Stating Instructional Goals, Topics and General Purposes

70 Units Topics Indicators next paragraph.  Answer the comprehensive questions to measure comprehension of the text.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 4 What A Wonderful Place  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps of the text.  Identify the type and structure or rhetorical steps of the text.  Identify the general ideas of the text by skimming.  Answer the comprehensive questions to measure comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 5 Into Space  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps of the text.  Identify the type and structure or rhetorical steps of the text.  Predict the content of the Text  Answer the comprehensive questions to measure comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 6 The Inspiring Woman  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps of the text.  Identify the type and structure or rhetorical steps of the text.  Predict the content of the text.  Answer the comprehensive questions to measure 71 Units Topics Indicators comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 7 From Gods and Goddesses Time  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps of the text.  Identify the type and structure or rhetorical steps of the text.  Make questions that might be answered by the next paragraph.  Answer the comprehensive questions to measure comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 8 Exploring the World  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps of the text.  Identify the type and structure or rhetorical steps of the text.  Make questions that might be answered by the next paragraph.  Answer the comprehensive questions to measure comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 9 Long-Long Ago  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps ps of the text.  Identify the type and structure or rhetorical steps of the text.  Predict what happens next after reading some parts of 72 Units Topics Indicators the story.  Answer the comprehensive questions to measure comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process. 10 It’s Believed to be True  Answer the questions related to the topic which is going to be learned.  Predict the type and structure or rhetorical steps of the text.  Identify the type and structure or rhetorical steps of the text.  Predict what happens next after reading some parts of the story.  Answer the comprehensive questions to measure comprehension of the text by scanning if it is necessary.  Identify the meaning of unfamiliar words of the text by guessing them from their context.  Make up simple sentences from the new words.  Read aloud the text with correct pronunciation, stress, and intonation.  Evaluate the learning process.

4. Listing the Subject Contents

The researcher listed the subject contents to support each objective stated before. There were three sections in each unit. Unit 1 sections consisted of Pre- work, Get Closer to Descriptive, Recount and Narrative Texts, and Check Yourself. Unit 2 until Unit 10 sections consisted of Build Your Knowledge, Show Your Skills, and Check Yourself. Check yourself section was applied in all units. They are elaborated in detail as the following: 73

a. Pre- Work Unit 1

At the beginning of the lesson, the students brainstorm their knowledge about the topic they are going to learn. In unit 1, the students learn about descriptive, recount and narrative texts. In their previous class, class VII, the students have learned descriptive text. This part intended to recall their memory about the knowledge the students have learned before and make prediction for the knowledge they have not known.

b. Get Closer to Descriptive, Recount and Narrative Texts Unit 1

In this part, the teacher explains the function and structure or rhetorical steps and examples of possible themes of Descriptive, Recount and Narrative texts. The students are also given the chance to practice identifying the type and the structure of those three types of text.

c. Build Your Knowledge Unit 2-10

This section is intended to introduce the materials that are going to be learned through looking at picturepictures or discussing things related to the materials which are necessary to recall the students’ background knowledge or even to provide the background knowledge for the students about the topics. The topics might be familiar to the students since they have read, listened or learnt about the topics.

d. Show Your Skills Unit 2-10

This section tries to strengthen the reading process by encouraging the students to do an active reading. It aims to improve students’ comprehension and reading skills. The instructions and the tasks give the students chance to apply PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI