Selecting Teaching Learning Activities

56 Table 4.5 The teaching and learning activities NO UNITS TEACHING LEARNING ACTIVITIES 1. UNIT 1 Wow… It Has a Pouch LET’S GET STARTED 1. Students discuss anything related to kangaroo in pairs. 2. Students complete a mind mapping with the words related to kangaroo. LET’S GET ONE STEP CLOSER 3. Students read a reading passage titled Kangaroo. 4. Students pronounce the words related to kangaroo together. 5. Students guess particular words used in the context of kangaroo accurately by completing sentences. 6. Students complete the reading passage about kangaroo with the appropriate words. LET’S DO IT 7. Students make sentences using particular words related to kangaroo. 8. Students explaingive meanings to the particular words related to kangaroo using their own words. 2. UNIT 2 Sweet or Sour…? LET’S GET STARTED 1. Students identify words related to orange fruit using the guidelines given. 2. Students pronounce words related to orange fruit. LET’S GET ONE STEP CLOSER 3. Students read a reading passage titled Orange Fruit . 4. Students match some words related to orange fruit with the English meanings. 5. Students complete an incomplete reading passage about orange fruit with the appropriate words. 6. Students complete sentences with the appropriate words. LET’S DO IT 7. Students make sentences with the particular words related to orange fruit in the form of a summary. 57 3. UNIT 3 Narrative Text: How Did the Zebra Get Its Stripes? LET’S GET STARTED 1. Students exchange information about zebra with their pair. 2. Students guess how the story will be. LET’S GET ONE STEP CLOSER 3. Students read the passage titled How the Zebra Got Its Stripes . 4. Students pronounce the words provided. 5. Students complete the sentences. 6. Students match the words with the definition. 7. Students play the guessing game. LET’S DO IT 8. Students make their own sentences based the pictures given. 4. UNIT 4 Narrative Text: How Did the Tortoise Get His Shell? LET’S GET STARTED 1. Students guess how the story will be. 2. Students find the chopped words. LET’S GET ONE STEP CLOSER 3. Students read the passage titled How the Tortoise Got His Shell . 4. Students pronounce the words used in How the Tortoise Got His Shell story. 5. Students fill in the crossword based on the definition given. 6. Students complete the sentences using the appropriate words. LET’S DO IT 7. Students play the box game. 5. UNIT 5 Junk Food: Does It Make Me Obese? LET’S GET STARTED 1. Students identify the words related to junk food and obesity through a bubble chain. 2. Students work in pairs to answer the questions to gain the background knowledge about junk food and obesity. LET’S GET ONE STEP CLOSER 3. Students read the reading passage titled The Pitfalls of Eating Junk Food . 4. Students identify the words related to junk food and obesity that exist in the reading passage by highlighting them. 5. Students pronounce the words related to junk food and obesity accurately. 6. Students complete the mind mapping tree using Table 4.5 Continued from page 56 58 the words that have been highlighted. 7. Students completing the sentences. 8. Students complete the reading passage about junk food and obesity using the appropriate words. LET’S DO IT 9. Students make their own sentences about junk food and obesity by writing down any information they have got. 6. UNIT 6 Could You Call Me Later…? LET’S GET STARTED 1. Students answer the questions given to gain the background knowledge about cell phones and driving. 2. Students predict the words related to cell phones and driving that may appear in the text and give the reason. LET’S GET ONE STEP CLOSER 3. Students read the reading passage titled Should Cell Phone Use be Banned while Driving? . 4. Students pronounce the words related to cell phones and driving accurately. 5. Students guess the appropriate definitions of the words related to cell phones and driving. 6. Students complete the sentences using the appropriate words accurately. LET’S DO IT 7. Students make sentences using the words related to cell phones and driving. 8. Students share their opinion toward the use of cell phones while driving with their own words

7. Selecting Equipment

Certain facilities are needed to support the vocabulary learning. Due to this, it is important for the writer to plan the support services well since they will play an important role in creating the success of the vocabulary teaching and learning process. The support services needed for the supplementary materials in this study were as follows: Table 4.5 Continued from page 57 59 a. Personnel The only personnel needed is the English teacher, the one who presents the teaching and learning activities. b. Facilities and schedule 1 a classroom for the materials presentation and implementation. 2 the materials are suitable to be accomplished both individually and in pairs for ninety minutes. c. Equipment The equipment needed is dictionaries. They can be English-English andor English-Indonesian dictionaries. They are suggested to be used by the English teachers to check the phonetic transcription of the selected vocabulary learnt through the materials before they lead the students to pronounce the vocabulary.

8. Evaluating

The writer revised and reevaluated the supplementary material design plan. The adjustment done by the writer was based on the feedback, comment, suggestion and evaluation gathered from the questionnaires that were distributed to the participants of the preliminary field testing. The participants were divided into two groups. The first group was the two English teachers of SMAN 1 Godean, whereas the second one was a lecturer of English Education Study Program PBI at Sanata Dharma University.