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h Going Global
is the topic and title for unit eight developed from social issue. The students will learn to be aware of the globalization that is happening in our
country and how to reciprocate the globalization. The language functions were listed as follows:
Table 4.3: The Topics and Language Functions Listed in Designed Materials
Unit TopicTitle Language
Function
1 Be Positive
Expressing Compliments 2
Mixed Emotions Expressing
Love, Sadness, Pain, and Fear 3
TV Media Expressing Likes and Dislikes
4 It’s All About Money
Asking for and Offering Help 5
Modernization Expressing
Suggestion 6
Rules and Freedom Expressing Warning and Prohibition
7 Culture Matters
Expressing Annoyance and Embarrassment 8
Going Global
Expressing Agreement and Disagreement
b. Specifying the Learning Objectives
Newby states that the objective is what the students should be able to do and accomplish under the instruction by presenting specified and expected performance
2000: 72. In Competence Based Curriculum, objective means basic competence which can be measured by specified and expected performance in the form of the
Achievement Indicators. Determining the achievement indicators, the writer observed the Basic Competence, the topics, and language forms provided.
Completely, the indicators of each unit were described as follows: Table 4.4: The Achievement Indicators Listed in Designed Materials
Unit Theme Topic Achievement
Indicators
1 Personal
Issue Be Positive
The students are able to : 1
Define the meaning of being Optimistic 2
Use expressions paying compliment and responding to compliment
3 Make conversation about being Optimistic
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2 Personal
Issue Mixed
Emotions The students are able to :
1 Define the meaning of Emotion.
2 Use expressions showing love, fear, pain and
sadness 3
Make conversation about Emotions 3
Social Issue TV Media
The students are able to : 1
Define the meaning of TV Media 2
Use expressions asking for someone’s interest and likes
3 Use expressions showing likes and dislikes
4 Use expressions showing agreement for
someone’s likes and dislikes 5
Make conversation about TV Media 4 Economic
Issue It’s All About
Money The students are able to :
1 Define the meaning of Money.
2 Use expressions asking for and offering to
help 3
Use expressions accepting and rejecting an offer of help
4 Make conversation about Money
5 Social Issue
Modernization The students are able to :
1 Define the meaning of Modernization
2 Use expressions introducing an opposite
opinion 3
Use expressions showing suggestion, alternative suggestion and tentative suggestion
4 Make conversation about Modernization and
Its’ positive and negative impact in Indonesia 6
Political Issue
Rules and Freedom
The students are able to : 1
Define the meaning of Freedom 2
Use expressions showing warning and response to warning
3 Use expressions showing prohibition and
response to warning 4
Make conversation about Laws in Indonesia 7 Cultural
Issue Culture
Matters The students are able to :
1 Define the meaning of Culture
2 Use expressions showing Annoyance and
embarrassment 3
Make conversation about Culture Matters in Indonesia
8 Social Issue
Going Global The students are able to :
1 Define the meaning of Globalization
2 Use expressions asking for someone’s
agreement 3
Use expressions showing agreement and disagreement
4 Make conversation about Globalization in
Indonesia
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c. Selecting and Developing Syllabus Types
In this step, the writer provided task-based syllabus. The writer used this syllabus since it developed various learning tasks or problems adapted from real
world situations in the designed materials. It helped the students to involve in communication in the task given and solve the problem found in group discussion to
equip them as a part of society. The detail task-based syllabus can be seen in Appendix F.
d. Selecting the Learning Method
In developing the designed units, the writer used CTL as a method for developing speaking materials. Based on CTL, the writer provided Problem-Based
Learning and Cooperative Learning as the strategies in classroom. The consideration was due to the information from the interview with the English teachers in SMA
Stella Duce 1 which elucidated that they already provided CTL as a method in classroom. However, the teachers were not familiar with this method and its feature
therefore, the writer was willing to introduce this method to this school as an alternative method in teaching speaking.
e. Producing Pedagogical Syllabus
After developing the task-based syllabus, the writer listed the subjects’ contents of the designed materials. The subjects’ contents of the designed materials
were considered derived from the needs survey, Basic Competence, Achievement Indicators, and Topic. There are four elements of subject contents, namely input,
content focus, language focus, and communicative task. The writer elaborated these PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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elements and provided names for the parts. . The writer chose the names based on what the students will have done as the activity in each part The clear explanations of
those parts in each unit were presented as follows: 1
Set Your Goals is the initial part which involves Input component. It provides
stimulus pictures that lead the students to brainstorm the topics. Based on these stimulus pictures, the students will set their goals of learning by understanding
the topic they will learn and knowing the aims of learning that topic. 2
Burn Up is the part which involves Content Focus component. It provides
statements that facilitate the students to present language as a means of conveying information and feelings about something. Students will burn up their
spirit in learning by working in their group discussion. After that, they will give opinions or ideas toward their group partner’s work.
3 Win-win Solution
is the part which involves Communicative Activities component. It helps the students to practice the language use in their group. Also,
the students will learn from their group partner’s work when they swap their work. In this activity, the students will learn communicatively and cooperatively
in their group and their group partner. After that, the students will develop their own dialogue creatively toward the situation chosen.
4 Get the Big Picture is the part which involves Language Focus component. The
students will get the “big picture” from teacher’s explanation on the language focus.
5 Grasp the Meaning is the part which involves Language Focus component. In
this activity the students will learn the language focus in the dialogue given. Next, the students will analyze their own dialogue particularly the use of
