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-mention the biography -use Simple Past in expressing about experience
-use Simple Future in a short paragraph -mention their dreams in the future
5 Describing People
At the end of the meeting students are able to -mention the expressions of feeling
-mention the physical appearance -mention the personal characteristics
-use adjectival word in sentences -identify their idols
6 Describing Place
At the end of the meeting students are able to -mention the expressions of admiration
-pronounce the words correctly -mention the language in describing place
-make paragraph about describing place -identify the places students have ever visited
7 Giving Direction
At the end of the meeting students are able to -mention the expressions of giving direction
-pronounce the words correctly -mention the vocabularies in giving direction
-make direction to others 8
Giving Procedure At the end of the meeting students are able to
-mention the expressions of giving procedure -pronounce the words correctly
-mention the procedural words -make procedure of making something
-mention the steps of giving procedure
4. Teaching Learning Activities
The learning activities are the integral part of learning materials. It affected the learning objectives. The researcher chose the learning activity based
on the data from the questionnaire, which activity the students like and which
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activity the students get bored. The presentation of the data gathered can be seen as follow:
Table 4.5: The Result of Pre-Design Survey Question 7-10
No Statement
Percentage 7
Activities the students liked a. reading
b. telling story c. playing role
d. games 55
40 20
40 8
Activities made the students were bored a. teacher talked too much
b. read the long text c. too long discussion
30 20
20 9
The learning media the students liked a. texts
b. pictures c. songs
d. games 55
25 15
25 10
The learning method the students liked a. learning individually
b. learning in small group c. learning in pairs
d. learning outside the class 30
50 10
65
Eleven students 55 agreed about the activity they liked was reading, and then eight students 40 liked using games and telling story. However, the
researcher tried to combine those activities based on the students’ interests so that students became more enthusiastic. The researcher avoided to talk too much while
teaching the students because six students 30 said that this activity made the
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students felt bored. Although most students 55 liked using text as their media, the researcher chose Task-Based materials. Thirteen students 65 liked learning
outside the class, but it considered to the topic being discussed. If in the learning activity needs more places to explore, they might do it outside the class. The other
ten students 50 liked studying in the small group that might consist of three to four students.
In designing the material, the researcher tried to percentage the four skills were listening 10, speaking 60, reading 20, and writing 10. It can be seen
that most students liked reading. Listening was given to make students common hearing English conversation. The focus of this study was speaking so this skill
has the biggest percentage. Doing more practice, students would be more fluent and confident. Reading was given because most students liked reading. So the
researcher always gives passage in each topic but in small portion. Then, writing was given as measurement between students’ pronunciation and writing. The four
skills have their own role so they should be included in the learning activity. In teaching learning activity, the researcher tried to avoid talk too much in front of
the class. The action would made students get bored. The most interesting media chosen by the students was text. But the researcher would use pictures and games
in the learning activity. Learning in small group that consists of three or four students would be the first alternative in teaching learning activity.
There were three elements of each unit of the learning process. They were Pre-activity, whilst-activity, and post-activity.
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Pre-activity
In this section, teacher introduces class about Warm Up and Speak Up. The purpose of this section is to prepare students about the topic they will learn.
The activity in this section is still simple because it will motivate students to the learning process.
Warm Up Warm Up
is the activity which stimulates students to explore the topic being discussed. The activities in this section such as listening to the recording,
filling in the blanks, and guessing the activities from the pictures. Speak Up
Speak Up is a warming up activity in order to make students wants to
speak English. The kind of activity in this section is small games by finding their friends based on the instruction.
Whilst-activity
Think It Think It
is the activity which stimulates students to think use their brains based on the topic being discussed. The activity in this section is answering the
questions based on the text, or solving the problem based on the situation. This section will use students’ creativity.
Language Focus Language Focus
is giving theory that students learnt by the teacher. The theory can be grammar, expressing of something, and adverb.
