Raw Data Evaluation Please give your comments on the reading exercises design by filling in
84 3.2
Understanding the social function, text structure, and language in forms of introducing, and the responses, which
appropriated with the context usage 3.3
Understanding the social function, text structure, and language forms to explain and ask the names of day, month,
time in days, time in forms of digital number, date, and year 3.4
Understanding the social function, text structure, and language forms based on text about personal information
explanation, which appropriated with the context usage 3.5
Understanding the social function, text structure, and language forms to explain and ask the names and animals,
things, and public buildings numbers, which closed in students‟ daily life
3.6 Understanding the social function, text structure, and
language in forms of label names text and list things, which appropriated with the context usage
3.7 Understanding the social function, text structure, and
language forms to explain and ask people, animals, things‟ characteristics, which appropriated with the context usage
3.8 Understanding the social function, text structure, and
language forms to explain and ask behaviouractionpeople, animals, things‟ functions, which appropriated with the
85 context usage
3.9 Understanding the social function, text structure, and
language in forms of text instruction, short notice, warningcaution, which appropriated with the context usage
3.10 Understanding the social function, text structure, and
language in forms of descriptive text to explain and ask about people, animals, and things‟ descriptions, very short and
simple, which appropriated with the context usage 3.11
Understanding the social function and language forms using song
4. Trying, exploring, and presenting in a concrete way using,
explaining, arranging, modifying, and creating and in an abstract way writing, reading, counting, drawing, and
arranging story appropriate with what is to be learned in school and another related source which has similar point
of viewtheory 4.1
Arranging simple text verbally in pronouncing and responding in the contexts of greeting, permitting, saying thank you, and
apologizing, by giving attention to the social function, text structure, and language substance in a correct way and
appropriate context
4.2 Arranging simple text verbally and written to state and ask,
and to respond self-introduction, in a short and simple way, by giving attention to the social function, text structure, and
language substance in a correct way and appropriate context
4.3 Arranging simple text and written to state and ask the names
of days, months, times in form of days, times in form of digital, dates, and years, in a correct way and appropriate
context of language substance
86 4.4
Understanding the meaning of self-explanation verbally and writing it in a short and simple text
4.5 Arranging verbal and written text to explain and ask about
yourself in a short and simple way, by giving attention to the social function, text structure, and in a correct way and
appropriate context of language substance
4.6 Arranging verbal and written text to state and ask the names
of animal, thing, and public building which close to the students‟ daily life, by giving attention to the social function,
text structure, and in a correct way and appropriate context of language substance
4.7 Arranging written text through labelling and listing a thing, by
giving attention to the social function, text structure, and in a correct way and appropriate context of language substance
4.8 Arranging verbal and written text to state and ask people,
a nimal, and thing‟s characteristics, by giving attention to the
social function, text structure, and in a correct way and appropriate context of language substance
4.9 Arranging verbal and written text to state and ask people,
animal, and thing‟s behavioursactionsfunctions 4.10
Understanding the meaning of instruction text, short
87 notice, warningcaution verbally, and in short and simple
written text 4.11
Arranging instruction text, short notice, warningcaution, verbal and written, very short and simple, by giving attention
to the social function, text structure, and in a correct way and appropriate context of language substance
4.12 Understanding the meaning of descriptive text verbal and
written, in a very short and simple text 4.13
Arranging descriptive text verbal and written, in a very short and simple text about people, animal, and thing, by
giving attention to the social function, text structure, and in a correct way and appropriate context of language substance
4.14 Understanding the meaning of song
88
Appendix E
89
COURSE OUTLINE SYLLABUS SMPMTs
Subject : Bahasa Inggris
Grade : 7
th
Main Competence :
MC 1 : Respecting and comprehending religious lecture as beliefs. MC 2 : Respecting and comprehending good attitudes e.g. honesty,
discipline, responsibility, care tolerant, cooperation, politeness, confidentiality, through an effective interaction with others in society and
nature. MC 3 : Understanding the knowledge factual, conceptual, and
procedural based on curiosity about science, technology, art, culture related with phenomena and reality.
MC 4 : Trying, exploring, and presenting in a concrete way using, explaining, arranging, modifying, and creating and in an abstract way
writing, reading, counting, drawing, and arranging story appropriate with what is to be learned in school and another related source which has
similar point of viewtheor
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UNIT 1
Topic Body Parts
Time Allocation
1 x 45‟ General
Purpose To discuss the functions of body parts
Indicators 1
Students are able to interpret the meaning of body parts‟ vocabulary by filling the crossword puzzles
2 Students are able to review the vocabulary in the descriptive text
3 Students are able to answer the items based on descriptive text
4 Students can mention the names of body parts by answering the items
5 Students are able to construct their own experience in doing the
exercises through reflection‟s guideline
Teaching Learning
Activities 1
Reading passage: a
Descriptive text of Body Parts 2
Exercises: a
Crossword puzzles of vocabulary b
Matching task c
Multiple choice 3
Student‟s reflection Media
Resources no references
UNIT 2
Topic Water Cycle
Time Allocation
1 x 45‟ General
Purpose To discuss how water cycle process
Indicators 1
Students are able to review the water cycle process through water cycle song
2 Students are able to answer the items based on water cycle song lyric
3 Students are able to answer the items based on water cycle video
4 Students are able to identify the vocabulary usage in water cycle by
filling the crossword puzzles 5
Students are able to compose their own experience in doing the exercises through reflection‟s guideline
Teaching Learning
Activities 1
Reading passages: a
Water Cycle song lyric b
Descriptive text of Water Cycle 2
Video: a
Water Cycle Process b
Water Cycle Song 3
Exercises: a
Multiple choice of vocabulary
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b Crossword puzzles
4 Student‟s reflection
Media Resources
1 Reading passages:
a www.HaveFunTeaching.com
b Exercise 1 adapted from http:versesofuniverse.blogspot.com
c Exercise 2 adapted from
http:www.kidzone.wswaterindex.html 2
Videos: a
http:www.youtube.comwatch?v=8Ez9vQV154U b
http:www.youtube.comwatch?v=U80LVjVX75k
UNIT 3
Topic Evacuation Plan
Time Allocation
1 x 45‟ General
Purpose To respond how evacuation plan
Indicators 1
Students are able to interpret the vocabulary usage in giving directions signs by filling the crossword puzzles
2 Students are able to answer the items in the procedure text
3 Students can give directions of evacuation plan based on the map
provided 4
Students are able to create their own experience in doing the exercises through reflection‟s guideline
Teaching Learning
Activities 1
Reading passage: a
Procedure text of Evacuation Procedure 2
Picture: a
Map of Fire Rescue Plan 3
Exercises: a
Crossword puzzles of giving directions signs b
Multiple choice c
Giving directions 4
Student‟s reflection Media
Resources 1
Reading passage: a
http:www.firesafe.org.ukfire-emergency-evacuation-plan- or-fire-procedure
2 Picture:
a www.savsd.k12.ca.us
UNIT 4
Topic Photography
Time Allocation
2 x 45‟ General
Purposes 1
To identify between candid and pose photography 2
To respond about drone technology in photography Indicators
1 Students are able to identify the meaning of vocabulary usage in the
descriptive text 2
Students are able to answer the items given based on the descriptive
92
text 3
Students are able to categorize between pose and candid photography 4
Students are able to compose their own opinions towards the news report text
5 Students are able to construct their own experience in doing the
exercises through reflection‟s guideline
Teaching Learning
Activities 1
Reading passages: a
Descriptive text of Candid Photography b
News Report of Photography Competition Using Drone Technology
2 Pictures:
a Photos of candid photography
b Photos of pose photography
c „Capungaero‟ photo
3 Exercises:
a Crossword puzzles of vocabulary
b Multiple choice task towards the descriptive text
c Multiple choice task using picture-cued items
d Student‟s opinion towards the news report text
4 Student‟s reflection
Media Resources
1 Reading passage adapted from:
a www.whatiscandidphotography.com
b Kedaulatan Rakyat on Monday, July 14th, 2014. Kompetisi
Foto Berteknologi Drone: Fotografer Indonesia Juara . p. 13.
c http:www.pikiran-rakyat.com
2 Pictures taken from:
a Candid photography: photographed by Raharjo, A.B.S., and
Hadiatmojo, S.P., Elite Soldier Boot Camp documentation b
Pose photographs: self-collection c
„Capungaero‟ photo: photographed by Dendi Pratam taken from http:www.pikiran-rakyat.com
93
Appendix F
94
A COMPILATION OF TEACHER GUIDELINE ON DESIGNING STUDENTS
’ EXERCISES USING HOT-POTATOES
Compiled by: FENTY YUNIA VIANARIKA
95
A. How to install Hot-Potatoes version 6?
1. First, open Hot-Potatoes Setup in setup_hotpot_6305 and click OK button.
2. In the box, click Next button.
3. You must select “I accept the agreement” bullet by clicking it and click Next
button in the title box. 4.
Again, click Next button.
5. After that, click Browse button and choose folder to save the installation of
Hot-Potatoes software. If you have already chosen the folder, click OK
button. 6.
Then, click Next button in the box.
7. Again, click Next button and choose “Create a desktop icon” or “Create a
Quick Launch icon ”. Then, select Install button to start the installation.
8. Last, put a checkmark in the bullet of “Launch HotPotatoes” and select
Finish button.
9. Your Hot-Potatoes is ready to use.
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B. How to Create Exercise using JQuiz?
1. Click on the Potato labeled JQuiz. A dialog box will be displayed asking
whether Beginner or Advanced mode is desired. 2.
Click Yes to start in Beginner mode. The following screen will be displayed.
97 3.
In the Title box, type in the name of the quiz. This function allows you to
give the quiz a name. 4.
To select the quiz type, use the drop-down menu immediately to the right of the Qn box.