63
conversation. 4
Who‘s Speaking? 1.
Identify dialogues on using telephone. 2.
Apply the correct form of
imperative sentences
. 5
Where is
the Meeting
Room? 1.
Identify the dialogues on
describing the position of a place
. 2.
Apply, make and perform the conversation using the expression to
describe the position of a place
. 6
Where will the Meeting be? 1.
Identify the dialogues on
describing place
. 2.
Identify the
sequence marker of step
correctly. 3.
Apply the correct form of
describing place and giving direction to any places.
7 What does Carole Look
Like? 1.
Identify the dialogues on
describing people appearance
. 2.
Describe people’s appearance correctly.
3. Apply the correct form of
simple sentence to describe S+ be+ adj or S+ havehas+ adj
in sentence level.
8 Is there Any Problem with
Them? 1.
Identify the dialogues of
complaining something
. 2.
Apply the expressions of
complaining
and
asking for apology
in conversation. 3.
Identify
future perfect tense and future progressive tense
. 4.
Apply the correct form of
future perfect tense and future progressive tense
in sentence level.
9 What do You Think about?
1. Identify the dialogues on
discussing problem to be solved.
2. Apply to use the expression to give the
opinion.
Table 4.4. The ObjectivesIndicators of the Course
5. Selecting the Syllabus
Syllabus is designed as the guideline of the materials. The purpose of syllabus is to break down the knowledge to be learned into manageable units. The
topic syllabus contains about the major item that will be discussed in every unit. There were nine units presented in this syllabus. The nine units were based on the
needs of the staff of Bantul CBR in their daily work. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
6. Selecting the Teaching and Learning Activities
There are six activities in this materials design. The writer applied cooperative learning activities for each section. The activity was done in groups.
The clarification of each section was explained as follows: a.
Pair Work Pair work was applied in Conversation, Language Focus, and Warming Up
section. The purpose of pair work activity was to give the learners chance for changing information each other. The learners could help one another in order to
achieve the successfulness. They would cooperate in reporting and presenting the result of the discussion. They were responsible to be active as member of small
group such as in reporting and presenting the result of the discussion. The other purpose was giving time for the learners to practice spoken
English face to face. Besides, group work also treated the learners to be responsible to work by themselves, such as reading and completing worksheet.
b. Learning Together
Learning together was an effective activity to treat cooperative attitude among the learners. They were not to be individualistic but could do all the work
together and told the answer for the other. Through learning together the greater friendship between the learners was achieved than in an individualized because
the learner helped each other by giving information to the other who needed help Cooper, Johnson and Wilderson, 1980. The implementation of learning
together activity could be found in Warming Up, Conversation, Language Focus and Language Practice section
65 c.
TGT Team Game Tournament The positive effects of TGT were friendship among the teammates and inter
group relation. TGT also built self-esteem, social self-esteem and academic self- esteem Kagan, 1985. TGT activities can be found in Language Practice section.
d. STAD Student Teams-Achievement Divisions
STAD activity was placed in Conversation Word Power, Language Focus, and Language Practice section to engage the learners, encourage the learners and
help each other mastering skills which were presented by the teacher. They were treated to cooperate to their teams. For the individual accountability, it motivated
the learners to do a good job. e.
Role Play The writer used role play activity especially in Language Practice section,
because it gave opportunity to the learners to be creative in exploring their skills. The learners would be accustomed to improve their knowledge based on their
ability and creativity. Besides, communicative competence would be achieved through spoken skills.
f. Jigsaw
Jigsaw activity motivated the learners to build close friendship to the others. The writer used jigsaw activity in Warming Up, Conversation Word Power,
Language Focus and Language Practice section in order to rate one another from smart to as dumb and from valuable to worthless. As a consequence, the learners
felt important because they had information that was indispensable to the group. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66 Beside the six activities mentioned, there was one section called Reflection
section. This was just to measure how far the learners understand the materials of each unit. It would be done in the last of every meeting.
7. Listing Subject Contents
