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5. Developing and Selecting Instructional Materials
From the result of the questionnaire, then the writer selected relevant topics and materials. From the topics, the writer used the Cooperative Learning
for teaching the entire topic. In KTSP students are demanded to have certain competencies in using the knowledge or skills English language that they have.
This means that students should have communicative competence. The writer elaborates the communicative task and Cooperative Learning in
order to overcome students’ problem and obtain the indicators in the effective and efficient way. In accordance with the purpose of KTSP that is to make students to
be able to communicate using English language, the designed materials accommodated students in practicing the four skills and use it in daily life
situation. In the designed set of listening materials, students hopefully can
understand the spoken conversation and finally their communicative competence both in the spoken and written language can develop. In each unit, the topics were
listed according to the Standard Competencies, basic competencies and the indicators. There are eight topics that accommodate the Standard Competencies
and the indicators. Below the table of the Units and the Standard Competencies, Basic Competencies, and the Indicators:
Unit Topic and
themes Standard
Competencies Basic
Competencies Indicators
1 What do you
think of… Bad Day
To understand meaning in
transactional and
To understand meaning in short
functional text and monolog in
- Students are
able to find out the
missing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69 interpersonal
conversation in the context of
daily life. the form
of simple narrative,
descriptive, and news item in the
context of daily life.
words from the text
2 Nice to meet
you Expressing
Thank you, compliment,
and congratulation
To understand meaning in
transactional and
interpersonal conversation in
the context of daily life.
To respond meaning in
formal and informal
transactional to get things done
and interpersonal socialize
conversation accurately,
fluently and acceptable that
using simple discourse in
various daily life contexts and
involves expression of
thank you, compliment, and
congratulation -
Students are able to
identify the expression
thank you
- Students are
able to identify the
expression of compliment
- Students are
able to respond the
expression of congratulatio
n
3 Please Come..
Expressing surprise and
invitation To understand
meaning in transactional
and interpersonal
conversation in the context of
daily life To respond
meaning in simple formal
and informal transactional to
get things done and interpersonal
socialize conversation
accurately, fluently and
acceptable that using simple
discourse in various daily life
contexts and involves
expression of surprise,
- Students are
able to identify the
context of the situation
- Students are
able to identify the
meaning of surprise
expression
- Students are
able to respond the
expression of surprise.
- Students are
able to identify the
70 disbelieve, and
accepting invitation and
offer meaning of
agreeing an invitation
- Students are
able to respond the
expression of agreeing an
invitation
4 What About…
Expressing Agreement and
disagreement To understand
meaning in transactional
and interpersonal
conversation in the context of
daily life To respond
meaning in simple formal
and informal transactional to
get things done and interpersonal
socialize conversation
accurately, fluently and
acceptable that using simple
discourse in various daily life
contexts and involves
expression of surprise,
disbelieve, and accepting
invitation and offer
- Students are
able to identify the
meaning of agreement
and disagreement
expression
- Students are
able to respond the
expression of agreement
and disagreement
5 Attention
Please… Announcement
To understand meaning in
transactional and
interpersonal conversation in
the context of daily life
To respond meaning in
simple formal and informal oral
text i.e announcement,
advertisement, invitation, etc
accurately, fluently and
acceptable in various daily life
contexts. -
Students are able to
identify a topic of oral
announceme nt
- Students are
able to identify
certain information
from the oral invitation
- Students are
71 able to
discuss the content and
language used in a
group
6 Summer Camp
is.. Narrative
To understand meaning in short
functional text and monolog in
the form of simple narrative,
descriptive, and news item in the
context of daily life
To understand meaning in short
oral monolog text in the form
of simple narrative,
descriptive, and news item
accurately, fluently and
acceptable in various daily life
contexts. -
Students are able to
identify the main idea of
the text that they hear.
- Students are
able to identify the
characters of the story they
hear
- Students are
able to identify
actions happen in the
text
7 Let Me Tell you
Descriptive To understand
meaning in short functional text
and monolog in the form of
simple narrative, descriptive, and
news item in the context of daily
life To understand
meaning in short oral monolog
text in the form of simple
narrative, descriptive, and
news item accurately,
fluently and acceptable in
various daily life contexts.
- Students are able to
identify traits of the
peoplething that are being
described.
8 Let’s go..
News item To understand
meaning in short functional text
and monolog in the form of
simple narrative, descriptive, and
news item in the context of daily
To understand meaning in short
oral monolog text in the form
of simple narrative,
descriptive, and news item
accurately, -
Students are able to identify
the core of the news they hear.
- Students are able to identify
the sources of the news they
hear. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72 life
fluently and acceptable in
various daily life contexts.
Table 4.8: The Units, Standard Competencies, Basic Competencies, and Indicators
Then in the each topic students will do various activities that can be divided into three major activities, pre-activities, whilst activities, and post
activities. Those three activities can be divided into some steps that arrange the teaching learning activities. Those steps are chosen to help students to learn
systematically so that they can learn from the simple one to the more complex activities. In the designed set, not all topics in the same steps or in the same order
but consisted these steps. The steps are mentioned in the each topic. The steps serve as consideration for the teachers about activities than can be used.
6. Evaluating the Designed Materials
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