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about 60 minutes in every meeting. Since the topics were used as the extracurricular activity materials, the topics enrich the students with more chances
to use the target language rather than focus on theory. The transactional and interactional functions of language were developed through the following topics:
1. Hello, Friends greetings and introduction
2. I Like Singing like and dislike
3. Wink Your Two Eyes numbers, imperative sentences and parts of body
4. Can I Have 2 Apples, Please? colors, taste and asking and giving help
5. I Love My family numbers and family tree
6. There are 7 Days in a Week days of a week, months of a year and routines
questions what day is it today? 7.
What Animal is that? animals’ names, food and colors. Question “what is that?”
8. May I Go to Your House? prepositions and asking permission expressions
May I go to the toilet?
3. Formulating Learning Objectives Step 3
After formulating competency standard, listing topics and stating basic competences, the writer took the next step which was formulating the learning
indicators as the replacement of the learning objectives. The learning indicators were arranged to measure the students’ achievement of the competence in every
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meeting, whether the students were able to use the target language. The learning indicators were presented in Table 4.2.
Table 4.2: The Learning Indicators
Basic Competences Learning Indicators
2.1. Be able to speak to ask for or to give information about
greetings and introduction. 2.1.1
Be able to pronounce the greeting and introduction expressions
correctly. 2.1.2
Be able to differentiate greeting and introduction expressions based on the
context. 2.1.3
Be able to greet someone using appropriate expressions.
2.1.4 Be able to introduce himher self to
other people which include name and hometown in a polite way.
2.2. Be able to speak to ask for or to give information about like
and dislike in the context of hobbies.
2.2.1 Be able to pronounce the kinds of
hobbies correctly. 2.2.2
Be able to mention the kinds of hobbies appropriately.
2.2.3 Be able to ask someone’s hobby
using the right expressions. 2.2.4
Be able to use the expressions of like and dislike appropriately.
2.3. Be able to speak to ask for or to give information and
instruction about numbers and imperative sentences in the
context of parts of body. 2.3.1
Be able to mention parts of the body and numbers from 1-20.
2.3.2 Be able to count parts of the body by
mentioning the numbers appropriately.
2.3.3 Be able to use the imperative
sentences appropriately. 2.3.4
Be able to do the instructions of the imperative sentences.
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Basic Competences Learning Indicators
2.4. Be able to speak to ask for or to give information about
colors, taste and help in the context of fruits.
2.4.1 Be able to mention the names,
colors and taste of the fruits appropriately.
2.4.2 Be able to ask a fruit’s color and
taste appropriately. 2.4.3
Be able to give information about fruits’ colors and taste.
2.4.4 Be able to use the expressions of
asking and giving help. 2.5. Be able to speak to ask for or
to give information about name, numbers and family tree
of family members. 2.5.1
Be able to mention the family members appropriately based on the
family tree. 2.5.2
Be able to ask someone’s family members concerning with names
and numbers of family members. 2.5.3
Be able to answer questions about family members concerning names,
numbers. 2.5.4
Be able to introduce the family members to other people.
2.6. Be able to speak to ask for or to give information about days,
months and numbers of things in the context of classroom.
2.6.1 Be able to mention the names of the
days in a week appropriately. 2.6.2
Be able to mention the names of the months in a year appropriately.
2.6.3 Be able to count the days, the
months and the things in the classroom.
2.6.4 Be able to use singular and plural
forms based on the context. 2.6.5
Be able to use the expressions which are usually used in the classroom.
2.7. Be able to speak to ask for or to give information about the
tame and wild animals. 2.7.1
Be able to differentiate the wild and the tame animals appropriately.
2.7.2 Be able to mention the colors, food
and names of the animals appropriately.
2.7.3 Be able to ask someone about the
animals’ name, food and colors. 2.7.4
Be able to answer someone’s questions about animals’ name, food
and colors.
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Basic Competences Learning Indicators
2.8. Be able to speak to ask for or to give information about the
place of something and asking for permissions in the context
of house. 2.8.1
Be able to mention the rooms’ names in the house.
2.8.2 Be able to use the prepositions to
show the place appropriately. 2.8.3
Be able to use the expressions of asking permissions appropriately.
2.8.4 Be able to ask where a place is.
2.8.5 Be able answer to someone’s
question about a place.
4. Listing the Subject Content Step 4
