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Table 4.4 Feasibility of Content Chapter 4“I Love People Around Me”
Sub-component Items
Score 1
2 3
4
The compatibility with core competence and basic
competence Completeness
√
In Depth
√
The accuracy of the materials
Social Function
√
Element and Structure of Meaning
√
Linguistic Feature
√
Supporting Materials Relevance
√
Development of Life Skills
√
Development of Diversity Insight
√
Total 1
7
1. The Compatibility of Materials with Core Competence and Basic Competence
a. Completeness
The materials are complete in this chapter as listed in basic competence. The students are expected to understand the purpose, text structure and language
element to make spoken and written text of self identity and family members. The texts cover on how to tell students personal identity as shown in page 68.
Students are also exposed on ways to describe their family members in page 70 and 74. The student also taught to identify their relation in a family tree as shown
in page 73.
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b. In Depth
The examples of texts are detailed. There are more than 2 exercises in this chapter. Each exercises guides the students to explore different type of ways in
introducing themselves. First the students are required to write their own identity and personal detail in page 70, followed by describing their siblings in exercise at
page 71. Describing the rest of family members included in exercise in page 75 to77. The last two exercises, the students are taught to write their daily activities
with family members and write a letter to express love for their mother in page 80.
2. The Accuracy of Materials a.
Social Functions
The chapter covers the functional communication in the form of descriptive text. The task in this chapter specifically require student to make self
identification. The students describe themselves and their family members by giving compliment as well to them. Later on the exercise require students to
describe their family activities as shown in page 79. The exercise in page 80 help student to express their affection for their parents.
b. Element and structure of meaning
The structure is very systematic in this chapter. Students are first taught to introduce themselves using simple sentence. Examples to make the sentence are
shown in page 68. The task then followed by introducing and describing family members. This task require longer sentence and examples are given to guide the
students in page 70, followed up by describing family activities and writing a letter in page 80.
c. Linguistic Features
The language features are appropriate for students. In this chapter the students are required to make longer text in describing themselves and their family
members. The English language context used revolve around the students family
