Table 4.2 The Topics SKILLS
BASIC COMPETENCE TOPICS
Listening
Respond simple
instruction with correct action
Listen the
recording and
respond the
instruction by
completing the
texts, conversations, and poems
Parts of the Body, Feeling, Family, Describing People, Time, Parts of
School, Animal, Shape and Color
Parts of the Body, Family, Describing People, Time, Parts of School, Animal.
Speaking
Give and
respond simple
instruction correctly
Give simple
information correctly
Parts of the Body, Feeling, Family, Describing People, Time, Parts of
School, Animal, Shape and Color
Family and Time Reading
Read vocabularies
simple phrases, sentences, and texts
using correct intonation and spelling
Understand the meaning and message from the vocabularies,
phrases, sentences, texts and pictures
Parts of the Body, Feeling, Family, Describing People, Time, Parts of
School, Animal, Shape and Color
Parts of the Body, Feeling, Family, Describing People, Time, Parts of
School, Animal, Shape and Color
Writing
Write words, simple phrases and sentences accurately
Parts of the Body, Feeling, Family, Describing People, Time, Parts of
School, Animal, Shape and Color
3. The Learning Objectives
After stating the basic competence, the writer formulated of learning objective of each skill and topic. In this study the specific learning objectives were
stated as indicators. The writer formulated indicators in each topic in Appendix E. However, the formulation of indicators in each skill was presented in Table 4.3.
Table 4.3 The Indicators of the Students’ Performance in Each Skill No
Skill Indicators
1 Listening
The students are able to:
1.
Respond the instruction about Parts of the Body, Feeling, Family, Describing People, Time, Parts of
School, Animal, Shape and Color with correct action.
2.
Listen to the recording and complete the text about Parts of the Body and Parts of School correctly.
3.
Listen to the recording and complete the conversation about Describing People and Time correctly.
4.
Listen to the recording and complete the poem about Family and Animal correctly.
Continued to page 37 36
2 Speaking
The students are able to :
1.
Respond the instruction by pronouncing the words, phrases, or sentences about Parts of the Body, Feeling,
Family, Describing People, Time, Parts of School, Animal, Shape and Color correctly.
2.
Respond the instruction by singing song, imitating, and saying.
3.
Give simple instruction to friends about Parts of the Body, Feeling and Family correctly.
4.
Give simple information to friends and teacher about Family and Time correctly.
3 Reading
The students are able to:
1.
Read vocabularies about Parts of the Body, Feeling, Family, Describing People, Time, Parts of School,
Animal, Shape and Color using correct intonation and spelling
2.
Read simple phrases and sentences about Parts of the Body, Describing People, Family, Animal, Shape and
Color using correct intonation and spelling.
3.
Read simple texts about Parts of the Body, Family, Parts of School, Shape and color using correct intonation and
spelling.
4.
Answer the question of the meaning of vocabularies about Parts of the Body, Feeling, Family, Describing
People, Time, Parts of School, Animal, Shape and Color correctly.
5.
Answer the question of the meaning and message about simple phrases, sentences and text about Parts of the
Body, Describing People, Family, Parts of School, Animal, Shape and Color correctly.
4 Writing
The students are able to: Write words, simple phrases, sentences and texts about
Parts of the Body, Feeling, Family, Describing People, Time, Parts of School, Animal, Shape and Color using
correct alphabet and structure.
4. The Syllabus
Having finished stating the goals, topics, general purposes, and the learning objectives, the writer modified the syllabus. The syllabus was modified
from 2006 Curriculum KTSP. The syllabus was developed to help the teacher to apply the materials. The syllabus was presented in Appendix F.
5. The Subject Contents
The next step was specifying the subject contents. Subject contents are list of activities that the students have to do. The writer divided the subject
Continued from page 36 37
contents into three parts in each section. In this designed materials, the writer used term “Start to Think” for pre-activity, “What Should You Do?” for main activity
and “Do it Again” for post- activity. Start to Think
was pre- activity to activate students’ prior knowledge and to introduce the topic. What Should You Do? was a part where students were
provided with various tasks that could activate students’ intelligences and learn the four skills. In this part students also learned theories that was written in
particular instruction namely “Study the Pattern”. Nevertheless, not all units
contained “Study the Pattern”. Do it Again was post activity that provided students with simple and entertaining activities. It was also used to remind
students with the materials that they had already learned. Some units also provided list of vocabularies related to the topic namely Words to Remember.
Words to Remember could be found in Start to Think or What Should You Do?.
6. The Teaching Learning Activities, Resources and Intelligences Being Developed
The writer developed and determined the teaching learning activities that could develop students’ multiple intelligences and their ability in listening,
speaking, reading, writing skills. The explanation of the learning activities and distribution of the intelligences being developed in each unit in the designed
materials was presented in Appendix G.
7. The Designed Materials
The last step was evaluating the designed materials. The writer distributed the second questionnaire to the respondents. The respondents were an English
extracurricular activity of Kanisius Kalasan elementary school and two lecturers of English Language Education Study Program of Sanata Dharma University in
38 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
