DESIGNING ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE OF ACCOUNTING STUDENTS AT SMK NEGERI 1 WONOSARI, GUNUNGKIDUL IN THE ACADEMIC YEAR OF 2010/2011

Abstrak / Ringkasan

DESIGNING ENGLISH INSTRUCTIONAL MATERIALS FOR THE
ELEVENTH GRADE OF ACCOUNTING STUDENTS AT SMK NEGERI 1
WONOSARI, GUNUNGKIDUL IN THE ACADEMIC YEAR OF 2010/2011
By:
YULIYANTI
06202244082
ABSTRACT
The ultimate objective of this research is to design appropriate English
instructional materials that are needed in SMK Negeri 1 Wonosari in the academic
year of 2010/2011, for the eleventh grade students of Accounting.
This research was a research and development (R & D) study. The
subjects of the research were the students of XI Accounting 1 and 2, in the
academic year of 2010/2011. The steps of the research were conducting needs
analysis, writing the course grid and designing the units, writing the materials,
consulting the materials to the supervisors as the expert judgment, revising the
first draft, trying-out the second draft, evaluating and revising the materials, and
writing the materials for the final draft. The data were collected using
questionnaires, interview and observation techniques. There were two types of the
collected data: 1) quantitative data, which were the results of the questionnaires,
and 2) qualitative data, which were the results of the interview and observation.
Those data were analyzed using quantitative data analysis by measuring the
percentage and the mean values, and using descriptive qualitative data analysis by
coding and categorizing.
The research findings suggest some parts in a unit: title, objectives, lead-in
(Let’s Get Ready), main activities (Let’s Listen and Speak and Let’s Read and
Write sections), evaluation (Let’s Evaluate), reflection, summary (Let’s
Summarize), and vocabulary list. They also show that each unit has got two
cycles; spoken and written cycles. In the cycles, appropriate English learning
materials indicate tasks divided in lead-in, main activities, and evaluation. The
materials provide language functions, pronunciation and grammar lessons and
vocabulary items. The appropriate materials are supported by the effectiveness of
task components; goal, input, activity, teacher role, learners’ role and setting. The
appropriate goals of the tasks are making students to have communicative,
affective and cognitive learning outcomes. Pictures, dialogues, vocabulary and
pronunciation lists, expressions, short explanations, letters, situations, invitation
cards, memos, and articles are the appropriate inputs. The appropriate activities
are pronouncing words, listening dialogues, answering questions, making and
acting out dialogues, and reading letter, completing sentences, answering
questions, finding synonyms, matching words, changing sentences, writing
invitation cards and memo, and writing main ideas. Teacher’s roles are as a
source, controller, assessor, feedback, prompter/guide, corrector, facilitator and
observer. The learners’ roles are being active learners, passive recipients,
performer, and listener. Individual and pair work in the classroom are the
appropriate settings in this research

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