61
Standard Competences Basic Competences
8. To understand meaning in functional spoken text and
simple short monologue text in the form of narrative and
recount to interact with the closest environment
8.2 To respond to the meaning in simple short monologue accurately, fluently,
and acceptably to interact with the closest environment in the form of
narrative and recount text
Besides deciding the goals of the lesson, in this stage, the researcher also formulated the goals of the lesson. As the researcher used School-Based
Curriculum as a guidance underlying the design developed, the goals of the lesson were also taken from the basic competencies that were part of the Standard
Content in the curriculum. The reason behind the choice of basic competencies that were used in the study was based on the teacher’s demand. It was considered
that genre of text was quite dominant in the curriculum. Due to the consideration of the class needs and the correlation with the use of animated movies, the
researcher chose those two basic competencies to be developed. There were four units that would be developed from the basic competences as stated in Table 4.3.
Table 4.3 Description of the Units in the Materials
Unit Title
Basic Competences
1 My Cherished Things
2 My New Friends
3 Do you believe in
fortune teller? 8.2 To respond to the meaning in simple
short monologue accurately, smoothly, and acceptably to interact with the environment
in the form of narrative and recount text
4 Have a cup, please.
7.1 To respond meaning in short transactional to get things done and
interpersonal social conversation accurately, fluently, and acceptably to
interact with the environment that involves speech acts: asking, giving,and refusing
things.
b. Specifying Learning Objectives
Having decided the basic competencies of the units, the teacher formulated
62 the precise goals of what the researcher wanted the students to accomplish after
they had finished the lesson. These goals were formulated in the objectives of the lessons. In line with the concept of School-Based Curriculum, the objectives of
the lesson that contained the description of what the students were able to do after the lesson were stated as the learning indicators of the lessons. They would be
used to measure whether the students could achieve the target of the lesson. The objectives were formulated from the basic competencies that had been
determined. The objectives of the lesson were used to specify the indicators of the students which dealt with whether or not the students were able to accomplish the
lesson and achieve the target of the lesson. Table 4.4 listed the detailed learning indicators of the lesson
Table 4.4: Learning Indicators
Unit Basic Competencies
Learning Indicators
1 Students are able to respond to the
meaning in simple short monologue accurately, smoothly, and acceptably
to interact with the environment in the form of narrative and recount text
In the end of the lesson, the students are able to:
identify the main ideas of the
clips collect specific details of the
clips retell the monologue recount
text using the information in the clip
2 Students are able to respond to the
meaning in simple short monologue accurately, smoothly, and acceptably
to interact with the environment in the form of narrative and recount text
In the end of the lesson, the students are able to:
identify the vocabulary related
to the movie identify the main ideas of the
clips collect specific details of the
clips retell the monologue recount
text using the information in the clip
3 Students are able to respond to the
In the end of the lesson, the
63
Unit Basic Competencies
Learning Indicators
meaning in simple short monologue accurately, smoothly, and acceptably
to interact with the environment in the form of narrative and recount text
students are able to: identify the vocabulary related
to the movie collect the specific details of the
clip. discuss the characters and moral
lesson of the story. 4
Students are able to respond to meanings in short transactional to get
things done and interpersonal social conversation accurately, fluently, and
acceptably to interact with the environment that involves the speech
acts of asking, giving, and refusing things.
In the end of the lesson, the students are able to:
identify the
appropriate quantifiers for food
identify the expressions of asking thing, offering thing,
accepting thing, and refusing things.
identify the meaning of several expressions in context.
c. Listing the Subject Content
