Selecting Teaching and Learning Activities and Resources Step 5

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5. Selecting Teaching and Learning Activities and Resources Step 5

Having finished listing the subject content, the writer entered the next step which was selecting teaching and learning activities as well as resources. It is important to select appropriate teaching and learning activities which determined the learning indicators to be achieved. From the research and information collecting step, the writer made use of flash cards, conversational pictures, and songs. Those materials were chosen from clip art in www.google.com site which then be redesigned by using Microsoft Office Word 2007 program. The consideration of using Microsoft Office Word 2007 was to ease the teacher for designing interesting materials in less complicated ways. The songs used in the designed materials were taken from English for Young Learners EYL seminar and well-known song “Are You Sleeping” which then were rearranged by the writer. The availability of videos to build the students’ motivation in learning was taken from Magic English downloaded from www.youtube.com. The dialogs and conversation parts were redesigned by the writer by considering the sources from students’ textbooks such as Grow with English and Let’s Make Friends with English. The other media were plastic toys which imitated fruits, CD to compile the songs and videos and dice. Based on the results of the interview of the teachers, it was apparent that the students needed exposure to bring up their motivation through interesting media used. Therefore, the various media offered by the writer such as pictures, flash cards, songs and videos were purposed to raise the students’ motivation as well as to attract their curiosity to learn. The theory was supported by Willis 82 1996:40 who introduced three successful learning conditions which included exposure, use and motivation. The need to ease the teacher for implementing Task-Based Language Teaching Approach in the classroom urged the writer to design the teacher’s book. The teacher’s book was intended to give clearer description and instructions of the designed materials. The teacher’s book was divided into four 4 parts, namely 1 Rationale of the designed materials, 2 speaking syllabus and lesson plan sample models, 3 the guidelines and answer keys of the materials and 4 the photocopiable materials. The additional material was added which was a CD to compile the videos which eased the teacher to use. The syllabus was arranged by the writer itself, including the competency standard which was derived from the needs analysis. The needs analysis included the goals of the extracurricular activity. The competency standard is in line with the goals of teaching English for the elementary schools listed in KTSP. To formulate basic competences, the writer broke down the competency standard into some competences to be achieved in the extracurricular activity. The basic competences were different from the ordinary teaching and learning syllabus because the extracurricular activity should enrich students’ knowledge with other materials. The syllabus had shown how the whole semester teaching and learning activities would have been. Therefore, there was only one lesson plan attached in the designed teacher’s book.

6. Evaluating the Designed Materials Step 6