Subject Content Teaching Learning Activities

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 ƒ Introducing yourself ƒ Introducing others ƒ Passage containing how to introduce yourself and others ƒ Expressions how to introduce yourself and others ƒ Vocabularies related to introducing yourself and others ƒ Pronouncing the expressions how to introduce yourself and others Past Experiences ƒ Telling past experiences ƒ Telling embarrassing moment ƒ past tense grammar ƒ Past tense vocabularies ƒ Pronouncing words Making an Appointment ƒ Making an appointment with the dentist ƒ Accepting an appointment ƒ Declining an appointment ƒ Changing an appointment ƒ Expression of making, accepting, declining, and changing an appointment ƒ Pronouncing words ƒ Passage of how to make an appointment Making an Invitation ƒ Invite someone to meet at the mall ƒ Invite someone to come to the party ƒ Invite someone to watch movie ƒ Expressions of invite, accept, and decline invitation ƒ 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