plagiat merupakan tindakan tidak terpuji · dalam menjawab pertanyaan tersebut, studi ini...

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

i

DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH


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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Number: 051

Approved by

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Date 25

GRATED EN

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NGLISH

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iii


iv

“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


v

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


vi

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


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)


vii

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.


viii

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


x

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


xi

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


xii

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


xiii

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


xiv

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


xv

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


1

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


2

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


3

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


4

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.


5

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


6

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


7

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


8

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.


9

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.


10

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


11

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).


12

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:


13

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


14

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


15

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


16

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.


17

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.


18

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:


20

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


21

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


22

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,


23

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.


24

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.


25

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.


26

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.


27

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.


28

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.


29

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.


30

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.


31

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


32

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.


33

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.


34

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.


35

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


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


36


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


37


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


38

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


39

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:


40


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.


41

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,


43

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.


45

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


46

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


47



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,


48



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.


50

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


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


asking and giving information. • Students are able to analyze the expression of

asking and giving information. • Students are able to respond 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.


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


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


54

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


56

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


58

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.


59

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


60

N 2 Sidoharjo. The main product of the designed materials can be seen in

Appendix D.


61

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


62

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


63

mastery English subject. Hence, it can be used as the references of teaching

learning materials for teachers.


64

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.


APPENDICES


65

• Letter of Permission to the Headmaster of SMP N 2 Sidoharjo • Letter of Official statement from SMP N 2 Sidoharjo


66


67


68

• Questionnaire of Information Gathering • The Interview Result • Questionnaires of Preliminary Field Testing


69

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


70

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. ………………………………………………………………………….


71

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


73

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


74

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?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


75

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


76

• General Description • Gambaran Umum


77

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:


78

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


79

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.


80

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:


81

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


82

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.


83

• Syllabus • Lesson Plan • The Designed Materials


84

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.


85

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’


86




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.


87

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.



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


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


expression of command


form of dialogue • Written test in the

form of fill in the blanks or composing sentences or procedure text.


Create your own dialogue using the expression of command

6 x 40’


88


Evaluation Time


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.




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.


89

Unit 3. Can You Tell Me…?


Evaluation Time







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


asking and giving information. • Students are able to analyze the expression of

asking and giving information. • Students are able to respond the expression of



asking and giving information correctly.


form of dialogue

• Written test in the form of answer the questions and composing sentences


Make ten sentences using simple present tense

6 x 40’


90


Evaluation Time



expression, pressure, and intonation that usingsimple discourses in various daily life that usingsimple discourses 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.


parts which must be stated in announcement. • Students are able to analyze the steps in

composing announcement. • Students are able to make an announcement.


91

Unit 4. I am Sorry…


Evaluation Time

Allotment Technique Form Example of Test Items






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


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


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.



form of making sentences


Make ten sentences using adverb of frequency

4 x 40’


92


Evaluation Time

Allotment Technique Form Example of Test Items








93

Unit 5. Thanking


Evaluation Time



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.




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


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.



form of completing sentences


Compose your own sentences using possessive with apostrophe

8 x 40’


94




Test ItemsReading 3.1 To read aloud words, phrase, and sentences using







95

Unit 6. Prohibit someone


Evaluation Time



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.


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



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.


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.


phrases and sentences about prohibit someone.

• Students are able to answering the comprehension question about prohibit someone.


simple sentences, and paragraphs about prohibit someone using correct structures.





Compose your own dialogue

6 x 40’


96






3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in various dailylife contexts.





97

Unit 7. Expressing politeness


Evaluation Time



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.



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



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.


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.


phrases and sentences about politeness.

• Students are able to answering the comprehension question about politeness.


simple sentences, and paragraphs about politeness using correct structures.





Compose sentences using noun phrase

8 x 40’


98










-


99

Unit 8. Descriptive texts


Evaluation Time



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.



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



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.


form of dialogue

• Written test in the form of completing sentences


Compose a descriptive texts with your own sentences

8 x 40’


100






3.2 To respond meaning in short functional textsaccurately, fluently, and acceptable in various dailylife contexts.




-


101

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




102

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.


Reading



Writing

3.3 To express meaning in short functional texts that 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


103

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’


104


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


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’


105

Meeting 2



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


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


7. Doing task E 8. Discussion

9. Listening to the


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





3’ 4’ 2’ 1’


106


14. Closing 14. closing

Meeting 3





materials


teacher questions 17. Listening to the


2’ 3’ 5’


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


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’








3’ 4’ 2’ 1’


107

Lesson Plan II

Unit : Close Your Book, please!

Topic :

• Commanding • Respond to command • Grammar review about ‘singular and plural’


Competency standard






life.

Basic competence :


Listening




108




Reading



Writing



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



109

• 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




materials get started 3. Introducing and



teacher questions get started 3. Discussing the


2’ 3’

5’


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





7. Repeating the

15’

7’

15’

7’

7’


110


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’



meeting materials 15. Closing





2’ 2’ 2’ 1’

Meeting 2





materials




2’ 3’ 5’


111


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


8. Doing task D and E

9. Doing task D and E

10’ 10’

10’ 15’ 10’



meeting materials 13. Closing





3’ 5’ 4’ 3’

Meeting 3





lesson



teacher

2’ 3’ 5’

Whilst – activity Whilst – activity


112


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’








2’ 2’ 2’ 1’


113

Lesson Plan III

Unit : Can You Tell me …?

Topic :

• Asking and giving information • Grammar review about ‘simple present tense’


Competency standard






life.

Basic competence


Listening




114




Reading



Writing



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.


115

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




materials Get started 3. Introducing and



teacher questions Get started 3. Discussing the


2’ 3’

5’


about asking and giving information

5. Giving correct pronunciation of some expressions used in asking and giving information

6. Reading the dialogues




6. Listening to the

10’

10’

15’

10’


116


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


8. Repeating the

teacher’s example (Task B)


15’








3’ 4’ 2’ 1’

Meeting 2



Pre – activity



materials

Pre – activity




2’ 3’ 5’


117


Whilst – activity



6. Giving correct pronunciation (Task D)



Whilst – activity

4. Doing task D 5. Doing task D 6. Repeating the


7. Doing task E 8. Practicing the

dialogues in Task B (in pairs)

10’ 10’

15’ 10’ 15’




12. closing





3’ 4’ 2’ 1’

Meeting 3



Pre – activity



materials

Pre – activity

14. Greeting the teacher 15. Answering the



2’ 3’

5’

Whilst – activity

Whilst – activity


118


17. Giving explanation about simple present tense

18. Ask the students to do task F and giving explanation about announcement


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


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’








3’ 4’ 2’ 1’


119

Lesson Plan IV

Unit : I am sorry…

Topic :

• Apologizing • Thanking • Grammar review about ‘adverb of frequency’


Competency standard






life.

Basic competence


Listening




120




Reading



Writing



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



121

• 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



Pre – activity


materials get started 3. Introducing and


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





8. Repeating the teacher’s example (Task B)


10’ 7’

10’ 7’ 7’

10’

6’ 6’


122


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


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


Learning activity Time

allocationTeachers’ activity Students’ activity

Pre – activity



materials

Pre – activity




2’ 3’ 5’

Whilst – activity



6. Giving correct

Whilst – activity

4. Doing task D 5. Doing task D

6. Listening to the


25’

25’ 15’


123

Learning activity Time

allocationTeachers’ activity Students’ activity

pronunciation (Task D)




10. closing





3’ 4’ 2’ 1’

Meeting 3





material



teacjer

2’ 3’

5’

Whilst – activity

19. Giving explanation about adverb of frequency



22. Asking the students to do Task F


Whilst – activity


20. Doing task E 21. Doing task E

22. Doing task F 23. Doing task F

20’

20’

10’ 10’


124









3’

4’

3’

1’


126

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


127


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


128


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


129


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. __________________________


130


Complete the sentences based on the picture


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


131


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

J


127


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?


133

UNIT 2. Open Your Book, please!

UNIT 2 OPEN YOUR BOOK, PLEASE!


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


134


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


135


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!


136


In pairs, complete the expression of command based on the picture.

1. Clean the blackboard, please!

2. ______________________

3. ______________________

F


137


4. ______________________

5. ______________________

Grammar stage

Write using the correct singular or plural forms.

1. 2. _________________ _________________

G


3.

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

_

_


139


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


140

UNIT 3. Can You Tell Me…?

UNIT 3 CAN YOU TELL ME…?


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


141


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


142


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


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


144


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


145


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


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


146


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


147

UNIT 4. I am sorry…

UNIT 4 I’AM SORRY…


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


148


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


149


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


150


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?


151


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


153

Introducing Yourself

UNIT 1 INTRODUCING YOURSELF


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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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


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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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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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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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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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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• 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!


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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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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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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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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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


Task H This taskrelated wpictures.

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I hav

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tudents to haand plural f

Pencil ave four p

Ball ve five balls

Singular

A book A mango A potato A library A city A bookshelf A leaf A child A woman A mouse

ave deeper uform. Tell th

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Ways to

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Plural

booksmangopotatolibrariecitiesbookshleaveschildrewomemice

Open Yo

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2.

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• 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

167

Can You Tell Me …?

UNIT 3 CAN YOU TELL ME…?


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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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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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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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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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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I He

We get up at 5 o’clock She gets up at 5 o’clock


They

I He

We don’t get up at 5 o’clock She doesn’t gets up at 5 o’clock


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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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


174

I am sorry…

UNIT 4 I’AM SORRY…


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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