DESIGNING ENGLISH LEARNING MATERIALS FOR GRADE TEN STUDENTS OF INFORMATICS TECHNOLOGY PROGRAM AT SMKN 1 PAJANGAN BASED ON THE SCHOOL-BASED CURRICULUM IN THE ACADEMIC YEAR OF 2011 / 2012

摘要

The objectives of this research study were: (1) to identify the needs ofudGrade Ten students of Informatics Technology Program at SMKN 1 Pajangan inudlearning English and (2) to design appropriate English learning materials for theudGrade Ten students of Informatics Technology Program at SMKN 1 Pajangan.udThis research was a research and development (R & D) study. This studyudwas conducted through the following steps: needs analysis, course grid writing,udmaterials design, expert validation, materials revision, try-out, and final draftudwriting. The data were collected by using questionnaires (quantitative data) andudan interview guide (qualitative data). The quantitative data were analyzed byudusing the descriptive statistics and the qualitative data were analyzed qualitatively.udThis research designed three units. Each unit consists of 14 to 16 tasksudwhich are organized into warming up, main activities, evaluation, reflection, andudsummary. The try-out data analysis indicated that the materials were appropriateudas shown by the mean values 4.06 up to 4.65 for Unit 1. Unit 2 was alsoudappropriate with the mean values 4.03 – 4.53 and Unit 3 was appropriate with theudmean values 4.12 – 4.53 as well. This research indicated that appropriate learningudmaterials for Grade Ten students of Informatics Technology Program at SMKN 1udPajangan have the following features. In terms of input dialogues of 150-200udwords with pictures, phonetics transcription, and reading texts with vocabularyudand given model text and examples first for writing were appropriate input.udRegarding the procedure, answering the comprehension questions, completing theudshort dialogues, creating a dialogue, and performing the dialogue wereudappropriate. Pair work and individual work were the appropriate setting. Beingudactive participant was appropriate learner’s role. The teacher as a prompter,udfacilitator, controller, organizer, feedback and suggestion provider wasudappropriate teacher role.