Listing the subject contents Selecting teaching learning activities

Topics Learning Indicators UNIT 8 Thanking ƒ Mention expressions related to thanking used in their daily activities ƒ Discuss new vocabulary they find related to the topic ƒ Practice expressions related to thanking in a real situation through cooperative games ƒ Work in pairsgroups and appreciate others’ opinions ƒ Fill in their progress record sheets to measure their comprehension to the related topic

4. Listing the subject contents

In this part, the researcher listed the subject contents to support the learning objectives. Each unit would consist of six sections namely:

a. Warm up

In this section, the researcher tried to activate the students’ background knowledge and to catch the students’ interest and motivation to learn the topic being discussed. This section contains simple expressions, pictures, photographs, and questions related to the topic.

b. Speak up

This section provides conversation related to the topic in each unit. The purpose of this section is that the students are able to identify some language expressions used in the dialogue and pronoun them correctly. c. How much do you know? In this section, the researcher provided the language expressions being used in each unit. The purpose is that they become familiar with the expressions.

d. Work this out

This section provides warming up activities for the students before they go to the main section. This section is aimed to strengthen the students’ new language expression and to check whether the students really understand it or not. e. Are you ready to try this? In this section, the writer tried to present the main section of the unit by providing some exercises to deepen the students’ speaking ability. The students are expected to show their creativity orally based on the task given by the teacher. This section is aimed to measure how far the students master the lesson. f. I have learnt In the last section, the writer provided evaluation forms for the students so that they could evaluate on how well they were collaborating in groups or class. This is important to their progress in acquiring collaborative or social skills. Hopefully, it will benefit both the teacher and the students to improve the teaching and learning activities.

5. Selecting teaching learning activities

Since the designed materials were based on the principles of Cooperative Learning, the activities in each unit would be done in pair and group works. Here, the students have the opportunity to improve their speaking skill and to cooperate with others. The activities were aimed to encourage the students to practice speaking without being afraid of making mistakes; becoming more confident and creative; being able to exchange information and knowledge with others; and being able to cooperate with others and appreciate others’ opinions. It is expected that the activities will contribute sufficient means to develop the students individually and socially. The detailed information of the teaching learning activities will be explained in the following description: a. Warm up In this section, the researcher used Think-Pair-Share activity to activate the students’ prior knowledge and to draw the students’ interest to the topic. First, the students try to answer the questions by themselves, then discuss their thought and understanding with partners, and finally share with whole groups or the class.

b. Speak up

In this section, the researcher applied Partner activity. The teacher asks the students to work in pairs. Students practice the dialogue and discuss the new vocabularies with each partner. If they find difficulties, they should look up in their dictionaries; ask other students or the teacher. The teacher should also correct the students’ pronunciation. After that, they should answer the questions that follow and share the idea to the class. c. How much do you know? This section provides the students with the language expressions being used in each unit. In this section, again, the researcher applied Partner activity. First, the students should study those expressions in pairs and find out the meaning of each expression. Then, they may join another pair, ask to the teacher, and look up in the dictionary to expand mastery. d. Work this out In this section, the teacher asked the students to work in pairs or work in groups. This section covers some activities such as, conversation, information gap, tango seating, group investigation and teams games tournaments. This section provides warming up activities before the students go to the next section. e. Are you ready to try this? This section allows the students to practice speaking English through many activities such as learning together, circle the sage, three-step interview, role-play and simulation. Both “Work this out” and “Are you ready to try this?” sections provide the students to practice their language expressions in a real situation. They work in groups and they should appreciate others’ opinions. Although students work together, each student is individually accountable. f. I have learnt This is a section which aims to evaluate the students’ progress in acquiring collaborative or social skills both in groups or class. They can openly talk about how the groups functioned, what issues that enhanced or impeded each group in producing the product and in completing the process, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI and what suggestions for improving the process and avoidinng problems so that higher collaboration can be achieved.

6. Developing the syllabus