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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

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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.


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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.


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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.


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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


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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


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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


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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


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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


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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


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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


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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,


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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


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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


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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:


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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.


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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.


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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)


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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.


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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.


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• 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.


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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.


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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


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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.


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


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.


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,


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).


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


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.


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:


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


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,


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.


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


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.


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.


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.


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?


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


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.


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


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).


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.


33


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


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


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.


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.


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.


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.


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


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.


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


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.


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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.


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


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


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.


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


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


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


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’


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


5 Message of Invitation

2.5 Expressing willingness 6

7

Asking and Giving Suggestions

Complaints and Apologies


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:


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.


55


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.


• 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’.


56


• 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.


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


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


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


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


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


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:


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.


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


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.


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.


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


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


6 Asking and Giving Suggestions

7 Complaints and Apologies


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.


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.


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.


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).


73


74

Appendix 1: Permission Letter to Conduct a Research


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).


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


77

Wawancara

Dalam upaya membuat desain materi Bahsa Inggris yang baik yang



(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.



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?


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


79

Wawancara

Dalam upaya membuat desain materi Bahsa Inggris yang baik yang



(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.



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!


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


81

Appendix 3: Questionnaires for Design Evaluation


82


83


84


85


86


87


88


89


90


91


92


93


94


95


96


97


98


99

Appendix 4: Syllabus


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


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)


101

Basic


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


• 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.


102

Basic


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


103

Basic


Time

Allotment Resources

Procedure Text


- 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.


104

Basic


Time

Allotment Resources

2.1 Understanding simple daily

conversation both in

professional and personal

context with non native

speaker.

UNIT 2

A. DESCRIBING

PEOPLE


one more time.

• Rewrite the content of

the recording into

good paragraphs.

LISTENING

• Read the

conversation of two

girls describing their

appearances


topic/brainstorming).

• Rewrite the content of

the recording.

Able to:

Written:

Writing task.

( 6x 45’)

3 x 45’


105

Basic


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


106

Basic


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


107

Basic


Time

Allotment Resources

B. DESCRIBING

OBJECTS

SPEAKING


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’


108

Basic


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


grammar


- 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


109

Basic


Time

Allotment Resources

• Write the description

of some objects

(industrial

electronics tools).

SPEAKING


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


• Describe some industrial

tools.

Written:

Describing

some objects

Oral:

Conversation

of describing

objects

www.google_

perangkatinstal

asi

listrik.com


110

Basic


Time

Allotment Resources


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


111

Basic


Time

Allotment Resources

GRAMMAR

“The Passive

Form of

Modals”

- Find the

Indonesian

meaning of the

words.

- Answer some


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.


112

Basic


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.


113

Basic


Time

Allotment Resources

SPEAKING


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)


114

Basic


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


phone messages


topic/brainstorming


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’


115

Basic


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.


exercise: Translate

some words used in

the recording into

Indonesian.

• Answer some


the recording.

• Memorize well the

sentences and write fast

while listening to the

recording.


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


116

Basic


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


important messages in the

recording ”Answering

Machine”.

• Answer correctly some


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


117

Basic


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


118

Basic


Time

Allotment Resources

2.7 Making short messages,

instructions, and lists using


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.


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


119

Basic


Time

Allotment Resources

A recording

containing of an

invitation message.

• Do the exercise: Make

a message based on the

situation stated.


of invitation message.


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.


120

Basic


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


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


122

Basic


Time

Allotment Resources

A recording

“Camping Under

the Stars”.

GRAMMAR

“Asking and Giving

Suggestions” (let’s,

why don’t, shall I /

We).


“Camping Under the

Stars”.


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


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.


123

Basic


Time

Allotment Resources

GRAMMAR

“Asking and Giving

Suggestions”

(could).


suggestions using let’s,

why don’t, shall I/We.

• Learn the Grammar “

Asking and Giving

Suggestions” (part 2).


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.


124

Basic


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.


125

Basic


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.


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.


126

Basic


Time

Allotment Resources

GRAMMAR:

”Complaints and

Apologies”.

GRAMMAR:

”Requests with

Modals and

”Requests with

Would You Mind”.

SPEAKING


”Complaints and

Apologies”.

• Do the Grammar

exercise: Make

complaints and

apologies in different

ways.


”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.


127

Basic


Time

Allotment Resources

• Listen to teacher

reading the sentemces

in grammar exercise 2.

• Pair work: Practice

reading the sentences

with a friend using


• 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


128

Basic


Time

Allotment Resources

Bussines Letter

”Letter of

Complaint”.

READING

• Read and pay attention

to the example of a

letter of complaint

(bussiness letter).


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).


129

Basic


Time

Allotment Resources

Bussiness Letter

(replying Letter of

Complaint).

• Read and pay

attention to the

replying letter of

complaint.


exercise: Translate

some words in the

letter into

Indonesian.

• Answer some


the letter.

WRITING

• Make a bussiness letter

(letter of complaint).

• Make a bussiness letter

(replying letter of

complaint).


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).


130

Basic


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”.


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.


131

Basic


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


”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.


132

Basic


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.


133

Basic


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.


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.


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).


134

Basic


Time

Allotment Resources

A recording “About

Myself”.

GRAMMAR: Simple

Past vs Past Progressive

WRITING

• Write a biography of

ownself.

LISTENING


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


135

Basic


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


• 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


• 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..


136

Appendix 5: Materials Design

XI GRADE STUDENTS OF INDUSTRIAL ELECTRONICS

ENGINEERING


137

1. BRAINSTORMING

Source: Pneumatic Application Circuit Trainer Experimental Manual ED-7800 Series, page 140.

1

READING


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


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.


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


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)


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


arise arose arisen

be was,were been

bear bore borne/born

beat beat beaten/beat

SPEAKING


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


144


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


145


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


146


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


147


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


148


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


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


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.


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


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:


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.


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


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.


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


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


158

1. BRAINSTORMING Read carefully the conversation below!

2

“WHAT DO YOU LOOK LIKE?”

LISTENING


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.


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).


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.


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.


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.


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


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


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


167

Here is the list of some famous people:

BRITNEY SPEARS

………………………………………

………………………………………

………………………………………

………………………………………

………………………..………………

………………………………………

………………………………………

SHARUKH KHAN

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………


168

STEPHANIE

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

………………………………………………….

GIRING “NIDJI”

……………………………………………

……………………………………………

……………………………………………

……………………………………………

……………………………………………

……………………………………………

……………………………………………

……………………………………………


169

PRETTY ASMARA

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

BARRACK OBAMA

…………………………………………

…………………………………………

…………………………………………

…………………………………………

…………………………………………

…………………………………………

…………………………………………

…………………………………………


170

NURUL ARIFIN

………………………………………………

………………………………………………

………………………………………………

………………………………………………

………………………………………………

………………………………………………

………………………………………………

………………………………………………

JACKIE CHAN

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

…………………………….


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


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


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


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.


175

2. …………………………………..

…………………………………..

…………………………………..

…………………………………..

3. …………………………………..

…………………………………..

…………………………………..

…………………………………..

4. ………………………………….

…………………………………..

…………………………………..

…………………………………..

…………………………………..

5. ………………………………….

…………………………………..

…………………………………..

…………………………………..

…………………………………..

Source of pictures: www.google_perangkat instalasi listrik.com.


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


177

Never give up until you have


178

1. BRAINSTORMING

• Observe the diagrams below carefully.

• Mention the difference(s) between Diagram A and Diagram B.

Diagram A Diagram B

3

READING


179

The difference(s) between diagram A and Diagram B (is/are):

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………


• 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.


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.


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


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


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


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


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.


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.


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.


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



• 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


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


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


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: ________________________________________________________________________________________________________________________________________________________________________


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


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


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


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


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.


197

Focus on what you do, your work; Not on others’


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


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.”


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

…………………………………………………………………

…………………………………………………………………


201


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.


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) ……………….


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


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


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.


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”


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.


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


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


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


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) ……………………………


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

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


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


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. ………………………………………………………………………….


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


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.


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?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


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


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 : __________________________________________________


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


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.”


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.


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.


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).


222

My Dear Lovely Sister, 1 March 2010

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

Your brother,

……………….


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


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


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


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.


• 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


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 %


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


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


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 _______


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


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 ___________


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


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


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”.


COMPLAINTS AND APOLOGIES

SPEAKING


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


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


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?


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”


237

3. Can you help me move into my new

apartment tomorrow?


4. Would you mind not smoking here?


5. Would you please move your car? It’s

blocking my driveway.


6. Would you mind not talking so loud?


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.


2. PRONUNCIATION

• Listen to the teacher pronouncing the sentences in exercise 2 above.

• Then practice reading the sentences with your friend using correct

pronunciation.


• 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.


238

1. READING TEXT AND QUESTIONS (LETTER OF

COMPLAINT) Read carefully the following Letter of Complaint.

.

READING


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


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? _________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


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)


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.


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?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


244


• 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)


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


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


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


248


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.


249


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.


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) ……………………………


• Find the synonym and antonym of the words in the table (see the next

page).

• After finishing this vocabulary exercise, answer the questions above.


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


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


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


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


WRITING


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


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.


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,

………………….


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


258


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).


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