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DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH
MATERIALS FOR THE SEVENTH GRADE STUDENTS OF SMP N 2
SIDOHARJO SRAGEN BASED ON NATIONAL CURRICULUM 2006
A THESIS
Presented as Partial fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bety Kusumastuti
Student Number: 051214005
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
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DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH
MATERIALS FOR THE SEVENTH GRADE STUDENTS OF SMP N 2
SIDOHARJO SRAGEN BASED ON NATIONAL CURRICULUM 2006
A THESIS
Presented as Partial fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bety Kusumastuti
Student Number: 051214005
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
S
G
DESIGNI
MATERI
SIDOHA
Sponsor
G. Punto Aji
ING A SET
IALS FOR
ARJO SRAG
i, S.Pd., M.H
A
OF SUPPL
THE SEVE
GEN BASED
Bety
Student N
A
Hum.
ii
A Thesis on
LEMENTAR
ENTH GRA
D ON NAT
By
y Kusumastu
Number: 051
Approved by
RY INTEG
ADE STUDE
IONAL CU
uti
1214005
y
Date 25
GRATED EN
ENTS OF S
URRICULU
5 July 2011
NGLISH
SMP N 2
UM 2006
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“A PESSIMIST SEES THE DIFFICULTY IN EVERY
OPPORTUNITY;
AN OPTIMIST SEES THE OPPORTUNITY IN EVERY
DIFFICULTY”
(Winston Churchill)
This thesis is dedicated to my beloved parents:
Hadi Sukarto and Sukarni
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotation and the
references, as a scientific paper should.
Yogyakarta, 19 August 2011
The Writer
Bety Kusumastuti
051214005
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Bety Kusumastuti
Nomor Mahasiswa : 051214005
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH
MATERIALS FOR THE SEVENTH GRADE STUDENTS OF SMP N 2
SIDOHARJO SRAGEN BASED ON NATIONAL CURRICULUM 2006”
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Universitas sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya secara terbatas di internet atau media lain untuk kepentingan
akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada
saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 19 Agustus 2011
Yang menyatakan
(Bety Kusumastuti)
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ABSTRACT
Kusumastuti, Bety. 2011. Designing A Set of Suplementary Integrated English Materials for the Seventh Grade students of SMP N 2 Sidoharjo Sragen Based on National Curriculum 2006. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Curriculum 2006 (School Based Curriculum) stated that the four skills are taught in integrated way to facilitate the students. Teaching language in integrated way will enable the students to achieve their English mastery and ability in communicating using English easily. From the observations result, it was found that SMP N 2 Sidoharjo did not have enough integrated English materials. Therefore, this study was aimed to design a set of supplementary integrated English materials for the seventh grade students of SMP N 2 Sidoharjo Sragen based on National Curriculum 2006. This study concerned to one research question, which was: How does the design of a set of supplementary integrated English materials for the seventh grade students of SMP N 2 Sidoharjo based on national curriculum 2006 look like?
In answering the question, this study adapted Kemp’s instructional design model and employed R & D (Research and Development method). There were five steps conducting in this study. The steps were: (1) Research and Information Gathering. Identifying learners characteristics to gain data needed was conducted in this study. (2) Planning. In this step, the writer defining goals, topics, and general purposes for the designed materials. (3) Develop Preliminary Form of the Product. In this step, the materials were designed based on the result of planning. (4) Preliminary Field testing. The questionnaires were distributed to English teachers of SMP N 2 Sidoharjo and English Language Education Lecturers of Sanata Dharma University to check the designed materials. (5) Main Product Revision. The data from Preliminary field testing were analyzed in this step. The result of the analysis indicated that the designed materials were suitable and acceptable to be applied in the school.
This study presented the final version of the designed materials. It consist of four units. Those were (1) Greeting, (2) Commanding, (3) Asking and giving information, (4) Apologizing. Each unit in the designed materials is divided into three main sections, namely: (1) Pre - Activity, (2) Whilst – Activity, (3) Post – Activity. Each unit contains of several activities, namely: Get Started, Listen and Speak Up, Get the Idea, Grammar Stage, and Learning Essential.
Hopefully, the designed materials can help the English teachers to teach English in integrated way. Then, the designed materials can facilitate the students to improve their English mastery and ability.
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ABSTRAK
Kusumastuti, Bety. 2011. Designing A Set of Suplementary Integrated English Materials for the Seventh Grade students of SMP N 2 Sidoharjo Sragen Based on National Curriculum 2006. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Kurikulum 2006 (KTSP) menyatakan bahwa empat keahlian diajarkan secara terintegrasi. Mengajar bahasa dengan cara terintegrasi akan memungkinkan siswa mencapai kemampuan dan penguasaan Bahasa Inggris serta kemampuan dalam berkomunikasi dalam Bahasa Inggris dengan lebih mudah. Dari hasil penelitian yang dilakukan, ditemukan bahwa SMP N 2 Sidoharjo Sragen belum cukup memiliki referensi materi bahasa Inggris yang terintegrasi. Oleh karena itu, tujuan dari studi ini adalah untuk merancang seperangkat materi Bahasa Inggris yang terintegrasi untuk siswa kelas 7 SMP N 2 Sidohajo Sragen berdasarkan kurikulum nasional 2006. Studi ini fokus dengan satu pertanyaan penelitian, yaitu: Bagaimana bentuk seperangkat materi tambahan bahasa Inggris terintegrasi untuk siswa - siswi kelas tujuh SMP N 2 Sidoharjo Sragen berdasarkan kurikulum nasional 2006?
Dalam menjawab pertanyaan tersebut, studi ini mengadaptasi model perancangan dari Kemp dan metode yang diterapkan adalah R & D (metode penelitian dan pengembangan). Ada lima tahapan yang dilaksanakan dalam studi ini. Tahapan tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. Dalam studi ini dilakukan identifikasi karakteristik pelajar untuk memperoleh data – data yang dibutuhkan. (2) Perencanaan. Dalam tahap ini, penulis menentukan tujuan, topic, dan tujuan umum dari materi yang disusun. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, materi dirancang berdasarkan hasil dari tahap perencanaan. (4) Pengujian Awal di Lapangan. Kuesioner dibagikan kepada guru bahasa Inggris SMP N 2 Sidoharjo dan dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta untuk memeriksa materi yang sudah dirancang. (5) Perbaikan Produk Utama. Data dari pengujian awal lapangan dianalisa pada tahap ini. Hasil dari analisa tersebut mengindikasikan bahwa rancangan materi sesuai dan bisa diterima untuk diterapkan di sekolah tersebut.
Studi ini menyajikan hasil akhir dari materi yang sudah dirancang. Materi tersebut terdiri dari empat unit. Masing-masing adalah (1) Greeting, (2) Commanding, (3) Asking and giving information, (4) Apologizing. Masing - masing unit dalam rancangan materi dibagi menjadi tiga bagian utama, yaitu: (1) Kegiatan Awal, (2) Kegiatan Inti, (3) Kegiatan Penutup. Masing – masing unit terdiri dari beberapa kegiatan, yaitu: Get Started, Listen and Speak Up, Get the Idea, Grammar Stage, and Learning Essential.
Harapannya, rancangan materi ini bisa membantu guru bahasa Inggris mengajar dengan cara terintegrasi. Rancangan materi bisa memfasilitasi siswa siswi untuk mengembangkan penguasaan dan kemampuan bahasa Inggris.
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to the Almighty
Allah for love, grace, and bless that is given in my life. I believe that because of
his guidance I can finish my thesis.
My gratitude goes to Gregorius Punto Aji, S.Pd., M.Hum., my thesis
sponsor, for his willingness and patience in helping me to finish my thesis. I really
thank him for his support, guidance and suggestions that were given to me. In
addition, I would like thank Christina Lhaksmita Anandari, S.Pd., M.Ed. and
Fidelis Chosa Kastuhandani, S.Pd., M.Hum. for their willingness spending
their time in evaluating my designed materials. I am deeply grateful to all
lecturers of English Language Education Study Program of Sanata Dharma
University for guiding and teaching me during my study in Sanata Dharma
University. I would also like to address my sincere gratitude to the English
teachers of SMP N 2 Sidoharjo, Mrs. Dwi and Mrs. Tiar, for their help, advice,
guidance, and suggestions to my designed materials. My special thanks go to the
seventh grade students of SMP N 2 Sidoharjo, especially for grade VII A, for their
help and cooperation during the interview and filling the questionnaires.
My deepest gratitude is addressed to my beloved parents, Hadi Sukarto
and Sukarni. I thank them for their prayer, support, patience, advice, and love
they have given to me. My gratitude also goes to my beloved brother, Setiyanto,
for his care and patience in supporting and encouraging me to accomplish my
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study. I thank for always picking me up when I just came from Sragen to consult
my thesis.
My special thanks also go to all SDN SBI Kroyo staff especially for MM.
Sri Rahayu, S.S.,M.Pd. as the principal, for her cooperation and giving me a day
off to go finish my thesis. My gratitude also goes to all teachers and my beloved
students in SDN SBI Kroyo Sragen. I thank them for giving me a great
opportunity to develop myself. My special thanks go to my beloved friends:
Ganish, Phia, Mita, mbak Anik, and Ms. Etis for their love and care. I hope our
friendship will be everlasting. Last but not least, my gratitude also goes to all PBI
2005 students, for the unforgettable moments during the study in Sanata Dharma
University, and to all the people whose names cannot be mentioned one by one
here. May God bless us forever.
Bety Kusumastuti
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TABLE OF CONTENTS
Page
TITLE PAGE ..................................................................................................... i
APPROVAL PAGES ......................................................................................... ii
DEDICATION PAGE ........................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY .................................................. v
LEMBAR PERNYATAAN PERSETUJUAN ....................................................... vi
ABSTRACT ....................................................................................................... vii
ABSTRAK ........................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................... x
TABLE OF CONTENTS ................................................................................... xi
LIST OF TABLES ............................................................................................. xiii
LIST OF FIGURES ........................................................................................... xiv
LIST OF APPENDICES .................................................................................... xv
CHAPTER I. INTRODUCTION
A. Research Background............................................................................. 1
B. Problem Formulation ............................................................................. 4
C. Problem Limitation ................................................................................ 4
D. Research Objectives ............................................................................... 5
E. Benefits of the Study .............................................................................. 5
F. Definition of Terms ................................................................................ 6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .......................................................................... 9
1. Models of Instruction Design ........................................................... 10
2. Integrated Materials ......................................................................... 13
3. School Based Curriculum 2006 ....................................................... 14
4. Communicative Task ....................................................................... 15
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5. Communicative Language Teaching ............................................... 16
a. The Characteristic of CLT ......................................................... 16
b. Theory of Language ................................................................... 18
c. Theory of Language Learning .................................................... 19
d. The Syllabus ............................................................................... 19
e. Types of Learning and Teaching Activities ............................... 22
f. Teachers’ and Learners’ Role in Communicative Activities ..... 23
B. Theoretical Framework .......................................................................... 24
CHAPTER III. METHODOLOGY
A. Research Method .................................................................................... 28
B. Research Participants ............................................................................. 31
C. Research Instruments ............................................................................. 33
D. Data Gathering Techniques .................................................................... 34
E. Data Analysis Techniques ...................................................................... 37
F. Research Procedures .............................................................................. 39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Learners’ Characteristics ........................................................................ 42
B. Goals, Topics, and General Purposes ..................................................... 45
C. Learning Objectives ............................................................................... 49
D. Subject Content for the Designed Materials .......................................... 52
E. Teaching Learning Activities and Resources of the Designed Materials 53
F. Materials Feedback and Evaluation ....................................................... 55
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................ 61
B. Suggestion ............................................................................................. 62
REFERENCES ................................................................................................. 64
APPENDICES .................................................................................................. 65
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LIST OF TABLES
3.1 Types of Data ............................................................................................... 35
3.2 Points of Agreement ..................................................................................... 38
3.3 The Blue Print of the Form of the Result of Respondents’ Questionnaires . 39
4.1 The Result of the Questionnaires for Learners Characteristics in the
Form of Numbers ........................................................................................ 43
4.2 The Result of the Questionnaires for Learners Characteristics in the
Form of Percentage ..................................................................................... 43
4.3 The Competence Standard and Basic Competencies for the First Semester 46
4.4 The Selected Topics ..................................................................................... 48
4.5 The Indicators .............................................................................................. 49
4.6 The Subject Content ..................................................................................... 52
4.7 The Description of the Respondents of the Preliminary Field Testing ........ 55
4.8 The Result of Preliminary Field Testing ...................................................... 56
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LIST OF FIGURES
1. Kemp’s Instructional Design Models............................................... 8
2. The Framework in analyzing communicative task .......................... 9
3. The relationship between R & D and ID .......................................... 12
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LIST OF APPENDICES
Appendix A .................................................................................................. 65
Letter of Permission to the Headmaster of SMP N 2 Sidoharjo ........ 66
Letter of Official Statement from SMP N 2 Sidoharjo ...................... 67
Appendix B ................................................................................................... 68
Questionnaire of Information Gathering ............................................ 69
The Interview Result .......................................................................... 71
Questionnaires of Preliminary Field Testing ..................................... 72
Appendix C ................................................................................................... 76
General Description ........................................................................... 77
Gambaran Umum ............................................................................... 80
Appendix D ................................................................................................... 83
Syllabus .............................................................................................. 84
Lesson Plan ...................................................................................... 101
The Designed Materials ................................................................... 125
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CHAPTER I
INTRODUCTION
In this chapter, the writer would like to present the introduction of this
study. It includes the background of the study, problem formulation, problem
limitation, research objectives, the benefits of the study, and the definition of
terms.
A. Research Background
The existence of international school has become a phenomenon in our
education. Nowadays, international schools take much public attention and
interest. Many parents choose to register their children to an international school
in order to get better education. International school is a school that is categorized
as an autonomous school. The difference between international and public school
is on the curriculum. Public school applies the curriculum that is governed by the
government, whereas international school applies both the national curriculum
and adopted curriculum from foreign country. They combine those two curricula
and use them as guidance to hold teaching learning activity.
Besides international schools, we are also familiar with the term of National
Standard School (SSN). SSN is one step that must be passed by a school before it
is considered as an International school. Based on PP nomor 19 pasal 11 ayat 2,
the government categorizes a school as a National Standard School when it has
already fulfilled the requirements. There are two kinds of requirements; those are
internal and external support. Internal support covers the accreditation grade of
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the school, which must be an A, has its own curriculum, and the human resources.
In addition, external support includes participation and support from school
committee, parents, and department of education. Those two requirements enable
the school hold SSN (National Standard School). SSN must prepare good human
resources to face the world. The fundamental issues are all about language. An
SSN should start to use English language in their teaching learning process. All
subjects should be delivered in English. This situation will not be easy for the
students and teachers also. For the teachers, not all teachers have the capability to
explain the materials in English, because they come from different background.
The Students also face the same problem. Students in Indonesia find this language
as a difficult subject. It is because English is not their mother tongue. To make
them understand and accomplish this language, teachers should help the students
be familiar with this language.
Teaching learning process in SSN is not only pays attention on the
intellectual aspect, but also create activities and environment which is enable to
develop the dimension within education, like character, behavior, intellectual,
emotional, and social. All of those dimensions are expected to be developed in
order to obtain the balance all of those dimensions. To obtain those expectations, a
school must have good and appropriate curriculum. This case will affect all of the
activities within a school. SSN applied Kurikulum Tingkat Satuan Pendidikan
(KTSP) or School Based Curriculum (SBC) as their curriculum. In this case, those
schools have their own right to develop the syllabus, which means the schools are
assigned to develop the components of the curriculum itself. The developments of
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the component are appropriated with the school condition. School-based
Curriculum (SBC) of the English Subject for Junior High Schools expects the
students to be able to understand and express information, thoughts, and feelings,
and develop knowledge, technology, and culture (Pendidikan Nasional, 2006).
Those are called communicative competences. It is realized through the four
English skills: listening, speaking, reading, and writing. Those four skills must be
achieved by the students.
SMP N 2 Sidoharjo is located in Sragen. It is one of schools in Sragen
which has already categorized as SSN. Related with the materials, especially for
English subject, SMP N 2 Sidoharjo already has good English materials. Yet, they
still need English additional materials which able to dig the potential of the
students. We know that in mastering English, we have to accomplish four skills.
Those are listening, speaking, reading, and writing. The existing material only
covered on certain skill. Moreover, it could not facilitate the students to be an
active learner. The English teachers also say that some of their students find
difficulties to speak in English. Most of them feel ashamed. Hence, the writer
proposes to design integrated material which covered the four skills that must be
achieved by the students. The designed material will apply communicative
approach as the basic in designing the material. This approach is appropriate for
them. Hence, these integrated materials are expected to help the students build
their communicative ability since they are in the beginning level. Furthermore, the
designed materials are expected to facilitate the students of SMP N 2 Sidoharjo,
especially for the first grade to strengthen their English mastery. The demand of
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the new era, people is expected to be able to communicate using English fluently
when they meet foreign people. That is why, mastering English is really important
and it would be better if it is done since in the beginning level. The designed
materials will covered the four skills in which the topics will derived from the
English syllabus applied in SMP N 2 Sidoharjo.
B. Problem Formulation
The problem formulated in this study is: How does the design of a set of
supplementary integrated English materials for the seventh grade students of SMP
N 2 Sidoharjo based on national curriculum 2006 look like?
C. Problem Limitation
To specify this study, the writer decided to limit the study in some cases.
First, this study only focuses on designing a set of supplementary integrated
materials, not on implementing and evaluating the materials. Second, the writer
applies communicative language teaching in designing the materials.
Communicative language teaching gave the students opportunity to study in a
communicative way. They could freely express their ideas in order to get better
understanding. Third, this study was conducted in SMP N 2 Sidoharjo Sragen. It
was chosen because that school needs English additional materials which are able
to dig up their potential during teaching learning activities. Fourth, this study is
intended for the first grade students from that school. Fifth, the design material is
designed based on national curriculum applied in SMP N 2 Sidoharjo Sragen.
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D. Research Objectives
This study is intended to answer the problems that are stated in the
problem formulation. There are two objectives of this study:
1. to design a set of supplementary integrated materials for the seventh grade
students of SMP N 2 Sidoharjo Sragen based on national curriculum.
2. to verify the design of supplementary integrated materials for the seventh
grade students of SMP N 2 Sidoharjo Sragen.
E. The Benefits of the Study
The writer hopes that this study will be able to give benefits for the
seventh grade students of SMP N 2 Sidoharjo, the English teachers of SMP N 2
Sidoharjo Sragen, and for the other researchers. The benefits can be described as
follows
1. For the students of SMP N 2 Sidoharjo Sragen
For the students of SMP N 2 Sidoharjo, especially for grade seventh
students, the designed materials will help them study English easier. It also
helps them to get better understanding. The communicative language teaching
that is applied in the designed materials will be able to encourage their
motivation in learning English and make them be more active and express their
ideas communicatively.
2. For the teachers of SMP N 2 Sidoharjo Sragen
The designed materials can be additional materials for the teachers of
SMP N 2 Sidoharjo. It can be an alternative material for the teacher in
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choosing different kind of teaching learning activities. Teacher can also still
modify the designed material based on their needs.
3. For the other researchers
For the other researchers, this study can be a reference to conduct
further research which related to the topic. Through this study, the other
researchers may gain beneficial information that can be used to support their
research.
F. Definition of Terms
To avoid misunderstanding for the reader, there are some terms that are
needed to be clarified. Those terms are School-Based curriculum, seventh grade
students of junior high Schhol, SMP N 2 Sidoharjo, integrated, materials, and
integrated materials.
1. School-Based Curriculum
School-Based Curriculum is the newest curriculum applied in our
education system. This curriculum gives autonomy for each school to arrange
their syllabus in order to fit with their needs (Muslich, 2007: 10). According to
School-Based Curriculum, the purpose of learning English in Junior High
School is to develop communication competence spoken or written and to
achieve informational literacy level. The scope is to be able to have the
comprehension ability or to produce written or spoken texts in the form of
listening, speaking, reading, and writing.
In this study, School-Based Curriculum for Junior High School that is
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applied in SMP N 2 Sidoharjo becomes the basic in designing the integrated
materials. The purpose is to encourage the students to be more familiar with
those skills.
2. Seventh Grade Students of Junior High School
The integrated materials are made for the seventh grade students of
Junior High School. In this study, seventh grade students are the first grade in
Junior High School who are usually 11 – 13 years old and now they are
studying in SMP N 2 Sidoharjo Sragen. The designed materials are presented
to grade seventh students of SMP N 2 Sidoharjo.
3. SMP N 2 Sidoharjo Sragen
SMP N 2 Sidoharjo Sragen is located in Ngemplak village. It is a
National Standard School. This school has fifteen classes which are divided
into grade seven, eight, and nine students. In addition, there is a language
laboratory provided by the school. It can facilitate the students to learn English
language better and to make them be more accustomed towards this language.
4. Integrated
The definition of integrated is to be united into a body or a system,
where each of the parts in relationship with others. Integrated is a combination
of four skills in learning language in the same time. It means to make the
students develop their language competence actively (Oxford, 2001: 2). Since
the English subject is delivered in integrated way, the English skills and
elements are taught in integrated way too. This study is aimed at integrating
four skills, listening, speaking, reading, and writing. So, in this study, a set of
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integrated materials is a set material which integrate listening, speaking,
reading, and writing skills.
5. Instructional Materials
Materials are the content to be learned in learning process, written in
textbooks or papers. According to Bridge and Gagne (1979: 3), instruction is a
set of events which affect learners in such a way that learning is facilitated.
Sauvignon (1977: 132), states that a set of instructional materials can be
resources in pursuing the language activities at hand. In this study, instructional
materials refer to a set of units used by the teachers or instructor and the
students as the focus of discussing in teaching learning process in order to
develop students’ English skills.
6. Integrated Materials
Integrated materials are the materials that focus on the four skills
(listening, speaking, reading, and writing). The four skills are needed in
learning English language. Those are interconnected each other. Richards and
Rodgers (2001: 8) state that the students are often involved in activities that
link the skills. This study tries to integrate those four skills into a set of
supplementary integrated materials and present the design materials for the first
grade students of SMP N 2 Sidoharjo.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to present the review of related
literature that becomes the basis for the discussion. The purpose of this chapter is
to obtain the better understanding about the basic principles of this study, so that
the problems stated in the previous chapter can be answered.
In this chapter, there are two major points that are discussed. First, is
theoretical description that discusses the related theories which become the basis
of the study, and second is theoretical framework that explains the steps in
designing the materials.
A. Theoretical Description
In this part, the writer elaborates key points that are used in this study.
They are the theories of Instructional Design Model, Research and development,
Integrated Materials, School-Based Curriculum 2006, Communicative Task, and
Communicative Language Teaching.
1. Models of Instructional Design
Developing a set of integrated materials needs an instructional model to be
followed. In this study, the writer referred to Kemp’s instructional model as the
main instructional model for the designed materials. The model will be discussed
further in the following discussion.
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Kemp’s Instructional Design Model
The instructional model proposed by Kemp is a flexible model. The
development process may start from any step and then move back and forth to the
other steps whenever the designer is ready. There are three important questions
needed in instructional design stated by Kemp (1977: 68), namely:
1. What must be learned? (the objectives)
2. What procedures and resources will work best to reach the desired
learning levels? (activities and resources)
3. How will we know the required learning has taken place? (evaluation)
The writer should consider those three elements as the basic of creating an
instructional design. If one of them is missing, it means that the writer fails to
make a good design.
In Kemp’s model (1977: 8), they are eight interdependent elements that
must be considered in designing instructional materials, those are:
Step 1: Determining the Goals, Topics, and General Purposes
In this step, the writer should decide the goals of the system, select the topic to be
taught, and then specify the general purposes of each topic. In other words, this
step determines what the teacher wants to accomplish in teaching each topic
(Kemp, 1977: 13 – 16).
Step 2: Mentioning the Learners’ Characteristics
The aim of this step is to find out information about students’ needs, interests, and
ability. This is a crucial step, because the students’ characteristics will influence
the emphases in instructional planning including the selection of topics and the
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level at which topics are introduced, the choice and sequencing of objectives, the
depth of treatment, and the variety of learning activities (Kemp, 1977: 18 – 22).
Step 3: Specifying the Learning Objectives
The writer determines the learning objectives in order to achieve certain students’
performances. It should be measurable and unambiguous so that the students are
able to accomplish the objectives. This step determines what the students should
do or should be able to do (Kemp, 1977: 23 – 42).
Step 4: Listing the Subject Content
In this step, the writer lists the subject content such as selecting and organizing the
specific knowledge and skill to support each objective. Subject content includes
the organization of the content and task analysis. By doing task analysis, the
designer can make sure that all elements of a procedure are considered in the
planning and will therefore be treated properly during instruction (Kemp, 1977:
43 – 49).
Step 5: Developing Pre-Assessment
The aim of develop pre-assessment is to determine the learners’ background and
to present level of knowledge about topic. Pre-assessment has two kinds of tests;
they are pre-requisite testing and pre-testing. A pre-requisite test is to determine
whether the students have the appropriate background preparation for the topic.
Pre-testing is to determine which of the objective students may have already
achieved (Kemp, 1977: 50 – 54).
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Step 6: Selecting the Teaching/ learning Activities and Instructional
Resources
In this step, the writer selects the teaching or learning activities and instructional
resources that will treat to the subject content, so learners will accomplish the
objectives (Kemp, 1977: 55 – 83).
Step 7: Coordinating Support Services
The support services include 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 (Kemp, 1977: .84 – 90).
Step 8: Evaluating the Students’ Learning
The evaluation is conducted to test whether the materials are successfully
implemented for the students and whether they have already met the objectives of
the study or not (Kemp, 1977: 91 – 100).
The figure which shows the relationship between one step to another steps is
presented below:
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Figure 1: Kemp’s Model (1977: 9)
From the instructional model above, the writer would not use all of those
steps, some steps will be used and others will not be used.
2. Integrated Materials
Learning a language means that students should mastery the four skills,
those were listening, speaking, reading, and writing. On the learning process,
those skills cannot be separated.. It means that students cannot learn listening or
reading while the other skills are not being used. For example, when the students
listen to a recorded material, they need to take a note to memorize what is being
told and to answer the questions. Another example is when students are reading a
narrative text, they also need to write the main idea of that text. These examples
show the importance of integrated material in teaching a language.
Goals,
Topics, and General
Purposes
Learner Character-
istics
Subject Content
Teaching/ Learning Activities, Resources
Pre-
Assessment
Learning Objectives
Support Services
Evaluation
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Integrated materials are the materials which cover the four skills (listening,
reading, speaking, and writing). Those are interconnected each other. As stated by
Richard and Rodger (2001: 208), that language use is perceived as involving
several skills together. In this case, students are often involved in activities that
able to link the skills, because this is the way how the skills involve in real world.
Moreover, the students have certain characteristics in studying. They have their
own style in learning. Sometimes, they are take notes while they are listening, and
make summary while they are reading, or give their respond orally to things or
something that they have already read or written. Combining those four skills in
one material is a good way to help the students in mastering a certain language.
Besides, students are also able to learn the language easily.
3. School-Based Curriculum 2006
KTSP or School-Based Curriculum is the newest curriculum applied in
Indonesia. Department of education in Indonesia expected that all of school in
Indonesia has already applied School Based Curriculum within 2010. According
to Muslich (2007: 10) School Based Curriculum is the improvement of 2004
curriculum, which was Competency-Based Curriculum. School Based Curriculum
requires every school has their own right to develop the syllabus and lesson plans.
On the other words, the schools themselves should be able to develop the
component of the curriculum itself which is suitable and appropriate with the
school’s need. As quoted in Muslich (2007: 17), Badan Nasional Pendidikan
states that the School-Based Curriculum 2006 is the operational curriculum which
is managed and done in each school. This curriculum was recommended to help
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the students to reach the standard of the students’ competencies. Therefore, the
materials that are used must be adjusted with the regional characteristics, school
level, students’ characteristic, and social cultural.
4. Communicative Task
Communicative task is 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 (Nunan,
1989: 10). This task helps the students to perform the target language in a real life
situation. The students can express their idea freely and broadly. According to
Nunan (1989: 11), some components were included in analyzing communicative
tasks. They are goals, input, activities, teacher role, learner role, and setting.
Goals Teachers’ role
Input Learners’ role
Activities Settings
The framework in analyzing communicative task
(Nunan, 1989: 11)
TASKS
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Those components would become the basis in analyzing communicative
task in designing the integrated materials for the seventh grade students of SMP N
2 Sidoharjo.
5. Communicative Language Teaching
In teaching learning process, students need a model or a facilitator to help
them learn easily. In this case, teachers’ roles are really important. Teachers are
considered as the model for their students. Teachers are expected to provide a
good material and deliver the material with appropriate method, technique,
strategies, and approaches. Approach is considered as how language is used and
how it’s chosen. Further, approach describes as how people acquire their
knowledge of the language and makes statements about the conditions which will
promote successful language learning. In this study, the writer would like to
elaborate the approaches that are used in teaching foreign language that is
Communicative Language Teaching (CLT). The writer considers this approach as
the appropriate approach for junior high school students.
a. The Characteristics of CLT
Finocchiaro and Brumfit (1983) as mentioned in Richard and Rodgers
(2001: 156 – 157) specifies CLT into 22 characteristics. Those would be
discussed further below.
1) Since the focus of CLT is on meaning rather than structure and form,
so that meaning is paramount.
2) Dialogues, if used, center on communicative function and are not
normally memorized.
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3) Contextualization is a basic premise in CLT.
4) The language learning in CLT is learning to communicate.
5) Effective communication is sought.
6) Drilling may occur, but peripherally.
7) Comprehensible in pronunciation is sought.
8) Any device that helps the learners is accepted. It is varying according
to their age, interest, etc.
9) Attempts to communicate may be encouraged from the very beginning.
10) Judicious use of native language is accepted where feasible.
11) Translation may be used where students need or benefit from it.
12) Reading and writing can start from the first day, if desired.
13) The target linguistics system will be learned best trough the process of
struggling to communicate.
14) Communicative competence is the desires goal (i.e., the ability to use
linguistic system effectively and appropriately).
15) Linguistic variation is a central concept in materials and methodology.
16) Sequencing is determined by any consideration of content, function, or
meaning that maintains interest.
17) Teachers help learners in any way that motivates them to work with
the language.
18) Language is created by the individual, often through trial and error.
19) Fluency and acceptable language is the primary goal: accuracy is judge
not in the abstract but in context.
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20) Students are expected to interact with other people, either in the flesh,
through pair and group work, or in their writings.
21) The teacher cannot know exactly what language the students will use.
22) Intrinsic motivation will spring from an interest in what is being
communicated by the language.
Those 22 characteristics will be used as the reference in developing a
set of supplementary integrated English materials for the seventh grade
students of SMP N 2 Sidoharjo.
b. Theory of Language
The communicative approach in language teaching starts from a theory
of language as communication (Richard and Rodgers, 2001: 159). The
primary function of a language itself is for interaction and communication.
Thus, the functional and communicative dimensions are more considered than
the grammatical and structural views. The goal of a language teaching is to
develop what Hymes (1972) referred to as “communicative competence.” It
means what speaker needs to know in order to be communicatively
competence in a speech community. As quoted by Richards and Rodgers
(2001: 160), Hymes describes that language performs seven basic functions.
1) The instrumental function: using language to get things.
2) The regulatory function: using language to control the behavior of
others.
3) The interactional function: using language to create interaction with
others.
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4) The personal function: using language to express personal feelings and
meaning.
5) The heuristic function: using language to learn and to discover.
6) The imaginative function: using language to create a world of the
imagination.
7) The representational function: using language to communicate
information.
c. Theory of Language Learning
As quoted in Richards and Rodgers (2001: 161), Brumfit and Johnson
(1979) offers three elements of an underlying learning theory that can be
discerned in some CLT practices. The first element is communication
principle. It involves real communication promote learning. A second element
is the task principle. This element include activities in which language is used
for carrying out meaningful task promote learning. And the third element is
the meaningfulness principle. Language that is meaningful to the learner
supports the learning process.
d. The Syllabus
Robertson (1971: 564) as stated in Yalden (1987: 18) defines syllabus
as a statement of the plan for any part of the curriculum, excluding the element
of curriculum evaluation itself. The syllabus itself should be viewed in the
context of an ongoing curriculum development process. Krahnke (1987, 10 –
12) formulated six types of syllabus. They are:
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1) A Structural Syllabus – the content of language teaching is a collection of
the forms and structures, usually grammatical of the language being taught
(structure: noun, verb, adjective, adverb, past tense, and so on)
2) A Notional/ Functional Syllabus – the content of language teaching is a
collection of function that is performed when language is used. The
examples of function are agreeing, apologizing, informing, requesting, and
so on. Whereas information of notion includes age, size, color,
comparison, time, and so on.
3) A Skill-based Syllabus – the content of language teaching is a collection of
specific abilities that may play a part in suing language. Skills are things
that people must be able to do in order to be competent in the language.
The purpose of this syllabus is to learn the specific language skill and to
develop more general competence in the language, only incidentally any
information while applying the language skills. Skill-based syllabus
include: linguistic competencies (pronunciation, grammar, vocabulary,
sociolinguistic and discourse) together into generalized types of behaviors,
such as writing well-formed paragraph, listen to spoken language to catch
the main idea, giving effective oral presentation, reading text for the main
ideas, and so on.
4) A Situational Syllabus – the content of language teaching is a collection of
real or imaginary situation in which language occur is used. A situation
usually involves several participants who are engage in some activity in a
specific setting. The purpose of this syllabus is to teach the language that
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occurs in the situation. The examples of situation are seeing the dentist,
asking direction in a new place, complaining the service, and so on.
5) A Task-based Syllabus – the content of language teaching is a collection of
series of complex and purposeful tasks that the students need or want to
perform with the language they are learning. The goal of this syllabus is
teaching the students to draw on resources to complete some pieces of
work. Task that can be used for language learning is task that they have to
perform in some cases. The examples of the tasks are applying for a job,
talking with social workers, reading a textbook for another course, and so
on.
6) A Content-based Syllabus – this is not really a language teaching syllabus
at all. The purpose of the instruction is to teach some content or
information using the language that the students are also learning. It is
more concerned on the information. The example of content-based
language learning is a math class taught in the language that the students
need or want to learn.
A set of supplementary integrated English materials for the seventh
grade students was designed based on national curriculum that applies in the
school. The writer will use three kinds of syllabus. Those are functional,
structural, and a skill based syllabus. Functional syllabus is concerned on the
function when the language is being used. The use of real life situation like
greeting, apologizing, and asking and giving information will help the
students’ mastery easily. The syllabus brings the students to use language to
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express their feeling in everyday situation. Moreover, structural syllabus
helps the students to achieve the target language. Since the designed materials
are integrated materials, the use of skill based syllabus is really important.
Skills are things that people must be able to do in order to be competent in the
language.
e. Types of Learning and Teaching Activities
Littlewood (1981: 20) divides the classroom activities into two main
categories. They are as follows:
1) Functional Communication Activities
The activities include identifying pictures, discovering identical pairs,
discovering sequences or locations, discovering missing information,
discovering missing features, discovering ‘secrets’, and some variation
in organization. The main purpose of these activities is that the learners
should use language they know in order to get meaning across as
effectively as possible. Success is measured primarily according to
whether they cope with the communicative demands of the immediate
situation.
2) Social Interaction Activities
The learners must still aim to convey meanings effectively, but must
also pay greater attention to the social context in which the interaction
takes place. Success is now measured not only in terms of the
functional effectiveness of the language, but also in terms of
acceptability of the form that are used. In the early stages of learning,
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the acceptability may mean little more than a reasonable degree of
accuracy in pronunciation and grammar. Later, it will increasingly
come to include producing language which is appropriate to specific
kinds of social interaction. The activities include conversation and
discussion session, dialogue and role plays, simulations, skits,
improvisation, and debates.
f. Teachers’ and Learners’ Role in Communicative Activities
According to Richards and Rodgers (2001: 166), CLT is emphasis on
the process of communication, rather than mastery of language forms. Breen
and Candlin (1980: 110) as quoted in Richards and Rodgers (2001, 166),
describe the learners’ role within CLT classroom as negotiator between the
self, the learning process, and the object of learning. The expectation is that
they should contribute as much as they gain, and thereby learn in an
independent way.
According to Breen and Candlin in Richards and Rodgers (2001: 167),
there are two main roles for the teacher. The first role is to facilitate the
communication process between all participants in the classroom, and between
these participants and the various activities and texts. The second role is to act
as an independent participant within the learning-teaching group. Other roles
assumed for the teachers are need analyst, counselor, and group process
manager.
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B. Theoretical Framework
In designing a set of integrated materials, the writer adapts Kemp’s models
of instructional design. There are as follows:
1. Identifying Learners’ Characteristic
As the initial step in designing the materials, the writer adapts the first
phase of Kemp’s model which is called learners’ characteristic. In order to
obtain the data, the writer conducts data analysis from teachers’ and students’
point of view. The writer collects the information about the learners’ need,
opinion, and wants in learning English. It is conducted by distributing
questionnaires to the students and conducting interview to the English teachers
in SMP N 2 Sidoharjo.
Besides gaining the data from teachers and students, the writer also
conducts review of related literature about reviewing the School Based
Curriculum, integrated materials, communicative task, and communicative
language teaching. Since the writer designs a supplementary integrated
material and the designed material is based on the syllabus that is applied
there, the writer needs to analyze the syllabus in order to design the
appropriate materials for the learners. The syllabus is also analyzed to know
whether the syllabus had already met the goals and objectives which are stated
in the School-Based Curriculum.
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2. Determining Goals, Topics, General Purposes and Stating the Learning
Objectives
After conducting need survey, the writer sets the goal, determine the
topics which suitable with the learners’ needs, determine the general purposes
of each topics, and stating the learning objectives that should be achieved by
the learners in every meeting. In designing the materials, the goals, topics,
general purposes are based on School Based Curriculum for Junior High
school grade seven. Therefore, the designed materials would have the same
topics as stated in the national curriculum.
In School Based Curriculum, term goal is the same as competency
standard. Competency Standard is used to mention the performances that must
be achieved by the students at the end of teaching learning process. Planning
this step is done to state objectives of the materials. The purpose of stating the
Competency Standard is to decide what kind of performances students should
be able to perform at the end of the instruction.
The learning objectives should be achieved by the learners in every
meeting through teaching learning activities. The activities should be based on
basic competency and indicator for each topic.
3. Classifying Subject Content
The writer lists and selects subject contents and then develops the
materials by referring to the topics chosen and after gathering the data from
respondents. This materials selection is aimed at providing learning
experiences in order to achieve learning objectives.
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In this step, the writer develops syllabus and lesson plans, selecting
teaching learning activities, and exercises which support each objective. The
writer uses three kinds of syllabus. Those are functional, structural and skill
based syllabus. The choice of the syllabus is based on the purpose of this
study, which is to design a set of supplementary integrated English materials
which emphasizes on communicative function which integrated four skills
(listening, speaking, reading, and writing). Hence, the designed materials
focus on teaching language functions which are performed when language is
being used.
4. Choosing Teaching Learning Activities and Materials
The materials consist of various activities and tasks in order to
encourage the learner to learn and be more active during teaching learning
process. The activities in the designed materials are based on the activities
which used in CLT. Whereas the tasks that are being used were based on
communicative tasks. These tasks involves the learners in comprehending,
manipulating, producing, or interacting in the target language while their
attention principally focuses on meaning.
5. Designing the Materials
After selecting the teaching learning activities and materials, the writer
designs the materials. The materials will be designed based on the result of the
needs survey, School-based Curriculum for Junior High School,
Communicative Language Teaching (CLT), Instructional Design models, and
Communicative task.
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6. Materials Evaluation
In this study the writer conducts evaluation for the designed materials.
In conducting materials evaluation, the writer distributes the questionnaire for
the two English teachers of SMP N 2 Sidoharjo and two lecturers of English
Language Education Study Program of Sanata Dharma University. It is aimed
to get feedback of the materials designed by the writer. Kemp stated that
revision is needed to validate the designed materials. Based on the feedback
obtained from the questionnaires, the writer will find out which improvement
is needed to attain the best materials.
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CHAPTER III
METHODOLOGY
In this chapter, the writer would like to present the methodology of this
study. This chapter discusses the research method, the participants of this study,
the research instruments, the gathering data techniques, the data analysis
techniques, and the procedure of the research.
A. Research Method
The method employed in this study was Educational Research and
Development (R & D). It was proposed by Walter R. Borg and Meredith Damien
Gall (1983: 772). They stated that educational research and development (R & D)
is a process used to develop and validate educational products. The steps of this
process are usually referred to as R & D cycle, which consist of studying research
findings pertinent to the product to be developed, developing the product based on
these findings, field testing it in the setting where it will be used eventually, and
revising it to correct the deficiencies found in the field-testing stage. The reason to
choose R & D was there was similarity between the writer’s instructional design
with R & D cycle. The writer would not adapt the overall steps. This study only
applied five steps of R & D cycle. Those were research and information gathering,
planning, developing preliminary form of product, preliminary field testing, and
main product revision.
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1. Research and Information Gathering
The first step was research and information collecting. This step was
conducted trough survey. The survey was conducted in order to obtain the data
for need analysis. This step was intended to find out the learners’ need,
characteristics, problems, and opinions. The data was collected trough
conducting interviews and distribute questionnaire to the students. In this step,
the writer also indentified the syllabus applied in SMP N 2 Sidoharjo in order
to determine the objectives of the designed materials. The result of this step
would become the basis for designing the materials. The first step of R & D
was the same as the first step of the writer’s model which was need survey.
2. Planning
After conducting research and information collecting, the writer did
the next step of R & D cycle which was planning. In this step the writer
defined the goal, decides the topic which appropriate with the students needs
and interests. General purposes were determined based on each topic. The
writer also states the learning objectives that should be achieved by the
students.
3. Developing Preliminary Form of the Product
The next step was developing preliminary form of the product. In this
step, the writer constructed preparation of the materials, handbooks, and
evaluation devices. The designed material was based on the information
gathered in the research and information gathering.
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4. Preliminary Field Testing
After designing the materials, the next step was preliminary field
testing. This step required expert verification to analyze the product. The
writer distributed questionnaires for the English teachers of SMP N 2
Sidoharjo and also for one English lecturer in Sanata Dharma University to
evaluate the design material. This step was intended to get feedback of the
designed materials.
5. Main Product Revision
The last step is main product revision. After receiving some feedback
from the English teachers and English lecturer, the writer revised the designed
materials in order to get the better result.
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R & D cycle The writer’s cycle
Figure 3.1 The relationship between R & D and ID
Continuing step
Providing the basis
Feedback and revision
B. Research Participants
The participants of this study were divided in two groups. The first group
Research and information gathering
Main product revision
Preliminary field testing
Planning
Developing preliminary form
Identifying learners’ characteristics
Determining goals, topics, and stating the learning
objectives
Classifying subject content
Choosing teaching learning activities and
materials
Designing the materials
Evaluation
Feedback, revision
and presenting the main product
Main Product
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was the participant for need analysis and the second participant was for the
evaluation of the designed material.
1. Participants in Research and Information Gathering
The participants for this step were consisted of the English teachers of
SMP N 2 Sidoharjo and grade seventh students of SMP N 2 Sidoharjo. This group
was chosen to obtain the data for need analysis. The data would become the basis
to design the material in order to match with their need and they could take the
benefits from the designed materials. The second reason was they have already
familiar with the implementation of school-based curriculum. Since they have
experience on that curriculum, they could give their opinion and suggestions
about the materials, the appropriate method that could be applied, and interesting
activities for the students.
2. Participants for Preliminary Field Testing
The second group was chosen to evaluate the design materials. The
participants were the teachers of SMP N 2 Sidoharjo and one English lecturer of
English Education Study Program Sanata Dharma University. All of the
participants of the second group have had teaching experience for more than two
years. They were asked to evaluate the designed materials. They were free to
correct, analyze, and give suggestion for the designed materials. It was required in
order to get the feedback for the ideal a set of supplementary integrated materials
for the seventh grade students of SMP N 2 Sidoharjo based on school-based
curriculum.
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C. Research Instruments
In this study, research instruments were meant to collect the data. The
writer employed two kinds of instruments. They were conducting interviews and
distributing questionnaires. It was used on the research and information gathering
and preliminary field testing.
1. Instrument used in Research and Information Gathering
Here, the instruments used were distributing questionnaires and
conducting interview. Interview was a way of gathering data by asking
individuals questions about their feeling or thought. The English teachers of
SMP N 2 Sidoharjo Sragen were interviewed to obtain the data about learners’
need and problems in learning English. The participants were free to answer
the questions using their own words, and could answer either briefly or at
length. The questions were asked may vary from one participant to another
participant. The responses were recorded using mp3 player.
The writer distributed questionnaire to the grade seventh students of
SMP N 2 Sidoharjo. It was intended to find the learners’ need and problems.
Data gathered would become the basis in designing the materials.
2. Instrument Used in Preliminary Field Testing
In this phase, the writer used questionnaire as the instrument. It was
distributed to the English teachers in SMP N 2 Sidoharjo Sragen and to the
lecturer of English Education Study Program in order to get feedback of the
design a set of supplementary integrated materials for the seventh grade
students. The result would help the writer to evaluate and finish her design.
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D. Data Gathering Technique
The writer used some kind of techniques in Research and Information
Collecting and Preliminary Field Testing.
1. Data Gathering Technique in Research and Information
Gathering
In collecting the information, the writer studied some relevant
theories in order to get the appropriate theories in designing the material.
The relevant theories covered instructional design, school-based
curriculum 2006, integrated materials, Research and Development (R &
D) method, communicative tasks, and communicative language teaching.
These relevant theories would be the base in designing the materials. Then,
the writer interviewed the English teachers in SMP N 2 Sidoharjo to know
their teaching method, learning style, and their expectation about the
design materials.
The writer distributed two kinds of questionnaires. The first one
was for the grade seventh students of SMP N 2 Sidoharjo. It was intended
to gain the learners’ need and opinion. It was applied on the research and
information collecting. The second questionnaires were distributed to the
teachers of SMP N 2 Sidoharjo and one English Language Education
Lecturer of Sanata Dharma University in preliminary field testing. This
technique was intended to gain the feedback, opinions, and suggestions
about the design material. From the evaluation, the writer revised a set of
integrated materials.
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2. Data Gathering Technique in Preliminary Field Testing
In Preliminary Field Testing, questionnaire was distributed to the
English teachers of SMP N 2 Sidoharjo Sragen and one lecturer of English
Language Education of Sanata Dharma University for the materials
evaluation. The materials were revised based on the feedback, opinions,
comments, and suggestions from these research participants.
3. Types of Data
In gaining data needed, whether in research and information
collecting and preliminary field testing, the writer compose a blue print for
the questions which were going to ask for the participants. The blue print
was composed based on the data that was needed. The blue print questions
are presented below:
Table 3.1. Types of data
No. Steps Data Obtained Participant Instrument
1. Research and Information Gathering
a. Students’ opinion toward English subject
b. Students’ difficulties toward English subject
c. Students’ effort to overcome their problems
d. Their opinion about the existing materials
Students Questionnaire
a. The way teacher teach the students
Teachers Interview
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No. Steps Data Obtained Participant Instrument
b. Teaching learning process.
c. The media used by the teachers.
d. Teacher’s opinion toward the existing materials
e. The expectation toward the designed materials.
2. Preliminary Testing
Part A
a. Teachers’ opinion about the goal of the materials
b. The content of the materials
c. The level difficulty of the materials
d. The tasks of the designed materials
e. The layout of the designed materials
Part B
a. Teachers comment of the designed materials
b. Suggestion and critics
Teachers
Questionnaire
Part A
a. Teachers’ opinion about the goal of the
Lecturers
Questionnaire
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No. Steps Data Obtained Participant Instrument
the materials
b. The content of the materials
c. The level difficulty of the materials
d. The tasks of the designed materials
e. The layout of the designed materials
Part B
a. Teachers comment of the designed materials
b. Suggestion and critics
E. Data Analysis Techniques
The writer used two ways in collecting the data. They were interview and
questionnaire which would be presented in the form of numerical data and
narrative description. The interviews were conducted to the English teachers of
SMP N 2 Sidoharjo for research and information collecting. It was in the form of
open ended questions. The data gathered from the interviews would be analyzed
in the form of narrative description.
In research and information collecting, the writer distributed
questionnaires to the seventh grade students of SMP N 2 Sidoharjo in order to
gain their opinion toward English subject. The data from questionnaires were
calculated using the percentage of respondents’ opinions. The formulation to
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calculate the percentage was presented as follows:
n x 100% ∑ n
Note:
N = the total number of participants
Σ n = the number of participants who choose certain statements
In preliminary field testing, the questionnaires were distributed to the
English teachers of SMP N 2 Sidoharjo and two lecturers of English Language
Education Study Program. The questionnaire was the combination of open and
closed questionnaire. The formulating data is the same as the previous formula.
n x 100% ∑ n
Note:
n = the total number of participants
Σ n = the number of participants who choose certain statements
The judgment of the participants’ statement on the questionnaire uses four
points agreement. They are:
Table 3.2. Points of Agreement
Points of agreement Meaning
1 Strongly disagree/ very poor 2 Disagree/ poor 3 Agree/ good 4 Strongly agree/ very good
The data were presented in the form of table, which consist of
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respondents’ opinions, statements, and percentage. The format of result of the
materials evaluation questionnaire was presented in table 3.3.
Table 3.3. The blue print of The Form of the Result of
Respondents’ Questionnaire
No Statement Degree of Agreement Percentage
1 2 3 4 N %
Note:
N = Number of respondent
The data from preliminary field testing showed whether the designed
material is acceptable or not. To judge whether the designed is good or not, the
writer decided the categorization of the point. The maximum points were five.
The designed material was called good if the total point is more than seventy-five
percent from the maximum point. This meant that the designed material was
called good and acceptable if the central tendency is more than 3.75. If the central
tendency was fifty percent up to seventy-five percent meant that the material was
already good but still need some revision. Whereas, the designed material was
poor if the central tendency was below than fifty percent.
F. Research Procedures
This part explained the procedure in conducting the study. The list of the
procedure will be explained below:
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1. Research and Information Gathering
a. Preparing the questionnaire and interview for the students and the
teacher.
b. Distributing questionnaire to grade seventh students and three English
teachers of SMP N 2 Sidoharjo
c. Classifying the respondent’s answers by grouping similar answer.
d. Reviewing of literature in order to find the appropriate theories in
designing the materials.
2. Planning
a. Stating the goals, topics, and general purposes of the designed
materials.
b. Determining the learning activities.
3. Develop Preliminary Form of the Product
a. Choosing teaching learning activities.
b. Classifying subject content.
4. Preliminary Field Testing
a. Distributing questionnaire for the English teachers of SMP N 2
Sidoharjo and two lecturers of English Education Study Program.
b. Analyzing evaluation materials data.
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5. Main Product Revision
a. Revising the designed materials based on the result of the preliminary
field testing’s questionnaire.
b. Presenting the main product of the designed materials.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter answers the questions stated in the problem formulation. This
chapter presents the result and discussion of the steps in designing a set of
supplementary integrated English materials for the seventh grade students of SMP
N 2 Sidoharjo Sragen based on the National Curriculum 2006.
A. Learners’ Characteristics
Identifying learners’ characteristics was done first. It is considered as a
crucial part in this study because it aims at seeking out students’ capabilities,
needs, opinions and interests related in English subject. Through this step, the
writer would be able to measure the learners’ needs. Furthermore, the writer
would make the appropriate plan for the design which is fit to the students’ needs.
In gaining the information needed, the writer distributed questionnaires to the
students and interviewed the teachers of SMP N 2 Sidoharjo. The gained data
would become the basis of developing the materials. The questionnaires will be
divided and discussed according to what kind of data is needed. The full versions
of the questionnaires and the result of the interview are put in the Appendix.
Grade VII in SMP N 2 Sidoharjo Sragen consists of five classes. Those are
grade VII A until grade VII E. Researcher only took grade VII A as the sample of
participants. The reason was that their opinions have already demonstrated the
students’ opinions about English lesson. There were 37 students of grade VII A,
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which consisted of 10 male and 27 female. The result of the questionnaire will be
discussed below.
There were ten questions to be asked. In this part, students choose the
answers in which statements were considered fit with their condition. Below is the
result of the questionnaire:
Table 4.1. The Result of the Questionnaire for Learners Characteristics in the Form of Numbers
No. Statement Agree Disagree Total1. The students like to learn English 37 0 37 3. Students’ difficulties in learning English
a. The language is difficult b. Mispronounce c. The material is difficult d. Other (difficult in meaning) e. Other (difficult in memorizing)
23 30 16 13 29
14 7 21 24 8
37 37 37 37 37
4. The students are active learner 31
6
37
5. Do they like to express their idea in English?
10 27 37
Table 4.2. The Result of the Questionnaire for Learners
Characteristics in the Form of Percentage No. Statement Agree Disagree Total 1. The students like to learn English 100% 0% 100% 3. Students’ difficulties in learning English
f. The language is difficult g. Mispronounce h. The material is difficult i. Other (difficult in meaning) j. Other (difficult in memorizing)
62% 81% 43% 35% 78%
38% 19% 57% 65% 12%
100% 100% 100% 100% 100%
4. The students are active learner 83% 16% 100% 5. Do they like to express their idea in
English? 27% 64% 100%
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From the results of the questionnaire, the writer found an interesting fact.
Though students generally said that English is difficult, they were happy and
interested in following the lesson. Because English is not their mother tongue,
students find difficulties in understanding this language. Learning a language,
learners have to accomplish four skills. Those are listening, speaking, reading, and
writing. In learning these skills, we cannot do it separately. Based on this result,
the writer comes up to one conclusion that learning English can be done
effectively in integrated way. That is why, the result of this part will be the base in
designing the integrated materials. Seeing students’ feelings toward English
subject, the writer hopes that the integrated materials will help student be more
interested in learning English and be more active in following the lesson. Their
feelings, also, would influence their quality in learning.
Although the English subject is well delivered, we can see from statement
number 3 that the students could not understand the language. Some students are
difficult to memorize the meaning of the words, and others are difficult to
pronounce the words. Therefore, it comes to the conclusion that the more
interesting and fun the materials given, the more interested the student will be in
learning this language.
In this study, the writer’s purpose is to design the English supplementary
integrated materials based on national curriculum (KTSP) so that the students will
be more interested and feel fun in learning English subject. The teachers here have
an important role in delivering the English materials in integrated way. Teacher
should be able to arouse the four skills that must be achieved by the students.
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Besides distributing questionnaire to the students, interview was done
towards two English teachers of SMP N 2 Sidoharjo. Researcher proposed some
question related to the way they teach English and the students’ response to this
subject. Teachers said that their students have high motivation in English. Still,
they faced difficulties in delivering the materials because English is not their
mother tongue. The main problem that was faced by the students is pronunciation
and vocabulary. Most of the students found difficulties in pronouncing the words,
because the way to pronounce is different from writing. Some students also have
the problem to memorize the meaning of the words.
In brief, the writer concludes some points of the learners’ characteristics,
based on the result of need survey. Those are:
1. the students are interested in English subject and they are enthusiastic
to learn this language.
2. the students find difficulties in understanding the meaning.
3. the students are quite difficult to deliver their ideas in English. In other
words, it means that the students are lack of speaking ability.
4. they also find difficulties in remembering the meaning and how to
pronounce the words.
B. Goals, Topics, and General Purposes
After knowing the learners’ characteristics, the writer stated the goal,
topics and general purposes. The goals in this study were considered as
competency standard. Competence standard was formulated after conducting
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needs survey and gathering the data. The goal was modified by the writer from
School Based Curriculum. In School-based Curriculum, the purpose of stating the
goals is used to decide what kind of performances the students should be able to
perform at the end of the instruction. Having determined competence standard,
the writer specified the general purposes that were stated as Basic Competencies.
The competence standard and basic competencies of the designed materials based
on School Based Curriculum and the principles of Communicative Language
Teaching for the seventh grade students of SMP N 2 Sidoharjo are presented
below:
Table 4.3. The Competence Standard and Basic Competencies for the First
Semester of the Seventh Grade Students of SMP N 2 Sidoharjo Sragen
No Skill Competency Standards(Goals)
Basic competencies (General purposes)
1 Listening 1. To understand meaning in simple instruction and information both orally and practically in the context of daily life.
1.1 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of getting acquaintance, greeting and leave takings, giving command and prohibit someone.
1.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life
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No Skill Competency Standards(Goals)
Basic competencies (General purposes)
contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
2 Speaking 2. To express meaning in simple instruction and information in the context of daily life
2.1 To express meaning in formal and informal transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, and acceptable.
2.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
3 Reading 3. To understand meaning in short functional texts and very simple descriptive in the context of daily life.
3.1 To read aloud words, phrase, and sentences using expression, pressure, and intonation that using simple discourses in various daily life that using simple discourses in various daily life contexts.
3.2 To respond meaning in short functional texts accurately, fluently, and acceptable in various daily life contexts.
4 Writing 4. To express meaning in short functional texts in the context of daily life.
4.1 To express meaning in short functional texts that using various languages accurately,
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No Skill Competency Standards(Goals)
Basic competencies (General purposes)
fluently, and acceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional texts using various languages accurately, fluently, and acceptable in various daily life contexts.
After formulating the goals and general purposes, the writer listed topics
that were used in the designed materials based on the exploration of basic
competence and result of need survey. The topics on the designed materials based
on School based curriculum for the seventh grade are presented below:
Table 4.4. The selected topics
No Topics
1 Greeting and leave taking
2 Commanding
3 Asking and giving information
4 Apologizing
5 Thanking
6 Prohibit someone
7 Expressing politeness
8 Descriptive texts
From those eight units, the writer only developed four units. The explanation of
the materials will be discussed further.
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C. Learning Objectives
In this study, the writer used the term indicators instead of learning
objectives. From the Competency Standard and Basic Competence mentioned
above, the writer state the indicators in accordance with the topic. Indicators are
the specified ability of the students that should be achieved at the end of the
course and serve as measurement of their achievement. The table below presents
the indicators for the seventh grade students of SMP N 2 Sidoharjo.
Table 4.5. The Indicators for English Subject for the First Semester of the Seventh Grade of SMP N 2 Sidoharjo Sragen
Unit Topics Indicators 1.
Greeting
Listening • Students are able to identify the expression of
greeting. • Students are able to analyze the expression of
greeting. • Students are able to respond the expression of
greeting. Speaking • Students are able to pronounce the words
correctly • Students are able to express the expression of
greeting Reading • Students are able to analyze the meaning of
certain words • Students are able to identify the meaning of
sentences • Students are able to identify the idea of passage • Students are able to mention important points
in greeting cards.
Writing • Students are able to identify some parts which
must be stated in greeting cards. • Students are able to analyze the steps in
making greeting card.
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Unit Topics Indicators • Students are able to write words, simple
sentences, and paragraphs about greeting using correct sentences.
2 Command Listening • Students are able to identify the expression of
command. • Students are able to analyze the expression of
command. • Students are able to respond the expression of
command. Speaking • Students are able to pronounce the words
correctly • Students are able to express the expression of
command Reading • Students are able to identify the meaning of
sentences • Students are able to identify the idea of passage • Students are able to mention important points
in procedure text.
Writing • Students are able to identify some importance
parts which must be stated in procedure text. • Students are able to analyze the steps in
composing procedure text. Students are able to make procedure text.
3 Asking and giving information
Listening • Students are able to identify the expression of
asking and giving information. • Students are able to analyze the expression of
asking and giving information. • Students are able to respond the expression of
command. Speaking • Students are able to pronounce the words
correctly • Students are able to express the expression of
asking and giving information correctly.
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Unit Topics Indicators Reading
• Students are able to identify the meaning of sentences
• Students are able to identify the idea of passage • Students are able to mention important points
in announcement. • Students are able to read aloud the passage.
Writing • Students are able to identify some importance
parts which must be stated in announcement. • Students are able to analyze the steps in
composing announcement. Students are able to make an announcement.
4 Apologizing Listening • Students are able to identify the expression of
apologizing. • Students are able to analyze the expression of
apologizing. • Students are able to respond the expression of
apologizing. Speaking • Students are able to pronounce the words
correctly • Students are able to express the expression of
apologizing correctly. Reading • Students are able to identify the meaning of
sentences • Students are able to identify the idea of passage • Students are able to read aloud the passage.
Writing • Students are able to compose sentences using
correct pattern.
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D. Subject Content for the Designed Materials
The next step was specifying the subject contents. Subject contents
contained theories that support teaching integrated English in communicative
way. The subject contents of the designed materials were determined based on the
need survey data, goals, topics, general purposes, and learning objectives. The
subject content for each unit is presented below:
Table 4.6. The Subject content
Unit Topics Subject Content Unit 1 Greeting and Leave Taking • dialogue about
introducing oneself and others in a school
• greeting cards about inviting
• for of “to be” • Song “friend of mine”
Unit 2 Command • Dialogue about classroom’s condition
• Dialogue about giving command to clean the classroom
• ‘singular and plural noun’ • Procedure text: how to
operate a fan Unit 3 Asking and giving information • Dialogue about asking and
giving information at the bus stop
• Dialogue about school activities
• ‘present tense’ • Announcement: school
event (independence day) Unit 4 Apologizing • Pictures and dialogue
about apologizing. • Arrange the jumbled
words into good sentences.
• ‘adverb of frequency’
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E. Teaching Learning Activities and Resources of The Designed Materials.
Since the designed materials were based on the principles of Communicative
Language Teaching, the activities in each unit would be done in pair work and
group work. Some of the activities would be done individually. In pair and group
work, the students have the opportunity to discuss the materials, answer the
questions, and solve the problems together. While in individual activities, the
students have the opportunity to develop themselves in learning English. The aim
of this activity is to measure the progress of each student in learning English.
There are four units in the designed materials. The writer divides the
teaching learning activities in three sections in each unit. They are Pre-Activity,
Whilst-Activity, and Post-Activity.
1. Pre-Activity
The writer writes down the pre-activity step as Get Started. This Pre-
activity phase is intended to introduce the topics to the students. It is also
aimed at attracting the students’ attention. In addition, the writer designs pre-
activities in order to avoid the students’ boredom. The activities conducted
will be such as identifying pictures, complete the conversation, and listening
activity.
2. Whilst-Activity
In this section, the writer divided whilst activity into three main
sections, namely Listen and Speak Up, Get The Idea, Grammar Stage. The
listening section consisted of several activities like listen to spoken dialogue
and comprehension questions. The speaking section consisted of several
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activities like role play, group discussion, pair work, and presentation. In
addition, these sections covered writing skill. It was shown by several
activities which enable students to develop their writing skill. Those are
completing the dialogue, comprehension questions, and composing narrative
texts.
The designed materials also include language functions materials.
There are several language functions that stated in the in the standard
competences and basic competences for the seventh grade students of Junior
High School. They include greeting and leave takings; giving command;
apologizing; thanking; asking and giving information; prohibit; and expressing
politeness.
Since this study is aimed at designing a set of supplementary
integrated materials, the writer tried to integrate the four skills (listening,
speaking, reading, and writing) in the designed materials. Hence, the first main
activities are mostly in the form of task or analyzing pictures then express
their opinion. After that, the students are asked to listen to the teacher
pronunciation then repeat the words or sentences. They would continue the
learning activities by learning particular language function. Subsequently, the
students would do the speaking and writing tasks.
3. Post-Activity
Post-activity is aimed at finding out the students’ achievement on the
materials they learnt. It is also used to review the materials the students’ have
learnt. They can explore their understanding trough the exercises given.
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F. Materials Feedback and Revision
1. Feedback of The Designed Materials
The writer realizes that the designed materials need some revisions and
improvements. The writer distributes materials evaluation questionnaires to the
respondents in order to obtain evaluation, comments, suggestion, and feedback.
The respondents are the teachers of SMP N 2 Sidoharjo and English Lecturers of
English language Education Study Program. There are two main parts of the
findings and discussion; those were preliminary field testing and final product
revision.
In delivering preliminary field testing, the writer distributes questionnaire
to the respondent. The respondents are two English teachers of SMP N 2
Sidoharjo and two lecturers of English Language Education Study Program of
Sanata Dharma University. The description of the respondents of the preliminary
field testing is presented below:
Table 4.7. The Description of the Respondents of the Preliminary
Field Testing
Group of respondents
Sex Educational Background Teaching experiences (in years)
M F D3 S1 S2 S3 < 5 5-10 >10 English Teachers 2 2 2 English Lecturers 1 1 2 2
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The respondents are chosen because they are master in English subject and
they were able to give comment and suggestion in order to evaluate the designed
materials.
Having finished processing the data of the respondents’ background, the
writer moves to the next step which discusses the result of the questionnaires. The
questionnaires are in the form of open ended questions. There are two parts in the
questionnaires. The first part of the questionnaire is by choosing one of the
degrees of agreement. The degrees of agreement of the respondents are converted
in numbers. The degrees of agreement are as follows:
1= strongly disagree/ very poor
2= disagree/ poor
3= agree/ good
4= strongly agree/ very good
Table 4.8. The Results of Preliminary Field Testing Questionnaire
No Respondents’ opinions Degree of Agreement
1 2 3 4
1 The basic competencies are well formulated 75% 25%
2 The indicators are well formulated 75% 25%
3 The indicators are effective to achieve the
basic competencies
25% 25% 50%
4 The topics are well selected 100%
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No Respondents’ opinions Degree of Agreement
1 2 3 4
5 The integrated materials are match with the
basic competencies and indicators
25% 50% 25%
6 The teaching learning activities are well
developed
25% 75%
7 The tasks and activities can facilitate the
students in learning English in integrated
way
25% 75%
8 The tasks and activities can help the students
comprehend the lesson
50% 50%
9 The materials are able to help the students to
increase their skills
75%
10 The integrated materials are appropriate for
the seventh grade students of Junior High
School
25% 50%
Based on the result of the evaluation questionnaire above, the total
percentage of the designed materials ranged from 25% to 100%, which means that
the designed materials are appropriate and acceptable for the seventh grade
students of SMP N 2 Sidoharjo. However, the designed materials still need
revisions based on the respondents’ comments, suggestions, and feedback in the
second part of the questionnaires.
In the second part of the questionnaire, the respondents answer the open
ended questions. There were four questions proposed in the second part of the
questionnaire. The first question was about the respondents’ opinion about the
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designed materials. The second question asks about the strength of the designed
materials. The third question was about the weaknesses of the designed materials.
And the last question asked about the respondents’ suggestion to make the
designed materials better. From the four respondents, the writer gained four points
which indicated the strength of the designed materials. Those are stated below:
1) the designed materials are good, interesting and reader friendly in
terms of choice of fonts, color, and layout.
2) the chosen materials were appropriate for the seventh grade students of
SMP N 2 Sidoharjo.
3) the exercises can help the students to learn and improve their skills.
4) The chosen materials were suitable with basic competency, standard
competence, and indicators.
However, there are several weaknesses mentioned by the respondents. The
weaknesses are mentioned as follows:
1) the instructions of the tasks are not clear enough.
2) there were grammatical mistakes in some sentences.
3) there was more stress on speaking competence.
The third question of the open ended question is aimed at gaining
respondents’ suggestion. In this part, respondents give their suggestion to make
the designed materials better. The writer gains some points from those
suggestions. They were:
1) revise the instruction in each unit to make it clear and understandable.
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2) at the each unit, there should be an evaluation to measure whether the
students have already understood the materials.
3) make table of content for the designed materials.
Those suggestions are useful for the designed materials. Those are used to
revise the designed materials to be better and appropriate for the seventh grade
students of SMP N 2 Sidoharjo.
2. Main product revision
After conducting preliminary field testing, the writer revises the designed
materials based on the comments and suggestions from the respondents which are
relevant to the designed materials. The process of revising the designed materials
is included into the process of evaluating the designed materials. The revisions of
the designed materials are as follows.
1) the writer corrected the grammar and spelling mistakes in the designed
materials.
2) the writer revised some instructions which were not clear.
3) the writer revised and re-arranged the exercises into good order.
4) the writer revised the punctuation which was inappropriate.
5) the writer made table of content for the designed materials.
The results of the post-designed questionnaire are encouraging the writer
to make the designed materials better. The writer revises the designed materials in
order to make it acceptable and appropriate for the seventh grade students of SMP
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N 2 Sidoharjo. The main product of the designed materials can be seen in
Appendix D.
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CHAPTER V
CONCLUSION AND SUGGESTION
This part consists of two parts, those are conclusion and suggestion. The
conclusion part deals with the problem stated in the problem formulation. The
suggestion part deals with the suggestions that are expected to help the teachers of
SMP N 2 Sidoharjo in teaching English subject in integrated way.
A. Conclusion
As stated in problem formulation, this study aims to find out how a set of
Supplementary Integrated English Materials for seventh grade students of SMP N
2 Sidoharjo based on national curriculum 2006 was designed. In answering the
question, this study adapt Kemp’s instructional design model and employed R &
D (Research and Development method). The materials were designed based on
school based curriculum. It was developed from four competency standards and
four basic competencies. In addition, all of the designed materials covered four
skills that must be achieved by the students. Those were listening, speaking,
reading and writing skills. There were eight topics selected, but only four topics to
be developed, those were: greeting, asking and giving information, commanding,
and apologizing. Each topic contains three main activities, namely: pre-activity,
whilst-activity, and post-activities. In addition, each topic consists of several
activities which enable the students to learn English easily. Those activities were
Get Started, Listen and Speak Up, Get the Idea, Grammar Stage and learning
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essential. The designed material was integrated materials which combined the
four skills in one unit. Learning English in integrated way will help the students’
English mastery better.
Hopefully, the designed materials motivate the students to be active
learners who have communicative abilities since the materials include four skills
and language components. The teaching and learning activities are various in
order that the students and the teacher feel enjoyable during class. In addition, the
designed materials can be applied to avid boredom during class. Finally, the
activities enable the students work individually, in pairs, and in groups.
B. Suggestion
This part provides some suggestions for the English teachers of SMP N 2
Sidoharjo and the other researchers who are interested in a research in the same
field.
1. For the English Teachers of SMP N 2 Sidoharjo
The teachers are suggested to implement the designed of supplementary
integrated materials for the seventh grade students of SMP N 2 Sidoharjo.
The teachers should create teaching learning process as interesting as possible
to make the students enjoy and interested in learning English subject.
2. For Other researchers
The other researchers are suggested to design other set of English integrated
materials for Junior high school in order to develop the students’ ability in
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mastery English subject. Hence, it can be used as the references of teaching
learning materials for teachers.
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REFERENCES
Borg, W. R. and Gall, M. D. 1983. Educational Research an Introduction. New York: Longman.
Brown, J. and Rodgers, T. S. 2004. Doing Second Language Research. New York: Oxford University Press.
Buck, G. 2001. Assessing Listening. Cambridge: Cambridge University Press.
Candlin, C. N. 1983. The Communicative Teaching of English: Principle and an Exercise Typology. Singapore: Huntsmen Offset Printing Pte Ltd.
Hogan, K. and Pressley, M. 1977. Scaffolding Student Learning: Instructional Approaches & Issues. Cambridge: Brookline Books.
Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course Development. California: Fearon-Pitman Publisher Inc.
Littlewood, W. 1983. Communicative Language Teaching: An Introduction. New York: Cambridge University Press.
Johnson, K. and Porter, D. 1983. Perspective in Communicative Language Teaching. London: Academic Press Inc.
Richard, J. C. and Rodgers, T. 2001. Approaches and Method in Language Teaching: A Description and Analysis, second edition. Cambridge: Cambridge University Press.
Smith, R. M. 1969. Teacher Diagnosis of Educational Difficulties. Ohio: Charles E. Merrill Publishing Company.
Yalden, J. 1987. The Communicative Syllabus: Evolution, Design and Implementation. New Jersey: Prentice Hall-International Ltd.
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APPENDICES
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• Letter of Permission to the Headmaster of SMP N 2 Sidoharjo • Letter of Official statement from SMP N 2 Sidoharjo
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• Questionnaire of Information Gathering • The Interview Result • Questionnaires of Preliminary Field Testing
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KUESIONER Nama :
Umur :
Petunjuk pengisian:
Berilah tanda silang ( x ) bagi jawaban yang adik anggap benar dan sesuai dengan pendapat adik.
1. Apakah adik-adik suka belajar bahasa Inggris? a. Ya b. Tidak
2. Apakah adik-adik mempunyai kesulitan dalam belajar bahasa Inggris? Sebutkan.
a. Ya b. Tidak 3. Kalau jawaban adik-adik pada nomor 2 “Ya”, apa saja
kesulitan yang adik-adik hadapi? a. Karena bahasanya susah b. Pengucapannya susah c. Materinya susah d. …………………………………………. e. ………………………………………….
4. Adik-adik kalau dikelas termasuk siswa yang aktif/ pasif? a. Aktif b. Pasif
5. Apakah adik-adik suka mengungkapkan pendapat dengan bahasa inggris?
a. Ya b. Tidak
6. Ketika pelajaran, adik-adik lebih suka dijelaskan dengan bahasa inggris atau bahasa Indonesia?
a. Inggris b. Indonesia 7. Apakah adik-adik suka belajar dalam kelompok/ diskusi?
a. Ya b. Tidak 8. Jika jawaban adik-adik pada nomor 6 “Ya”, mengapa? Boleh
memilih lebih dari satu jawaban. a. Karena belajar kelompok itu menyenangkan b. Adik-adik lebih bebas untuk mengungkapkan pendapat
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c. Karena bisa belajar dari teman yang lebih pintar d. Bisa saling bertukar pikiran tanpa harus merasa takut e. …………. f. …………..
9. Situasi belajar seperti apa yang adik-adik sukai? a. Serius b. Santai c. …………………………….
10. Dalam bahasa inggris, ada empat keahlian yang harus kalian kuasai (listening, speaking, reading, and writing). Menurut adik-adik, mana yang paling susah? Mengapa?
a. Listening b. Speaking c. Reading d. Writing e. ………………………………………………………………………….
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The result of the interview
1. Teachers’ opinion about students’ attitude
Basically, most of the students are interested in English subject. They have
highly motivated toward this subject. On the other hand, students find
many difficulties in teaching learning process. Some of the students feel
ashamed to speak in English. They are not confidence enough. Students
say that pronunciations are quite difficult because the written forms are
different with spoken form. In addition, students are difficult to memorize
the meaning of the words. These problems reduced students’ motivation in
teaching learning process.
2. The way teacher teach English subject
Teachers teach English has not in integrated way. They teach it separately.
When they teach speaking, they only focus on speaking, without pays
attention on listening or other skills.
3. The media that is used by teachers
Teacher only concern with text book as the media to teach the students.
They are not creative enough to use any kinds of media that can be useful
for them.
4. Teachers’ opinion toward the existing materials
The existing materials only covered reading and listening materials.
5. The expectation toward the designed materials
Hopefully, the designed materials are covered the four skills, further on
speaking materials.
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Hal : Permohonan Pengisian Kuesioner
Lamp : 1. Gambaran umum (general description)
2. Materi (students’ handbook & teachers’ handbook)
3. English Syllabus
4. Lesson Plans
5. Lembar Kuesioner
Kepada Yth.
Bpk/Ibu ……………..
di tempat
Dengan hormat,
Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharma Yogyakarta:
Nama : Bety Kusumastuti
No Mahasiswa : 051214005
Fakultas : Keguruan dan ilmu Pendidikan
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris
hendak menyelesaikan tugas akhir/ skripsi dengan judul “Designing A Set of Supplementary Integrated English Materials for The Seventh Grade Students of SMP N 2 Sidoharjo Based on National Curriculum”.
Untuk keperluan penyelesaian tugas akhir tersebut, saya hendak memohon Bapak/Ibu untuk untuk menilai/ memberikan pendapat terhadap materi yang telah saya susun dengan mengisi kuesioner terlampir.
Demikian surat permohonan ini saya buat. Atas kesediaan Bapak/ Ibu saya ucapkan terima kasih.
Yogyakarta, 4 Mei 2011
Hormat Saya
Bety Kusumastuti
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MATERIALS EVALUATION QUESTIONAIRE
This questionnaire is intended to evaluate the designed materials for the seventh grade
students of SMP N 2 Sidoharjo. Your feedback is needed to validate the designed materials.
As a participant of this research, please give your honest response to every statement
of this questionnaire based on your opinion and teaching experiences.
Participant’s identity
Name :
Sex :
Educational Background : D3/ S1/ S2
Teaching experiences : ……… years.
A. Please, choose one of the options below by crossing out (X) the number which
indicated your degree of agreement. The number and degree of agreement are
explain follows:
1 : Strongly Disagree
2 : Disagree
3 : Agree
4 : Strongly Agree
No Participants’ Opinions Degree of Agreement
1 2 3 4 1 The basic competencies are well formulated 2 The indicators are well formulated 3 The indicators are effective to achieve the basic competencies 4 The topics are well selected 5 The integrated materials are match with the basic competencies and
indicators
6 The teaching learning activities are well developed 7 The tasks and activities can facilitate the students in learning
English in integrated way
8 The tasks and activities can help the students comprehend the lesson
9 The materials are able to help the students to increase their skills 10 The integrated materials are appropriate for the seventh grade
students of Junior High School
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11 The materials are interesting for the seventh grade students of Junior High School
12 The instruction are already clear for the students 13 Generally, the content are well elaborated 14 Generally, the designed materials are well developed
B. Please give your opinions or suggestion on the designed materials for the seventh
grade students of Junior High School.
1. What is (are) your comment (s) about the overall materials?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are the strengths of the supplementary integrated English materials designed
by the writer?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are the weaknesses of the supplementary integrated English materials
designed by the writer?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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4. What are your suggestions in order to improve the set of supplementary integrated
English materials for the seventh grade students of Junior High School?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
Thank You
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• General Description • Gambaran Umum
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GENERAL DESCRIPTION
I. Objectives of the Study
The objective of this study is to design a set of supplementary
integrated materials. Hopefully, the students’ are motivated and interested
in learning English. Moreover, the materials will improve the students’
ability in communicating both in spoken and written English.
II. Subject Content
The integrated materials were designed based on current
curriculum applied in SMP N 2 Sidoharjo that is School Based
Curriculum (KTSP). Therefore, the materials have the same content and
theme as which were in the curriculum. These materials are used as
additional sources for teachers. The materials were arranged by adapting
some English textbooks which were suitable with the content of the
materials. It also developed from competency standards and basic
competencies which covered the four skills altogether. There were eight
units selected but only four unit has been developed. The English
materials for the seventh grade students of SMP N 2 Sidoharjo in the first
semester are follows:
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No Topics 1 Greeting and leave taking 2 Commanding 3 Asking and giving information 4 Apologizing 5 Thanking 6 Prohibit someone 7 Expressing politeness 8 Descriptive texts
III. Materials Description
To help the students interested in both oral and written English,
therefore these materials were divided into some parts. Each part will be
explained below:
a. Get started
Get started section is considered pre – activity. It is aimed to guide the
students’ interest get into the topic and to deliver the students to the main
topic that is going to be learnt. The activities conducted are identifying the
pictures, complete the conversation, and listening activity.
b. Listen and speak up
In this part, the students are asked to listen to the spoken dialogues then
repeat what the teacher says. Trough this task, the students are given the
example of the correct pronunciation of the words. It helps the students to
practice their pronunciation and to make them accustomed to speak in
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English. Listening activities are conducting trough spoken dialogues in
order to save the time since it is an integrated material.
c. Get the idea
The purpose of this activity is to develop students’ reading skill. In this
activity, the students are given texts/ dialogues which is related to the topics.
They have to read the texts and do the tasks. In the designed materials, they
have to answer the questions, fill in the blank, match the pictures, and give
statements related to the texts.
d. Grammar stage
Grammar stage will help the students learn about grammar easily. The
elaborations of sentence pattern are presented here. Some exercises are
provided also.
e. Learning essential
Learning essential is summary of all the materials that have been learnt.
Students can find the answer of their questions.
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GAMBARAN UMUM
I. Tujuan Penelitian
Tujuan dari penelitian ini adalah untuk merancang seperangkat
materi tambahan bahasa Inggris terintegrasi. Diharapakan siswa
termotivasi dan lebih tertarik untuk mempelajari bahasa Inggris. Terlebih
lagi, materi ini akan membantu mengembangkan kemampuan siswa dalam
berkomunikasi dalam bahasa Inggris baik secara lisan maupun tulisan.
II. Subject Content
Seperangkat materi terintegrasi ini dirancang berdasarkan
kurikulum yang dipakai di SMP N 2 Sidoharjo saat ini. Kurikulum
tersebut adalah KTSP. Oleh karena itu, materi ini mempunyai isi dan tema
yang sama sebagaimana dinyatakan dalam kurikulum. Materi ini
digunakan sebagai sumber materi tambahan bagi guru. Materi ini disusun
dengan mengdaptasi beberapa buku bacaan bahasa Inggris yang sesuai
dengan isi materi. Pengembangan materi ini didasarkan pada standar
kompetensi dan kompetensi dasar yang menggabungkan keempat keahlian
secara bersamaan. Di dalam materi ini ada delapan bab yang dipilih tetapi
hanya ada empat bab yang dikembangkan menjadi materi. Seperangkat
materi tambahan bahasa Inggris terintegrasi untuk kelas tujuh SMP N 2
Sidoharjo semester satu adalah:
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No Topics 1 Greeting and leave taking 2 Commanding 3 Asking and giving information 4 Apologizing 5 Thanking 6 Prohibit someone 7 Expressing politeness 8 Descriptive texts
III. Deskripsi Materi
Untuk membantu siswa tertarik dengan bahasa Inggris baik lisan
maupun tulisan, maka materi ini dibagi menjadi beberapa bagian. Masing
– masing bagian akan dijelaskan dibawah ini:
a. Get started
Bagian Get started dianggap sebagai kegiatan pendahuluan. Ini bertujuan
untuk memunculkan ketertarikan siswa terhadap topik yang akan dipelajari
dan untuk mengarahkan siswa kedalam materi pelajaran. Aktifitas – aktifitas
yang dilakukan pada bagian ini adalah mengidentifikasi gambar,
melengkapi percakapan, dan mendengarkan.
b. Listen and speak up
Pada bagian ini, siswa diminta untuk mendengarkan percakapan yang
dilisaknkan kemudian menirukannya. Melalui aktifitas ini siswa diberikan
contoh bagaimana pelafalan yang benar dari kata – kata tertentu. Hal ini
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membantu siswa mempraktekkan pelafalan dan membuat mereka terbiasa
berbicara dalam bahasa Inggris. Aktifitas mendengarkan dilakuakan dengan
cara didikte atau melalui dialog yang dibacakan dengan tujuan untuk
menyingkat waktu dikarenakan materi yang diajarkan adalah materi
terintegrasi.
c. Get the idea
Tujuan dari aktifitas ini adalah untuk mengembangkan kemampuan
membaca siswa. Dalam aktifitas ini, siswa diberikan bacaan/ percakapan
yang berhubungan dengan topik. Mereka harus membaca bacaan dan
menjawab latihan – latihan yang ada.
d. Grammar stage
Tahap Grammar akan membantu siswa mempelajari tata bahasa dengan
lebih mudah. Penjelasan tentang pola kalimat ada didalam tahap ini.
Beberapa latihan juga akan membantu siswa dalam memahami grammar.
e. Learning essential
Learning essential adalah ringkasan dari semua materi yang sudah
dipelajari. Siswa bisa menemukan jawaban dari pertanyaan mereka di
bagian ini.
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• Syllabus • Lesson Plan • The Designed Materials
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SYLLABUS
School : Junior High School
Grade/Semester : VII/1
Subject/Theme : English/ Introducing Yourself
Contact hours/ meeting : 54 x 40’
Competency Standard
The competence standards of this course are:
Listening
1. To understand meaning in simple instruction and information both orally and practically in the context of daily life. Speaking
2. To express meaning in simple instruction and information in the context of daily life
Reading
3. To understand meaning in short functional and very simple descriptive texts in the context of daily life.
Writing
4. To express meaning in short functional texts in the context of daily life.
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Unit 1. Introducing Yourself
Basic Competence Learning Material
Learning Activities Indicators Evaluation
Time AllotmentTechnique Form Example of
Test ItemsAt the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of gettingacquaintance, greeting and leave takings, givingcommand and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contexts and involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contextsaccurately, fluently, and acceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversation accurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
• Greeting • Introducing • Grammar
review about ‘to be’
• Greeting cards
Listening
• Listen to spoken dialogues about greeting and introducing performed by teachers or classmates.
• Listen to simple conversation about greeting that is done by classmates.
Speaking • Practicing dialogues about greetings
and introducing. • Telling oneself
Listening • Students are able to identify the
expression of greeting. • Students are able to analyze the
expression of greeting. • Students are able to respond the
expression of greeting. Speaking • Students are able to pronounce the
words correctly • Students are able to express the
expression of greeting
• Oral test in the
form of dialogue.
• Written test in the form of completing sentences or composing sentences.
Students’ Performance
Create your own greeting cards
6 x 40’
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Basic Competence Learning Material
Learning Activities Indicators Evaluation
Time AllotmentTechnique Form Example of
Test ItemsReading 3.1 To read aloud words, phrase, and sentences
using expression, pressure, and intonation thatusing simple discourses in various daily lifethat using simple discourses in various dailylife contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in various daily life contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
Reading • Reading dialogues • Reading short functional texts in the
form of greeting cards
Writing • Completing sentences by fill in the
blanks • Composing greeting cards
Reading • Students are able to analyze the
meaning of certain words • Students are able to identify the
meaning of sentences • Students are able to identify the idea of
passage • Students are able to mention important
points in greeting cards.
Writing • Students are able to identify some parts
which must be stated in greeting cards.• Students are able to analyze the steps
in making greeting card. • Students are able to write words, simple
sentences, and paragraphs about greeting using correct sentences.
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Unit 2. Open Your Book, please!
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) andinterpersonal (socialize) conversation accurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of gettingacquaintance, greeting and leave takings, givingcommand and prohibit someone.
1.2 To respond meaning in formal and informal transactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of asking andgiving information, thanking, apologizing, and expressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contextsaccurately, fluently, and acceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that using simple discourse in various daily life contextsand involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
• Dialogue
about command
• Grammar review about ‘singular and plural’
• Procedure text
Listening
• Listen to the spoken dialogue about command performed by teachers and classmates.
• Identify the expression of command
Speaking • Practice dialogues about command
and respond to commands • Repeat the spoken dialogue
Listening • Students are able to identify the
expression of command. • Students are able to analyze the
expression of command. • Students are able to respond the
expression of command. Speaking • Students are able to pronounce the
words correctly • Students are able to express the
expression of command
• Oral test in the
form of dialogue • Written test in the
form of fill in the blanks or composing sentences or procedure text.
Students’ Performance
Create your own dialogue using the expression of command
6 x 40’
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Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
Reading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that using simple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in variousdaily life contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
Reading
• Read the dialogue • Read the procedure text
Writing
• Compose sentences correctly • Compose a procedure text
Reading • Students are able to identify the
meaning of sentences • Students are able to identify the
idea of passage • Students are able to mention
important points in procedure text.
Writing • Students are able to identify some
importance parts which must be stated in procedure text.
• Students are able to analyze the steps in composing procedure text.
• Students are able to make procedure text.
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Unit 3. Can You Tell Me…?
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of gettingacquaintance, greeting and leave takings, givingcommand and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contexts and involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contextsaccurately, fluently, and acceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
• Asking and
giving information
• Grammar review about ‘simple present tense’
• School announcement: independence day
Listening
• Listen to spoken dialogues about asking and giving information
• Listen to spoken dialogues performed by teacher and classmate then identify the expression.
Speaking • Practice the dialogue about
asking and giving information
Listening • Students are able to identify the expression of
asking and giving information. • Students are able to analyze the expression of
asking and giving information. • Students are able to respond the expression of
command. Speaking • Students are able to pronounce the words
correctly • Students are able to express the expression of
asking and giving information correctly.
• Oral test in the
form of dialogue
• Written test in the form of answer the questions and composing sentences
Students’ Performance
Make ten sentences using simple present tense
6 x 40’
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Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
Reading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that usingsimple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in variousdaily life contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
Reading
• Reading short functional texts about procedure text
• Read the dialogues Writing
• Composing sentences using the correct pattern of simple present tense
• Composing procedure
Reading • Students are able to identify the meaning of
sentences • Students are able to identify the idea of
passage • Students are able to mention important points
in announcement. • Students are able to read aloud the passage.
Writing • Students are able to identify some importance
parts which must be stated in announcement. • Students are able to analyze the steps in
composing announcement. • Students are able to make an announcement.
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Unit 4. I am Sorry…
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
Allotment Technique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of gettingacquaintance, greeting and leave takings, givingcommand and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contexts and involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contextsaccurately, fluently, and acceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversation accurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
• Apologizing• Grammar
review about ‘adverb of frequency’
Listening
• Listen to spoken dialogues about apologizing
Speaking • Role play about apologizing • Read aloud the dialogues
Reading • Reading short functional texts • Read the dialogues
Writing
• Arranging jumble words • Composing sentences
Listening • Students are able to identify the
expression of apologizing. • Students are able to analyze the
expression of apologizing. • Students are able to respond the
expression of apologizing. Speaking • Students are able to pronounce the
words correctly • Students are able to express the
expression of apologizing correctly.
Reading • Students are able to identify the
meaning of sentences • Students are able to identify the
idea of passage • Students are able to read aloud the
passage.
Writing • Students are able to compose
sentences using correct pattern.
• Oral test in the
form of dialogue • Written test in the
form of making sentences
Students’ Performance
Make ten sentences using adverb of frequency
4 x 40’
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Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
Allotment Technique Form Example of Test Items
Reading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that usingsimple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in variousdaily life contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
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Unit 5. Thanking
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contextsand involves the expressions of gettingacquaintance, greeting and leave takings, giving command and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that usingsimple discourse in various daily life contexts and involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contextsaccurately, fluently, and acceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) andinterpersonal (socialize) conversationaccurately, fluently and acceptable that using simple discourse in various daily life contextsand involves the expressions of asking andgiving information, thanking, apologizing, andexpressing politeness.
• Thanking • Grammar
review about ‘possessive with apostrophe
• Short functional text about thanking
Listening
• Listen to short passage about thanking
• Listening for information • Respond to the listening passage
Speaking • Practicing dialogues about thanking • Role play about thanking • Express the main idea of a passage
Reading • Reading for information • Reading short functional texts
related with thanking • Dialogues
Writing
• Completing sentences by fill in the blanks
Listening • Students are able to identify the
expression of thanking. • Students are able to respond the
expression of thanking. • Students are able to respond to the
instruction to listen to the teacher and complete the texts about thanking.
Speaking • Students are able to respond to the
instruction to repeat the teacher about dialogue about thanking.
• Students are able to apply the expression of thanking in groups.
• Students are able to respond to the instruction by pronouncing the words, phrases, and sentences about thanking.
Reading • Students are able to read simple
phrases and sentences about thanking.
• Students are able to answering the comprehension question about thanking.
Writing • Students are able to write words,
simple sentences, and paragraphs about thanking using correct structures.
• Oral test in the
form of dialogue • Written test in the
form of completing sentences
Students’ Performance
Compose your own sentences using possessive with apostrophe
8 x 40’
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Basic Competence Learning Material
Learning Activities Indicators Evaluation
Time AllotmentTechnique Form Example of
Test ItemsReading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that using simple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in variousdaily life contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
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Unit 6. Prohibit someone
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) and interpersonal(socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofgetting acquaintance, greeting and leave takings,giving command and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) and interpersonal(socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofasking and giving information, thanking,apologizing, and expressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, andacceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) and interpersonal(socialize) conversation accurately, fluently and acceptable that using simple discourse in variousdaily life contexts and involves the expressions ofasking and giving information, thanking,apologizing, and expressing politeness.
• Prohibit • Grammar
review about ‘preposition of place’
• Short functional texts
Listening
• Listen to conversation about prohibit
• Listening for information
Speaking • Practicing dialogues about prohibit
someone • Role play about prohibit someone
Reading • Reading for information • Reading short functional texts • Dialogues
Writing
• Completing sentences by fill in the blanks
Listening • Students are able to identify the
expression of prohibit someone. • Students are able to respond the
expression of prohibit someone. • Students are able to respond to the
instruction to listen to the teacher and complete the texts about prohibit someone.
Speaking • Students are able to respond to the
instruction to repeat the teacher about dialogue about prohibit someone.
• Students are able to apply the expression of prohibit someone in groups.
• Students are able to respond to the instruction by pronouncing the words, phrases, and sentences about prohibit someone.
Reading • Students are able to read simple
phrases and sentences about prohibit someone.
• Students are able to answering the comprehension question about prohibit someone.
Writing • Students are able to write words,
simple sentences, and paragraphs about prohibit someone using correct structures.
• Oral test in the
form of dialogue • Written test in the
form of completing sentences
Students’ Performance
Compose your own dialogue
6 x 40’
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Basic Competence Learning Material
Learning Activities Indicators Evaluation
Time AllotmentTechnique Form Example of
Test ItemsReading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that usingsimple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in various dailylife contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
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Unit 7. Expressing politeness
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofgetting acquaintance, greeting and leave takings,giving command and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) and interpersonal(socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofasking and giving information, thanking, apologizing, and expressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, andacceptable.
2.2 To respond meaning in formal and informaltransactional (to get things done) and interpersonal(socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofasking and giving information, thanking,apologizing, and expressing politeness.
• Expression
of politeness• Grammar
review about ‘noun phrase’
Listening
• About ways to express politeness • Listen to ask for permission. • Listening for information
Speaking • Practicing dialogues about
expressing politeness • Express the main idea about
politeness
Reading • Reading for information • Reading short functional texts • Dialogues
Writing
• Completing sentences by fill in the blanks
Listening • Students are able to identify the
expression of politeness. • Students are able to respond the
expression of politeness. • Students are able to respond to the
instruction to listen to the teacher and complete the texts about politeness.
Speaking • Students are able to respond to the
instruction to repeat the teacher about dialogue about politeness.
• Students are able to apply the expression of politeness in groups.
• Students are able to respond to the instruction by pronouncing the words, phrases, and sentences about politeness.
Reading • Students are able to read simple
phrases and sentences about politeness.
• Students are able to answering the comprehension question about politeness.
Writing • Students are able to write words,
simple sentences, and paragraphs about politeness using correct structures.
• Oral test in the
form of dialogue • Written test in the
form of completing sentences
Students’ Performance
Compose sentences using noun phrase
8 x 40’
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Basic Competence Learning Material
Learning Activities Indicators Evaluation
Time AllotmentTechnique Form Example of
Test ItemsReading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that using simple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in variousdaily life contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
-
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Unit 8. Descriptive texts
Basic Competence Learning Material Learning Activities Indicators
Evaluation Time
AllotmentTechnique Form Example of Test Items
At the end of the course the students are able to: Listening 1.1 To respond meaning in formal and informal
transactional (to get things done) and interpersonal(socialize) conversation accurately, fluently andacceptable that using simple discourse in various daily life contexts and involves the expressions ofgetting acquaintance, greeting and leave takings,giving command and prohibit someone.
1.2 To respond meaning in formal and informaltransactional (to get things done) and interpersonal (socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofasking and giving information, thanking,apologizing, and expressing politeness.
Speaking 2.1 To express meaning in formal and informal
transactional (to get things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, andacceptable.
2.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal(socialize) conversation accurately, fluently andacceptable that using simple discourse in variousdaily life contexts and involves the expressions ofasking and giving information, thanking,apologizing, and expressing politeness.
• How to
describe someone
• How to talk about physical appearance
• Grammar review about ‘preposition and relational phrase’
Listening
• About how to describe someone
• How to talk about physical appearance
• Listening for information
Speaking • Practicing dialogues about
how describe someone and talking about physical appearance
• Role playing about describing someone and taking about physical appearance
Reading • Reading for information • Reading short functional
texts in form of descriptive texts
• Dialogues Writing
• Completing sentences by fill in the blanks
Listening • Students are able to identify the expression of
describing someone. • Students are able to respond the expression of
describing someone. • Students are able to respond to the instruction
to listen to the teacher and complete the texts about describing someone and how to talk about physical appearance.
Speaking • Students are able to respond to the instruction
to repeat the teacher about dialogue about describing someone.
• Students are able to apply the expression of describing someone in groups.
• Students are able to respond to the instruction by pronouncing the words, phrases, and sentences about describing someone and how to talk about physical appearance.
Reading • Students are able to read simple phrases and
sentences about describing someone • Students are able to answering the
comprehension question about describing someone.
Writing • Students are able to write words, simple
sentences, and paragraphs about describing someone using correct structures.
• Oral test in the
form of dialogue
• Written test in the form of completing sentences
Students’ Performance
Compose a descriptive texts with your own sentences
8 x 40’
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Basic Competence Learning Material
Learning Activities Indicators Evaluation
Time AllotmentTechnique Form Example of
Test ItemsReading 3.1 To read aloud words, phrase, and sentences using
expression, pressure, and intonation that usingsimple discourses in various daily life that usingsimple discourses in various daily life contexts.
3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in various dailylife contexts.
Writing 4.1 To express meaning in short functional texts that
using various languages accurately, fluently, andacceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional textsusing various languages accurately, fluently, andacceptable in various daily life contexts.
-
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Lesson Plan I
Unit : Introducing Yourself
Topic :
• greeting • introducing • grammar review “to be’ • greeting cards
Time allocation : 6 x 40 minutes
Competency standard
The standards competencies of this course are:
Listening 1. To understand meaning in simple instruction and information both
orally and practically in the context of daily life. Speaking 2. To express meaning in simple instruction and information in the
context of daily life Reading 3. To understand meaning in short functional and very simple descriptive
texts in the context of daily life. Writing 4. To express meaning in short functional texts in the context of daily
life.
Basic competence
At the end of the course the students are able to:
Listening
1.1 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of getting acquaintance, greeting and leave takings, giving command and prohibit someone.
1.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
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Speaking 2.1 To express meaning in formal and informal transactional (to get
things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, and acceptable.
2.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
Reading
3.1 To read aloud words, phrase, and sentences using expression, pressure, and intonation that using simple discourses in various daily life that using simple discourses in various daily life contexts.
3.2 To respond meaning in short functional texts accurately, fluently, and acceptable in various daily life contexts.
Writing
3.3 To express meaning in short functional texts that using various languages accurately, fluently, and acceptable in various daily life contexts.
3.4 To express rhetoric steps in short functional texts using various languages accurately, fluently, and acceptable in various daily life contexts.
Indicators :
Listening
• Students are able to identify the expression of greeting. • Students are able to analyze the expression of greeting. • Students are able to respond the expression of greeting.
Speaking
• Students are able to pronounce the words correctly • Students are able to express the expression of greeting
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Reading
• Students are able to analyze the meaning of certain words • Students are able to identify the meaning of sentences • Students are able to identify the idea of passage • Students are able to mention important points in greeting cards.
Writing
• Students are able to identify some parts which must be stated in greeting cards.
• Students are able to analyze the steps in making greeting card. • Students are able to write words, simple sentences, and paragraphs about
greeting using correct sentences.
Learning activity :
Meeting 1
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 1. Greeting the students 2. Reviewing previous
materials Get started 3. Introducing and
giving new topic by giving warming up activity (task A)
Pre – activity 1. Greeting the teacher 2. Answering the
teacher questions Get started 3. Discussing the
picture and answer the questions (task A)
2’ 3’
5’
Whilst – activity 4. Giving explanation
about greeting and leave taking
5. Giving correct pronunciation of some expressions used in greetings and
Whilst – activity 4. Listening to the
teacher’s explanation
5. Repeating the teacher’s pronunciation
10’
7’
10’
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Learning activity Time allocationTeachers’ activity Students’ activity
leave takings 6. Giving explanation
about introducing yourself and introducing other people
7. Giving correct pronunciation of some expression used in introducing yourself and other people
8. Reading the dialogues in Task B
9. Monitoring the students while practicing the dialogues in Task B
10. Reading the dialogues in Task C
11. Monitoring the students while practicing the dialogues in Task C
6. Listening to the teacher’s explanation
7. Repeating the teacher’s pronunciation
8. Repeating the
teacher’s example (Task B)
9. Practicing the dialogues in Task B (in pairs)
10. Repeating teacher’s example (Task C)
11. Practicing the dialogues in Task C
7’
7’
10’
6’ 6’
Post – activity 12. Concluding today’s
activity 13. Giving homework 14. Previewing the next
meeting materials 15. closing
Post – activity 12. answering teacher’s
questions 13. listening to the
teacher’s explanation 14. listening to the
teacher’s explanation 15. closing
2’ 2’ 2’ 1’
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Meeting 2
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity
1. Greeting the students 2. Reviewing previous
materials 3. Previewing today’s
materials
Pre – activity
1. Greeting the teacher
2. Answering the teacher questions
3. Listening to the teacher’s explanation
2’ 3’ 5’
Whilst – activity
4. Asking the students to do Task D
5. Monitoring the students while doing task D
6. Giving correct pronunciation (Task D)
7. Asking the students to do Task E
8. Monitoring the students while doing Task E
9. Giving explanation about ‘to be’
10. Asking the students to do task F
Whilst – activity
4. Doing task D 5. Share the result
with classmates
6. Listening to the teacher’s explanation
7. Doing task E 8. Discussion
9. Listening to the
teacher’s explanation
10. Doing Task F and practice it with classmates
10’ 10’
10’ 10’
10’ 10’
Post – activity 11. Concluding
today’s activity 12. Giving homework 13. Previewing the
next meeting materials
Post – activity 11. answering teacher’s
questions 12. listening to the
teacher’s explanation 13. listening to the
teacher’s explanation
3’ 4’ 2’ 1’
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Learning activity Time allocationTeachers’ activity Students’ activity
14. Closing 14. closing
Meeting 3
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 15. Greeting the students 16. Reviewing previous
materials 17. Previewing today’s
materials
Pre – activity 15. Greeting the teacher 16. Answering the
teacher questions 17. Listening to the
teacher’s explanation
2’ 3’ 5’
Whilst – activity 18. Giving explanation
about greeting cards 19. Ask the students to do
Task G 20. Ask the students to do
task H, I and J 21. Monitoring the
students while doing task H, I and J
22. Discuss task H, I and J
Whilst – activity 18. Listening to the
teacher’s explanation 19. Doing Task G 20. Doing Task H, I and
J 21. Doing Task H, I and
J (discussion)
22. Discussion
10’ 10’ 10’ 20’
10’
Post – activity 23. Concluding today’s
activity 24. Giving homework 25. Previewing the next
meeting materials 26. closing
Post – activity 23. answering teacher’s
questions 24. listening to the
teacher’s explanation 25. listening to the
teacher’s explanation 26. closing
3’ 4’ 2’ 1’
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Lesson Plan II
Unit : Close Your Book, please!
Topic :
• Commanding • Respond to command • Grammar review about ‘singular and plural’
Time allocation : 6 x 40 minutes
Competency standard
The standards competencies of this course are:
Listening 1. To understand meaning in simple instruction and information both
orally and practically in the context of daily life. Speaking 2. To express meaning in simple instruction and information in the
context of daily life Reading 3. To understand meaning in short functional and very simple descriptive
texts in the context of daily life. Writing 4. To express meaning in short functional texts in the context of daily
life.
Basic competence :
At the end of the course the students are able to:
Listening
1.1 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of getting acquaintance, greeting and leave takings, giving command and prohibit someone.
1.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
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Speaking 2.1 To express meaning in formal and informal transactional (to get
things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, and acceptable.
2.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
Reading
3.1 To read aloud words, phrase, and sentences using expression, pressure, and intonation that using simple discourses in various daily life that using simple discourses in various daily life contexts.
3.2 To respond meaning in short functional texts accurately, fluently, and acceptable in various daily life contexts.
Writing
3.3 To express meaning in short functional texts that using various languages accurately, fluently, and acceptable in various daily life contexts.
3.4 To express rhetoric steps in short functional texts using various languages accurately, fluently, and acceptable in various daily life contexts.
Indicators :
Listening • Students are able to identify the expression of command. • Students are able to analyze the expression of command. • Students are able to respond the expression of command.
Speaking
• Students are able to pronounce the words correctly • Students are able to express the expression of command
Reading
• Students are able to identify the meaning of sentences
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• Students are able to identify the idea of passage • Students are able to mention important points in procedure text.
Writing
• Students are able to identify some importance parts which must be stated in procedure text.
• Students are able to analyze the steps in composing procedure text. • Students are able to make procedure text.
Learning activity
Meeting 1
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 1. Greeting the students 2. Reviewing previous
materials get started 3. Introducing and
giving new topic by giving warming up activity (task A)
Pre – activity 1. Greeting the teacher 2. Answering the
teacher questions get started 3. Discussing the
picture and answer the questions (task A)
2’ 3’
5’
Whilst – activity 4. Giving explanation
about expressing commanding
5. Giving correct pronunciation of some expressions used in expressing commanding
6. Giving explanation about how to respond commanding
7. Giving correct
Whilst – activity 4. Listening to the
teacher’s explanation
5. Repeating the teacher’s pronunciation
6. Listening to the teacher’s explanation
7. Repeating the
15’
7’
15’
7’
7’
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Learning activity Time allocationTeachers’ activity Students’ activity
pronunciation of some expression used and respond commanding
8. Reading the dialogues in Task B.1
9. Monitoring the students while practicing the dialogues in Task B
10. Reading the dialogues in Task B.2
11. Monitoring the students while practicing the dialogues in Task B.2
teacher’s pronunciation
8. Repeating the
teacher’s example (Task B.1)
9. Practicing the dialogues in Task B.1 (in pairs)
10. Repeating teacher’s example (Task B.2)
11. Practicing the dialogues in Task B.2
10’
6’ 6’
Post – activity 12. Concluding today’s
activity 13. Giving homework 14. Previewing the next
meeting materials 15. Closing
Post – activity 12. answering teacher’s
questions 13. listening to the
teacher’s explanation 14. listening to the
teacher’s explanation 15. closing
2’ 2’ 2’ 1’
Meeting 2
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 1. Greeting the students 2. Reviewing previous
materials 3. Previewing today’s
materials
Pre – activity 1. Greeting the teacher 2. Answering the
teacher questions 3. Listening to the
teacher’s explanation
2’ 3’ 5’
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Learning activity Time allocationTeachers’ activity Students’ activity
Whilst – activity 4. Read the dialogues in
Task C 5. Asking the students
to do Task C 6. Monitoring the
students while doing task C
7. Giving correct pronunciation (Task C)
8. Asking the students to do Task D and E
9. Monitoring the students while doing Task D and E
Whilst – activity 4. Listen to the
spoken conversation
5. Doing task C 6. Practicing the
dialogues
7. Listening to the teacher’s explanation
8. Doing task D and E
9. Doing task D and E
10’ 10’
10’ 15’ 10’
Post – activity 10. Concluding today’s
activity 11. Giving homework 12. Previewing the next
meeting materials 13. Closing
Post – activity 14. answering teacher’s
questions 15. listening to the
teacher’s explanation 16. listening to the
teacher’s explanation 17. closing
3’ 5’ 4’ 3’
Meeting 3
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 16. Greeting the students 17. Reviewing previous
materials 18. Previewing today’s
lesson
Pre – activity 16. Greeting the teacher 17. Answering the
teacher questions 18. Listening to the
teacher
2’ 3’ 5’
Whilst – activity Whilst – activity
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Learning activity Time allocationTeachers’ activity Students’ activity
19. Giving explanation about procedure text by giving the examples
20. Ask the students to make their own procedure text
21. Explain singular and plural
22. Giving correct pronunciation of saying singular and plural form
23. Ask the students to do task F
24. Monitoring the students while doing Task F
25. Ask the students to do task G
26. Monitoring the students while doing Task G
27. Ask the students to do task H
28. Monitoring the students while doing task H
19. Listening to the teacher’s explanation, discussion
20. Doing task E 21. Listen to the teachers
explanation 22. Doing task F 23. Doing task F
24. Doing task G
25. Doing task G 26. Doing task H 27. Doing task H
10’
7’
10’ 7’
7’
10’ 6’ 6’
Post – activity 28. Concluding today’s
activity 29. Giving homework 30. Previewing the next
meeting materials 31. closing
Post – activity 29. answering teacher’s
questions 30. listening to the
teacher’s explanation 31. listening to the
teacher’s explanation 32. closing
2’ 2’ 2’ 1’
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Lesson Plan III
Unit : Can You Tell me …?
Topic :
• Asking and giving information • Grammar review about ‘simple present tense’
Time allocation : 6 x 40 minutes
Competency standard
The standards competencies of this course are:
Listening 1. To understand meaning in simple instruction and information both
orally and practically in the context of daily life. Speaking 2. To express meaning in simple instruction and information in the
context of daily life Reading 3. To understand meaning in short functional and very simple descriptive
texts in the context of daily life. Writing 4. To express meaning in short functional texts in the context of daily
life.
Basic competence
At the end of the course the students are able to:
Listening
1.1 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of getting acquaintance, greeting and leave takings, giving command and prohibit someone.
1.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
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Speaking 2.1 To express meaning in formal and informal transactional (to get
things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, and acceptable.
2.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
Reading
3.1 To read aloud words, phrase, and sentences using expression, pressure, and intonation that using simple discourses in various daily life that using simple discourses in various daily life contexts.
3.2 To respond meaning in short functional texts accurately, fluently, and acceptable in various daily life contexts.
Writing
3.3 To express meaning in short functional texts that using various languages accurately, fluently, and acceptable in various daily life contexts.
3.4 To express rhetoric steps in short functional texts using various languages accurately, fluently, and acceptable in various daily life contexts.
Indicators :
Listening
• Students are able to identify the expression of asking and giving information. • Students are able to analyze the expression of asking and giving information. • Students are able to respond the expression of command.
Speaking
• Students are able to pronounce the words correctly • Students are able to express the expression of asking and giving information
correctly.
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Reading
• Students are able to identify the meaning of sentences • Students are able to identify the idea of passage • Students are able to mention important points in announcement. • Students are able to read aloud the passage.
Writing
• Students are able to identify some importance parts which must be stated in announcement.
• Students are able to analyze the steps in composing announcement. • Students are able to make an announcement.
Learning activity
Meeting 1
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 1. Greeting the students 2. Reviewing previous
materials Get started 3. Introducing and
giving new topic by giving warming up activity (task A)
Pre – activity 1. Greeting the teacher 2. Answering the
teacher questions Get started 3. Discussing the
picture and answer the questions (task A)
2’ 3’
5’
Whilst – activity 4. Giving explanation
about asking and giving information
5. Giving correct pronunciation of some expressions used in asking and giving information
6. Reading the dialogues
Whilst – activity 4. Listening to the
teacher’s explanation
5. Repeating the teacher’s pronunciation
6. Listening to the
10’
10’
15’
10’
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Learning activity Time allocationTeachers’ activity Students’ activity
in Task B 7. Monitoring the
students while practicing the dialogues in Task B
8. Reading the dialogues in Task C
9. Monitoring the students while practicing the dialogues in Task C
teacher’s explanation 7. Repeating the
teacher’s pronunciation
8. Repeating the
teacher’s example (Task B)
9. Practicing the dialogues in Task B (in pairs)
15’
Post – activity 10. Concluding today’s
activity 11. Giving homework 12. Previewing the next
meeting materials 13. closing
Post – activity 10. answering teacher’s
questions 11. listening to the
teacher’s explanation 12. listening to the
teacher’s explanation 13. closing
3’ 4’ 2’ 1’
Meeting 2
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity
1. Greeting the students 2. Reviewing previous
materials 3. Previewing today’s
materials
Pre – activity
1. Greeting the teacher
2. Answering the teacher questions
3. Listening to the teacher’s explanation
2’ 3’ 5’
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Learning activity Time allocationTeachers’ activity Students’ activity
Whilst – activity
4. Asking the students to do Task D
5. Monitoring the students while doing task D
6. Giving correct pronunciation (Task D)
7. Asking the students to do Task E
8. Monitoring the students while doing Task E
Whilst – activity
4. Doing task D 5. Doing task D 6. Repeating the
teacher’s pronunciation
7. Doing task E 8. Practicing the
dialogues in Task B (in pairs)
10’ 10’
15’ 10’ 15’
Post – activity 9. Concluding
today’s activity 10. Giving homework 11. Previewing the
next meeting materials
12. closing
Post – activity 9. answering teacher’s
questions 10. listening to the
teacher’s explanation 11. listening to the
teacher’s explanation 12. closing
3’ 4’ 2’ 1’
Meeting 3
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity
14. Greeting the students 15. Reviewing previous
materials 16. Previewing today’s
materials
Pre – activity
14. Greeting the teacher 15. Answering the
teacher questions 16. Listening to the
teacher’s explanation
2’ 3’
5’
Whilst – activity
Whilst – activity
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Learning activity Time allocationTeachers’ activity Students’ activity
17. Giving explanation about simple present tense
18. Ask the students to do task F and giving explanation about announcement
19. Monitoring the students while doing Task F
20. Ask the students to do task G
21. Monitoring the students while doing Task G
22. Ask the students to do task H
23. Monitoring the students while doing Task H
17. Listening to the teacher’s explanation
18. Doing task F 19. Doing task F
20. Doing task G 21. Doing task G
22. Doing task H 23. Doing task H
10’
10’ 10’
10’ 10’
5’
Post – activity 24. Concluding today’s
activity 25. Giving homework 26. Previewing the next
meeting materials 27. closing
Post – activity 24. answering teacher’s
questions 25. listening to the
teacher’s explanation 26. listening to the
teacher’s explanation 27. closing
3’ 4’ 2’ 1’
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Lesson Plan IV
Unit : I am sorry…
Topic :
• Apologizing • Thanking • Grammar review about ‘adverb of frequency’
Time allocation : 6 x 40 minutes
Competency standard
The standards competencies of this course are:
Listening 1. To understand meaning in simple instruction and information both
orally and practically in the context of daily life. Speaking 2. To express meaning in simple instruction and information in the
context of daily life Reading 3. To understand meaning in short functional and very simple descriptive
texts in the context of daily life. Writing 4. To express meaning in short functional texts in the context of daily
life.
Basic competence
At the end of the course the students are able to:
Listening
1.1 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of getting acquaintance, greeting and leave takings, giving command and prohibit someone.
1.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
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Speaking 2.1 To express meaning in formal and informal transactional (to get
things done) and interpersonal (bersosialisasi) that using simple discourses in various daily life contexts accurately, fluently, and acceptable.
2.2 To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves the expressions of asking and giving information, thanking, apologizing, and expressing politeness.
Reading
3.1 To read aloud words, phrase, and sentences using expression, pressure, and intonation that using simple discourses in various daily life that using simple discourses in various daily life contexts.
3.2 To respond meaning in short functional texts accurately, fluently, and acceptable in various daily life contexts.
Writing
4.1 To express meaning in short functional texts that using various languages accurately, fluently, and acceptable in various daily life contexts.
4.2 To express rhetoric steps in short functional texts using various languages accurately, fluently, and acceptable in various daily life contexts.
Indicators :
Listening
• Students are able to identify the expression of apologizing. • Students are able to analyze the expression of apologizing. • Students are able to respond the expression of apologizing.
Speaking
• Students are able to pronounce the words correctly • Students are able to express the expression of apologizing correctly.
Reading
• Students are able to identify the meaning of sentences
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• Students are able to identify the idea of passage • Students are able to read aloud the passage.
Writing
Students are able to compose sentences using correct pattern. Learning activity Meeting 1
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity
1. Greeting the students 2. Reviewing previous
materials get started 3. Introducing and
giving new topic by giving warming up activity (task A)
Pre – activity
1. Greeting the teacher 2. Answering the
teacher questions get started 3. Discussing the
expression (task A)
2’ 3’
5’
Whilst – activity
4. Giving explanation about apologizing
5. Giving correct pronunciation of some expressions used in apologizing
6. Giving explanation about thanking
7. Giving correct pronunciation of some expression used in thanking
8. Reading the dialogues in Task B
9. Monitoring the students while practicing the
Whilst – activity
4. Listening to the teacher’s explanation
5. Repeating the teacher’s pronunciation
6. Listening to the teacher’s explanation
7. Repeating the teacher’s pronunciation
8. Repeating the teacher’s example (Task B)
9. Practicing the dialogues in Task B (in pairs)
10’ 7’
10’ 7’ 7’
10’
6’ 6’
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Learning activity Time allocationTeachers’ activity Students’ activity
dialogues in Task B 10. Reading the dialogues
in Task C 11. Monitoring the
students while practicing the dialogues in Task C
10. Repeating teacher’s example (Task C)
11. Practicing the dialogues in Task C
Post – activity
12. Concluding today’s activity
13. Giving homework 14. Previewing the next
meeting materials 15. closing
Post – activity
12. answering teacher’s questions
13. listening to the teacher’s explanation
14. listening to the teacher’s explanation
15. closing
2’ 2’ 2’ 1’
Meeting 2
Time allocation 2 x 40’
Learning activity Time
allocationTeachers’ activity Students’ activity
Pre – activity
1. Greeting the students 2. Reviewing previous
materials 3. Previewing today’s
materials
Pre – activity
1. Greeting the teacher
2. Answering the teacher questions
3. Listening to the teacher’s explanation
2’ 3’ 5’
Whilst – activity
4. Asking the students to do Task D
5. Monitoring the students while doing task D
6. Giving correct
Whilst – activity
4. Doing task D 5. Doing task D
6. Listening to the
teacher’s explanation
25’
25’ 15’
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Learning activity Time
allocationTeachers’ activity Students’ activity
pronunciation (Task D)
Post – activity 7. Concluding
today’s activity 8. Giving homework 9. Previewing the
next meeting materials
10. closing
Post – activity 7. answering teacher’s
questions 8. listening to the
teacher’s explanation 9. listening to the
teacher’s explanation 10. closing
3’ 4’ 2’ 1’
Meeting 3
Time allocation 2 x 40’
Learning activity Time allocationTeachers’ activity Students’ activity
Pre – activity 16. Greeting the students 17. Reviewing previous
materials 18. Previewing today’s
material
Pre – activity 16. Greeting the teacher 17. Answering the
teacher questions 18. Listening to the
teacjer
2’ 3’
5’
Whilst – activity
19. Giving explanation about adverb of frequency
20. Asking the students to do Task E
21. Monitoring the students while doing Task E
22. Asking the students to do Task F
23. Monitoring the students while doing Task F
Whilst – activity
19. Listening to the teacher’s explanation
20. Doing task E 21. Doing task E
22. Doing task F 23. Doing task F
20’
20’
10’ 10’
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Learning activity Time allocationTeachers’ activity Students’ activity
Post – activity 24. Concluding today’s
activity 25. Giving homework 26. Previewing the next
meeting materials 27. closing
Post – activity 24. answering teacher’s
questions 25. listening to the
teacher’s explanation 26. listening to the
teacher’s explanation 27. closing
3’
4’
3’
1’
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UNIT 1. Introducing Yourself
UNIT 1 INTRODUCING YOURSELF
At the end of this unit, the students are expected to be able to:
Use the expression of greeting correctly Use the expression of introducing oneself and other correctly Compose sentence using the correct form of “to be” Make greeting cards
Get Started
Look at the picture and answer the questions.
Taken from: www.blogspot.com
1. What are they doing? 2. Do they know each other? 3. Do you say “hi” to your new friends in this way too? Or do you have
other ways?
2. Hello,John. I’m Beny. 1. Hi, my name is John.
3. Nice to meet you, Beny. 4. Nice to meet you too, John.
A
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UNIT 1. Introducing Yourself
Listen and Speak up
Repeat the following dialogues.
Yuli is a new student. She meets Andi in the library.
A B
C D
Taken from English in Focus page 2
Hi! Good morning. My name is Yuli. What is your name?
Hi, good morning. My name is Andi.
Are you a new student in this school?
Yes, I am. I’m from Bandung. I’m in 1B, and you?
I’m 1B too.
It means that we are classmate?
Yes we are. Nice to meet you, too.
Sorry, I have to go now. Nice to meet you, Andi?
B
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UNIT 1. Introducing Yourself
Read the following dialogues and underline the expressions of greeting.
1. Rudi meets his teacher, Ms. Nita at the post office.
Rudi : Good evening, Ms Nita. Ms. Nita : Good evening. You are one of my students, right? Rudi : Yes, you are right. My name is Rudi.
How are you Ms Nita? Ms. Nita : I am fine, thank you. And how about you? Rudi : I am fine, too. Ms. Nita : What are you doing here? Rudi : I will send the letter to my father.
How about you, what are you doing here? Ms. Nita : I just buy a stamp. Well, I have to go now. Pleased to
meet you. Rudi : Pleased to meet you, too.
2. Heru has a new friend, Ari. He wants to introduce Ari to Ida.
Heru : Hello, Ida.. Ida : Hi, how are you today? Heru : I am fine. Thank you.
How about you? Ida : I am fine too. Thank you. Heru : You are welcome.
I want to introduce you to my friend, Ari. Ary : Hello, how do you do? Ida : How do you do, too. Where are you from? Ari : I am from Semarang. Heru : Sorry, we must go now. Nice to see you Ida? Ida : Nice to see you too.
• Good morning: 06.00 a.m. - 12.00 a.m. • Good afternoon: 12.00 a.m. - 06.00 p.m. • Good evening: 06.00 p.m. - the time you go to bed • Good night: the time you go to bed
C
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UNIT 1. Introducing Yourself
Get The Idea
Complete the following dialogue using the utterances provided
ö Hello Tony, pleased to meet you ö Tony, please meet my friend,Johny. Johny, this is
Tony. ö Pleased to meet you too, Johny
Complete the conversations below.
1. ___________________________
3. _______________________
Situation 1: Introduce Rica to Andrew. They are your friends from different countries.
You : Hi, Andrew. I want to introduce you to my friend. Rica : _____________________________________________________ Andrew : _____________________________________________________
Situation 2: Introduce your friend to your mother.
You : ____________________________________________________ Friend : Hello Mom, I am Bella. I am Betty’s friend. Mother : ____________________________________________________
D
E
2. __________________________
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UNIT 1. Introducing Yourself
Complete the sentences based on the picture
Taken from English in Focus page 12
Santi says, “_______________________________________.” Merry says, “______________________________________.”
Complete the greeting card using the utterances provided
ö spend
some time
ö party ö wait to
see you ö It’s been
two months
ö last time ö I miss
you
Compose your own greeting cards with your own topics.
Hello, I amMerryHi, my name is Santi.
For Mira, a Best Friend Hi Mira! How are you?___________ since the ___________we played basketball in my school yard. Let’s meet again and _____________at my house. How about having a _____________with my family? Can't___________________ .
Love and Hug Nina
NOTE
The italiced words are called to be
G
F
H
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UNIT 1. Introducing Yourself
Grammar stage Choose the correct form of “to be”
Ardo meets Ina and Beny in the park.
Ardo : Hi. I (am/is) Ardo. Ina : Hello. We (is/are) Ina and
Beny. Ardo : Oh, you (is/are) twins! Ina : Yes, we (is/are). Ardo : You (is/are) exactly alike! Beny : Yes, we (are/ is). Andra : Well, I (am/is) glad to meet you.
Randi comes and joins them. Andra : Una, Su Lian, this (is/are) Randi. Una : Hi, Randi. Susan : Hello, Randi. How do you do? Randi : Hello, girls. How do you do?
(to Randi) (am/are) they twins?
Andra : Yes, they (is/are) twin.
Complete the sentences below with the correct form of ‘to be’.
1. Hello guys! I am Irene. 2. She ____ Miss Ana. She _____ my English teacher. 3. They ____ new students. 4. This _____ my new classroom. It ____ a nice classroom. 5. Nurul and Tigor _____ students. They _____ my classmate. 6. Tigor and I _____ in the classroom. We ____ very happy.
• Language Function ö Greeting
– Hi. – Hello. – Good morning. – Good afternoon. – Good evening.
ö Introducing – My name is Tiana. – I am Monty.
– This is my friend, Widdie.
• Grammar: To Be Example: - I am a student. - You are a teacher. - He is a principal.
- They are student
I
Learning Essentials
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UNIT 1. Introducing Yourself
Sing a Song
Friend of mine
(sing to the tune of “Mary Had a Little Lamb”) Taken from In Step grade 1 page
Will you be a friend of mine,
A friend of mine, a friend of mine? Will you be a friend of mine?
And walk around with me? (name) is a friend of mine,
Friend of mine, friend of mine, (name) is a friend of mine,
Who walks around with me?
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UNIT 2. Open Your Book, please!
UNIT 2 OPEN YOUR BOOK, PLEASE!
At the end of this unit, the students are expected to be able to:
Use the expressions of command correctly Respond the expressions of command correctly Complete the sentences using singular and plural form correctly Composing procedural texts
Get Started
Please identify ten items in the classroom.
The ten items that I find in the classroom based on the picture beside are:
ö ____________________
ö ____________________
ö ____________________
ö ____________________
ö ____________________
ö ____________________
ö ____________________
ö ____________________
ö ____________________
ö ____________________
Taken from: http://4.bp.blogspot.com
A
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UNIT 2. Open Your Book, please!
Listen and Speak up
Read the following dialogue and underline the expressions of command.
dialogue 1 Sinta : Hi, Rinto. Rinto : Hi, Sinta. Sinta : Our teacher is going to come at 10 o’clock. Rinto : Yes, I know. What’s wrong? Sinta : Look, our classroom is so messy. Let’s neat this classroom? Rinto : Ok. I’ll arrange the chairs and the tables and you sweep the
floor. Sinta : Sure
dialogue 2 Berta : Good morning, Sir. May I come in? Mr. Rudi : Good morning. Yes, you may. Close the door, please. Berta : I am sorry, sir. I come late. Mr.Rudi : Why? Berta : I got an accident this morning. Teacher : It’s ok. You may sit down. Open your book on page 25, please. Berta : Sure, thank you. Teacher : You’re welcome.
Get the idea
Listen t the dialogue and answer the questions.
Questions
1. What does the word of sweep in Dona, sweep the floor, please, mean? 2. What is the function of the word please in Dona, sweep the floor, please? 3. Underline two commands in the dialogue above? 4. Dona says Sure. What does it mean? 5. Adi says I am sorry I cannot help you. What does it mean?
B
C
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UNIT 2. Open Your Book, please!
Study the dialogue above and write T if the statement is TRUE and F if the statement is FALSE. Then act it out.
1. Dona and Andi are in the classroom. ( ) 2. Dona and Andi will use the classroom at 9 o’clock. ( ) 3. The classroom is dirty. ( ) 4. Andi asks Dona to sweep the floor. ( ) 5. Dona sweeps the floor. ( )
Taken from: scaffolding page 31
Read the procedure text below.
How to operate a fan
1) Plug the power cord into a wall outlet. 2) To make the fan move sideways, push the pin on top of the motor. 3) To move the fan up or down, first pull up the oscilla ting pin, then press the
tilt adjustment knob. 4) To change the speed of the fan, press one of the switches at the bottom.
D
Procedure text is kind of text which teaches on how to make something completely. It is dominantly structured with imperative sentence since it actually an instruction. Procedure text will explain step by step how to make the thing.
Transitional marker: first, second, third, after that, then, finally, etc.
E
From the procedure text above, can you mention the transitional markers that are used?
Now, compose your own procedure text!
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UNIT 2. Open Your Book, please!
In pairs, complete the expression of command based on the picture.
1. Clean the blackboard, please!
2. ______________________
3. ______________________
F
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UNIT 2. Open Your Book, please!
4. ______________________
5. ______________________
Grammar stage
Write using the correct singular or plural forms.
1. 2. _________________ _________________
G
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1. I (do
H
_______
Write pictur
Pon’t) have
Sin
‐ A bo‐ A m‐ A po‐ A lib‐ A ci‐ A bo‐ A le‐ A ch‐ A w‐ A m
_________
true sene
encil e four penc
ngular
ook mango otato brary ty ookshelf eaf hild woman mouse
U
___
ntences a
cils.
Ways to ma
NIT 2 Open Y
about you
ake a plural fo
Plural
books mangoespotatoeslibraries cities bookshelvleaves childrenwomen mice
Your Book pl
4.
_________
u based o
2.
_________
orm
regula
ves
irregul
13
ease!
__________
on the
star ________ _
r form
lar form
38
_
_
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UNIT 2. Open Your Book, please!
3. 4. Ball Bag
___________________ ___________________
• Language Function ö Commanding - Come in, please - Close the door,
please - Sweep the floor,
please - Open the
window, please
ö Responses - Sure - Ok - I will
• Grammar “plural form” - Books - Pencils - Men - Teeth - Feet
Learning Essentials
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UNIT 3. Can You Tell Me…?
UNIT 3 CAN YOU TELL ME…?
At the end of this unit, the students are expected to be able to:
Use the expression of asking and giving information correctly. Pronounce the words correctly. Mention the important parts of announcement. Make simple dialogue using simple present tense.
Get Started
Look at the picture and answer the question.
1. What are they talking about? 2. What will John do? 3. How to ask for information based on the picture above?
A
1. Hi, John. Where will you go?
2. I am going to play basketball.
3. Where is it? 4. It’s near Luwes mall
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UNIT 3. Can You Tell Me…?
Listen and Speak up
Read the following dialogues!
1.
Santo : Mom, where should I put this cake?
Mother : put it on the table near
refrigerator.
Santo : yes, mom.
Mother : thank you, Santo.
Santo : you’re welcome.
2. The man : Excuse me. Do you know
where Mr Yudi’s house is? Father : Of course. It is in front of the
Luwes Mall. The man : Oh, I see. Thank you. Father : You’re welcome.
Pictures taken from: English in Focus page 21
Read the following dialogues and underline the expressions of greeting.
1. Wulan lost her pencil and she asks Neta about it. Wulan : Do you know where my pencil is? Neta : Which one? Wulan : The blue one. The one I put on the table. Neta : No, I don’t know where it is?
B
C
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UNIT 3. Can You Tell Me…?
2. Budi and Tina talks about school activities
Budi : Hi, Tina. How are you?
Tina : I am fine, thanks.
Budi : Do you join any student activity?
Tina : Yes, I do. I join the tennis club.
Budi : That’s great! Where do usually play tennis?
Tina : We play at the tennis court next to the post office. What activity do you join?
Budi : I don’t join any activity. May I join the tennis club? It sounds interesting.
Tina : Sure. Come on Saturday at 3 p.m. We can go together.
Budi : Thank you, Tina. I’ll come.
Tina : See you, then.
Get the Idea
Complete the following dialogues.
Mrs Sugawa : Okan, where are Mr. jaelani : dear, do you see my my shoes? book?
Okan : ________ Mrs. Jaelani : ________________
D
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Li
B
E
isa: where is s
erta: _______
Workit i
You
Your frieYou Your frieYou Your frieYou Your frieYou
Your frieYou Your frieYou Your frieYou Your frie
spot?
___________
k in pairin the bl
: GAr
end : Y : W
end : __ : W
end : __ : W
end : __ : H
timend : __
: Aend : __
: __end : __
: Thend : Y
___
rs. Ask flank spac
Good afternoe you ______
Yes, please caWhat’s your ___________
Where were y___________
What do you ___________
How do you me? ___________
Are you inter_________________________________hanks for yoou’re welcom
Fikar
Lola
for persoces.
oon. I’m ___________ (youall me _____ full name? _____ you born? _______ want to be?
____ spend your
____ rested in spo________ __? _____ our time. me. Bye.
UNIT 3
r: where are y
: __________
onal info
____(your nur friend’s na_____ (your f
?
leisure
ort?
3. Can You Te
you?
____
ormation
name). ame)? friend’s nam
The way tinformati
The way tare
ll Me…?
and fill
me)
to ask for on are:
Can you tellDo you know How do you .Where is …
to give infor
I like … I am study …It is on thetable. Etc…
143
l
l me … … ..
rmation
… e
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UNIT 3. Can You Tell Me…?
Answer the following question based on the announcement above.
1. What is the main idea of the announcement? 2. To whom the announcement is intended? 3. When will the celebration be held? 4. How many contests that are held by the committee? 5. Where will the celebration be held?
School Event
In celebrating our Independence Day on August 17th, 2011
Our school will hold the celebration and contests activities including drama performance.
Contests: 1. Reading proclamation text
2. Writing short essay (theme: the importance of independence)
For those who are interested in the contests, please kindly register yourself to Anik Prawati Grade VIIA.
Registration will be closed at August 10th, 2011.
The celebration will be held on August 16th, 2011, at 07.00 PM in our Hall.
Independence Day committee
F
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UNIT 3. Can You Tell Me…?
I He
We get up at 5 o’clock She gets up at 5 o’clock
You study from 7 to 8 It studies from 7 to 8
They
I He
We don’t get up at 5 o’clock She doesn’t gets up at 5 o’clock
You study from 7 to 8 It studies from 7 to 8
They
I He
Do We get up at 5 o’clock? Does She gets up at 5 o’clock?
You study from 7 to 8 ? It studies from 7 to 8?
They
Grammar Stage
The simple present tense
We use the simple present tense to talk about our routines, habits and general truth. Here are the pattern and some examples of simple present tense:
Choose the correct answer by underlining the correct verbs.
1. Tania (get up/ gets up) at 6.30 in the morning. 2. She (make/ makes) her bed. 3. Then, she (have/ has) breakfast after taking a bath. 4. The class (start/ starts) at 7 o’clock. 5. Tania and her friends (have/ has) a break at 10.25. 6. They (eat/ eats) lunch at 12.20 7. The morning schedule (finish/ finishes) at 13.00 in the afternoon. 8. In the afternoon the students (do/ does) extra activities.
G
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UNIT 3. Can You Tell Me…?
Fill in the blanks with do, does, don’t or doesn’t.
1. Tania _________ go to a private school. 2. ________Tania get up late) No, she _________ 3. ________ Tania and her friends have lunch at 12 o’clock. 4. Students _______ do their homework at school. 5. ________ you like your new school? 6. ________ your friends enjoy studying? 7. Nurul and her friends ________ study in an elementary school.
Language function
ö Asking for information ‐ Can you tell me … ‐ Where is …
ö Giving information ‐ Here it is ‐ You can ….
Grammar
ö Simple present tense ‐ S + V1 (s/es) + O
I play football everyday. ‐ S + do / does + not + V1
She does not go to school today. ‐ Do/ does + V1 + O ?
Do they get up at 5 o’clock?
H
Learning Essentials
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UNIT 4. I am sorry…
UNIT 4 I’AM SORRY…
At the end of this unit, the students are expected to be able to:
Use the expression of apologizing correctly Composing sentence using adverb of frequency correctly. Pronounce the words correctly
Get Started
Respond to the following expression
Listen and Speak up
Listen to your teacher and repeat
1.
Mother : Rudi, can you help me with the groceries? Rudi : Of course, Mom. Mother : Thank you, Dear. Rudi : You’re welcome.
1
Thank You
_____________
2
I’m sorry
_____________
A
B
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UNIT 4. I am sorry…
2. Simon : Erik, can I borrow
your book? Erik : Sure, here it is. Simon : Thanks a lot. Erik : Don’t mention it.
3. Father : Jody, did you break that glass? Jody : Yes, I did. I am very sorry. Father : That’s quite all right.
4.
Mother : Santo, have you bought me some sugar? Santo : I am sorry, Mom. I forgot. Mother : Never mind.
Taken from: English in Focus page 21
Note: the italicized sentences are responses to gratitude and apology
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UNIT 4. I am sorry…
Practice the following dialogue with your friend then identify the expression of apology and thanking.
1. Diana forgets to feed her dog, Plecky. Her father is upset.
Diana : Dad, I’m sorry, I forgot to feed Plecky. Father : What? How could you forget? Oh, OK ....
Never mind. But next time don’t forget.
2. Mother needs some sugar for the cake she is baking. She asks Daniel to go to market. Mother : Daniel, I need some sugar for the cake and
I’m too busy to go to market. Can you help me to buy it?
Daniel : Of course, Mom. Mother : Thank you. Daniel : My pleasure, Mom.
Get the Idea
Complete the dialogue below then practice it with your friends.
1. Father : could you turn off the light, Edi?
Edi : of course. Father : ____________ Edi : ____________
2. Grandmother : can you bring me a glass of water? Sopie : here it is. Grandmother : ____________, dear. Sopie : __________.
3. Kasih : did you see my novel? I lost it yesterday.
Mila : ____________. Kasih : ____________.
C
D
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UNIT 4. I am sorry…
Arrange the following words into good sentences. 1. happy – you – always – are? 2. go to bed – late – seldom – we. 3. angry – never – with my parents – am – I. 4. ever – you – at the beach – swim – do? 5. late – you – for – class – are – how often? 6. in the morning – you – get up late – often –
do? 7. always – I – do my homework – after school. 8. Go to school – she – does – ever – by bike? 9. Helps her parents – she – after school –
usually. 10. Wash your own clothes – you – always – do?
Grammar Stage
E
Note:
The italics words are called Adverbs of Frequency
ADVERB OF FREQUENCY
Adverbs of frequency are used to describe the frequency of our activities. In English, the adverbs of frequency are always, usually, often, seldom, sometimes, and never.
100% 0%
Always usually often sometimes seldom never
Example:
ö I always listen to BBC. ö We often go out with our family. ö They sometimes have lunch in a restaurant near our school. ö He never drinks milk. ö She is never angry. ö Do you often listen to BBC? ö Are you ever sad?
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UNIT 4. I am sorry…
Work in pairs. Compose questions and the answers based on the utterances provided.
ö Have breakfast
ö Late for class ö Do your homework ö Help your parents ö Clean your classroom ö Play badminton ö Watching movie ö Sing a song
• Language Function ö Saying sorry ‐ I am sorry, I can’t ‐ I would like to, but … ‐ Sorry, I cannot. ö Thanking ‐ Thank you very much
• Grammar ö Adverb of frequency
‐ Always ‐ Usually ‐ Often ‐ Sometimes ‐ Seldom ‐ Never
F
1. _______________________________ 1. _______________________________
2. _______________________________ 2. _______________________________
3. _______________________________ 3. _______________________________
4. _______________________________ 4. _______________________________
5. _______________________________ 5. _______________________________
6. _______________________________ 6. _______________________________
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
Student A Student B
Learning Essentials
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Introducing Yourself
UNIT 1 INTRODUCING YOURSELF
At the end of this unit, the students are expected to be able to:
Use the expression of greeting correctly Use the expression of introducing oneself and other correctly Compose sentence using the correct form of “to be” Make greeting cards
Get Started Task A This task presents a warming up activity which helps the students to recall their prior knowledge. It also helps them to brainstorm the topics that they are going to learn. Ask the students to identify the picture and pay attention to the expressions that are used. After that, ask them to answer the questions.
Taken from: www.blogspot.com
1. What are they doing? 2. Do they know each other? 3. Do you say “hi” to your new friends in this way too? Or do you have
other ways?
Listen and Speak Up Task B Read this dialogue and your students to repeat. This activity is aimed to build students’ listening and reading skills. While they are listening, they have to pay attention to the teacher’s pronunciation.
2. Hello,John. I’m Beny.
1. Hi, my name is John.
3. Nice to meet you, Beny.
4. Nice to meet you too, John.
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Introducing Yourself
Tell the students to repeat after teacher read the dialogue.
Yuli is a new student. She meets Andi in the library.
A B
C D
Taken from English in Focus page 2
At the end, you may ask two students two practice the dialogue in front of the class. Task C This task focuses on speaking and reading skills. Asked the students to practice the dialogue with their classmates, then, tell them to identify the expressions of greeting.
1. Rudi meets his teacher, Ms. Anita at the post office. Rudi : Good evening, Ms. Ms. Yulina : Good evening. You are one of my student, right? you?
Hi! Good morning. My name is Yuli. What is your name?
Hi, good morning. My name is Andi.
Are you a new student in this school?
Yes, I am. I’m from Bandung. I’m in 1B, and
I’m 1B too.
It means that we are classmate?
Yes we are. Nice to meet you, too.
Sorry, I have to go now. Nice to meet you, Andi?
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Introducing Yourself
Rudi : Rudi, Ms. My name is Rudi. How are you? Ms. Yulina : I am fine, thank you. And how about you? Rudi : I am fine, too. Ms. Yulina : Well, Rudi. What are you doing here? Rudi : I will send the letter to my father.
How about you, what are you doing here? Ms. Yulina : I just buy a stamp. Well, I have to go now. Pleased to
meet you. Rudi : Pleased to meet you, too, Ms.
2. Heru has new friend, Ari. He want to introduce Ari to Ida.
Heru : Hello, Ida.. Ida : Hi, how are you today? Heru : I am fine. Thank you.
And how about you? Ida : I am fine too. Thank you. Heru : you are welcome. Hey, I want to introduce
you to my friend, Ari. This is Ida. Ary : hello, how do yo do? Ida : how do you do too. Where are you from? Ari : I am from semarang. Heru : sorry, we must go now. Nice to see you Ida? Ida : nice to see you too.
To check the students’ pronunciation, ask the students to come in front and practice the dialogues in front of their classmates. Correct their pronunciation if necessary. Get The Idea Task D This part is used to check students’ comprehension in the form of matching sentences to the pictures. Tell the students to complete the sentences by choosing the right expressions that are provided.
1. Tony, please meet my friend, Johny. Johny, this is Tony.
3. pleased to meet you too, Johny.
2. Hello Tony, pleased to meet you
• Good morning: 06.00 a.m. - 12.00 a.m. • Good afternoon: 12.00 a.m. - 06.00 p.m. • Good evening: 06.00 p.m. - the time you go to bed • Good night: the time you go to bed
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Introducing Yourself
Task E This task focuses more on writing skill. After knowing those expressions, in this part, the students are asked to complete the conversation with their own sentences. Task F Ask the students to complete the sentences based on pictures.
Santi says, “Hi, my name is santi.” Merry says, “helo. Iam Merry”
Task G Reading comprehension becomes the basis for this task. Students have to read the text before they do the task. Tell the students to pay attention on the greeting cards. Complete it with the utterances provided.
Situation 1: introduce Rica to Andrew. They are your friend from different countries.
You : Hi, Andrew. I want to introduce you to my friend. Rica : Hi, I am Rica. Nice to see you. Andrew : Hello, Rica. I am Andre. Nice to see you, too.
Situation 2: introduce your friend to your mother.
You : mommy, I want to introduce you to my friend. Friend : hello mom, I am Bella. I am Betty’s friend. Mother : hi Bella. I am Betty’s mother.
NOTE
The italiced words are called to be
Hi, my name is Santi. Hello, I amMerry
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Introducing Yourself
ö spend some time
ö party ö wait to
see you ö It’s been
two months
ö last time
ö I miss you
Grammar Stage In this stage the students will learn about grammar, especially about the form of “to be”. Task H Asked the students to do the tasks. Task I Ask the students to do the tasks. It will help their understanding about “to be”.
Ardo meets Ina and Beny in the park. Ardo : Hi. I (am/is) Ardo. Ina : Hello. We (is/are) Ina and Beny. Ardo : Oh, you (is/are) twins! Ina : Yes, we (is/are). Ardo : You (is/are) exactly alike! Beny : Yes, we (are/ is). Andra : Well, I (am/is) glad to meet you.
Randi comes and joins them. Andra : Una, Su Lian, this (is/are) Randi. Una : Hi, Randi. Susan : Hello, Randi. How do you do? Randi : Hello, girls. How do you do?
(to Randi) (am/are) they twins? Andra : Yes, they (is/are) twins.
Task J Students are asked to choose the correct form of “to be”
1. Hello guys! I am Irene. 2. She is Miss Ina. She is my English teacher.
Pronoun To Be I
you she he it
we they
am are is is is
are are
For Mira, a Best Friend Hi Mira! How are you? I miss you since the last time we played basketball in my school yard. Let’s meet again and spend some time at my house. How about having a party with my family? Can't wait to see you.
Love and Hug, Nina
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Introducing Yourself
3. They are new students. 4. This is my new classroom. It is a nice classroom. 5. Nurul and Tigor are students. They are my classmate. 6. Tigor and I am in the classroom. We are very happy.
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Introducing Yourself
• Language Function ö Greeting – Hi. – Hello. – Good morning. – Good afternoon. – Good evening.
ö Introducing
– My name is Tiana. – I am Monty. – This is my friend, Widdie.
• Grammar: To Be Example: - I am a student. - You are a teacher. - He is a principal.
Let’s sing a song Ask your students to sing this song. Sing it first as the example for the students.
Friend of mine (sing to the tune of “Mary Had a Little Lamb”)
Will you be a friend of mine,
A friend of mine, a friend of mine? Will you be a friend of mine, And walk around with me? (name) is a friend of mine,
Friend of mine, friend of mine, (name) is a friend of mine,
Who walks around with me
Learning Essentials
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Open Your Book, please!
UNIT 2 OPEN YOUR BOOK, PLEASE!
At the end of this unit, the students are expected to be able to:
Use the expressions of commanding correctly Respond the expressions of commanding correctly Pronounce the words correctly Complete the sentence by fill in the blanks Make simple dialogues
Get Started Task A This part is considering as warming up section which can build students prior knowledge about what they have known before. It also helps the students to know what they are going to learn. Tell your students to work in pairs. Identify the picture and mention things inside the classroom. Discuss the answer and also the function of those things.
Ten items I find in the classroom above are:
ö clock
ö tables
ö chairs
ö bags
ö cupboard
ö books
ö pencils
ö chalk
ö blackboard
ö rulers
Taken from: http://4.bp.blogspot.com
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Open Your Book, please!
Listen and Say
Task B
This task facilitates the students to build their listening ability trough listen what teacher’s said, and they also have chance to practice their pronunciation.
Ask the students to listen carefully and then repeat after you read it.
dialogue 1 Sinta : Hi, Rinto. Rinto : Hi, Sinta. Sinta : our teacher is going to come at 10 o’clock. Rinto : Yes, I know. What’s wrong? Sinta : look, our classroom is so messy. Let’s neat this classroom? Rinto : Ok. I’ll arrange the chairs and the tables. And you sweep the floor. Sinta : Sure
dialogue 2 Berta : Good morning, Sir. May I come in? Mr. Rudi : Good morning. Yes, you may. Close the door, please. Berta : I am sorry, sir. I come late. Mr.Rudi : Why? Berta : I got an accident this morning. Teacher : It’s ok. You may sit down. Open your book on page 25, please. Berta : Sure, thank you. Teacher : You’re welcome.
Discuss the expressions that are used in the dialogues above.
Get the idea Task C Read the following dialogues for your students then ask them to answer the question. In this task, the students are given chance to develop their listening, speaking, reading, and also writing skills.
Dialogue
Dona : Hi, Andi.
Andi : Hi, Dona
Dona : Our teachers use this classroom at 9 o’clock.
Andi : Yes, I know.
But, look, this classroom is dirty.
Dona : You are right. Let’s clean the classroom.
In task C and D, you read the following expression:
• Come in, please. • Close the door. • Open your book on page 25.
Those expressions are used to Command.
Please, is used to express politeness.
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Open Your Book, please!
Andi : Ok. I will clean the blackboard.
Dona will sweep the floor, please!
Dona : Sure.
Adi : I am sorry, I cannot help you.
Andi : it’s OK.
Questions
1. What does the word of sweep in Dona, sweep the floor, please, mean? Ask or command someone to sweep the floor.
2. What is the function of the word please in Dona, sweep the floor, please? To make the expressions of command more polite.
3. Underline two commands in the dialogue above? Let’s clean the classroom. Sweep the floor, please.
4. Dona says Sure. What does it mean? Sure means that Dona will sweep the floor.
5. Adi says I am sorry I cannot help you. What does it mean? Adi cannot help Andi and Dona.
Task D Ask the students to study the dialogue once again. Then identify the following statement. Write T if the statement is true, and write F if the statement is false.
1. Dona and Andi are in the classroom. (T) 2. Dona and Andi use the classroom at 9 o’clock. (F) 3. The classroom is dirty. (T) 4. Andi asks Dona to sweep the floor. (T) 5. Dona sweeps the floor. (T)
Taken from: scaffolding page 31
Ask the students to practice the dialogue in front of the class.
Task E
Ask the students to read the procedure text below.
How to operate a fan 1) Plug the power cord into a wall outlet. 2) To make the fan move sideways, push the pin on top of the motor.
Procedure text is kind of text which teaches on how to make something completely. It is dominantly structured with imperative sentence since it actually an instruction. Procedure text will explain step by step how to make the thing.
Transitional marker: first, second, third, after that, then, finally, etc.
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Open Your Book, please!
3) To move the fan up or down, first pull up the oscilla ting pin, then press the tilt adjustment knob.
4) To change the speed of the fan, press one of the switches at the bottom.
Task F
Task F focuses on writing skill. Trough this task, they have to show whether they have already understand the topic or not.
Ask them to find their partner, and then compose sentences which express command.
1. Clean the blackboard, please!
2. Open the window, please!
3. Wash these fishes, please!
From the procedure text above, can you mention the transitional markers that are used? First and then
Now, compose your own procedure text!
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Open Your Book, please!
4. Put the book on the bookshelf, please!
5. Sweep the floor, please! Grammar stage Task G Ask the students to look at the picture, and then write the plural and singular form of the pictures.
1. 2.
Three books a book 3. 4.
Three pencils a pencil
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Task H This taskrelated wpictures.
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Open Your Book, please!
• Language Function
ö Commanding - Come in, please - Close the door, please - Sweep the floor, please - Open the window,
please
ö Responses
- Sure - Ok - I will
• Grammar “plural form” - Books - Pencils - Men - Teeth - Feet
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Can You Tell Me …?
UNIT 3 CAN YOU TELL ME…?
At the end of this unit, the students are expected to be able to:
Use the expression of asking and giving information correctly. Pronounce the words correctly. Mention the important parts of announcement. Make simple dialogue using simple present tense.
Get Started Task A This task presents a warming up activity which helps the students to recall their prior knowledge. It also helps them to brainstorm the topics that they are going to learn. Ask the students to identify the picture and pay attention to the expressions that are used. After that, ask them to answer the questions.
1. What are they talking about? 2. What will John do? 3. How to ask for information based on the picture above?
1. Hi, John. Where will you go? 2. I am going to play basketball.
3. Where is that? 4. It’s near Luwes mall.
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Can You Tell Me …?
Listen and Speak up Task B This activity is aimed to built students’ listening and reading skills. While they are listening, they have to pay attention on the teacher’s pronunciation. Tell the students to repeat after teacher read the dialogue.
1.
Santo : Mom, where should I put this cake?
Mother : put it on the table
near refrigerator.
Santo : yes, mom.
Mother : thank you, Santo.
Santo : you’re welcome.
2. The man : Excuse me. Do you
know where Mr Yudi’s house is?
Father : Of course. It is in
front of the Luwes Mall.
The man : Oh, I see. Thank
you. Father : You’re welcome.
Pictures taken from: English in Focus page 21
Task C This task focuses on speaking and reading skills. Asked the students to practice the dialogue with their classmates, then, tell them to identify the expressions of asking and giving information.
1. Wulan lost her pencil and she asks Neta about it. Wulan : Do you know where my pencil is? Neta : Which one? Wulan : The blue one. The one I put on the table. Neta : No, I don’t know where it is?
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Can You Tell Me …?
2. Budi and Tina talks about school activities.
Budi : Hi, tina. How are you?
Tina : I am fine, thanks.
Budi : do you join any student activity?
Tina : Yes, I do. I join the tennis club.
Budi : That’s great! Where do usually play tennis?
Tina : We play at the tennis court next to the post office. What activity do you join?
Budi : I don’t join any activity. May I join the tennis club? It sounds interesting.
Tina : Sure. Come on Saturday at 3 p.m. We can go together.
Budi : Thank you, Tina. I’ll come.
Tina : see you, then.
Get The Idea Task D This task helps the students to explore their understanding. Tell the students to complete the conversation based on the pictures.
Mrs Sugawa : Okan, where are Mr. jaelani : dear, do you see my
my shoes? book? Okan : it is under the table Mrs. Jaelani : it is on the table.
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Can You Tell Me …?
Lisa : where is spot? Fikar : where are you?
Berta : he is sitting on the chair Lola : I am here.
Task E
This task gives the chance to the students to explore their writing skill and creativity. Tell the students to complete the students based on the instruction in the brackets.
You : Good afternoon. I’m (your name). Are you (your friend’s name)?
Your friend : Yes, please call me (your friend’s name) You : What’s your full name? Your friend : (complete name) You : Where were you born? Your friend : I was born on … You : What do you want to be? Your friend : I want to be a doctor. You : How do you spend your leisure time? Your friend : I am reading a book. You : Are you interested in sport? Your friend : yes, I am. You : what kind of sport? Your friend : I like swimming. You : Thanks for your time. Your friend : You’re welcome. Bye.
The way to ask for information are:
Can you tell me … Do you know … How do you ... Where is …
The way to give information are:
I like … I am study … It is on the table. Etc…
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Can You Tell Me …?
Task F Ask the students to answer the questions based on the announcement.
1. What is the main idea of the announcement? Celebration of independence day 2. To whom the announcement is intended? To the students of SMP N 2 Sidoharjo 3. When will the celebration be held? August 16th, 2011, at 07.00 PM 4. How many contests that are held by the committee? Two contests 5. Where will the celebration be held? At school hall
School Event
In celebrating our Independence Day on August 17th, 2011
SMP N 2 Sidoharjo will hold the celebration and contests activities including drama performance.
Contests: 1. Reading proclamation text
2. Writing short essay (theme: the importance of independence)
For those who are interested in the contests, please kindly register yourself to Anik Prawati Grade VIIA.
Registration will be closed at August 10th, 2011.
The celebration will be held on August 16th, 2011, at 07.00 PM in our Hall.
Independence Day committee
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Can You Tell Me …?
I He
We get up at 5 o’clock She gets up at 5 o’clock
You study from 7 to 8 It studies from 7 to 8
They
I He
We don’t get up at 5 o’clock She doesn’t gets up at 5 o’clock
You study from 7 to 8 It studies from 7 to 8
They
I He
Do We get up at 5 o’clock? Does She gets up at 5 o’clock?
You study from 7 to 8 ? It studies from 7 to 8?
They
Grammar Stage
The simple present tense
We use the simple present tense to talk about our routines and habits. Here are the pattern and some example
Task G
Ask the students to do these exercises by choosing the correct “verb”
1. Tania (get up/ gets up) at 6.30 in the morning. 2. She (make/ makes) her bed. 3. Then, she (have/ has) breakfast after taking a bath. 4. The class (start/ starts) at 7 o’clock. 5. Tania and her friends (have/ has) a break at 10.25. 6. They (eat/ eats) lunch at 12.20 7. The morning schedule (finish/ finishes) at 13.00 in the afternoon. 8. In the afternoon the students (do/ does) extra activities.
Task H
This task focuses on writing skill and students’ comprehension about ‘verb’
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Can You Tell Me …?
1. Tania doesn’t go to a private school. 2. Does Tania get up late) No, she doesn’t. 3. Do Tania and her friends have lunch at 12 o’clock? 4. Students don’t do their homework at school. 5. Do you like your new school? 6. Do your friends enjoy studying? 7. Nurul and her friends don’t study in an elementary school.
Language function
ö Asking for information ‐ Can you tell me … ‐ Where is …
ö Giving information ‐ Here it is ‐ You can ….
Grammar
ö Simple present tense ‐ S + V1 (s/es) + O
I play football everyday. ‐ S + do / does + not + V1
She does not go to school today.
‐ Do/ does + V1 + O? Do they get up at 5 o’clock?
Learning Essentials
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I am sorry…
UNIT 4 I’AM SORRY…
At the end of this unit, the students are expected to be able to:
Use the expression of apologizing correctly Composing sentence using adverb of frequency correctly. Pronounce the words correctly
Get Started Task A This task presents a warming up activity which helps the students to recall their prior knowledge. It also helps them to brainstorm the topics that they are going to learn. Ask the students to identify the expressions and respond to those expressions.
Listen and Speak up Task B This activity is aimed to built students’ listening and reading skills. While they are listening, they have to pay attention on the teacher’s pronunciation. Tell the students to repeat after teacher read the dialogue.
1.
Mother : Rudi, can you help me with the groceries?
Rudi : Of course, Mom. Mother : Thank you, Dear. Rudi : You’re welcome.
1 Thank You
You are welcome
2I’m sorry
Never mind
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I am sorry…
2. Simon : Erik, can I borrow
your book? Erik : Sure, here it is. Simon : Thanks a lot. Erik : Don’t mention it.
3.
Father : Jody, did you break that glass? Jody : Yes, I did. I am very sorry. Father : That’s quite all right.
4.
Mother : Santo, have you bought me some sugar? Santo : I am sorry, Mom. I forgot. Mother : Never mind.
Taken from: English in Focus page 21
Note: the italicized sentences are responses to gratitude and apology.
Task C This task focuses on speaking and reading skills. Asked the students to practice the dialogue with their classmates, then, tell them to identify the expressions of apologizing and thanking.
1. Diana forgets to feed her dog, Plecky. Her father is upset. Diana : Dad, I’m sorry, I forgot to feed Plecky. Father : What? How could you forget? Oh, OK ....
Never mind. But next time don’t forget.
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I am sorry…
2. Mother needs some sugar for the cake she is baking. She asks Daniel to go to market. Mother : Daniel, I need some sugar for the cake and
I’m too busy to go to market. Can you help me to buy it?
Daniel : Of course, Mom. Mother : Thank you. Daniel : My pleasure, Mom.
Get The Idea Task D This task helps the students to explore their writing and speaking skills. Tell the students to complete the dialogues below then practice it with their classmates.
1. Father : could you turn off the light, Edi?
Edi : of course. Father : thank you. Edi : you are welcome.
2. Grandmother : can you bring me a glass of water? Sopie : here it is. Grandmother : thank you very much, dear. Sopie : you are welcome, grandmother.
3. Kasih : did you see my novel? I lost it yesterday.
Mila : oh, I am sorry. I don’t know. Kasih : never mind.
Task E Tell the students to arrange the words into good sentences.
1. Are you always happy? 2. We seldom go to bed late. 3. I am never angry with my parents. 4. Do you ever swim at the beach? 5. How often you are late for a class? 6. Do you often get up late in the morning? 7. I always do my homework after school. 8. Does she ever go to school by bike? 9. She usually helps her parents after school. 10. Do you always wash your own clothes?
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I am sorry…
Grammar stage
Task F
Ask the students to work in pairs and then compose sentences based on the utterances given. One become students A who ask the questions, and the other become student B who answer the questions.
Note:
The italics words are called Adverbs of Frequency
ADVERB OF FREQUENCY
Adverbs of frequency are used to describe the frequency of our activities. In English, the adverbs of frequency are always, usually, often, seldom, sometimes, and never.
100% 0%
Always usually often sometimes seldom never
Example:
ö I always listen to BBC. ö We often go out with our family. ö They sometimes have lunch in a restaurant near our school. ö He never drinks milk. ö She is never angry. ö Do you often listen to BBC? ö Are you ever sad?
1. Do you often have breakfast in the morning? 1. Yes, I always have breakfast in the
morning.
2. Do you often come late for class? 2. No, I never come late for class.
3. Do you always do your homework? 3. Yes, I do.
4. Do you usually help your parents? 4. Yes, I do.
5. How often do you clean your classroom? 5. I always clean my classroom everyday.
6. Do you seldom play badminton? 6. Yes, I do.
7. Do you ever watching movie? 7. Yes, I ever watching movie.
8. Do you always sing a song? 8. Yes, I always sing a song.
Student A Student B
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I am sorry…
ö Have breakfast
ö Late for class ö Do your homework ö Help your parents
ö Clean your classroom
ö Play badminton ö Watching movie ö Sing a song
Language Function
ö Saying sorry ‐ I am sorry, I can’t ‐ I would like to, but … ‐ Sorry, I cannot.
ö Thanking ‐ Thank you very much
Grammar
ö Adverb of frequency ‐ Always ‐ Usually ‐ Often ‐ Sometimes ‐ Seldom ‐ Never
Learning Essentials
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