?
• Who is going to be involved in the process? This will need to cover not just the
student, but all the people who may have some effect on the process; teachers,
sponsors, inspectors etc.
• Where is the learning to take place. What potential does the place provide?
What limitations does it impose?
• When is the learning to take place? How much time is available? How will it be
distributed?
• What does the student need to learn? What aspects of language will be needed
and how will they be described? What level of proficiency must be achieved?
What topic areas will need to be covered?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
• How will the learning be achieved? What learning theory will underlie the
course/ What kind of methodology will be employed?
We can consider the questions under three main headings: Language
descriptions, Theories of learning and Needs analysis. We might represent their
relationship as follows:
syllabus methodology
nature of particular target and learning situation
Figure 2.3: Factors affecting ESP course design
ESP is a suitable approach for vocational high school students since they
have particular needs, for example: industrial electronics students. They need to
know many things related to the industrial electronics field, one of the examples is
WHAT?
Language descriptions
HOW?
Learning theories
ESP COURSE
WHO? WHY?
WHERE? WHEN?
Needs
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
the instruction of combining some machines into a series in which the instruction
is written in English. In this case, the students need to master English well to
comprehend the meaning of the instruction. So, it is good to teach them English in
which the materials are related to industrial electronics matters as their specific
purpose is in industrial electronics engineering.
2.1.7 Industrial Electronics Engineering
Industrial electronics engineering is one of the study programs taught in
vocational high school (technical school education) in which most of the material
contents are about industrial electronics matters. The purpose of this program is to
enlarge the students’ skills, knowledge, and attitude towards the work so that they
have skills and potential in industrial electronics techniques.
They are prepared to be able to work independently or to work in business
and industry as intermediate workers. They are also supposed to be able to select
the right career, to compete, and to develop their professionalism through the
industrial electronics program.
2.2 Theoretical Framework
In this section, I illustrate the theories reviewed and present the steps in
designing the instructional materials. In order to achieve communicative
competence, I applied Communicative Language Teaching in the designed
materials. The integration of at least two skills encourages the learners to learn
more communicatively. I also applied topic-based language instruction to support
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
the learners’ learning process by providing some topics to talk or to write about.
In this case, the learners learned the topics or contents through the language. The
topics that I selected were about industrial electronics matter and working field. I
used English for specific purpose in order to support the learners in the area they
are concerned with and to prepare them in working field. I also learned KTSP
(school-based curriculum) to state the standard competence and the basic
competence for XI grade students of vocational high school.
In order to design Integrated English instructional materials, I created my
own model adapted from Kemp’s model. In this study, the terms used are those
from Kemp’s model because this model is more flexible and simple. The revision
of Kemp’s model is applied at each step. It helps the designer to control every
step. The following steps are taken as the framework:
2.2.1 Conducting a needs analysis (Research and Information Gathering)
The first step was conducting a needs analysis to find out the students’
needs, interest, and difficulties in learning English, especially in the four skills:
listening, speaking, reading, and writing. It would be conducted with an English
teacher, with a practical teacher of XI grade students of industrial electronics
Engineering and also with some graduates of industrial electronics Engineering
who are working in the industrial electronics field. I also learned the relevant
theories supporting the designed materials (learning KTSP, communicative
language teaching, instructional materials, integrated materials, topic-based
language instruction, industrial electronics engineering study program, and some
language elements: grammar, vocabulary, and pronunciation).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
2.2.2 Designing the Instructional Materials (Preliminary Design)
The second step was designing the materials. Before designing, it is
necessary to formulate the goals and to list the topics, and to state the instructional
objectives. I then, made the syllabus or mapped the book. After that, I collected
the materials from some sources (book references, articles, journals, magazines,
cassettes and CDs). After that, I designed the materials.
2.2.3 Evaluating the design
The third step was evaluating the design. Before evaluating the design, I
verified the design with an English teacher and with a practical teacher of XI
grade students of industrial electronics Engineering, and also with some English
lecturers to get their input, feedback, comments, and suggestions toward the
design. Then, I evaluated the design based on their input, feedback, comments,
and suggestions.
2.2.4 Revising the design
The fourth step was revising the design based on the evaluation of the
design.
Those steps are adapted from Kemp’s model. The steps were taken to
design Integrated English Instructional Materials for XI Grade Students of
Industrial Electronics Engineering.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, I would like to clarify the methodology of the study as I
have already mentioned it in the previous chapter, that is Research and Design
(R&D). The problem has been presented in Chapter I and can be rewritten: What
is the proposed model design of Integrated English instructional meterials for the
XI grade students of industrial electronics engineering? These Integrated English
instructional materials are designed based on KurikulumTingkat Satuan
Pendidikan (KTSP). They are also based on interviews with the following people
from SMK N2 Depok Yogyakarta: an English teacher who teaches XI grade
students of industrial electronics engineering, a practical teacher who teaches XI
grade students of industrial electronics engineering, and also some graduates who
are working in the industrial electronics field.
This chapter discusses the method of the study, the participants, the data
gathering technique and instruments, data analysis, and procedures in finishing the
thesis.
3.1 Research Method
As stated in the problem simulation, this study aims to develop Integrated
English instructional materials based on KTSP for XI grade students of industrial
electronics engineering. I employed a Research and Design method (R&D) in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
order to obtain the stated objectives. This method is categorized as qualitative
research.
There were four procedural steps in finishing this study:
3.1.1 Research and Information Gathering
I learned the KTSP for the XI grade students of SMK N2 Depok
Yogyakarta and observed it in order to know the materials given to the students
based on their level and on the goal for each piece of material. Some book
references containing topic-based language instruction, instructional designs,
Communicative Language Teaching, integrated materials, KTSP, and English for
Specific Purpose were studied to create interesting materials related to Kurikulum
Tingkat Satuan Pendidikan (KTSP). I gathered the materials from some English
books, articles, journals, magazines, cassettes and CDs.
I also conducted interviews with an English teacher of SMK N2 Depok
Yogyakarta who teaches XI grade students of industrial electronics engineering,
with a practical teacher of SMK N2 Depok Yogyakarta who teaches XI grade
students of industrial electronics engineering, and aldo with some grduates who
are working in industrial electronics field in order to get the data for needs
analysis in identifying entry behaviours. This data helped me determine suitable
Integrated English instructional materials for XI grade students of industrial
electronics engineering.
3.1.2 Preliminary Material Design
After learning and observing the KTSP, I started to design the syllabus or
mapping the book, that was topic-based syllabus. The next step was collecting the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
materials from many sources (book references, articles, journals, magazines,
recording and films). After that, I developed the materials for Integrated English
instructional materials referring to Kurikulum Tingkat Satuan Pendidikan (KTSP)
for vocational high school, particulary for industrial electronics engineering, and I
adapted many integrated materials in order to make a good design. The design
involved communicative tasks to encourage students to be able to communicate in
real-life situation.
3.1.3 Design Evaluation
Before evaluating the design, I conducted preliminary testing. This was in
order to verify the design with the English teacher of SMK N2 Depok Yogyakarta
who teaches XI grade students of industrial electronics , with a practical teacher
who teaches XI grade students of industrial electronics Engineering, and with
other experts (English lecturers who are concerning with the instructional design
subject course). I undertook the verification on the design, and finally to convince
them that conceptually the design is good. After verifying the design, I evaluated
the design by analyzing the data from the input, feedback, comments and
suggestions.
3.1.4 Design Revision
After evaluating the design, I revised the design. I aimed to develop a
good design for Integrated English instructional materials for XI grade students of
industrial electronics engineering.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
3.2 Research Participants
There were some research participants in this study:
3.2.1 Participants in Research and Information Gathering (R&IG)
They were first an English teacher who teaches XI grade students of
industrial electronics Engineering. I also interviewed a practical teacher who
teaches XI grade students of industrial electronics Engineering. This was
aimed at obtaining the data for the needs analysis and to know the teachers’
expectations.
The second set were the graduates who are working in the industrial
electronics field. This aimed to obtain the real tasks of industrial electronics
engineering so that eventually the designer could successfully design English
materials based on the students’ needs in the area in which they are going to work
in.
3.2.2 Participants in Design Verification
The participants were chosen to gain input on the design of Integrated
English instructional materials for XI grade students of industrial electronics
engineering. I interviewed an English teacher who teaches XI grade students of
industrial electronics Engineering who had experienced teaching for at least one
to five years, a practical teacher who teaches XI grade students of industrial
electronics Engineering who had experienced teaching for at least one to five
years, and some English lecturers (the experts) who were familiar with the
instructional design subject course. They were asked to give input, opinions,
suggestions, comments, and feedback on the design.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
The description of the participants is presented below:
Gender Educational Background Teaching Experience Group of
Participants No M F D3 S1 S2 1- 5 6-10 11-15 16- 20 <20
English teacher of SMK N2 Depok Yogyakarta
1
Practical Teacher of Industrial Electronics Engineering
2
3 Graduates working
in industrial electronics field 4
5 English Lecturers encountered with instructional design subject course
6
Table 3.1: The Description of the Participants (Blank)
3.3 Data Gathering Technique and Research Instruments
The data was gathered in two ways. I studied the relevant theories and
conducted interviews. I studied theories about KTSP Curriculum, topic-based
language instructions, instructional designs, Communicative Language Teaching,
integrated materials (listening, speaking, reading, writing), and ESP for industrial
electronics study program in order to have good comprehension of Integrated
English instructional materials related to KTSP. The second way was conducting
interviews.
The interview is a way of gathering data about people’s feelings, thoughts,
beliefs and opinions by asking the participants some questions. The questions may
be different from one participant to another depending on the questions. The
response is taken by recording using a cell phone or by taking notes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
Since it was a descriptive study, I did not use statistical data computation.
The result of the interview was used to organize and develop Integrated English
instructional materials.
The instruments used in this research:
3.3.1 Instrument for Research and Information Gathering (R&IG)
I learned the KTSP for the XI grade students of SMK N2 Depok
Yogyakarta and observed it in order to know the materials given to the students
based on their level and on the goal for each piece of material. I also learned the
relevant theories supporting the design of Integrated English instructional
materials. Then, I conducted interviews with an English teacher who teaches XI
grade students of industrial electronics Engineering, with a practical teacher who
teaches XI grade students of industrial electronics Engineering, and with some
graduates who are now working in the industrial electronics field. These aimed to
gain the data about learners’ needs, characteristics, and problems.
3.3.2 Instruments for Design Verification and Evaluation
I conducted an interview and distributed questionnaires to an English
teacher of SMK N2 Depok Yogyakarta, to a practical teacher of industrial
electronics Engineering, and to some English lecturers (the experts) familiar with
the instructional design subject in order to get input, opinions, suggestions,
comments, and feedback on the design. By using open questions, the participants
answered the questions according to their own opinion. I conducted an interview
in which the questions varied a little from one participant to another, but still in
the same framework.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
The list of data needed, participants, and instruments used in the procedural steps
in this research are as follows:
Procedural Steps Data Needed Participants Instruments
learning
objective(s).
Topics
Level of
difficulties
Teaching
techniques
The effectiveness
of integrated skills
English Teacher
of XI grade
students of
industrial
electronics
Engineering
The materials
(topics) used.
The importance of
mastering English
for the students
Suggestion(s)
Practical Teacher
of XI grade
students of
industrial
electronics
Engineering
The importance of
English in the
working field
Research and
Information
Gathering
The difficulties
found in the
working field.
Graduates of
industrial
electronics
engineering
Interview
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
Procedural Steps Data Needed Participants Instruments
The relevance
between the topics
and the learning
objective(s)
Design
Verification
The validity of the
designed
materials: the
topics, the
integration of the
skills, the
grammar,
vocabulary, and
pronunciation, the
learning activities
(interesting and
relevant to the
learners’ needs)
English Teacher
of XI grade
students of
industrial
electronics
Engineering,
Practical Teacher
of XI grade
students of
industrial
electronics
Engineering, and
the English
Lecturers of
instructional
design subject
course.
Questionnaire
Table 3.2: The List of Data Needed, Participants, and Instruments in the Procedural Steps in this Research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
3.4 Data Analysis Technique
The data was analyzed in order to find out the central tendency of the
participants’ opinions about needs analysis and the design of the materials. At the
end, I made some revisions on the design based on the interviews.
3.5 Research Procedures
There were four procedural steps in finishing this study:
3.5.1 Conducting Needs Analysis (R&IG)
• Learning and observing the KTSP and some theories about topic-based
instruction, Communicative Language Teaching, instructional materials,
integrated materials, and English for Specific Purposes.
• Interviewing an English teacher who teaches XI grade students of industrial
electronics Engineering, a practical teacher who teaches XI grade students of
industrial electronics Engineering, and some graduates who are working in the
industrial electronics field.
3.5.2 Conducting Preliminary Design (Developing Materials)
• Designing the syllabus or mapping the book.
• Collecting the materials from some English book references, articles, journals,
magazines, recordings and films.
• Developing the materials.
3.5.3 Evaluating the Design
• Verifying the design with an English teacher who teaches XI grade students of
industrial electronics Engineering, with a practical teacher who teaches XI grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
students of industrial electronics Engineering, and with some English lecturers
(the experts) familiar with the instructional design subject.
• Analyzing the data based on the input, feedback, comments, and suggestions
from the English teacher of SMK N2 Depok Yogyakarta, from the practical
teacher of industrial electronics Engineering, and from some English lecturers
familiar with the instructional design subject.
3.5.4 Revising the design
Revising the design based on the analyzed data.
Those four procedural steps were conducted in order to obtain the most
suitable design for Integrated English instructional materials for XI grade students
of industrial electronics engineering.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the results and discussions of the design of
Integrated English Instructional Materials for XI Grade Students of Industrial
Electronics Engineering. This chapter answers the question “What is the proposed
model design of Integrated English Instructional Materials for XI Grade Students
of Industrial Electronics Engineering?”. The discussion is divided into three parts:
the results of the needs analysis, the results of the evaluation of the designed
materials, and the presentation of the final materials design. Those parts are as
follows:
4.1 The Results of the Needs Analysis/Research and Information
Gathering
It was necessary and crucial to figure out the target learning needs before
starting designing the materials. It was conducted in order to assess the learners’
needs, interests, and difficulties in learning English. This was conducted through
learning and observing KTSP (Kurikulum Tingkat Satuan Pendidikan), and
interviewing an English teacher who teaches XI grade students of industrial
electronics Engineering, a practical teacher of the XI grade students of industrial
electronics of SMK N2 Depok Yogyakarta, and some graduates of industrial
electronics Engineering who are working in the industrial electronics field.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
The interview text began with the participants’ profile – name, gender,
educational background and teaching experience. The second section inquired into
the participants’ agreement with the statements about the target learners’ needs.
4.1.1 Description of the Participants
The participants of the needs analysis were the English teacher of the XI
grade students of industrial electronics Engineering, the practical teacher of the XI
grade students of industrial electronics engineering, and two graduates of
industrial electronics Engineering who are working in the industrial electronics
field. The total number of the participants were four, and here is the complete
description of the participants of the needs analysis:
Sex Educational Background Teaching/Working Experience Group of
Participants No M F SMK D3 S1 S2 1- 5 6-10 11-
15 16- 20 <20
English teacher of SMK N2 Depok Yogyakarta
1
Practical Teacher of Industrial Electronics Engineering
2
3
Graduates working in industrial electronics field
4
Table 4.1: The Description of the Participants of a Needs Analysis
In this needs analysis, there was one female English teacher, one male
industrial electronics practical teacher, and two male graduates of industrial
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
electronics engineering. The education background of the English teacher is
Bachelor’s Degree (S1), and she has teaching experience for approximately 6-10
years. The education background of the practical teacher of industrial electronics
engineering is S1 (bachelor’s degree), and he has teaching experience for
approximately 16 – 20 years. The education background of the graduates are
vocational high school majoring in industrial electronics engineering, and they
have working experience for approximately 1 – 5 years in an industrial electronics
field/company in Indonesia.
4.1.2 Data Presentation and Analysis
Based on Kurikulum Tingkat Satuan Pendidikan (School-Based
Curriculum), there was a competence standard and seven basic competence for XI
Grade students of vocational high school. The competence standard and the seven
basic competences are as follows:
Competence
Standard Basic Competence
2.1 Understanding simple daily conversation both in
personal and professional context with non native
speaker.
2.2 Taking a note of simple messages both in face to face
conversation and through tools.
2.3 Describing own job description and education
background both in written and oral form.
2.4 Telling about own past job and the plans of the future
one.
Communicate using
English Language
at Elementary level
2.5 Express willingness
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
Table 4.2: Competence Standard and Basic Competence for XI Grade Students of Vocational High School.
There were some participants in the needs analysis. Each of them was
interviewed in order to obtain the needs data. The questions might be different
from other participants based on the needs.
According to the English teacher, the English materials taught in
vocational high school are the same as those in senior high school, meaning that
there are no specific/particular materials for vocational high school in order to
support the students in learning based on the subject matter they are
learning/concerned with. In her opinion, it would be much better if the materials
used for vocational high school students are specific to the matter that the students
are learning in each department. Also, she suggests that all the topics should not
totally focus on the matters the students are concerned with, rather that there are
supplementary general topics. This aims to avoid students’ fatigue.
The English materials provided in the book reference, that is New
Interchange by Jack C. Richards includes the integration of four skills – listening,
speaking, reading, and writing, yet, in the real teaching implementation in the
class, the teacher mostly used merely 2 skills. They were speaking and writing,
while listening and reading were rarely taught. It was such burden to teach
Competence
Standard Basic Competence
2.6 Understanding simple instructions
2.7 Making short messages, instructions, and lists using
correct writing rules.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
listening as there should be detailed preparation before the class started, such as:
preparing the tape recording and the cassette(s) (moving it from upstairs to
downstairs) or the students had to move to the listening class upstairs. Beside
listening activities, the teacher also found that reading materials are out of date as
those were published before 1999. All the English materials in the book are also
enriched with grammar focus, vocabulary, and pronunciation that are able to
support the students’ learning process. The students already had basic knowledge
of grammar, vocabulary, and pronunciation when they were in the lower grade (X
grade) so that they could learn those three language elements easier when they
were at the higher level, which was XI grade.
The teacher also found that the learning activities were very interesting. It
is the teacher who becomes the key to create the learning atmosphere and
students’ enthusiasm. The students’ enthusiasm will be increased when the teacher
is able to create the learning activities well and make them interesting so that the
students enjoy the learning process, for example: using teaching tools (slide
show), group discussion, debate, talk show, listening to the nice stories or songs,
and games. The target learning goals are able to be well achieved when the
students’ enjoy their learning activities for the whole units they have to
accomplish by the end of the semester.
Based on the Kurikulum Tingkat Satuan Pendidikan (KTSP) for vocational
high school, there are eight basic competences for XI Grade students that have to
be accomplished through the allocated times (two semesters). The division of the
materials units is based on the materials designer. The English teacher of SMK N2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
Depok Yogyakarta finds no difficulty in accomplishing all the materials (units)
through the allocated times.
The next interview was with the practical teacher of the XI grade students
of industrial electronics engineering. According to him, it was very crucial for the
students of industrial electronics engineering to master English well because the
book reference used as the manual book when they did the practice was written in
English. All the instructions and explanations of the diagrams were written totally
in English for they were written by some foreign experts of industrial electronics
engineering. Besides that reason, nowadays, the teachers of all subject courses are
required to speak in English when they are giving introduction at the beginning of
the class, and if the teacher finds that it is necessary to speak in English, he /she
will continue teaching using English language.
The practical teacher also said that the industrial electronics students were
also required to comprehend English well because there were a lot of terms used,
such as: the industrial electronics tools which were also written in English, and a
lot of terms used in explaining the diagrams or the working procedures of a
machine. The materials taught to the XI grade students of industrial electronics
engineering in semester two were about Control Circuit. The students were
required to read the materials a couple days before the class so that they would
have a description of the topic they were going to have in class which would help
them understand the materials better when the teacher gave further explanation.
The teacher really suggested that the English materials taught for the
industrial electronics engineering were able to support the students in taking the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
industrial electronics subject course so that both the English materials and the
industrial electronics materials were able to support each other.
The next interview went to the graduates of industrial electronics
Engineering. According to them, the basic knowledge of English that they had
acquired in vocational high school did not give enough support in the area where
they were working because the English materials they had learned in vocational
high school were those in general (not specific) so that their basic knowledge of
English did not help them much when they were doing their work. In fact, they
often found many English words and terms when they were working, for example:
reading the English instructions of a machine. In consequence, they needed to ask
their seniors about the instructions. It was such a waste of time for them when
they had to ask their seniors frequently.
Because of this reason, they also suggested that it would be much better if
the English materials taught in vocational high school were specifically based on
the subject content that the students learning in each department so that eventually
they would have enough basic knowledge of English when they graduated and
worked. They would not find many difficulties related to English knowledge.
In conclusion, it is obvious that specific English materials are crucially
needed for vocational high school students according to the subject content they
are learning (in each department). In learning English, the integration of four
skills is suggested because the students are able to comprehend/learn English
better, those are – listening, speaking, reading, and writing. I also suggest that the
English basic competences for vocational high school are more specific, meaning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
that they are not the same as those used in senior high school (general English
materials). I expect that there will be further research and development of
Kurikulum Tingkat Satuan Pendidikan (KTSP) that differentiate the basic
competences in one department with others.
4.2 The Results of Preliminary Design
After analyzing the data of the needs survey, I took the second step, that
was conducting preliminary design. In conducting preliminary design, I designed
the syllabus and collected instructional materials.
4.2.1 The Results of Designing the Syllabus or Mapping the Book
Before developing the materials, I designed the syllabus. It was the
combination of content-based syllabus and functional syllabus. The syllabus
which I designed was consisting of some topics which were relevant to industrial
electronics matters and the others were related to the functions that supported the
learners to communicate about the matters they are concerned with and to enrich
their knowledge about professionalism world, such as: job interview. The content
of the language teaching was the collection of the functions (topics) that were
performed when the language was used. The objective of the course was to
facilitate the learners to interact and communicate using English language at
elementary level. In addition, the purpose of this course is to enrich the learners’
knowledge, skills, and ability to communicate using English along with the
situations, purposes, contexts and roles of the participants. Consequently, I
intended to develop English materials that would increase the target learners’
ability to communicate. It was necessary for me to consider the target learners’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
reasons for and purposes in learning English in order to develop materials that
meet the learners’ needs of learning English.
From their different interests and purposes in learning English, I had to list
the topics that suited their needs of their future career. There were nine topics in
the materials design. Each topic was developed into one unit. The topics consisted
of industrial electronics matters and social ones.
The topics in the syllabus and designed materials are as follows:
Competence Standard: To communicate using English Language at Elementary
Level.
# Basic Competence Unit Topics/Functions
2.6 Understanding simple
instructions
1
3
Control Circuit of A+B+A-B-
Circuit Design by Cascade
Chain
2.1 Understanding simple daily
conversation both in professional
and personal context with non
native speaker.
2 Describing People and Objects
2.2 Taking a note of simple messages
both in direct and telephone
conversation.
4 Taking a Note of Messages
2.7 Making short messages,
instructions, and lists using
correct writing rules.
5 Message of Invitation
2.5 Expressing willingness 6
7
Asking and Giving Suggestions
Complaints and Apologies
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
# Basic Competence Unit Topics/Functions
2.4 Telling own past job and plans
for the future job. 8 Finding the Right Job
2.3 Describing job description and
education background both in
written and oral form.
9 About Myself
Table 4.3: Competence Standard, Basic Competence, and Topic List in the Syllabus.
4.2.2 The Results of Collecting the Instructional Materials
Before developing the materials, I collected the materials from:
• Some English book references, that were New Interchange 2 by Jack
C.Richards, Understanding and Using Grammar by Betty Schrampfer Azar.
• English articles from the internet.
• Listening passages from the internet, and games from CD (World Talk).
4.2.3 The Results of Developing the Instructional Materials
After considering and listing the topics, I developed instructional
materials. In this section, I developed instructional teaching/learning activities and
tasks in eight units based on the expectation of the learners. In each unit, there
were at least two skills integrated supplemented by three language elements, those
were: grammar focus, vocabulary, and pronunciation. The instructional
teaching/learning objectives in each unit are presented as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
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 procedures/instructions 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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
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
56
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 work/discussion, 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
57
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
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
60
4.3.1.1.2 Data Presentation and Analysis
The data taken from the design verification were classified into two types.
The first was the presentation of the participants’ opinions on the designed
materials, and the second was the list of the participants’ comments and
suggestions.
4.3.1.1.2.1 Participants’ Feedback and Suggestions for the Designed
Materials
I used five rating points of agreement in order to identify the participants’
opinions on the designed materials.
The point of agreement is illustrated as follows:
Points of Agreement Degree of Agreement
1 Strongly Disagree (SD)
2 Disagree (D)
3 Undecided (U)
4 Agree (A)
5 Strongly Agree (SA)
Table 4.6: Points of Agreement Used in the Questionnaires of Design Verification
Considering the number of the participants in design verification was four
people, it was not necessary to use the statistical data to get the result of the design
evaluation.
Based on the questionnaires that were distributed to four participants, it
can be concluded that the designed materials are relevant, appropriate, and good
for XI Grade students of industrial electronics engineering. However, it is still
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
necessary to revise them based on the participants’ input, feedback, comments,
and suggestions on the designed materials. The participants’ feedbacks and
suggestions are as follows:
4.3.1.1.2.1.1 The Syllabus
Some participants suggested writing each unit in the syllabus so that the
materials are clearly divided in each unit. Since the competence standard is only
one, they suggested writing it above the column. They also gave some corrections
to the grammar and diction in the syllabus.
4.3.1.1.2.1.2 The Topics
A participant found that there were some topics which were not related to
industrial electronics matter, those were Unit 2 (Describing People and Objects),
Unit 4 (Taking a Note of Messages), Unit 5 (Message of Invitation), Unit 6
(Asking and Giving Suggestions), Unit 7 (Complaints and Apologies), Unit 8
(Finding the Right Job), and Unit 9 (About Myself). He suggested that all the
topics should be about the learners’ subject matter: industrial electronics matter.
4.3.1.1.2.1.3 The Grammar Focus
A participant suggested adding the grammar pattern in unit 3 to make it
clearer and easier to understand by learners. The grammar focus is explaining
Passive Sentences, but there was no negative pattern of Passive Sentences.
4.3.1.1.2.1.4 The Language Elements
A participant suggested separating the language elements (grammar focus,
vocabulary, and pronunciation) from the main skills into two parts: part 1 for the
integrated skills, and part 2 for the language elements so that there will be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
consistent arrangement of the designed materials. This also aimed to avoid the
confusion of the reader.
4.3.1.1.2.1.5 The Task Instructions
Two participants suggested making the instructions clearer in each task.
They found that the instructions in some tasks were not really clear and it caused
confusion for the readers/learners for they would not know what to do with the
tasks.
4.3.1.1.2.1.6 The Presentation of the Materials (Lay Out)
Two participants suggested changing the distracting colour on the printed
materials. They found that it was too sharp for eyes so that it caused fatigue for
the eyes. It also distracted the essence of the writing itself because it could hardly
be read.
4.3.1.2 The Results in Analysing the Data
After getting the feedback and suggestions from the participants, I
analyzed the date. I found that the designed materials needed to be improved in
some parts. These are: The syllabus, the grammar focus, the placements of
language elements, the task instructions, and the presentation of materials (lay
out). So then, I revised them.
4.3.2 Revising the Design
After getting the participants’ feedback and suggestions on the designed
materials, I revised the designed materials based on the participants’ feedback and
suggestions in order to improve the designed materials. The items for the
revisions were taken from the participants’ feedback and suggestions as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
4.3.2.1 The Syllabus
As some participants had suggested, I revised the design. I wrote each unit
(unit 1 – 8) in the syllabus so that the division of the materials in each unit is
clear. I also wrote the competence standard above the table because there was
only one standard competence used for the whole seven basic competences. I also
made some grammar and diction revisions in the syllabus.
4.3.2.2 The Topics
A participant suggested changing some topics which were not relevant to
industrial electronics matter. But, I did not make any revision on the topics
because in my opinion, the topics should not totally focused on industrial
electronics matter, there should be other topics, for example: social life. This
aimed to avoid students’ fatigue if they are forced to study only materials dealing
with industrial electronics matter.
There are some topics which are not related to industrial electronics
matters (general topics which are mentioned above), but it does not mean that all
the materials in those general topics totally contain general knowledge. Some of
them contain both general and specific knowledge. For example: Unit 2
(Describing People and Objects) contains both general knowledge and specific
one. The general knowledge is describing people, and the specific one is
describing objects in which the objects described are industrial electronics tools;
Unit 5 (Message of Invitation) contains both general and specific knowledge. The
speaking activity in unit 5 is mentioning some industrial electronics tools.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
Beside the general and specific materials, I also included some additional
materials which are related to the working field, such as: how to find the right job
and job interview in unit 8. This aims to enrich their knowledge about the real
working field and prepare them to work after graduating from vocational high
school.
4.3.2.3 The Grammar Focus
A participant suggested to add the pattern of the grammar focus in unit 3
in order to make it clearer and so that the learners will easily understand it. The
previous grammar pattern was only “Modal + be + past participle”. Now, it
becomes “Modal + be + past participle” and “Modal + be + not + past participle”.
Then I made revision by adding the grammar pattern and providing the learners
with some examples. This aims to make the learners understand the grammar
better and easier.
4.3.2.4 The Language Elements
A participant suggested separating the language elements (grammar focus,
vocabulary, and pronunciation) from the skills (listening, speaking, reading, and
writing) for the reason of consistency. But I did not separate those two parts for
the tasks and the materials in language elements are related to the skills. For
example: the vocabulary task is related to the reading passage.
I always placed the vocabulary task after the reading passage because it
supports the reading passage. All the words in the vocabulary task are used in the
reading passage. I always placed the pronunciation practice before speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
practice because pronunciation helps/prepares the learners to do speaking practice.
It provides the learners with correct pronunciation in their speech.
On the other hand, the placement of the grammar focus is different in each
unit. I placed the grammar focus in the skill in which was required, for example:
In unit 1 (Control Circuit of A+B+A-B-), I placed grammar focus in the Speaking
skill for the speaking task is individual presentation. In doing presentation, the
learners need grammar so that their speech can be understood well. While in unit
2 (Describing People and Objects), I placed the grammar focus in the first skill,
that is listening. In the listening task, the learners are required to listen to the
recording about describing people, and then they have to draw the appearance of
the people that are described in the recording. It can be seen that in order to
comprehend the recording, the learners are required to learn grammar first, that is
the grammar about describing people. The placement of the grammar focus is
determined by the needs of the task(s).
The integration of the four skills and the language elements is stronger by
integrating them in the materials rather separating them into some parts, and the
consistency of the materials is still maintained.
4.3.2.5 The Task Instructions
I made some revisions of the instructions in each unit. I made them clearer
so that they can be easily understood. I also added some instructions in some
tasks/exercises which did not yet have any instruction.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
4.3.2.6 The Presentation of the Materials (Lay Out)
I made some revisions to the presentation of the materials. I changed the
distracting colour and replaced them with a soft and readable one.
In conclusion, all the feedback and suggestions in this research study on
designed materials were very crucial needed in order to improve the designed
materials of Integrated English Instructional Materials for XI Grade Students of
Industrial Electronics Engineering.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter consists of two major sections. The first section contains the
conclusions of this study research, and the second contains the suggestions for the
evaluators, they are: the English teacher of the XI grade students of industrial
electronics engineering of SMKN2 Depok Yogyakarta, the practical teacher of the
XI grade students of industrial electronics Engineering, and the English lecturers
experienced in the instructional design subject.
5.1 Summary
The English materials taught in vocational high school are the same as
those in senior high school, that is general English. On the other hand, it is
obvious that the English materials for vocational high school students should be
more specific than those for senior high school students. The English materials for
vocational high school students should be able to support them or to provide them
with knowledge based on the field they are concerned with. For example: the
English materials for the industrial electronics engineering students should
provide them with knowledge about industrial electronics matters and working
fields since the vocational high school students are prepared to be skilled by the
time they graduate from school and are ready to work.
This reason, then, encouraged me to design the English materials for
vocational high school students. I chose to design it for the XI grade students of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
industrial electronics engineering. In developing the materials, I adopted Kemp’s
model and Borg and Gall’s R&D cycle.
Based on the discussion in chapter IV, I found that the designed materials
were suitable for the XI grade students of industrial electronics engineering for
most of the contents were able to support them in learning the subject matter they
were concerned with, that was industrial electronics matters. While the other
contents were able to prepare them in the professional world, such as job
interviews, finding the right job, and with presentation. I also found that the
integration of the four skills helped the learners learn the materials better and
more communicatively for each skill supports the other ones. The learners were
also enriched by the language elements (grammar focus, vocabulary, and
pronunciation). I found that the learning activities were interesting and based on
the learners’ needs and interests.
The presentation of the designed materials consisting of 9 units is as follows:
Learning objective: to enable the learners to interact and communicate
using English language at elementary level.
UNIT TOPICS
1 Control Circuit of A+B+A-B-
2 Describing People and Objects
3 Circuit Design by Cascade Chain
4 Taking a Note of Messages
5 Message of Invitation
6 Asking and Giving Suggestions
7 Complaints and Apologies
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
UNIT TOPICS
8 Finding the Right Job
9 About Myself
Table 5.1: List of Topics in the Designed Materials
5.2 Suggestions
In this section, I make some suggestions for the English teacher, for the
practical teacher of industrial electronics engineering, and for future researchers of
instructional materials design.
5.2.1 The English Teachers of XI Grade Students of the Industrial
Electronics Engineering
I suggest that the English teachers should be more creative and flexible in
using the designed materials, meaning that the teachers can create or apply
different activities, use different techniques and different tasks which meet the
learning situations and time. The teachers can also use other resources which are
suitable to the learning context in order to create a new and more attractive
learning atmosphere.
5.2.2 The Practical Teachers of XI Grade Students of the Industrial
Electronics Engineering.
I suggest that the practical teacher should introduce English to the students
more frequently in the class. The teacher at least uses English language in the
beginning of the class or in the end of the class. He/she can also give a quiz to the
students about the terms most frequently used in industrial electronics subject
course. He/she should encourage the students to learn English at home more
frequently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
5.2.3 Further Researchers
I found that the basic competences in KTSP for vocational high school are
the same and applied to all departments. In my opinion, there should be specific
basic competence in each department so that the materials given to the learners are
able to directly meet the learners’ needs and interests. I suggest that the other
future researchers deal with KTSP, especially for the basic competencies for
vocational high school.
Due to the time constraint, I was unable to implement the whole nine units
in a real teaching learning process. Therefore, I also suggest that future
researchers who are interested in this study implement these designed materials to
produce proper and elaborated topic-based integrated English instructional
materials for XI grade students of industrial electronics engineering.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
REFERENCES
Anonymous. Pneumatic Application. Circuit Trainer Experimental Manual ED-7800 Series. ED Laboratory.
Azar, Betty S. 1989. Understanding and Using English Grammar. New Jersey:
Prentice Hall Regents. Brinton, Donna M. 1989. Content-Based Second Language Instruction. New
York: Newbury House Publishers Dick, Walter & Carey, Lou. 1978. The Systematic Design of Instruction. Dallas:
Foresman and Company. Echols, John M. and Shadily, Hasan. 1975. Kamus Inggris Indonesia. Jakarta: PT
Gramedia Pustaka Utama. EuroTalk Interactive CD “World Talk” ENGLISH. Hardy, Judy & Klarwein, Damien. 1990. Written Genres in the Secondary School.
Carins, Queensland: Print Unit. Hutchinson, T. and Waters, A. 1987. English for Specific Purpose. Cambridge:
Cambridge University Press. Larsen-Freeman, Diane. 1986. Techniques and Principles in Language Teaching.
London: Oxford University Press. Little Wood, William. 1981. Communicative Language Testing: An Introduction.
Cambridge: Cambridge University Press. Mercer, Cecil D and Evans, Susan S and Evan, William H. 1986. Assessment for
Instruction. Boston: Allyn and Bacon. Muslich, Masnur. 2007. KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar
Pemahaman dan Pengembangan. Jakarta: PT Bumi Aksara. Nunan, David. 1988. Syllabus Design. London: Oxford University Press. Peraturan Pemerintah No.19. 2005. Standar Nasional Pendidikan Pasal 7. Richard&Rodgers. 2001. Approaches and Methods in Language Teaching .
Cambridge: Cambridge University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
Walter, Dick and A. Reiser, Robert. 1989. Planning Effective Instruction. Boston: Allyn and Bacon.
Online References:
Anonymous. 2008. Jurusan Elektronika Industri > Profil, ( http://smkpgri-sgs.sch.id/elektro.php#, accessed on November 18, 2008)
University of Victoria's English Language Center. 2008. 410 Grammar:
AdjectiveOrder,(http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord1.htm, accessed on September 11, 2009 )
Anonymous. 1999. English Grammar - Reported speech,
(http://www.englischhilfen.de/en/grammar/reported.htm, accessed on January 15, 2010)
Anonymous. 1999. Reported speech - simple statements - Exercise 1,
(http://www.englischhilfen.de/en/exercises/reported_speech/statements.htm, accessed on January 15, 2010)
Anonymous. 1998. Camping Under the Stars, (http://www.esl-
lab.com/camp/camprd1.htm, accessed on January 21st, 2010) Kenneth Beare. 2010. Teenage Problems - Giving Advice,
(http://esl.about.com/od/conversationlessonplans/a/l_advice.htm, accessed on January 21st, 2010)
Anonymous. 1998. Jobs, (http://www.esl-lab.com/eslbasic/jobhunting-2.htm,
accessed on 27 January 2010) Anonymous. 1998. Tell Me About Yourself, (http://www.esl-
lab.com/selfintro/selfintrord1.htm, accessed on 27 January 2010) Anonymous. 2008. Bryan Adams - Please Forgive Me lyrics,
(http://www.lyrics007.com/Bryan%20Adams%20Lyrics/Please%20Forgive%20Me%20Lyrics.html, accessed on 1 February 2010).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
Appendix 1: Permission Letter to Conduct a Research
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
Appendix 2: Interview Texts
Wawancara
Dalam upaya membuat desain materi Bahasa Inggris yang baik yang
berjudul “Integrated English Instructional Materials for the XI Grade Students of
Industrial Electronics Engineering”, perancang materi melakukan “interview”
(wawancara) dengan guru Bahasa Inggris di SMK N2 Depok Yogyakarta yang
mengajar kelas XI jurusan elektronika industri untuk mengetahui “needs”
(kebutuhan siswa) jurusan Elektronika Industri kelas 11 dalam proses penguasaan
materi agar tercipta kegiatan belajar yang kondusif, efektif dan efisien yang pada
akhirnya mencapai keberhasilan kegiatan belajar mengajar.
Berikut adalah beberapa pertanyaan yang diajukan oleh perancang materi:
PERTANYAAN WAWANCARA
Nama :
Jenis Kelamin :
Usia :
Alamat :
Pengalaman Mengajar :
1. Apa sumber/referensi materi pembelajaran Bahasa Inggris yang Anda
pergunakan? (Bila Anda memiliki buku pegangan tersendiri, mohon untuk
menyertakan judul buku berikut pengarangnya).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
2. Bagaimana pendapat Anda mengenai referensi materi pembelajaran yang
Anda pergunakan tersebut? (Apakah terdapat juga materi khusus yang
menunjang belajar siswa sesuai dengan program keahlian yang ditekuni?)
3. Apakah kegiatan belajar mengajar (KBM) selama ini secara efektif dan
efisien sudah menunjang siswa dalam penguasaan 4 skills (listening,
speaking, reading, dan writing)? (Jika ada skills yang kurang dikuasai
siswa, sebutkan berikut alasannya). Selain penguasaan 4 skills di atas,
apakah siswa juga sudah cukup menguasai grammar, vocabulary, dan
pronunciation?
4. Bagaimana Anda melihat sejauh ini antusiasme siswa dalam mengikuti
pelajaran Bahasa Inggris? Apakah siswa dengan bersungguh-sungguh aktif
dalam setiap diskusi dan bertanya/menjawab pertanyaan?
5. Tekhnik pengajaran seperti apa yang Anda pergunakan dalam mengajar di
kelas (explanation, presentation, peer working, group/class discussion,
games, etc.)? Dan bagaimana menurut Anda apakah tekhnik yang Anda
pergunakan mengena sasaran dan target yang ditentukan?
6. Apakah siswa sudah memiliki basic (dasar) penguasaan Bahasa Inggris
yang baik (grammar, vocabulary, and pronunciation)? Apakah siswa masih
perlu pengulangan materi yang didapat dari tingkat kelas sebelumnya?
7. Apakah alokasi waktu yang ditentukan memungkinkan untuk mengajarkan
“integrated skills” secara efektif dan efisien? (Jika tidak, solusi apa yang
Anda pilih untuk menyelesaikan materi yang belum diajarkan)?
TERIMA KASIH
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Wawancara
Dalam upaya membuat desain materi Bahsa Inggris yang baik yang
berjudul “Integrated English Instructional Materials for the XI Grade Students of
Industrial Electronics Engineering”, perancang materi melakukan “interview”
(wawancara) dengan seorang guru praktek Elektronika Industri yang mengajar
kelas XI di SMK N2 Depok Yogyakarta untuk mengetahui “needs” (kebutuhan
siswa) jurusan Elektronika Industri kelas 11 dalam proses penguasaan materi agar
tercipta kegiatan belajar yang kondusif, efektif dan efisien yang pada akhirnya
mencapai keberhasilan kegiatan belajar mengajar.
Berikut adalah beberapa pertanyaan yang diajukan oleh perancang materi:
PERTANYAAN WAWANCARA
Nama :
Jenis Kelamin :
Usia :
Alamat :
No. Telepon :
Pengalaman Mengajar :
1. Apakah penguasaan bahasa Inggris siswa diperlukan dalam melaksanakan
praktek Elektronika Industri? Jika iya, berikan alasan jelas berikut
contohnya!
2. Materi apa sajakah yang diajarkan kepada siswa kelas XI Elektronika
Industri dalam melaksanakan praktek? Misalnya alat-alat yang dipakai
atau langkah-langkah kerja suatu mesin yang berhubungan dengan
Elektronika Industri?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
3. Apakah pendapat, komentar, saran/masukan dari Bapak (guru praktek
Elektronika Industri) terhadap pengajaran Bahasa Inggris di SMK,
khususnya jurusan Elektronika Industri agar dapat menunjang kegiatan
praktek yang nantinya menjadi bekal siswa saat bekerja?
TERIMA KASIH
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
Wawancara
Dalam upaya membuat desain materi Bahsa Inggris yang baik yang
berjudul “Integrated English Instructional Materials for the XI Grade Students of
Industrial Electronics Engineering”, perancang materi melakukan “interview”
(wawancara) dengan beberapa alumni siswa Elektronika Industri SMK N2 Depok
Yogyakarta yang saat ini telah bekerja di bidang elektronika industri. Hal ini
dimaksudkan untuk untuk mengetahui “needs” (kebutuhan siswa) jurusan
Elektronika Industri kelas 11 dalam proses penguasaan materi Bahasa Inggris
yang dapat mendukung kelak saat bekerja di bidang elektronika industri.
Berikut adalah beberapa pertanyaan yang diajukan oleh perancang materi:
PERTANYAAN WAWANCARA
Nama :
Jenis Kelamin :
Usia :
Alamat :
Pengalaman Bekerja :
1. Apakah bekal Bahasa Inggris yang Saudara dapatkan waktu di SMK dulu
cukup membantu dalam pekerjaan yang sedang Saudara lakukan sekarang
ini? Tolong berikan alasan dan penjelasan lebih lanjut!
2. Seberapa penting atau besarkah kontribusi penguasaan Bahasa Inggris
terhadap pekerjaan yang Saudara tekuni sekarang? Berikan contoh!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
3. Kesulitan apa sajakah yang Saudara hadapi dalam melakukan pekerjaan
Saudara sekarang sehubungan dengan penguasaan Bahasa Inggris yang
Saudara miliki? Tolong berikan penjelasan lebih lanjut!
4. Apakah pendapat/komentar/masukan dari Saudara terhadap pelajaran
Bahasa Inggris yang diajarkan di SMK N2 Depok Yogyakarta khususnya
agar dapat lebih mempersiapkan siswanya saat terjun dalam dunia kerja
kelak?
TERIMA KASIH
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
Appendix 3: Questionnaires for Design Evaluation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
Appendix 4: Syllabus
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
SYLLABUS School : SMK N2 Depok Yogyakarta
Course : English
Grade : XI
Semester : 2
Competence Standard: To communicate using English Language at Elementary Level
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.6 Understanding simple
instructions.
UNIT 1
A text of Control
Circuit of A+B+A-
B-
READING
• Discuss some
questions in a group
(introduction to the
topic/brainstorming)
• Read the text
silently.
• Do the exercises:
- Vocabulary quiz
Able to:
• Mention the figure and
state its functions.
• Translate some English
words into Indonesian.
Oral:
Vocabulary
quiz
(6x45’)
2 x 45’ Pneumatic
Application
Circuit
Trainer
Experimental
Manual ED-
7800 Series
(page 140)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
Grammar ‘THE
PASSIVE’ (simple
present and present
progressive).
- Answer some
questions related to
the text
SPEAKING
• Learning the
grammar ‘THE
PASSIVE’ (simple
present and present
progressive).
• Do grammar
exercises.
• Do pronunciation
practice
• Mention the simple past
and past participle form
of some regular and
irregular verbs..
• Differentiate the passive
form of Simple Present
with the passive form of
Present Progressive.
• Make passive sentences
(simple present and
present progressive).
• Pronounce some words
correctly.
Written:
Answer the
questions
Written:
Do the
exercises
2 x 45’
Understanding
and Using
English
Grammar (Betty
Schrampfer
Azar) page120.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A recording of
Design of Sequence
Control Circuit
Diagram
• Do the presentation
• Assess his/her friends’
presentation.
LISTENING
• Discuss and answer
the question in a pair
(brainstorming).
• Listen to the recording
of Design of Sequence
Control Circuit
Diagram.
• Explain the content of the
text to his/her group.
• Give comments and
suggestions toward his/her
friends’ presentation.
• Mention some kinds of
design methods of
pneumatic sequence circuit.
Oral:
Presentation
Written:
Give
comments and
suggestions.
1 x 45’
A recording of
‘Design of
Sequence
Control Circuit
Diagram’.(reco
rded from the
text of ‘Design
of Sequence
Control Circuit
Diagram’)
taken from the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
Procedure Text
• Do the exercises:
- Fill in the blanks
of the listening
passage.
- Answer some
questions related
to the recording.
WRITING
• Read a procedure
text silently.
• Learn the generic
structures of a
procedure text.
• Find the missing words.
• Answer the questions.
• Mention the generic
structures of a procedure
text.
Written:
Fill in the
blanks.
1 x 45’
book
‘Pneumatic
Application
Circuit
Trainer
Experimental
Manual ED-
7800 Series’
page 139.
Adapted from:
www.Impc.edu.
au/
resources/Scien
ce/
research_proje
cts/
text_types/3_pr
ocedure.html.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.1 Understanding simple daily
conversation both in
professional and personal
context with non native
speaker.
UNIT 2
A. DESCRIBING
PEOPLE
• Listen to the recording
one more time.
• Rewrite the content of
the recording into
good paragraphs.
LISTENING
• Read the
conversation of two
girls describing their
appearances
(introduction to the
topic/brainstorming).
• Rewrite the content of
the recording.
Able to:
Written:
Writing task.
( 6x 45’)
3 x 45’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
GRAMMAR
“DESCRIBING
APPEARANCE
”
Example:
• She has got
straight hair
and a thin
face.
• He has got
receding hair
and a few
wrinkles.
• She has got
curly hair and
is dark-
skinned.
• Describing own self.
• Read and learn the
grammar.
• Do the exercise
• Mention the shape of the
body (eg: face, built, skin,
etc).
• Mention the shapes of the
body specifically (FACE:
round, thin, chubby, square,
oval, wrinkles; HAIR:
wavy, straight, curly, grey,
black, long, short, crew-cut,
blonde;
EYES: narrow, black, hazel,
blue, green;
NOSE: pointed, flat;
BUILT: tall, short, medium-
height, stocky, obese, slim,
skinny).
• Mention the shape of the
body of others (friends)
specifically.
Written:
Writing the
description of
others.
Adapted from:
www.cambridg
e_
describing
people’s
appearences.or
g
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
Recording:
Describing People
• Do the vocabulary
exercise: match the
words. • Listen to the recording
of a woman describing
the robbers (a
conversation between
a woman and a
policeman).
• Do the listening
exercise:
- write the description
of the robbers.
- draw the appearance
of the robbers.
• Mention more shapes of the
body (people’s
appearances)
• Mention the appearances
(features) of the robbers.
Written:
Describing
people’s
appearances
www.google_lis
tening
comprehension
_describing
people.com
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
B. DESCRIBING
OBJECTS
SPEAKING
• Do pronunciation
practice
• Make a spontaneous
conversation of
describing some
famous people’s
appearances.
WRITING
• Mention one or
some favourite
object(s), then
describe it/them
spontaneously (an
introduction to the
topic/brainstorming)
.
• Mention people’s
appearances using
correct pronunciation.
• Mention spontaneously
people’s appearances.
• Mention the description
of an object/objects
(shape, size, colour, etc).
Oral:
Describing
people’s
appearances.
3 x 45’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
GRAMMAR
“The Basic
Types of
Adjectives”
Example:
O: Opinion
S: Size
A: Age
S: Shape
C: Colour
O: Origin
M: Materials
P: Purpose
• Read and learn the
grammar
• Do the exercises:
- Arrange the
random words
into a good
sentence with
correct adjectives
order.
• Mention the adjectives
order.
• Make some sentences
using correct adjectives
order.
http://web2.uv
cs.uvic.ca/elc/s
tudyzone/410/g
rammar/adjor
d1.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
• Write the description
of some objects
(industrial
electronics tools).
SPEAKING
• Do pronunciation
practice.
• Describe some
industrial
electronics tools in
spoken form
(conversation).
• Describe some industrial
electronics tools in
written form using correct
adjectives order.
• Mention the name of
some industrial
electronics tools using
correct pronunciation.
• Describe some industrial
tools.
Written:
Describing
some objects
Oral:
Conversation
of describing
objects
www.google_
perangkatinstal
asi
listrik.com
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.6 Understanding simple
instructions.
UNIT 3
A text “Circuit
Design by
CASCADE
Chain”.
READING
• Discuss with a
partner:
- Observe two
diagrams.
- Mention the
differences
between the two
diagrams.
(Introducing the
topic/brainstorming
• Read the text
silently.
• Do some exercises:
- Find the synonym
of some words.
Able to:
• Mention the differences
between the two
diagrams.
• Mention the synonym of
some words related to the
text.
( 6x45’)
3 x 45’
Pneumatic
Application
Circuit Trainer
Experimental
Manual ED-
7800 Series
page147.
Pneumatic
Application
Circuit Trainer
Experimental
Manual ED-
7800 Series
page 146-147
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
GRAMMAR
“The Passive
Form of
Modals”
- Find the
Indonesian
meaning of the
words.
- Answer some
questions related to
the text.
WRITING
• Learn the grammar.
• Do the exercise:
complete some
sentences using
passive form of
modals.
• Translate some words into
Indonesian.
• Answer the questions based
on the understanding of the
text.
• Make the passive form of
modals correctly.
1 x 45’
Adapted from:
Understanding
and Using
English
Grammar by
Betty
Schrampfer
Azar, page 130.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
• Read silently one more
time the text “Circuit
Design by CASCADE
Chain”.
• Write some paragraphs
based on the students’
understanding about
the content of the text.
LISTENING
• Fill in the blanks of
the text while
listening to the
recording.
• Write (retell) the content
of the text in some
paragraphs based on the
students’ understanding.
• Filling the blanks of
some words in the
recording.
Written:
Writing task
2 x 45’
Pneumatic
Application
Circuit Trainer
Experimental
Manual ED-
7800 Series
page 147-148.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
SPEAKING
• Do pronunciation
practice by repeating
the speaker reading
the text using correct
pronunciation.
• Listen to the
recording once again.
• Take a note of some
important points of
the content.
• Retell the content of
the recording by
elaborating the points
taken.
• Pronounce each of the
words in the text
correctly.
• Make a note of some
important points of the
recording.
• Retell the content of the
recording without
looking at the text.
Oral:
Presentation
(retell the
recording)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.2 Taking a note of simple
messages both in direct and
telephone conversation.
UNIT 4
A. Phone Messages
• Evaluate friends’
explanation.
• Check the content to
the teacher.
LISTENING
• Answer some
questions related to
phone messages
(introduction to the
topic/brainstorming
• Take a note of some
important points(s) missing
in friend’s explanation, then
explain it/them to him/her.
• Discuss the accuracy of the
content with the teacher.
Able to:
• Mention some kinds of
phone messages that
usually the caller gives.
• Mention the difficulties in
taking a note of phone
messages.
( 6x45’ )
3 x 45’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A Game/Quizz
”Rearrange the
sentences”.
A recording
’Phone
Messages”.
• Play a game/quizz
(rearrange some
sentences from the
recording).
• Listen to a recording
”Phone Messages”
and take a note of
some important
meassages while
listening to the
recording.
• Do the vocabulary
exercise: Translate
some words used in
the recording into
Indonesian.
• Answer some
questions related to
the recording.
• Memorize well the
sentences and write fast
while listening to the
recording.
• Take a note of some
important messages while
listening to the caller
leaving messages.
• Translate some words
used in the recording
”Phone Messages” into
Indonesian.
• Answer correctly some
questions related to the
recording.
Written:
Take a note of
the messages
fast and
completely. Written:
Answer some
questions
Recording
EuroTalk
Interactive
“World Talk”
ENGLISH.
www.eurotalk.
co.uk www.esl-
lsb.com/meet/
meetrdl.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
116
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A recording
’Answering
Machine”.
• Do another listening
exercise: Listen to
another recording
”Answering Machine”
and take a note of some
important messages
while listening to the
recording.
• Answer some questions
related to the
recording.
WRITING
• Listen once again to
the recording
”Answering Machine”
and add your note with
some
• Take a note of some
important messages in the
recording ”Answering
Machine”.
• Answer correctly some
questions related to the
recording ”Answering
Machine”.
Written:
Take a note of
the messages
completely and
fast.
Written:
Answer some
questions.
1 x 45’ www.esl-
lsb.com/phone/
phonerdl.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
B. Face to Face
Conversation
information while
listening to the
recording.
• Do pair work: write the
conversation text of the
recording using own
words.
SPEAKING
• Work in pair: Make a
direct conversation
(giving messages and
taking a note of the
messages).
• Practice the
conversation (one
student becomes the
one who gives
• Make the conversation text
of the recording using own
words.
• Make a direct conversation
containing between two
people (one leaves
messages, and the other
takes a note of the
messages).
• Practice the conversation
fluently.
Written:
Make a
conversation
text.
2 x 45’ Oral:
Practice the
conversation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.7 Making short messages,
instructions, and lists using
correct writing rules.
UNIT 5
LISTENING
A conversation text
containing of a
message.
Example of a
message and the
exercise.
messages, and the the
other becomes a note
taker).
• Go around the class,
practice it with other
friends.
• Brainstorming:
Read a conversation
and mention the
messages in it.
• Read and learn the
example of another
message.
• Take a note of the
messages completely and
fast.
• Tell the message
completely and fluently
without looking at the
note
Able to: • Mention all the messages in
the conversation text.
Written:
Take a note.
( 6 x 45’ )
2 x 45’
New
Interchange.
English for
International
Communi-
cation by Jack
C. Richards,
page 100.
New
Interchange.
English for
International
Communication
by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A recording
containing of an
invitation message.
• Do the exercise: Make
a message based on the
situation stated.
• Listen to the recording
of invitation message.
• Take a note of some
important points while
listening to the
recording.
WRITING
• Write a message based
on some points taken
from the recording.
• Make a message and
mention some vocabularies.
• Get the important points in
the recording.
• Make a message based on
the important points taken
from the recording.
Written:
Make a
message.
Jack C.
Richards, page
99.
www.randalls.
com.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
SPEAKING
GRAMMAR
”Reported Speech:
Request” and the
exercise.
GRAMMAR
”Backshift of
Tenses” and the
exercise.
• Learn the Grammar
”Reported Speech:
Requests”.
• Do exercise 1:
Make reported speech.
• Learn the Grammar:
”Backshift of Tenses”.
• Do exercise 2: Change
the sentences into
reported speech using
correct grammar.
• Pronounce the reported
speech in exercise 2.
• Mention the verbs used in
forming reported speech:
requests.
• Make reported speech
’request’ using the verbs:
asked, told, and said.
• Mention the tenses used in
making reported speech.
• Make reported speech using
Simple Past, Past Perfect,
and Progressive forms.
• Pronounce the reported
speech using correct
pronunciation.
Written:
Quiz
2 x 45’ http://englisch
hilfen.de/en/
grammar/
reported.htm.
http://englisch
hilfen.de/en/
exercises/
reported_
speech/
statements.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
Basic Competence
2.5 Express willingness
Materials
Pictures of some
industrial tools.
UNIT 6
Learning Activities
• Do vocabulary task. • Write a message based
on the situation given.
• Practice speaking:
telling the message
LISTENING
• Brainstorming:
Mention some hiking
equipments, then make
simple suggestions.
Indicators
• Mention the names of some
industrial tools.
• Make a message based on
the situation given.
• Tell the message
completely and fluently
with correct grammar,
pronunciation, and
vocabulary.
Able to:
• Mention the vocabularies of
some hiking equipments.
• Make simple suggestions
using the vocabulary.
Assessment
Oral:
Tell a
message.
Time Allotment
2 x 45’
(6 x 45’)
2 x 45’
Resources
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A recording
“Camping Under
the Stars”.
GRAMMAR
“Asking and Giving
Suggestions” (let’s,
why don’t, shall I /
We).
• Listen to the recording
“Camping Under the
Stars”.
• Do the exercise:
Answer the questions
related to the
recording.
• Listen once again to
the recording, the do
the another exercise:
Mention all the
suggestions in the
recording.
WRITING
• Learn the Grammar “
Asking and Giving
Suggestions” (part 1).
• Answer correctly the
questions related to the
recording.
• Mention all the suggestions
in the recording.
• Mention the verbs used in
making suggestions.
Written:
Listening Quiz
2 X 45’
www.esl-
lab.com/camp/
camprdl.htm.
Understanding
and Using
ENGLISH by
Betty
Schrampfer
Azar, page 86.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
GRAMMAR
“Asking and Giving
Suggestions”
(could).
• Do the exercise: Make
suggestions using let’s,
why don’t, shall I/We.
• Learn the Grammar “
Asking and Giving
Suggestions” (part 2).
• Do the exercise: Make
suggestions using the
verb could.
• Complete the sentences
of making suggestions.
• Write a letter
containing suggestions
for someone who is
going to go abroad.
• Make suggestions using the
verbs: let’s, why don’t,
shall I/We.
• Mention another verb used
in making suggestions.
• Make suggestions using
the verb could correctly.
• Make suggestions using
the verbs: should/have
to/need to.
• Make suggestions for
someone’s going abroad.
Written:
Grammar Quiz
Written:
Grammar Quiz
Written:
Write a letter
(suggestions)
Understanding
and Using
ENGLISH by
Betty
Schrampfer
Azar, page 87
New
Interchange.
English for
International
Communi-
Cation by Jack
C. Richards,
page 31.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
READING
• Read some texts
(consultation columns)
of teenage problems.
• Explain the content of
each text briefly.
SPEAKING
• Listen and pay
attention to the teacher
reading aloud the texts.
• Repeat reading the
texts using correct
pronunciation.
• Do the practice : Talk
Show
• Explain each problem
briefly.
• Pronounce each word
correctly.
• Do speaking practice (Talk
Show) well.
2 X 45’ www.esl.
about.com/od/
conversation
lessonplans/a/
1_advice.htm.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.5 Expressing willingness UNIT 7
A recording of a
song about asking
apology.
LISTENING
• Brainstorming:
Discuss some questions
related to the topic
”Complaints and
Apologies”.
• Listen to the song
about asking apologies.
• Do the exercise:
Explain briefly why the
man apologizes.
Able to:
• Mention what people
usually complain about and
what they usually do to
apologize.
• Explain briefly the reason(s)
why the man apologizes.
Written:
Listening quiz.
(6x45’)
1 x 45’
http://www.
lyrics007.
com/Bryan
%20Adams
%20Lyrics/
Please%20
Forgive%20
Me%20
Lyrics.html.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
GRAMMAR:
”Complaints and
Apologies”.
GRAMMAR:
”Requests with
Modals and
”Requests with
Would You Mind”.
SPEAKING
• Learn the Grammar:
”Complaints and
Apologies”.
• Do the Grammar
exercise: Make
complaints and
apologies in different
ways.
• Learn the Grammar:
”Requests With
Modals” and ”Requests
with Would You
Mind”. • Do the exercise:
Answer some questions
related to ’Request
with Would You
Mind”.
• Mention some different
ways how people
apologize.
• Make complaints and
apologies in different ways.
• Mention the modals and
verbs used in making
requests (complaints).
• Mention the possible
answers of the questions
related to ‘Request with
Would You Mind’
Written:
Grammar Quiz
Written:
Grammar Quiz
3 x 45’ New
Interchange.
English for
International
Communi-
Cation by
Jack C.
Richards,
page 37-38.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
• Listen to teacher
reading the sentemces
in grammar exercise 2.
• Pair work: Practice
reading the sentences
with a friend using
correct pronunciation.
• Make a conversation
about Complaints and
Apologies.
• Practice the
conversation in front of
the class.
• Reading the sentences
using correct
pronunciation.
• Make a conversation
about Complaints and
Apologies.
• Practice the conversation
using correct grammar
and pronunciation.
Oral:
conversation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
Bussines Letter
”Letter of
Complaint”.
READING
• Read and pay attention
to the example of a
letter of complaint
(bussiness letter).
• Do the vocabulary
exercise: Translate
some words in the
letter into Indonesian.
• Do another exercise:
Answer the questions
related to the Letter of
Complaint have been
read.
• Translate some words in
the letter into Indonesian.
• Mention the complaint,
problem explanation, and
suggestions in the letter.
2 x 45’ Adapted from
Writing IV
Handouts
2006 (Sanata
Dharma
University).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
129
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
Bussiness Letter
(replying Letter of
Complaint).
• Read and pay
attention to the
replying letter of
complaint.
• Do the vocabulary
exercise: Translate
some words in the
letter into
Indonesian.
• Answer some
questions related to
the letter.
WRITING
• Make a bussiness letter
(letter of complaint).
• Make a bussiness letter
(replying letter of
complaint).
• Mention the generic
structures of the replying
letter of complaint.
• Translate some words in
the letter into Indonesian. • Mention the way how to
ask for time to
investigate, explain the
mistake, make offer to
solve the problem.
• • Make a letter of
complaint.
• Make a letter (relpying
letter of complaint).
Written:
Make
bussiness
letters (Letter
of Complaint).
Adapted from
Writing IV
Handouts
2006 (Sanata
Dharma
University).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
130
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.4 Telling about own past
job and the plans for the
next one.
UNIT 8
A reading text ”How to
Find the Job That’s
Right for You”.
READING
• Brainstorming:
Discuss with a friend
the job mostly found
in the society and
country, and also
mention the idea for
the next job.
• Read a text ”Find the
Job That’s Right for
You”.
• Do the vocabulary
exercise: Mention the
synonym and antonym
of some words in the
text.
• Do another exercise
related to the text.
Able to:
• Mention some kinds of job
and mention the idea for the
next job.
• Mention the synonym and
antonym of some words in
the text.
• Mention the jobs based on
each personality type.
(6 x 45’)
(2 x 45’)
New
Interchange.
English for
International
Communi-
Cation by
Jack C.
Richards,
page 65.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
131
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A recording of some
statements (description
of some kind of
job/profession).
GRAMMAR:
”Affirmative and
Negative Statements
with Gerunds”.
LISTENING
• Listen carefully to the
speaker mentioning
some statements
giving description of
some kinds of the job.
Then guess what kind
of job/profession that
the speaker means.
WRITING
• Learn the Grammar:
”Affirmative
Statements and
Negative Statements
with Gerunds”.
• Do Grammar exercise:
Match the sentences
and give the response.
• Guess the kinds of the job
based on the speaker’s
description.
• Mention some verbs
followed by Gerunds.
• Make statements using
Gerunds and give the
respons of each statement.
Written:
Answer the
questions
2 x 45”
www.esl-
lab.com/eslb
asic/jobhunti
ng-2.htm
New
Interchange.
English for
International
Communi-
Cation by
Jack C.
Richards,
page 61.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
132
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
PRONUNCIATION ”
not, don’t, and can’t”.
• Make a letter to the
parents, explaining
about the past job and
the plans of the next
job, and mention the
reason(s).
SPEAKING
• Pronunciation practice:
Repeat after the teacher
pronuncing the words
’not, don’t, and can’t’
(how the final ’t’ is not
released).
• Do the pronunciation
exercise: pronunce
some sentences
containing the words ”
not, don’t, and can’t”.
• Make a letter explaining
about the past and the next
job.
• Pronunce the final t in ” not,
don’t, and can’t correctly”.
• Pronunce the words ” not,
don’t, and can’t ”
correctly.
2 x 45’
New
Interchange.
English for
International
Communi-
Cation by
Jack C.
Richards,
page 61.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
133
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
2.3 Stating job description
and education
background both in
written form and oral.
UNIT 9
An example of a
biography.
• Do the Speaking
Practice: Do a simple
job interview
explaining the past job
and the plans for the
next job.
READING
• Brainstorming: Discuss
the definition of
biography with a
friend/partner.
• Read an example of a
biography.
• Do the vocabulary
exercise: arrange the
random words into
correct and meaningful
statements.
• Do a simple job interniew
explaining the past job and
plans for the next one
using correct grammar and
pronunciation.
Able to:
• Mention the definition of a
biography.
• Mention the generic
structures of a biography.
• Arrange the random words
into correct and meaningful
statements.
Written:
Job Interview
( 6 x 45’)
2 x 45’
Adapted
from Writing
III handouts
2005
(Sanata
Dharma
University).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
134
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
A recording “About
Myself”.
GRAMMAR: Simple
Past vs Past Progressive
WRITING
• Write a biography of
ownself.
LISTENING
• Listen to the recording
of a man talking about
his education
background and
describing his recent
job.
• Answer the questions
related to the
recording.
SPEAKING
• Learn the Grammar: ”
Simple Past vs Past
Progressive ”.
• Make a biography using
correct generic structures.
• Answer the questions
related to the recording
correctly.
• Mention the change of the
verbs in Simple Past form
and in Past Progressive.
Written: Make
a biography
1 x 45’
3 x 45’
http://www.e
sl-
lab.com/selfi
ntro/selfintr
ord1.htm
Understandi
ng and
Using
ENGLISH
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
135
Basic
Competence Materials Learning Activities Indicators Assessment
Time
Allotment Resources
GRAMMAR: Review
“Simple Present vs
Present Progressive”.
• Do the grammar
exercise: Make sentences
using Simple Past and
Past Progressive form.
• Learn the Grammar
(review): ”Simple
Presenr vs Present
Progressive”.
• Do the grammar
exercise: Make sentences
using Simple Present and
Present Progressive.
• Listen once again to the
recording, then repeat
after the speaker.
• Speaking Presentation:
Talk about self education
background and recent
part time job which is
related to industrial field.
• Make sentences using
Simple Past and Past
Progressive form.
• Mention the change of
the verbs in Simple
Present and in Present
Progressive.
• Make sentences using
Simple Present and
Present Progressive.
• Pronounce the sentences
using correct
pronunciation.
• Speak in front of the
class about self education
background and recent
part time job.
Written:
Grammar Quiz
Oral:
Individual
Presentation
by Betty
Schrampfer
Azar, page
24 – 25..
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
136
Appendix 5: Materials Design
XI GRADE STUDENTS OF INDUSTRIAL ELECTRONICS
ENGINEERING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
137
1. BRAINSTORMING
Source: Pneumatic Application Circuit Trainer Experimental Manual ED-7800 Series, page 140.
1
READING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
138
Talk about these questions:
1. What figure do you see on the previous page (page 1)?
2. What company uses that kind of machine? What are its functions?
2. READING TEXT AND QUESTIONS
Read the text below carefully, and then answer the following questions!
CONTROL CIRCUIT OF A+B+A-B-
Line 1 The following figure shows the design of 1 cycle circuit of carrier
between conveyors presented as a model according to the design sequence
of control circuit diagram.
CONTROL CIRCUIT OF A+B+A-B-
Line 1 The following figure shows the design of 1 cycle circuit of
carrier between conveyors presented as a model according to the design
sequence of control circuit diagram.
4 Operation principle of Circuit Diagram is as the followings:
In initial state, cylinder A and B are gone backward.
Therefore, LV1 and LV3 that are detective valves of backward terminal
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
139
In initial state, cylinder A and B are gone backward. Therefore,
LV1 and LV3 that are detective valves of backward terminal of each
cylinder are turned ON. When HV which supplies pneumatic source to drive
8 devices is turned ON, pneumatic is supplied to cut off port V of LV5, LV4 and
LV2 being box arrival detective valves, and LV1 is turned ON to apply
pressure to port Y of MV2.
11 When a box is arrived by the first conveyor to turn LV5 ON,
compressed air passes LV5 and LV3 and is applied to Z of MV1. Then
position of MV1 is converted to advance cylinder A. When cylinder A
proceeds, LV1 valve will be turned OFF and LV2 will be turned ON.
15 Consequently, position of MV2 valve which receives signal from LV2 will be
converted to advance cylinder B. When cylinder B proceeds, LV3 will be
turned OFF and LV4 will be turned ON. Then signal of LV4 will be applied
to Y of MV1 to return MV1 to initial position. Therefore, cylinder B will go
19 backward. Similarly, when cylinder B goes backward, LV4 will be turned
OFF and LV3 will be turned ON to return all cylinders and valves to initial
state as in the figure above. At this time, when a box arrives again, to turn
LV5 valve ON, operation above will be repeated. Therefore, LV5 in this
Source: Pneumatic Application Circuit Trainer Experimental
Manual ED-7800 Series page 140.
EXERCISE:
Before answering the following questions, do the vocabulary exercise and the quiz
first (see on the next pages)!
1. What does the text talk about?
2. What is the function of LV1 and LV3?
3. What happen after HV is turned on?
4. What happen when cylinder A proceeds? Explain!
5. Why does LV5 play a part of start signal of control? Explain!
of each cylinder are turned ON. When HV which supplies pneumatic
8 source to drive devices is turned ON, pneumatic is supplied to cut off
port V of LV5, LV4 and LV2 being box arrival detective valves, and
LV1 is turned ON to apply pressure to port Y of MV2.
11 When a box is arrived by the first conveyor to turn LV5 ON,
compressed air passes LV5 and LV3 and is applied to Z of MV1. Then
position of MV1 is converted to advance cylinder A. When cylinder A
proceeds, LV1 valve will be turned OFF and LV2 will be turned ON.
15 Consequently, position of MV2 valve which receives signal from LV2
will be converted to advance cylinder B. When cylinder B proceeds,
LV3 will be turned OFF and LV4 will be turned ON. Then signal of
LV4 will be applied to Y of MV1 to return MV1 to initial position.
Therefore, cylinder B will go backward. Similarly, when cylinder B goes
20 backward, LV4 will be turned OFF and LV3 will be turned ON to return
all cylinders and valves to initial state as in the figure above. At this
time, when a box arrives again, to turn LV5 valve ON, operation above
will be repeated.
23 Therefore, LV5 in this system plays a part of start signal of control.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
140
3. VOCABULARY EXERCISES
• Match the words in the left column with those in the right one!
• After finishing doing this exercise, do the vocabulary quiz on the next
page!
Finding the Meanings!
1. [ ] cycle (line 1)
2. [ ] carrier (line 1)
3. [ ] sequence (line 2)
4. [ ] circuit (line 3)
5. [ ] principle (line 4)
6. [ ] cylinder (line 5)
7. [ ] detective (line 6)
8. [ ] backward (line 6)
9. [ ] supply (line 7)
10. [ ] turn on (line 8)
11. [ ] cut off (line 8)
12. [ ] valve (line 9)
13. [ ] conveyor (line 11)
14. [ ] convert (line 13)
15. [ ] advance (line 13)
16. [ ] turn off (line 14)
17. [ ] consequently (line 15)
18. [ ] receive (line 15)
19. [ ] proceed (line 16)
A. awal, semula
B. berjalan, bergerak
C. bersifat mendeteksi
D. datang, tiba, sampai
E. dasar, prinsip
F. jalan arus listrik, arah
arus listrik
G. ke arah belakang
H. klep, katup
I. maka dari itu, oleh
karenanya, sebagai
akibat
J. mati (tidak ada arus
listrik)
K. memutus (arus listrik)
L. menerima, mendapat
M. mengembalikan,
kembali
N. mengubah
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
141
CLOSE BOOK QUIZ:
Instructions:
• Make a group of 6 students!
• The teacher will mention some English words that you have read in the previous
text.
• When the teacher mentions an English word, each group has to find out the
meanings in Indonesia without checking at any references.
• The group who gets the answer can quickly raise his hand to give the answer.
• If the answer is incorrect, the other groups get the chance to answer.
• The group who can answer the questions correctly will get a point.
• The winner is the group who gets the highest score (points)
• After finishing this quiz, answer the reading questions on page 3!
Enjoy the quiz!
P. menyala, hidup
Q. menyediakan,
memberikan
R. pengankut, pembawa
S. penghantar, pembawa
T. putaran, peredaran
U. rangkaian, urutan,
rentetan
V. sama halnya dengan,
demikian pula dengan
W. silinder
X. sinyal
Y. tinggi, naik, atas
20. [ ] return (line 18)
21. [ ] similarly (line 19)
22. [ ] initial (line 21)
23. [ ] arrive (line 22)
24. [ ] repeat (line 22)
25. [ ] signal (line 23)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
142
Instruction:
Before doing speaking practice, learn first the grammar (The Passive) and the
pronunciation below.
1. GRAMMAR FOCUS
• Before learning The Passive Form, you should learn the regular and
irregular verbs first in order to find out the Simple form, Simple Past form,
and Past Participle form.
• You just need to add –ed in the last syllable of the regulaar verbs to change
them into Past form or Past Participle, for example:
SIMPLE FORM SIMPLE PAST PAST PARTICIPLE
walk walked walked
study studied studied
• On the other hand, the irregular verbs have different form of tenses or even
the same one (look at the following list of irregular verbs):
AN ALPHABETICAL LIST OF IRREGULAR VERBS
SIMPLE FORM SIMPLE PAST PAST PARTICIPLE
arise arose arisen
be was,were been
bear bore borne/born
beat beat beaten/beat
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
143
SIMPLE FORM SIMPLE PAST PAST PROGRESSIVE
become became become
begin began begun
bend bent bent
bet bet bet
bid bid bid
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
do did done
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
144
SIMPLE FORM SIMPLE PAST PAST PROGRESSIVE
draw drew drawn
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit fit fit
flee fled fled
fling flung flung
fly flew flown
forbid forbade forbidden
forecast forecast forecast
forget forgot forgiven
forgive forgave firgiven
forsake forsook forsaken
freeze froze frozen
get got gotten
give gave given
go went gone
grind ground ground
grow grew grown
hang hung hung
have had had
hear heard hear
hide hid hidden
hit hit hit
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
145
SIMPLE FORM SIMPLE PAST PAST PROGRESSIVE
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led led
leave left left
lend lent lent
let let let
lie lay lain
light lit/lighted lit/lighted
lose lost lost
make made made
mean meant meant
meet met met
mislay mislaid mislaid
mistake mistook mistaken
pay paid paid
put put put
quit quit quit
read red red
rid rid rid
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
146
SIMPLE FORM SIMPLE PAST PAST PARTICIPLE
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
shake shook shaken
shed shed shed
shine shone/shined shone/shined
shoot shot shot
show showed shown/showed
shrink shrank/shrunk shrunk
shut shut shut
sing sang sung
sit sat sat
sit sit sit
sleep slept slept
slide slid slid
slit slit slit
speak spoke spoken
speed sped/speeded sped/speeded
spend spent spent
spin spun spun
spit spit/spat spit/spat
split split split
spread spread spread
spring sprang/sprung sprung
stand stood stood
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
147
SIMPLE FORM SIMPLE PAST PAST PARTICIPLE
steal stole stolen
stick stuck stuck
sting stung stung
stink stank/stunk stunk
strive strove striven
strike struck struck/stricken
string strung strung
swear swore sworn
sweep swept swept
swim swam swum
swing swang swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
thrust thrust thrust
understand understood understood
undertake undertook undertaken
upset upset upset
wake woke/waked woken/waked
wear wore worn
weave wove woven
weep wept wept
win won won
wind wound wound
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
148
SIMPLE FORM SIMPLE PAST PAST PARTICIPLE
withdraw withdrew withdrawn
wring wrung wrung
write wrote written
Source: Understanding and Using English Grammar by Betty Schrampfer Azar, page 18 – 19.
THE PASSIVE Forming the Passive
AND
SIMPLE PRESENT
ACTIVE PASSIVE
S + V + O
HV supplies pneumatic source
HV supplies pneumatic sources
HV doesn’t supply pneumatic source
HV doesn’t supply pneumatic sources
O + V + S
O + (be + past participle) + S
Pneumatic source is supplied by HV
Pneumatic sources are supplied by HV
O + (be + not + past participle) + S
Pneumatic source isn’t supplied by HV
Pneumatic sources aren’t supplied by HV
Adapted from Understanding English and Grammar by Betty Schrampfer Azar, page 120.
be + past participle
be + not + past participle
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
149
EXERCISE 1: Complete the sentences below using passive form!
1. When this signal overlapping ……………………...………. ( be+generate),
cylinder will not operate or will operate under any sequence, not under
predetermined sequence.
2. Damage of solenoid coil.................................................... ( be+cause) by
signal overlapping in electromagnetic valve.
3. Operating block diagram and control block diagram of sequence element
............................................... ( be+show) in figure above.
4. In control circuit of A+B+A-B-, if cylinder B doesn’t proceed, LV3
.................................................. (be+not+turn off) and LV4
................................................... (be+not+turn on).
5. All cylinders and valves ............................................ (be+not+return) to initial
position if cylinder B doesn’t go backward.
PRESENT PROGRESSIVE
ACTIVE PASSIVE
S + V + O
HV is supplying pneumatic source
HV is supplying pneumatic sources
HV isn’t supplying pneumatic source
HV isn’t supplying pneumatic sources
O + V + S
O + (be + past participle) + S
Pneumatic source is being supplied
by HV
Pneumatic sources are being supplied
by HV
O + (be + not + past participle) + S
Pneumatic source isn’t being supplied
by HV
Pneumatic sources aren’t being supplied
by HV
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
150
EXERCISE 2:
Change the active sentences of present progressive below into the passive ones
(both “be+past participle” and “be+not+past participle”).
1. Cylinder A and B are turning on LV1 and LV3.
a. (be+past participle)
_____________________________________________________________
b. (be+not+past participle)
_____________________________________________________________
2. The advance cylinder A is converting the position of MV1.
a. (be+past participle)
_____________________________________________________________
b. (be+not+past participle)
_____________________________________________________________
EXERCISE 3:
1. Find some simple present passive sentences in the text of Control Circuit
above!
2. Make 3 passive sentences related to Control Circuit Diagram!
After finishing exercise 3, do the pronunciation practice on the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
151
2. PRONUNCIATION
ENGLISH SPEECH SOUNDS
• Listen to the teacher pronouncing some words below then repeat
pronouncing the words using correct pronunciation.
• After doing pronunciation exercise, do the speaking practice on the next
page.
1. cycle 14. convert
2. carrier 15. advance
3. sequence 16. turn off
4. circuit 17. consequently
5. principle 18. receive
6. cylinder 19. proceed
7. detective 20. return
8. backward 21. similarly
9. supply 22. initial
10. turn on 23. arrive
11. cut off 24. repeat
12. valve
13. conveyor 25. signal
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
152
3. SPEAKING PRACTICE
CLASS ACTIVITIES:
• The students make a group of 3.
• The teacher provides a big slide show of a figure of Control Circuit
Diagram. It aims to help the presenters in delivering their presentation.
•
Source: Pneumatic Application Circuit Trainer Experimental
Manual ED-7800 Series, page 140.
• Each student explains “The Operation Principle of Circuit Diagram of
Carrier between Conveyors” without reading the text. Using own words is
better.
• The other students of each group give comments and suggestion toward
the presentation.
• Some students do the presentation in front of the class.
• While listening to the presentation, the other students take some notes of
their comments and suggestions toward the presentation by filling the
assessment sheet. Here is the example the assessment sheet:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
153
Name of the presenter:
CATEGORIES
Eye Contact
Gestures
Media/Tools
TOTAL SCORE
…………………………………………………………………………………………………………
………………………………………………………………
Notes: Score:
1 : Very Poor 35 = excellent
2 : Poor 22 – 34 = good
3 : At Average 21 = at average
4 : Good 14 – 20 = poor
5 : Excellent < 14 = very poor
• Then the other students give comments and suggestions orally toward the
presentation.
• Each of the students receives the assessment sheets assessed by his/her
friends.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
154
• Finally, the teacher gives comments, feedback, and suggestions toward the
presentation in general.
1. BRAINSTORMING
• Work in pairs!
• Talk to your partner about this question:
“How many kinds of design methods of pneumatic sequence circuit are
there?”
2. LISTENING TASKS
• Listen to the following recording related to Control Circuit!
• Fill in the blanks based on the recording you hear!
• After finishing filling in the blanks, answer some questions below.
•
Design of Sequence Control Circuit Diagram
There are various design methods of pneumatic sequence circuit. And design
sequences (1).............. ..................... by those methods. Points which are
necessary in configuration of sequence circuit diagram which multiple
(2)........................... operate sequentially will be followed here, and circuit of
carrier between conveyors above will be designed.
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
155
Source: Pneumatic Application Circuit Trainer Experimental Manual ED-7800 Series page 139. 3. Answer these questions based on the recording you’ve heard.
Using your own words is better.
a. What does the recording talk about?
b. What items should be prepared in designing a circuit control?
Design Order of Sequence Circuit
(a) Prepare (3)..................................... diagram of controller and determine
actuator.
(b) Prepare operating block (4).............................. and control block diagram.
(c) Determine whether signal (5)........ .........................................
(d) Determine (6)................................. design method.
(e) (7).........................................circuit diagram.
Preparation order of circuit diagram (8)............... .................................
according to the circuit design method. And circuit design method is
determined by (9)...................................overlapping and devices
characteristics. Design method of circuit sequentially operated only by the
most general external detection signal (limit valve) among the sequence
(10)................................... will be described here.
Preparation Order of Circuit Diagram
(a) Draw cylinder (actuator).
(b) Draw the final control (11)...................................... of cylinder (master
valve).
(c) Connect valve for (12)........................... signal and detective signal of
performing completion of the last step serially and
(13)................................this with the first step signal (master valve).
(d) Connect detective signal representing completion of the first step with the
(14)..........................................step signal.
Draw detective signal (limit valve) according to the step of sequence until 1
(15).............................is completed and connect this signal with operating
signal of the next step. Then preparation of circuit diagram will be completed.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
156
c. How does the design method of circuit operate sequentially?
PROCEDURE TEXT
When writing procedures you should:
• use present tense and command sentences.
Command sentence is the sentence in which it uses verb in the
beginning. It aims to give instruction.
Example: “Draw the diagram of control circuit!”
“Cut off port V of LV5!”
• include technical terms when you need to.
• use words that tell the reader how, when and where to perform
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
Generic structures of a procedure text:
title
Design Order of Sequence Circuit
aim (goal)
Follow these instructions to design a sequence circuit:
steps
1. Prepare configuration diagram of controller and
determine actuator.
2. Prepare operating block diagram and control block
diagram.
3. Determine whether signal is overlapped.
4. Determine circuit design method.
5. Prepare circuit diagram.
Adapted from www.Impc.edu.au/resources/Science/research_projects/text_types/3_procedure.html
EXERCISE:
1. Listen once again to the recording of Design Of Sequence Control Circuit
Diagram.
2. Rewrite “Preparation Order of Circuit Diagram” into a good paragraph
using the generic structure of a procedure text. You are not allowed to look
at the listening passage above.
Practice makes perfect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158
1. BRAINSTORMING Read carefully the conversation below!
2
“WHAT DO YOU LOOK LIKE?”
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
159
Patricia: “Do you like standing in front of the mirror?”
Bella : “Sure.. most people usually do it before they leave,
especially women. They like to make up their face, do
hair styling, dress up to get best appearance.”
Patricia: “You’re right.. and we can spend much time there just to
observe how we look like.”
Bella : “What do you mean?”
Patricia: “ For example: I like to observe my face. I’ve got a thin
face, black and long hair, hazel eyes, pointed
nose, and charming smile.”
Bella : “ Oh I see.. I like to observe my build too. I am a slim
and tall girl. And I’ve got fair skin.
Patricia: “Well, in my opinion, you are also pretty and friendly,
Bella.
Bella : “ Oh… Thank you.”
Your Task: Imagine you’re standing in front of the mirror (you
can practice it if it is possible). Now observe your
appearance! Then tell your friends about your
appearance!
(explain about your face, hair, skin, height, build,
characteristics, etc.).
After finishing this task, learn the following
grammar.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
160
2. GRAMMAR FOCUS
DESCRIBING PEOPLE: APPEARANCE
• Hair, face, skin and complexion
She has got straight hair and she is
thin-faced (or she has got a thin
face.
She has got long, wavy hair and
she is round-faced (or she has got a
round face).
She has got curly hair and is dark-
skinned (or she has got dark skin).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
161
He has got a crew-cut.
He is bald.
He has got a beard and moustache.
He has got receding hair and many
wrinkles.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
162
Height and build
He used to have black hair but now
it has gone white.
He is a rather plump or stout boy.
She is a slim woman.
He is a skinny boy.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
163
EXERCISE:
• Observe one of your friends carefully. Then write the description of his/her
appearance (don’t forget to mention his/her name in the title below.
• After finishing doing this task then do the following vocabulary exercise
3. VOCABULARY From the words below, find combination for describing people, as in the
example. Use a dictionary if necessary. You can use the words more than
once.
HOW IS ……………………APPEARANCE?
He/she is ………..years old. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
He is an obese boy.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
164
Example:
good-looking fair skin
a. medium …………….............. b. well ……………………………….c. lovely …………………….......... d. oval ……………………………….e. bushy ……………………......... f. narrow …………………………. g charming
nose face
clothes built
eyebrows hair skin
height figure smile teeth eyes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
165
4. LISTENING TASKS Instructions:
• Listen carefully to the recording of a woman describing the robbers (the
conversation between a woman and a policeman).
• You may take notes while listening to the recording.
• Fill the tables of the description of the robbers below based on the
recording you listen.
PEOPLE DESCRIPTION
The Woman The Man
• Draw the woman and the man based on the description in the recording.
The Woman
The Man
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
166
Before doing speaking practice, learn the pronunciation below.
1. PRONUNCIATION
• Look back at the vocabulary exercise on the previous page.
• Listen carefully to the teacher pronouncing the combination of the words
of describing appearance.
• Repeat pronouncing the words using correct pronunciation.
• After finishing practicing pronunciation, do the following speaking
practice.
2. SPEAKING PRACTICE EXERCISE :
Instructions:
• Look at the list of some famous people below.
• Choose three of them at the least.
• Walk around the class, find a friend and tell him/her the description of the
person you have chosen. (Do not mention the name because your partner
will guess the actor/actress you mean).
• Keep telling your partner the description of the person that you mean until
he/she gets the name right.
• Then, find another partner with another person in your mind.
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
167
Here is the list of some famous people:
BRITNEY SPEARS
………………………………………
………………………………………
………………………………………
………………………………………
………………………..………………
………………………………………
………………………………………
SHARUKH KHAN
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
168
STEPHANIE
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
………………………………………………….
GIRING “NIDJI”
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
169
PRETTY ASMARA
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
BARRACK OBAMA
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
170
NURUL ARIFIN
………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
JACKIE CHAN
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
…………………………….
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
171
1. BRAINSTORMING
• Do you have any favorite object? An object/item you like the most? It can
be your lovely pet, favorite dress/clothes, comfortable bed, etc.
• Now think and find one of the objects/items you like very much.
• Then describe it. You can mention its shape, size, colour, etc. Just mention
everything you know about that object.
• Before doing writing task, learn the grammar (The Basic Types of
Adjectives) and do the vocabulary task on the next page.
ANGGUN C SASMI
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
…………………………………….
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
172
2. GRAMMAR FOCUS
The basic types of adjectives
Opinion (Pendapat)
An opinion adjective explains what you think about something (other people may not agree with you). Examples: silly, beautiful, horrible, difficult
Size (Ukuran)
A size adjective, of course, tells you how big or small something is. Examples: large, tiny, enormous, little
Age (Umur/Lama)
An age adjective tells you how young or old something or someone is. Examples: ancient, new, young, old
Shape (Bentuk)
A shape adjective describes the shape of something. Examples: square, round, flat, rectangular
Colour (Warna)
A colour adjective, of course, describes the colour of something. Examples: blue, pink, reddish, grey
Origin (Asal)
An origin adjective describes where something comes from. Examples: French, lunar, American, eastern, Greek
Material (Bahan
Pembuat)
A material adjective describes what something is made from. Examples: wooden, metal, cotton, paper
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
173
Purpose (Kegunaan/
Fungsi)
A purpose adjective describes what something is used for. These adjectives often end with "-ing". Examples: sleeping (as in "sleeping bag"), roasting (as in "roasting tin")
Source: http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord1.htm
Pay attention to the examples below.
SIZE COLOUR MATERIAL object
a big red plastic box
OPINION AGE MATERIAL object
a dirty old wooden board
OPINION AGE ORIGIN object
an exciting new French scissor
AGE MATERIAL PURPOSE object
a new steel cutting knife
3. VOCABULARY
• Rearrange the random words below into the correct sentences by filling
the blanks in the table provided based on the adjective order.
• After finishing doing this vocabulary exercise then do the writing task on
the next page.
1. thin - lady - A - small - Canadian
2. A - boat - beautiful - sailing - blue
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
174
3. table - square - old - An - wooden
4. small - Japanese - bowl - serving - A
5. English - silly - A - man - young
6. round - bowl - huge - metal - A
7. A - small - red - bag - sleeping
Opinion Size Age Shape Colour Origin Mate-rial
Pur-pose
0b-ject
4. WRITING TASK Look carefully at some objects below then write the description of each in
the provided space.
1.
It is a strong long black steel adjustable wrench.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
175
2. …………………………………..
…………………………………..
…………………………………..
…………………………………..
3. …………………………………..
…………………………………..
…………………………………..
…………………………………..
4. ………………………………….
…………………………………..
…………………………………..
…………………………………..
…………………………………..
5. ………………………………….
…………………………………..
…………………………………..
…………………………………..
…………………………………..
Source of pictures: www.google_perangkat instalasi listrik.com.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
176
Before doing speaking practice, do the following pronunciation practice
first.
1. PRONUNCIATION
• Listen to the teacher pronouncing the industrial electronics tools which
were mentioned in the previous writing task.
• Repeat after the teacher pronouncing the tools using correct
pronunciation.
• After finishing doing pronunciation practice, do the speaking practice
below.
2. SPEAKING PRACTICE Instructions:
• Imagine you are a technician working in an industrial electronics
company, a big company. You are repairing an industrial machine.
• You are looking everywhere for some tools needed to repair the machine
but you can’t find them because you don’t know where they are kept.
• Then you ask your boss about the tools. You describe the tools that you
need one by one to him.
• Now go round the class, find a friend you want to be your boss. Then you
describe some of the objects above (do not mention the name of the
object you mean).
• Your friend’s task is to guess what object that you mean.
• Do this in turns.
• Then continue with other subjects (you may find another partner).
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
177
Never give up until you have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
178
1. BRAINSTORMING
• Observe the diagrams below carefully.
• Mention the difference(s) between Diagram A and Diagram B.
Diagram A Diagram B
3
READING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
179
The difference(s) between diagram A and Diagram B (is/are):
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
2. READING TEXT AND QUESTIONS
• Read the text carefully.
• After reading the text, do the vocabulary exercise on the next page.
• Then, answer some questions related to the reading text.
CIRCUIT DESIGN BY CASCADE CHAIN
Cascade chain refers to sequentially serial connection or previous step
output signal with next step input signal when connecting control elements
such as flip-flop type valve, etc. Each control element is control chain of
regulating the operation of next control element. Name of cascade means
serial connection like steps.
Fig. 7-22 shows an example of cascade chain. In this figure, output O1
is generated by input i1 and output O1 is eliminated when output O2 is
generated by input i2. In other words, according to the input sequence,
corresponding output is generated. Consequently, only valid signal will exist
since previous signal is blocked by the next output signal. In order to obtain
sequential output signal according to sequential input signal, input and
previous output shall be locked as shown in Fig. 7-23 for operational
reliability. Therefore, output signal of previous step receives input signal of
limit valve.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
180
Source: Pneumatic Application Circuit Trainer Experimental Manual ED-7800 Series page 146-147
EXERCISE:
1.What does the text talk about?
2.What do you know about Circuit Design by Cascade Chain? Explain!
3. VOCABULARY EXERCISE:
• Find the synonym of some words in the table.
• You can find the synonym in the column below, then fill in the blanks in
the table.
Cascade control has a merit of high control reliability by clear input-
output relations. And this also has a demerit of excessive pressure drop
generated in case of many groups since a lot of valves are connected serially.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
181
• You may consult your dictionary to find the Indonesian meanings of the
words.
• After finishing doing vocabulary exercise, answer some questions
related to the reading text on the previous page.
# WORDS SYNONYM INDONESIAN
MEANING
1 refers to (line 1)
2 previous (line 1)
3 example (line 5)
4 eliminated (line 6)
5 consequently (line 7)
6 blocked (line 8)
7 obtain (line 8)
8 merit (line 12)
9 relations (line 12)
10 excessive (line 13)
removed advantage resisted
get connections advance
means illegal, unacceptable
instance as the result
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
182
1. GRAMMAR FOCUS
THE PASSIVE FORM OF MODALS
AND
MODAL + BE + PAST PARTICIPLE
# SUBJECT MODAL BE PAST PARTICIPLE
1. The input and previous output signal will be locked
2. The input and previous output signal should be locked
3. The input and previous output signal ought to be locked
4. The input and previous output signal may be locked
5. The input and previous output signal has to/must be locked
6. The input and previous output signal can be locked
Modal + be +past participle
WRITING
Modal + not + be +past
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
183
Adapted from: Understanding and Using English Grammar by Betty Schrampfer Azar, page 130.
EXERCISE:
• Complete the sentences below using the words in the bracket.
• You may see the regular and irregular verbs in unit 1.
• After finishing doing this exercise, do the writing task on the next page.
1. Operation sequence _______________________ by simple indication
method.
(should + represent)
2. Operation sequence ________________________ into groups.
(has to + divide)
3. Division into groups _______________________ to minimize the
number of memory valve.
(may + perform)
4. The cylinder of the operation element __________________________
(can + draw).
MODAL + NOT + BE + PAST PARTICIPLE
# SUBJECT MODAL +
NOT BE
PAST
PARTICIPLE
1. The input and previous output signal will not be locked
2. The input and previous output signal shouldn’t be locked
3. The input and previous output signal oughtn’t to be locked
4. The input and previous output signal may not be locked
5. The input and previous output signal mustn’t be locked
6. The input and previous output signal can’t be locked
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
184
5. The cylinder __________________________ by the master valve.
(ought to + control
6. Several steps ___________________________________ in one group
to avoid signal overlapping.
(should + not + operate)
7. The output signal of control __________________________________
with the signal of the previous step.
(must + not + inter-lock).
8. The basic circuit ____________________________ immediately.
(will + complete)
9. The diagram of circuit design ________________________ clearly.
(can + not + see)
2. WRITING TASK Instructions:
• Read again the text of Circuit Design by Cascade Chain above.
• Then write your understanding of the text in one paragraph.
• Use at least three passive sentences of modals in the paragraph.
• You are not allowed to look back at the text.
• Consult your dictionary.
Instructions:
Fill in the blanks of the following text while you are listening to the
recording.
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
185
SEQUENCE OF CIRCUIT DESIGN
Sequence of Circuit Design
Preparation of circuit diagram of A+B+A-B- sequence having
signal overlapping will be followed for example.
1. Represent a) ……………….. ……………….. by simple
indication method.
A+ B+ A- B-
2. Divide operation sequence into groups.
Division into groups is performed to minimize the number of
b)……………… ……………. consisting control chain. With
this minimization, operation of the cylinder is represented
c)…………. per one group.
A+ B+ / B- A-
Group I Group II
3. Draw cylinder being operation element and d) ………………
…………. to control this cylinder.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
186
4. Draw the same e) ……………. ……………… as the number of
group and configuration f) …………… …………….. The
number of memory valve consisting control chain is the number of
group – 1. Fig. 7 – 24 show cascade chain by group.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
187
Source: Pneumatic Application Circuit Trainer Experimental Manual ED-7800 Series page 147 – 148.
5. Determine input signal of control chain and (g)
……………………
it with signal of previous step. In the above example, input signal
of i1 will be LV1 which is completion signal of the (h) ……………
…………… of sequence.
6. (i) ……………… output line with master valve according to the
progress of sequence. But, in case that several steps (j) ………
………………. in one group, connection using previous step
completion signal and AND (k) …… …………..
7. Complete (l) ………….. ……………… and give necessary
operation auxiliary conditions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
188
Before doing the speaking practice, learn first the following pronunciation.
1. PRONUNCIATION Listen to the speaker reading the text , then repeat after him/her using
correct pronunciation.
2. SPEAKING PRACTICE Instructions:
• Listen to the recording once again, make sure that you understand the
content well.
• You may note some points of the text in a piece of a paper.
• Then tell a friend near you about your understanding without looking back
at the text, but you may use your own notes.
• Do this in turns.
• Pay much attention to your friend’s explanation.
Do you think it is complete?
Or you found there were some points missing in his/her explanation?
If yes, take some notes while listening to his/her explanation.
Then explain to him/her the missing points.
Only as much as I dream can I be
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
189
A. PHONE MESSAGES
Before doing listening exercise, do the brainstorming below and an
interesting game on the next page.
1. BRAINSTORMING
• Have you ever received a call from a friend of
your father or mother? And he/she left a
message?
• Did you take a note of the message?
4
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
190
Discuss some following questions with your friend beside you.
• What kind of message did you have? a. phone number d. ………………………………………
b. ………………………………… e. ………………………………………
c. ………………………………… f. ………………………………………
• What difficulties did you often find when taking a note of the message? a. The caller spoke too fast. d. ………………………………………
b. ………………………………… e. ………………………………………
c. ………………………………… f. ………………………………………
2. GAME
Before playing the game, read the instructions in the column below.
THIS GAME
Helps you SHARPEN YOUR MEMORY. And you are REQUIRED to TAKE A NOTE FAST
1. Listen carefully to the short conversation.
2. Rearrange completely the sentences that you hear in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
191
3. LISTENING TASKS
Example:
• Listen carefully to the following recording.
• Take a note of all important messages you get in the recording.
• Complete the messages in the provided space below.
Source: http://www.esl-lab.com/meet/meetrd1.htm
• Translate the following words into Indonesian.
# English Words Indonesian Meanings
1. just a minute
2. need to talk
3. tell
4. call
5. between 7 and 8.30 p.m
PHONE MESSAGES Name of the caller: ___________________________________ The caller’s phone number: __________________________ Messages: ________________________________________________________________________________________________________________________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
192
• Answer the following questions based on the recording and your note
above.
1. What is the name of the caller?
a. Nick
b. Nate
c. Neil
2. According to the the girl, her father:
a. is not home.
b. is on another line.
c. can't come to the telephone.
3. What is the man's telephone number?
a. 598-7482
b. 587-4728
c. 589-7248
4. The man tells the girl:
a. that he will call again sometime after 7:00 p.m.
b. to ask her father to call him later.
c. that he will drop by around 8:30 p.m.
5. What does the girl refuse to tell the caller?
a. her age
b. her name
c. her address Source: http://www.esl-lab.com/meet/meetrd1.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
193
EXERCISE :
• Listen carefully to the recording, then take a note of all the important
messages you get. Write them in the provided space below.
Source: http://www.esl-lab.com/phone/phonerd1.htm
• Answer the following questions based on the recording and your note
above.
1. What will take place at Bill's house tomorrow?
a. a party
b. a game
c. a dance
2. Why does Hank have to work late?
a. He has to attend a meeting.
b. He has to write a report.
c. He has to close the office.
3. Why is Hank going to visit Lisa after work?
a. because she is sick in bed
b. because he has to return something
c. because he is going to take her to Bill's house
ANSWERING MACHINE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
194
4. Where is Hank going to get the snacks to take to Bill's house?
a. from his house
b. from the store
c. from his work
5. What time will Hank most likely arrive at Bill's house?
a. 7:00 p.m.
b. 8:00 p.m.
c. 9:00 p.m.
Source: http://www.esl-lab.com/phone/phonerd1.htm
Instructions:
• Listen one more time the recording of Answering Machine.
• You may add your note with other information you get.
• You are going to have a pair work, so find your partner.
• Your task is to write the conversation text of the recording of Answering
Machine using your own words.
• Use your note as the information source.
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
195
B. FACE TO FACE CONVERSATION
EXERCISE:
• Choose one of your friends to be your partner for conversation.
• Make a direct conversation based on the situation below:
Picture of the Director talking to his Secretary
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
196
• Then practice it with your partner.
• After that, go around the class, find another partner. You have to change
your function. (If you were a director in the previous conversation, you
have to be an assistant in the next one. If you were an assistant in the
previous conversation, then you have to be a director in the next one).
SPEAKER 1
You are a director of
the biggest industrial
company in Jakarta
“PT. ASA JAYA”.
You like to tell the
marketing manager to
present the marketing
development report.
Then you ask your
assisstant to give a
message to him/her.
SPEAKER 2
You are a director’s
assistant.
The director asks you
to see a marketing
manager and tell him a
message.
You take a note of the
message in a piece of
paper while you are
listening to him.
Note: …………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
The contents of the message: 1. Ask him to see you
and your purpose. 2. The place and the
time to do the presentation.
3. Give your numbers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
197
Focus on what you do, your work; Not on others’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
198
1. BRAINSTORMING
• Before going to the listening task, read carefully the following telephone
conversation, and complete the tasks. • Then discuss with your friend : “What messages are in the conversation?
Mention all of them in the following provided space!”
Amanda Daniel
5
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
199
Source: New Interchange. English for International Communication by Jack C. Richards, page 100.
Daniel : “Hi, Amanda!”
Amanda : “Oh Daniel! I was going to call you tonight.”
Daniel : “What’s up?”
Amanda : “Well. It’s Albert’s birthday on Saturday, and
I’m planning a surprise party for him.”
Daniel : “Sounds like fun.”
Amanda : “The idea is this: I’ve asked Albert to go to a
movie with me at six. After the movie, we go
back to his apartment to have dinner. So be at
Albert’s by 7.30 to wait for us and surprise
him. His room mate will let you in.
Daniel : “OK. Great!”
Amanda : “Uh, can you bring some soda? Oh, and don’t
say anything to Albert!”
Daniel : “No problem.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
200
Example of another message note:
You are planning a picnic in the park. You are going to play baseball and
go swimming there, so you invite some friends. Then you write a message
for them.
Read carefully the following message note.
MESSAGES
Subject :
………………………………………………………...
Time : ………………………………………………………...
Place : ………………………………………………………...
Other information
…………………………………………………………………
…………………………………………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
201
Source: New Interchange. English for International Communication by Jack C. Richards, page 99.
EXERCISE:
Look at the picture below.
Meet me at the park at 2 o’clock. Bring a baseball bat. Don’t forget to bring your bathing suit also.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
202
Write your message here:
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
You are planning to play football. You invite your
friends, so you write a message for them and remind
them to bring football equipments below:
(1) ………… (2) ………… (3) ……………….
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
203
2. LISTENING TASK
• Listen carefully to the following recording.
• Take a note of all the important points in the recording you hear.
• Write them in the provided space below.
• After that, do the next writing task.
• Make an invitation message based on your note above (the important
points in the recording)
• Write the message in the provided space on the next page.
The important points in the recording:
______________________ ________________________
______________________ ________________________
______________________ ________________________
______________________ ________________________
______________________ ________________________
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
204
• Before going to the speaking practice, learn the following grammar and
pronunciation.
• Then, do the grammar tasks and pronunciation practice.
• After that, go to the speaking practice.
To......................... Date&Time.....................................
.............................................................................................
.............................................................................................
.............................................................................................
.............................................................................................
.............................................................................................
.............................................................................................
.............................................................................................
.............................................................................................
By ……………………...
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
205
1. GRAMMAR FOCUS
ORIGINAL REQUEST REPORTED REQUEST
She asked me to bring some soda.
She told me to bring some soda. Can you bring some
soda? She said to bring some soda.
She asked me not to say anything to Albert.
She told me not to say anything to Albert. Don’t say anything to
Albert. She said not to say anything to Albert.
Source: New Interchange. English for International Communication by Jack C. Richards, page 99.
EXERCISE 1:
Change some original requests below into reported ones.
ORIGINAL REQUEST REPORTED REQUEST
She asked me to bring my favourite CDs.
Can you bring your
favourite CDs?
He told me not to bring any food. Don’t bring any food.
REPORTED SPEECH“REQUEST”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
206
Can you bring a small
gift for Albert? She said to bring a small gift for Albert.
Don’t spend more than
$10 on the gift.
Be careful not to say
anything about the
party to him.
Source: New Interchange. English for International Communication by Jack C. Richards, page 99.
BACKSHIFT OF TENSES
FROM TO Simple Present Simple Past Simple Past Present Perfect Past Perfect
Past Perfect
will would Progressive forms
am/are/is was/were was/were has been had been
had been
Source: http://www.englischhilfen.de/en/grammar/reported.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
207
Pay attention to the example below.
BACKSHIFT OF TENSES
FROM TO
Peter: "I work in the garden." Peter said that he worked in the garden.
Peter: "I worked in the garden."
Peter: "I have worked in the garden."
Peter: "I had worked in the garden."
Peter said that he had worked in the garden.
Peter: "I will work in the garden." Peter said that he would work in the garden.
Peter: "I can work in the garden." Peter said that he could work in the garden.
Peter: "I may work in the garden." Peter said that he might work in the garden.
Peter: "I would work in the garden." (could, might, should, ought to)
Peter said that he would work in the garden. (could, might, should, ought to)
Progressive forms
Peter: "I'm working in the garden." Peter said that he was working in the garden.
Peter: "I was working in the garden."
Peter: "I have been working in the garden." Peter: "I had been working in the garden."
Peter said that he had been working in the garden.
Source: http://www.englischhilfen.de/en/grammar/reported.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
208
EXERCISE 2:
Change some sentences below into reported speech.
# Answer
1. Peter: "I clean the black shoes."
Peter told me that he cleaned the black shoes.
2. John: "Mandy is at home."
…………………………………………………………………………………
3. Max: "Frank often reads a book."
…………………………………………………………………………………
4. Susan: "I'm watching TV."
…………………………………………………………………………………
5. Simon: "David was ill."
…………………………………………………………………………………
6. Peggy: "The girls helped in the house."
…………………………………………………………………………………
7. Richard: "I am going to ride a skateboard."
…………………………………………………………………………………
8. Stephen and Claire: "We have cleaned the windows."
…………………………………………………………………………………
9. Charles: "I didn't have time to do my homework."
…………………………………………………………………………………
10. Mrs Jones: "My mother will be 50 years old."
…………………………………………………………………………………
11. Jean: "The boss must sign the letter."
…………………………………………………………………………………
Source: http://www.englisch-hilfen.de/en/exercises/reported_speech/statements.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
209
2. PRONUNCIATION
• Listen to the teacher pronouncing the reported speech of exercise 2 on the
previous page.
• Then, repeat after him/her using correct pronunciation.
3. SPEAKING PRACTICE Situation:
• You are an XI grade students of Industrial Electronics Engineering.
• You have a study group consisting of 5 students.
• Edward is the leader of the group, and you are his assistant.
• He is planning to study together on Saturday afternoon at 4 o’clock at his
house. (You may create the address of Edward’s house and mention the
topic of the study).
• He asks you to inform the other members of the group and to remind them
to bring some tools below.
• Mention first the name of the following tools.
(a) …………………………… (b) ……………………………
(c) …………………………… (d) ……………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
210
• Write the message in the provided space below.
• Then go around the class, find 3 friends at the least (they are assumed to
be your group members), and tell them Edward’s message without reading
at your note.
HAVE A NICE AND FUN CLASS
Do not give up! You are going to make it!
Invitation Message
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
211
1. BRAINSTORMING
“HIKING”
6
“Have you ever planned to go hiking?”
“What equipment do you need to prepare?”
(look at some pictures on the next page).
1. ……………………………………………
2. ……………………………………………
3. ……………………………………………
4. ……………………………………………
5. ……………………………………………
6. …………………………………................
If you find more equipment, write here:
7. ……………………………………………
8. ……………………………………………
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
212
1. ………………… 2. ……………………..
3. ……………….. 4. ……………………..
5. ………………… 6. ……………………… Exercise:
Complete the following sentences using the verb should / have to / need to
/ had better / ought to based on some equipment on page 1.
If you are going to go hiking,
1. You should bring a backpack.
2. .................................................................................................................
3. ………………………………………………………………………….
4. ………………………………………………………………………….
5. ………………………………………………………………………….
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
213
6. ………………………………………………………………………….
7. ………………………………………………………………………….
8. ………………………………………………………………………….
9. ………………………………………………………………………….
2. LISTENING TASKS
• Listen to the following recording.
• Answer the questions based on the recording.
• Listen once again to the recording then mention what the speaker suggests
to.
EXERCISE 1:
Answer the following questions based on the recording you hear.
1. What are they planning on doing in the morning?
A. fishing
B. mountain biking
C. hiking
2. According to the weather report, when would it start raining?
A. in the afternoon
B. at night
C. in the morning
3. What did Paul forget to bring?
A. raincoats
B. umbrellas
C. rain boots
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
214
4. Where did Sara leave the playing cards?
A. next to picnic table
B. on picnic table
C. under picnic table
5. What do they finally decide to do?
A. stay at a hotel
B. return home
C. sleep at the campground
Source: http://www.esl-lab.com/camp/camprd1.htm
EXERCISE 2:
• Based on the recording, mention what Paul and Sarah suggested to.
• Write in the provided space on the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
215
GRAMMAR FOCUS
Source: http://www.esl-lab.com/camp/camprd1.htm
CAMPING UNDER THE STARS
What are Paul’s suggestions?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What are Sarah's suggestions?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
216
Before doing writing task, learn first the following grammar of making
suggestions as the following:
1. GRAMMAR FOCUS A. MAKING SUGGESTIONS: LET’S, WHY DON’T, SHALL I/WE
(a) Let’s go to a movie.
(b) Let’s not go to a movie. Let’s stay
home instead.
Let’s = let us.
Meaning: “I have a suggestion for us”.
(c) Why don’t we go to a movie?
(d) Why don’t you come around
seven?
(e) Why don’t I give Mary a call?
Why don’t is used to make a friendly
suggestion.
In (c): why don’t we go = let’s go.
In (d): I suggest you to come around
seven.
In (e): Should I give Mary a call? Do
you agree with my suggestion.
(f) Shall I open the window? Is that
okay with you?
(g) Shall we leave at two? Is that
okay?
(h) Let’s go, shall we?
(i) Let’s go, okay?
shall is used with “I” or “we” in a
question = asking a person if he/she
agrees with this suggestion.
In (h): “shall we” is used as a tag
question after let’s.
In (i): “okay” is used as a tag question.
Source: Understanding and Using ENGLISH GRAMMAR by
Betty Schrampfer Azar, page 86.
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
217
EXERCISE 1:
Some of your friends ask for your suggestions. Write down your
suggestions for them.
1. Bella: “I don’t feel good”.
You : “Why don’t you go home and rest for a while?”
2. Jasper: “I’m hungry”.
You : __________________________________________________
3. Alice: “Where should we go for our vacation?”
You : __________________________________________________
4. Emmet: “I’m sleepy”.
You : _________________________________________________
5. Rosalie: “What a beautiful day it is! We shouldn’t stay inside all day”.
You : _________________________________________________
6. Stephen: “It’s hot in here”.
You : ________________________________________________
7. Bernice: “I don’t know what this word means”.
You : _________________________________________________
8. Philip: “There’s a meeting tonight, but I really don’t want to go”.
You : __________________________________________________
9. Sophie: “I’d like to eat out tonight”.
You : _________________________________________________
10. Bradd: “The children are bored”.
You : __________________________________________________
11. Emily: “I don’t like my job”.
You : __________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
218
B. MAKING SUGGESTIONS: COULD
What should we do tomorrow?
(a) Why don’t we go on a picnic?
(b) We could go on a picnic.
Could can be used to make
suggestions.
I’m having trouble in math class.
(c) You should talk to your teacher.
I’m having trouble in math class.
(d) You could talk to your teacher.
Or you could ask Ann to help
you with your math lessons.
Or I could try to help you.
Should gives definite advice
(recommendation).
Could offers suggestions or
possibilities.
Source: Understanding and Using ENGLISH GRAMMAR by
Betty Schrampfer Azar, page 87.
EXERCISE 2:
Answer the questions below. Use could to suggest possibilities. Use
should only if you want to give strong, definite suggestions.
Example 1:
Edward : “I need to get to the airport”.
Issabel : “You could take a taxi or the airport bus”. (possibilities)
TAXI or AIRPORT BUS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
219
Example 2:
Daisy : “I don’t feel good.”
Benjamin : “You should see a doctor”. (strong/definite suggestion).
Benjamin Daisy
1. Odelia: “I don’t have any plans for this weekend.”
Hosea : __________________________________________________
2. James: “Anna and I want to go to a nice restaurant for dinner tonight”.
Lucia : ___________________________________________________
3. The tourist: “I need to get from here to the museum”.
The guide : _______________________________________________
4. Andy: “She needs to buy an umbrella, but she doesn’t know where to
go”.
You : ___________________________________________________
5. Michael: “I’m hungry. I’m going to eat an egg. I need some
suggestions on how to cook it”.
Elina : _________________________________________________
_________________________________________________
6. Rachel: “I need to get a car, but it can’t be very expensive”.
Ben : __________________________________________________
7. Helen: “I bought a sport car, but I’m unhappy with it”.
Ray : ___________________________________________________
“You should see a doctor.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
220
8. Jack: “I went to the food store yesterday and bought some bread, that’s
all. I don’t know what to eat for breakfast now”.
Mandy: __________________________________________________
9. Julia : “He went to a vacation last summer, but he didn’t enjoy it”.
Mark: ___________________________________________________
10. Caroline: “I went to Jazqueen restaurant for dinner last night, but the
food was terrible”.
Joshua : _________________________________________________
2. WRITING TASK
EXERCISE 1:
Give suggestions to someone who is going to go abroad by completing the
following sentences.
Source: New Interchange. English for International Communication by Jack C. Richards, page 31.
You shouldn’t take a lot of luggage.
………………....... …………pack too many clothes.
………………………………buy a round-trip plane ticket.
…………………….………...make hotel reservations.
……………………………... get a vaccination.
……………………………... check the weather.
………………………………carry lots of cash.
……………………………... get traveler’s check.
…………………………….. .check on visas.
…………………………….. carry your wallet in your back pocket.
………………….…………..take identification with you.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
221
EXERCISE 2:
Write a letter containing of some suggestions/advices based on the situation
below:
Situations:
Your sister is going to study abroad. She is going to study at Cambridge
University, England. You are very worried as this will be her first time in
other country. Since you are out of town, you send her a letter. You give a
lot of suggestions/advices for her (use the suggestions/advices in exercise 1).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
222
My Dear Lovely Sister, 1 March 2010
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
Your brother,
……………….
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
223
Read the following articles about teenage problems then answer the
questions related to each text.
Article 1:
Source: http://esl.about.com/od/conversationlessonplans/a/l_advice.htm
READING
Hates School
I hate school. I cannot stand my school so I skip it almost every day.
Luckily, I am a smart person and I'm in all of the advanced classes
and don't have reputation as a rebel. Only the people who really
know me know about my strange feelings. My parents don't care -
they don't even mention it if I don't go to school. What I end up
doing is sleeping all day and then staying up all night talking to my
girlfriend. I get behind in my work and when I try to go back to
school I get a bunch of crap from my teachers and friends. I just get
so depressed when I think about it. I have given up on trying to go
back and now am considering dropping out altogether, but I really
don't want to do that because I realize it would ruin my life. I don't
want to go back at all but I also don't want it to ruin my life. I am so
confused and I have really tried to go back and just can't take it.
What should I do? Please help.
Male, 16
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
224
What problem does the boy have?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Article 2:
\ Source: http://esl.about.com/od/conversationlessonplans/a/l_advice.htm
Should I Marry Him?
I have been with my fiance for almost four years, We are going to get
married next year but, there are a couple of concerns I have: one is the
fact that he never talks about his feelings, he keeps everything inside
of him. He sometimes has trouble with expressing his excitement about
things also. He never buys me flowers or takes me out to dinner. He
says that he doesn't know why, but he never thinks of things like that.
I don't know if this is a side affect of depression or, maybe, he is sick of
me. He says that he loves me and that he wants to marry me. If this is
true, what is his problem?
Female, 19
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
225
What problem does the girl have?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Article 3:
Source: http://esl.about.com/od/conversationlessonplans/a/l_advice.htm
For Friendship or Love?
I'm one of those guys who have "the quite normal" problem: I'm in
love with a girl, but I don't know what to do. I have already had a
crush on some girls, never with any success, but this is something
different. My problem is actually that I'm too cowardly to tell her
anything. I know that she likes me and we're very, very good
friends. We've known each other for about three years, and our
friendship has constantly become better. We often get into quarrels,
but we always make up. Another problem is that we often talk
about problems with each other, and so I know she is having
problems with her boyfriend (who I think is no good for her). We
meet almost every day. We always have very much fun together,
but is it really so difficult to love someone who has been a good
chum to you until now?
Male, 15
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
226
What problem does the boy have?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Before doing the speaking practice, do first the pronunciation practice
below:
1. PRONUNCIATION PRACTICE
• Listen to the teacher reading aloud one of the texts above.
• Then repeat reading the text using correct pronunciation.
2. SPEAKING PRACTICE Instructions:
• Make a group of 3.
• Choose one of the texts above to be presented.
• You are going to make a talk show “Teenage Consultation”.
• There will be a presenter, a problematic student, and a teenage advisor.
• You have 10’ to 15’.
• There will be some points to be evaluated:
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
227
• Have a nice presentation.
Do not forget that you are a very special person and only you can fulfill the purpose to which – you were born to
accomplish.
1. Delivery 25 %
2. Vocabulary 20 %
3. Grammar 20 %
4. Pronunciation 20 %
5. Gestures 10 %
6. Attributes 5 %
TOTAL SCORE 100 %
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
228
1. BRAINSTORMING Before going to the listening exercise, discuss some questions below with
your friend.
A. In general, what do people usually complain for?
The neighbour’s stereo is too loud.
………………………………………………………………………
7
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
229
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
B. In general, how do people usually apologize?
Saying sorry “I’m sorry for the inconvenience”
……………………………………………………………………….
……………………………………………………………………….
……………………………………………………………………….
……………………………………………………………………….
……………………………………………………………………….
2. LISTENING TASK
• Listen carefully to the following song.
• Fill in the blanks of the missing lyrics while listening to the song.
PLEASE FORGIVE ME
( Bryan Adams)
It still feels like our first night __________________
Feels like the first ____________ and
It's gettin' better __________________
No one can ______________ live
I'm still holding on and you're still ______________
The first time our eyes ________ it's the same feelin' I get
Only feels much ____________ and I wanna love you
longer
You still ____________ the fire on
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
230
So If you're feelin' lonely.. don't
You're the only one I'd ever _______________
I only wanna make it _______________
So if I love you a little more than I _____________
Chorus: Please ___________ ______ I know not what I do
Please forgive me I can't ___________ lovin' you
Don't deny ________
This pain I'm _____________ through
Please _______________ me
I need you ___________ I do
Please ____________ me
Every word I ________ is true
_____________ forgive me I can't stop loving you
Still feels like our best _________ are together
Feels like the first ____________
We're still gettin' ___________ baby
Can't get close enough I'm still holdin' ________
You're still ____________ one
I ______________ the smell of your skin
I remember everything
I remember ________ your moves
I remember you yeaah
I remember the nights you know I still _______
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
231
So If you're feelin' lonely.. don't
You're the only one I'd ever _______________
I only wanna make it _______________
So if I love you a little more than I _____________
Back to Chorus: Please _________________ I know not what I do
Please forgive me I can't ___________ lovin' you
Don't deny ________
This pain I'm going through
Please forgive me
If I need you like ____ do
Oooh believe me
Every word I _________ is true
Please forgive me I can't stop loving you
One thing I'm sure of
Is the way we make ___________
And the one thing I depend on
Is for us to stay ______________
With every word and every breath I'm prayin'
That's why I'm ___________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
232
Source: http://www.lyrics007.com/Bryan%20Adams%20Lyrics/Please%20Forgive%20Me%20Lyrics.html
• Check it with your teacher.
• Submit the paper of the lyrics.
• Listen once again to the song, then answer the questions below based on
your understanding of the song you’ve just heard.
EXERCISE:
a) Why does the man want to apologize? Explain.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Back to Chorus: Please ___________ ______ I know not what I do
Please forgive me I can't ___________ lovin' you
Don't deny ________
This pain I'm going _____________
Please forgive me
If I need you like I do
Beb believe me
Every word I say is ____________
Please forgive me (please forgive I can’t stop lovin’ you) Now believe me I don’t ___________ what I do
Please forgive me I ________ stop lovin’ you
I can't stop ____________ you
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
233
b) What does the man say to apologize?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Before going to the speaking practice, learn the grammar and practice the
following pronunciation.
1. GRAMMAR FOCUS
People apologize in different ways,
For example, if someone complains about the noise from your stereo, you can
give an excuse “I’m sorry. I didn’t realize”.
admit a mistake “I forgot I left it on”.
make an offer “I’ll turn it down right now”.
apologize and
……………
make a promise “I’ll make sure to keep the volume down”.
Source: New Interchange. English for International Communication by Jack C. Richards, page 37.
COMPLAINTS AND APOLOGIES
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
234
EXERCISE 1:
• Make three complaints (write down in the worksheet above). You are
free to determine what you want to complain for.
• Change your worksheet with your friend.
• Your task is to make apology of the complaints that your friend has
written in her worksheet (give an excuse, admit a mistake, make an offer,
and make a promise).
• Look at the following worksheet.
WORKSHEET: Complaints and Apologies
# COMPLAINTS TYPE OF APOLOGY
Give an excuse
Admit a mistake
Make an offer
1.
Make a promise
Give an excuse
2.
Admit a mistake
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
235
Make an offer
Make a promise
Give an excuse
Admit a mistake
Make an offer
3.
Make a promise
MODAL + VERB 1
Example:
1. Can you turn the stereo down?
can : MODAL
turn down : VERB 1
REQUESTS WITH MODALS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
236
2. Could you leave the door open, please?
could : MODAL
leave : VERB 1
3. Would you please keep the noise down?
would : MODAL
keep : VERB 1
WOULD YOU MIND + GERUND
Example:
1. Would you mind turning the stereo down?
turning down : GERUND
2. Would you mind not closing the door, please?
closing : GERUND
3. Would you mind keeping the noise down?
keeping : GERUND
EXERCISE 2:
Answer the questions with all possible answers in the right column.
# QUESTIONS ANSWERS
1. Could you lend me twenty dollars?
Possible answers: …………………….
2. Would you mind picking up a
sandwich for me?
Possible answers: …………………….
a) We’re sorry. We’ll talk
more quietly.
b) Sorry. I’ll do it right away.
c) Oh, I’m sorry. I didn’t
realize this was the non-
REQUESTS WITH “WOULD YOU MIND”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
237
3. Can you help me move into my new
apartment tomorrow?
Possible answers: …………………….
4. Would you mind not smoking here?
Possible answers: …………………….
5. Would you please move your car? It’s
blocking my driveway.
Possible answers: …………………….
6. Would you mind not talking so loud?
Possible answers: …………………….
smoking section.
d) Are you kidding? I’m totally
broke!
e) I’m really sorry, but I’m
busy.
f) Sure, no problem. I’d be
glad to.
Source: New Interchange. English for International Communication by Jack C. Richards, page 38.
2. PRONUNCIATION
• Listen to the teacher pronouncing the sentences in exercise 2 above.
• Then practice reading the sentences with your friend using correct
pronunciation.
3. SPEAKING PRACTICE
• Find a partner, you are going to make a conversation.
• The conversation is about “Complaints and Apologies”.
• Choose one of the following topics:
1. MISSING A FRIEND’S BIRTHDAY PARTY.
2. IN THE RESTAURANT (YOU ARE GIVEN WRONG FOOD).
3. CHEATING IN THE EXAMINATION (THE TEACHER
FINDS YOU CHEATING).
4. PLAYING FOOTBALL (YOU KICK THE BALL AND IT HITS
SOMEONE’S WINDOW).
• Practice it in front of the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
238
1. READING TEXT AND QUESTIONS (LETTER OF
COMPLAINT) Read carefully the following Letter of Complaint.
.
READING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
239
opening explaining the problem suggesting a solution
Source: Adapted from WRITING IV Handouts 2006 (Sanata Dharma University).
Head Office Nesson House
F. Lynch & Co. Ltd Newell Street Birmingham B 33 EL Phone: -44(0)212306571 Fax: +44(0)212368592 Email: [email protected] www.lynce.com Your ref: Our ref : Order No.14478 Date : 25 January 2010 Satex S.p.A Via de Pietra Papo 00146 Roma ITALY Attn. Sig. Danielle Causio Dear Sig. Causio Our order No. 14478 I am writing to you to complain about the shipment of the sweaters we received yesterday. The sweaters’ boxes were damaged. From your invoice No.18871, we estimate that thirty garments were stolen to the value $10000, and the remains cannot be sold in our shop because of the broken boxes. We suggest you to contact CIF as your agents and ask for an explanation. Yours sincerely, Peter Crane Chief Buyer
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
240
EXERCISE:
Before answering these questions, do the vocabulary exercise first on the
next page.
What is Lynch Company complaining about?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
What problem explanation does Lynch Company have?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
What suggestions does Lynch Company give? _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
241
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. VOCABULARY EXERCISE
• Translate some English words in the letter above into Indonesian.
• After finishing doing the vocabulary exercise then answer the reading
questions on the previous page.
# English Words Indonesian Meanings
1. shipment ( opening)
2. were damaged (explaining the problem)
3. invoice (explaining the problem)
4. estimate (explaining the problem)
5. garments (explaining the problem)
6. were stolen (explaining the problem)
7. remains (explaining the problem)
8. broken (explaining the problem)
9. suggest (suggesting s solution)
10 agents (suggesting s solution)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
242
4. READING TEXT AND QUESTIONS (REPLYING TO A
LETTER OF COMPLAINT) Read carefully the following letter (replying to a letter of complaint).
opening asking for time to investigate the complaint. explaining the mistake solving the problem closing
Satex S . p. A Telefono: +39(0)6769910 Telefax: +39(0)66815473
Via de Pietra Papo, 00146 Roma Email: [email protected] Vs.rif.: Order 14478 Vs.rif.: Ns. rif.: D/1162 31 January 2010 Mr. L. Crane Chief Buyer F. Lynch & Co. Ltd. Nesson House Newell Street Birmingham B3 3EL UNITED KINGDOM Dear Mr. Crane Thank you for informing us about the damage to our consignment (Inv. No. 18871) Please would you return the whole consignment to us, postage and packing forward, and we will ask the shipping company to inspect the damage so that they can arrange compensation. It is unlikely that our insurance company needs to be noble with this case. If you want us to send you another shipment as per your order No.14478, please let us know. We have the garments in stock and it would be no trouble to send them within the next fortnight. In closing, we would like to apologize for the inconvenience. Yours sincerely, Danielle Causio Sales Director.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
243
EXERCISE:
Before answering these questions, do the vocabulary exercise first on the
next page.
What does Satex Company say to ask for time to investigate?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
What does Satex Company say to explain the mistake?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
What does Satex Company offer to solve the problem?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
244
5. VOCABULARY EXERCISE
• Translate some English words in the letter above into Indonesian.
• After finishing doing the vocabulary exercise then answer the reading
questions on the previous page.
# English Words Indonesian meanings
1. consignments (opening)
2. return (asking for time to
investigate)
3. postage (asking for time to
investigate)
4. packing (asking for time to
investigate)
5. inspect (asking for time to
investigate)
6. arrange (asking for time to
investigate)
7. compensation (asking for time to
investigate)
8. insurance (explaining the
mistake)
9. case (explaining the mistake)
10. inconvenience (closing)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
245
You are a Chief Buyer of KaryaSejati
Industrial Company.
You make a complaint letter to
DharmaWangsa Industrial Company. Choose one of the complaints below:
1. Late Shipment
2. The company sent you wrong stuffs.
Then exchange your work with your friend.
Now you become the Chief Buyer of
DharmaWangsa Company.
You receive a complaint letter from Karya
Sejati Company (the complaint letter that
you received from your friend).
Then you reply the letter concerning with
the complaint.
You may add other information.
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
246
• Before going to the reading section, answer some following questions first.
• After answering the questions, take a look at the pictures of some
professions onh the next page.
• Then read the text.
1. BRAINSTORMING Talk about these questions with your friend(s):
1. What kind of job/profession do you find the most in your society?
2. What kind of job/profession do you find the most in your country?
3. What kind of job/profession do you like(want to have)? Give the
reason(s).
8
READING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
247
Look carefully at some pictures of some kinds of professions below:
A Computer Programmer A Detective
A Photographer A Teacher
A Politician A Secretary
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
248
2. READING TEXT AND QUESTIONS
Read carefully the text below, then do the vocabulary exercise after the text.
FIND THE JOB THAT‘S RIGHT FOR YOU
How would you look for a job that is right for you?
1 Nearly 50% of all workers have jobs
2. they aren’t happy with. Don’t let this happen to
3. you! If you want to find the right job, don’t rush
4. to look through the ads in the newspaper.
5. Instead, sit down and think about yourself.
6. What kind of person are you” What makes you
7. happy?
8 According to psychologist John Holland,
9 there are six types of personalities. Nobody is
10 just one type, but most people are mainly one
11 type. For each type, there are certain jobs that
12 might be right and others that are probably
13 wrong.
14 The Realistic type is practical and likes
15 working with machines and tools.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
249
Source: New Interchange. English for International Communication by Jack C. Richards, page 65.
Source: New Interchange. English for International
Communication by Jack C. Richards, page 65.
16 The Investigative type is curious and
17 likes to learn, analyze situations, and
18 solve problems.
19 The Artistic type is imaginative and
20 likes to express himself’/herself by
21 creating art.
22 The Social type is friendly and likes
23 helping or training other people.
24 The Enterprising type is outgoing and
25 likes to persuade or lead other people.
26 The Conventional type is careful and
27 likes to follow routines and keep track
28 of details.
29 If you think about who you are, you can 30 make the right job decision. Liz is a good
31 example. Liz knew she wanted to do something
32 for children. She thought she could help children
33 as a school counselor or a lawyer. She took
34 counseling and law courses – and hated them.
35 After talking to a career counselor, she realized
36 the problem was that she’s an Artistic type. Liz
37 studies film, and she now produces children’s TV
38 shows – she loves it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
250
EXERCISE:
• Before answering these questions, do the vocabulary exercise first on the
next page.
• Find at least three job examples of each personality type below.
Realistic Type Investigative Type
a) ……………………… a) …………………………..
b) ……………………… b) …………………………..
c) ……………………... c) …………………………..
d) ……………………… d) …………………………..
e) ……………………… e) …………………………..
Artistic Type Social Type
a) ……………………….. a) ……………………………
b) ……………………….. b) ……………………………
c) ……………………….. c) ……………………………
d) ……………………….. d) ……………………………
e) ……………………….. e) ……………………………
Enterprising Type Conventional Type
a) ………………………… a) ……………………………
b) ………………………… b) ……………………………
c) ………………………… c) ……………………………
d) ………………………… d) ……………………………
e) ………………………… e) ……………………………
3. VOCABULARY EXERCISE
• Find the synonym and antonym of the words in the table (see the next
page).
• After finishing this vocabulary exercise, answer the questions above.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
251
# Words Synonym Antonym
1. workers (line 1)
2. happy (line 2)
3. rush (line 3)
4. certain (line 11)
5. right (line 12)
6. wrong (line 13)
7. friendly (line 22)
8. hated (line 34)
• Listen carefully to the following statements.
• In his statements, the speaker is describing some kinds of
jobs/professions.
• Your task is to guess that kinds of job in every statement (You don’t need
to fill in the blanks of the questions.
• Read carefully the following statements while listening to the recording.
LISTENING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
252
EXERCISE:
1. He really enjoys __________________________ at the
___________.
A. chef
B. host
C. bank teller
2. My father____________________________ in our hometown.
A. therapist
B. fire fighter
C. professor
3. I now work downtown
______________________________________.
A. accountant
B. software programmer
C. manager
4. She carries __________________________________ part of her
job.
A. landscaper
B. police officer
C. truck driver
5. The man will explain ___________________________________.
A. teacher
B. travel agent
C. tour guide
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
253
6. Maria works at _____________________________ what they
need.
A. sales associate
B. telemarketer
C. secretary
7. _________________________________________________.
A. hotel clerk
B. electrician
C. bus driver
8. _________________________________________________.
A. host
B. server
C. dish washer
9. _________________________________________________.
A. mechanic
B. sales manager
C. taxi driver
10. _________________________________________________.
A. pilot
B. flight attendant
C. ticket agent
Source: http://www.esl-lab.com/eslbasic/jobhunting-2.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
254
Before doing the writing task, learn first the following grammar and do the
exercise.
1. GRAMMAR FOCUS
Affirmative Statements with GERUNDS
Agree Disagree Other Verbs or Phrases
Followed by GERUNDS
1. I like driving. So do I. Oh, I don’t.
2. I hate working on
weekend. So do I.
Really? I
like it.
3. I’m good at using
computers. So am I.
Gee, I’m
not.
Negative Statements with GERUNDS
1. I don’t mind working
evenings. Neither do I. Well, Ido.
2. I’m not good in writing
reports. Neither am I. I am!
3. I can’t stand making
mistakes. Neither can I.
Oh, I don’t
mind.
love
enjoy
be interested in
Source: New Interchange. English for International Communication by Jack C. Richards, page 61.
WRITING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
255
EXERCISE:
PAIR WORK:
Match the phrases in columns A and B to make statements about yourself.
# STATEMENTS OPTIONS
1. A: “I don’t like commuting to work.
B: “Neither do I”.
2. A: “I’m not very good at …………………….
B: …………………………………………….
3. A: “I’m good at ……………………………...
B: …………………………………………….
4. A: “I hate …………………………………….
B: …………………………………………….
5. A: “I can’t stand ……………………………..
B: …………………………………………….
6. A: “I’m interested in …………………………
B: …………………………………………….
7. A: “I don’t mind ……………………………..
B: …………………………………………….
8. A: “I enjoy …………………………………...
B: …………………………………………….
• talking on the phone
• working with a team
• solving problems
• sitting in meetings
• commuting to work
• making coffee for my
boss
• organizing my time
• learning languages
Source: New Interchange. English for International Communication by Jack C. Richards, page 61.
2. WRITING TASK Situations:
You quit your job as a TV reporter.
You didn’t like it. Now you want to look for another job that you feel
suitable for you and you really like.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
256
You want to get a job which is concerning with the industrial
electronics field.
Now your task is:
Write a letter to your parents. You explain to them why you quit your
job. You also need to tell them that this time you want to look for
another job that you feel is suitable for you (mention the kind of job,
the position you want to obtain, and the reason(s) you chose that kind
of job).
Dear Ma and Pa …………………………….
How are you? Hopefully you all are well. I would like to tell
you that
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
With Love,
………………….
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
257
Before doing the speaking practice, learn and practice the following
pronunciation first.
1. PRONUNCIATION
Listen to your teacher pronouncing the word “not, don’t, and can’t”.
Notice how the final “t” in not, don’t, and can’t is not released.
Then practice reading the following sentences using correct
pronunciation.
I’m not good in filing and typing.
I don’t like doing sales work.
I can’t stand working from nine to five.
Not, don’t, and can’t
SPEAKING
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
258
2. SPEAKING PRACTICE
JOB INTERVIEW
Situation:
“Devote yourself to create something that gives you purpose and meaning”.
SPEAKER A
You are a personal
manager of an
industrial company.
You interview a new
applicant.
You ask him/her about
his/her job reference,
and the reason(s)
he/she quit his/her job.
You also ask him/her
the position that
he/she is seeking and
his/her reason(s).
SPEAKER B
You just quit from
your job.
You apply for another
job in an industrial
company.
Now you have an
interview.
The interviewer asks
you to tell about your
job reference and the
reason(s) you quit.
He/she also asks you
about the position that
you are seeking in that
company and to give
your reason(s).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI