60
No Units
Indicators 6.
Make sentences using past tense.
7. Practice speaking using past tense in front of the
class. 3.
UNIT 3 Making an
Appointment At the end of the lesson, the students are able to:
1. Recognize passage indicating how to make
appointment. 2.
Identify expressions of making, accepting, and declining appointment.
3. Identify important information from video and
retell the content. 4.
Complete the dialogue of making appointment with the accurate expression.
5. Practice speaking making an appointment.
4.
UNIT 4 Making an
Invitation At the end of the lesson, the students are able to:
1. Identify phrases or sentences of making invitation
from video 2.
Retell the content from the video conversation. 3.
Practice speaking making invitation in pairs 4.
Identify the expression of how to make, accept, and decline invitations.
5. Recognize expressions of making invitation from
video 6.
Retell the video conversation of making invitation.
7. Practice speaking making invitation
spontaneously.
D. Subject Content
Subject content is the contents which were needed to learn by the students to facilitate the learning process. The content could be in the form of skill,
knowledge, language focus, vocabulary, and pronunciation. In this context the
61 researcher provided interactive multimedia speaking material. In this context, the
subject content of the designed material was described in the table below.
Table 4.4 The description of Subject Content
Topic Discourse
Language Focus Introducing
Yourself and Others
Introducing yourself
Introducing others
Passage containing how to
introduce yourself and others
Expressions how to introduce yourself and others
Vocabularies related to introducing
yourself and others
Pronouncing the expressions how to introduce yourself and others
Past Experiences
Telling past experiences
Telling embarrassing
moment
past tense grammar
Past tense vocabularies
Pronouncing words Making an
Appointment
Making an appointment with the dentist
Accepting an appointment
Declining an appointment
Changing an appointment
Expression of making, accepting,
declining, and changing an appointment
Pronouncing words
Passage of how to make an
appointment Making an
Invitation
Invite someone to meet at the mall
Invite someone to come to
the party
Invite someone to watch movie
Expressions of invite, accept, and
decline invitation
Pronouncing words
62
E. Teaching Learning Activities
In this part, the further development of the design was discussed. After listing the topics to be presented in the design, the researcher noticed the
importance of identifying and creating the most appropriate teaching learning activities, the detailed activities, proper exercises for each unit to be applied for
the tenth grade students of SMA Pangudi Luhur Sedayu. In order to make an ideal design, the researcher needed to know some important information related to the
students’ interest in classroom activities and the teaching learning process that has been done in classroom so far.
The researcher had distributed open questionnaires to all the tenth grade students of SMA Pangudi Luhur Sedayu in order to obtain the students’ interests
in classroom activities. The questions employed were about the kind of activities which the students liked and which the students did not like to have in English
teaching learning activities. The summary of the learners’ opinion concerning to their interest in English teaching learning activities was presented in the table as
follow:
Table 4.5 Learners’ interests Learners’ interests in English learning activities
The activities expected to be applied in English classroom
1. Enriching vocabulary understanding
2. Using English all the time
3. Practicing dialog and conversation
4. Practicing question and answer
5. Outdoor activities
6. Implementing fun games and quiz
63
Learners’ interests in English learning activities
7. Using audiovisual to learn story, video,
film, songs, radio 8.
Practicing drama 9.
Practicing debate 10.
Providing more opportunities to speak 11.
Providing native speaker 12.
Attractive and innovative teacher The unexpected activities to be
applied in English classroom 1.
Textbook oriented 2.
Focus on reading activities 3.
Grammar test 4.
Theoretical discussion 5.
Many repetitions 6.
Many exercises 7.
Drilling 8.
Monotonous activities
From the table 4.6, the learners’ interest can be recognized. In general, the students liked the diverse and various activities to practice speaking English. They
also preferred activities which were enriched of vocabularies. It could not be denied that vocabulary mastery was the basic way to produce utterances. Beside
the expected activities, the students mentioned some undesirable activities which they suggested not to be applied in the classroom activities, such as drilling,
textbook oriented, and grammar test. These facts showed that the students tend to avoid saturated learning activities and avoid repetition. Their opinion showed that
they preferred to be provided activities which full of various activities to monotonous activities.
64 In order to find out the learning activities that had been experienced by the
tenth grade students, the researchers conducted interview to the teacher who was responsible to teach the tenth grade students. The interview questions were about
the aspects related to the teaching learning activities such as the learning process which had been applied in classroom.
From the interview with the English teacher, the researcher obtained the factual information about the activities. All the activities involved in classroom
had been matched with the curriculum employed. But most English activities applied in classroom were the integration of all the English skill reading, writing,
speaking, and listening. The teacher tried to employ the steps of learning as suggested by experts. Those learning steps were elaboration warm up activities to
remind the background knowledge, exploration main activities which explaining the main topic, and confirmation the review of the topic that had been
discussed. Because of the time consideration, sometimes the teacher replaced elaboration activities with the simple questions. Confirmation activities were also
difficult to be employed because of the time consideration and assumption that the main activities exploration was more important and it had to be preceded. In the
end of the lesson, the teacher always tried to summarize the learning result. This way was completed only by asking questions whether there was something which
needed to explain deeper. In the middle of lesson, the teacher always gave opportunities for students to ask.
The teacher had been done many ways or activities to improve and develop English speaking skill such as presentation, discussion, and the
65 extraordinary activity namely English day every Friday. The rule is simple. All of
the students and all teachers had to speak English all the time not only in class but also outside the class. But the teacher admitted that the students’ awareness to
speak English was very low. So this bright idea was not run so well. The tenth grade students were very enthusiastic when conducting learning activities using
multimedia such as, language laboratory, film, video recording, viewer, etc. The summary of learners’ experiences in the English classroom activities presented in
the following table.
Table 4.6 Learners’ Experiences in English Classroom
Categories Learners’ experiences in English classroom
Activities In almost all meetings conducted, learners experienced all
skills speaking, listening, reading, and writing. Those had been applied in the classroom based on the curriculum
applied. But sometimes those skills were integrated in the reading activities.
Organization Learners experienced activities that divided into three parts
such as: elaboration, exploration, confirmation. Method and
Technique Learners experienced presentation, asking-answering,
conducting English day. Materials Learners
experienced stories from books, film, internet and
worksheet as the materials which facilitated the activities. Media
Learners experienced using some media, such as: computer, tape recording, internet network, multimedia lab,
viewer, whiteboard, and pictures.
66 After knowing the students’ interests and the teaching learning process
that experienced by the students, the researcher began to design the speaking learning activities based on the learners’ characteristics, learners’ needs, and
subject content which had been arranged. The researcher designed activities that would improve students’ integrated speaking skill such as grammar accuracy,
fluency, and pronunciation. The role of video was to facilitate students to achieve those competencies.
The researcher divided the learning activities into three major activities namely lead-in activity, language focus, communicative task. The main point of
these activities was on communicative task. Lead-in activity derived from one of the activities of task-based teaching proposed by Willis 1996 namely pre-task
activities. Pre-task activities conducted as warm-up activities to motivate and prepare students to do the main task. Clark 1987 in Nunan’s book 1989:67
states that language focus derived from one of the broad communicative activity type which enable learners to listen to or read information, process it, and use it in
some way. Meanwhile, communicative task, as it is cited by Nunan 1989:68 from Pattison 1987, comes from one of the seven activity types namely
communication strategies. The idea of communication strategies was to encourage students to practice communication strategies such as paraphrasing, using gesture,
asking for feedback, and simplifying. In this context, the researcher offered the interactive speaking multimedia containing of the native speakers since the
researcher intended to accustom students to hear native speakers. English would
67 be familiar for the students if they were accustomed to hear native speakers. The
discussion of the three major activities was presented below.
a. Lead-in activity
In this part, students are invited to recall their background knowledge by conducting activities which built memories that relevant to the topic that would be
taught. The activities in this section were reading passage, answering questions related topic, watching videos, pronouncing words.
b. Language focus
In this section, students were treated information on how to use expression properly and in context. The activities in this section included were watching
videos related to the topic, pronouncing expressions correctly, and little practice in pairs. This section basically provided as much as information and expression to be
understood and applied.
c. Communicative task
In this part, it was time for students to practice what had been taught and understood in sections a and b. these activities were to determine the extent to
which the principal learning capabilities of students arrested. This was fulfilled to achieve to meet the competency applied. The activities involved were pair works
and individual works. After having performance related to the topic discussed the students were presented the joke section functioned as the refreshment for
students and to avoid boredom. In table 4.7 the summary on the major activities that had been applied in
the designed materials is presented.
68
Table 4.7 Major activities applied in the design No
Activities Description
1. Lead-in Activity
Reading passage
Pronouncing words Watching video
Glossary These activities functioned as the learning
energizer to motivate students and as the warm up of recall their background knowledge about
the certain topic that would be discussed. The glossary and pronouncing words helped the
students to understand the vocabularies used in the topics.
2 Language Focus
Reading expressions
Pronouncing expressions Watching video
Simple practice Watching video
These activities functioned as to present information on how to use expression properly
and in context. The watching activities were to give a kind of
example or illustration. Simple practice helped the students to carry out
what had been learnt. 3
Communicative Task
Practice Jokes
This activity provided chances and opportunities for the learners to enhance their speaking skills
through various performances. The jokes section functions as the amusement to
avoid boredom students’ mind
69
F. Feedback of The Design