3 Share Your Thoughts
Share Your Thoughts part belonged to the warming up activity. It aimed to set the students to get ready to learn a new topic. Since it was the beginning
activity, the activity was designed as interesting as possible by using some pictures.This part would provide a situation in which students would use the
knowledge in a real context. They should discuss in English with classmates. This section let the students find some difficult words used in expressing the situation.
Those difficulties they found were expected to enhance their curiousity to know deeper about the topic. It aimed to meet the purpose of a student-centered
learning. Sanchez Ruiz 2008, p. 3 clarify that students in CBL are the true drivers of their own learning, and therefore need certain amount of self-motivation
and supervision, as well as the development of cognitive strategies and cognitive goals that will help them learn and reflect on their learning.
4.6 The Appearance of Share Your Thoughts part see App9.2
4 Guess the Meanings
Guess the Meanings part would helped learners to solve problems in the previous chapter. It would also helped students to enhance their vocabulary
knowledge. However, it would not directly give them the answer of every difficulty they found. It would be in the form of discussing the meanings of some
words which mostly used in the topic being discussed. This part let the students open the dictionary and some other sources.
4.7 The Appearance of Guess the Meanings part see App9.2
5 Read Out Loud
Read Out Loud part was a part in which the samples of texts were provided. It adapted the concept of materials in Competence-based learning which
mostly in the form of samples. Richards Rodgers mentions that.the materials were mainly sample texts and assessment tasks which were related to the
competency 2001, p.147. In this part, students may find answers of several expressions or words they found difficult in the previous section. There were three
samples of texts. After that they read the texts with classmates, they should list PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
some expressions which mostly appeared in the texts. They should also list the noun phrases appeared in the texts. These activities were intended to meet the
student-centered concept in which anything was found by the students.
4.8 The Appearance of Read Out Loud part see App9.2
6 Language Notes
Language Notes part would clarify if any particular aspect of language in the text needed to discuss. In this case, the aspect of arranging noun phrases was
discussed. Students would compare the noun phrases they have written in the previous section with the rules of arranging noun phrases in the Language Notes.
The discussion would be guided by the teacher. It adapted one of the roles of a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teacher in Competence-based Learning. Richards and Rodgers 2001, p.146 mentioned that theacher in CBL guide students by giving feedbacks.
4.9 The Appearance of Language Notes part see App9.2
