Declining Things and Services
1.ask things 2.give things
3.decline things 4. ask services
5. give services 6. decline things
2 Giving, Accepting, and
Declining Invitations The students are able to
1. give invitations 2. accept invitations
3. decline invitations 3
Talking about Past Experience and Events
The students are able to 1.ask from a short recount text
2.answer orally from a short recount text 3.produce a short recount monologue
4 Asking, Giving, and
Denying Information The students are able to
1.ask information 2.give information
3.deny information 5 Giving,
Replying Compliments, and
Congratulating Someone The students are able to
1.give compliments 2.reply compliments
3.congratulate someone 6 Describing
People and
Things The students are able to
1.describe people 2.describe things
7 Asking, Giving, and
Refusing Opinions and Suggestions
The students are able to 1.ask opinions
2.give opinions 3.refuse opinions
4.state agreement 5.ask suggestions
6.give suggestions 7.refuse suggestions
8.state disagreement 8
Asking and Giving Procedure
The students are able to 1.ask procedure
2.give procedure PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Listing Subject Contents
The writer listed subject contents that would be used in each unit. There were four types of activities that represented the three cycles in task-based
learning. The activities were Flashback and Think of It that represented the Pre- task, Speak Up that represented the Task Cycle, and On Your Own that
represented the Language Focus. The list of subject content can be clarified as follows:
a. Flashback This was a warming-up activity that helped students to recall their words
or knowledge related to the topics. Here, the teacher gave questions based on students’ experience in certain situations.
b. Think of It This part provided some conversation that consisted of phrase or
expressions that would be learnt in the topics. The teacher would ask the students to recognize the phrases and expressions in the conversations. There was also a
note of phrases and expressions that were commonly used in each topic. c. Speak Up
This part consisted of two activities, Pair-Work and Group-Work. Here, the students had to practice the phrase and expressions they had learnt in a form of
pair-dialogues and role-plays. The aim was that the students were encouraged to speak in English.
d. On Your Own PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
This section was aimed to review what students got in each meeting. There was an exercise that was done individually to check students’ understanding what
they had learnt.
5. Selecting Teaching-Learning Activities
After having the materials, the writer selected teaching-learning activities to be conducted in class. Some of the activities were made by the consideration of
the needs analysis. The writer also adopted some activities from many sources in order to make the teaching-learning process enjoyable. The teaching-learning
activities can be seen in appendix.
6. Preparing the Lesson Plans
In order to conduct the lessons efficiently, a teacher need to have a controller or guidance during the teaching. Therefore, the writer prepared the
lesson plans, so that the teacher would know what to do exactly in class. The lesson plans are presented in the appendix.
7. Designing the Instructional Materials
After finishing the previous steps, the writer started to design the instructional materials. The writer designed eight units of task-based instructional
materials. The designed materials can be seen in the appendix.
8. Evaluating the Materials
After designing the materials, the writer evaluated the materials and the process of the teaching-learning activities by distributing questionnaires to the
English teachers. The respondents were expected to give their judgments and opinions toward the designed materials.
