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UNIT Topics
Specific Learning Objectives
8 Giving
Direction - The students are able to comprehend and pronounce
the traffic signs correctly. - The students are able to give direction to others
appropriately. - The students are able to comprehend vocabulary
related to the topic
3. Development of Preliminary Form of Product
In this stage, there were three steps in developing the materials. They were listing the subject content, developing the materials, and formulating the
teachinglearning activities. The steps of the development of preliminary form of product were discussed as follows.
a. The Subject Contents
After listing the topics and specifying the learning objective, the next step was listing the subject contents of the materials. The subject content was more
specific than the topic. The subject content was what the learners would do according to the topic. The writer arranged the content of the materials that would
be learned in each unit. There were 8 eight units in this material development. The subject content of each unit was discussed as follows.
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Table 6: The Subject Contents
Unit Topics
Subject Content
1 Introducing Self
- Greeting to others - Introducing themselves to others
- Vocabularies related to greeting and introducing
2 Introducing Someone
- Introducing someone to others - Vocabularies related to introducing
someone
3 Nationality
- Names of country and nationality - Asking
someone’s country
and nationality
- Vocabularies related to nationality
4 Occupation
- Kinds of job - Asking someone’s job
- Vocabularies related to job
5 Family
- The members of family - havehas
- Tell about family - Vocabularies related to family
6 Music
- Kinds of music - Asking favorite music
- Vocabularies related to music
7 Public Places
- Public places - The position of the place next to,
beside, in front of - Asking of the position of place
- Vocabularies related to public places
8 Giving Direction
- Traffic signs - Giving direction to others
- Vocabularies related to give direction
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b. TeachingLearning Activities
In this stage, the writer formulated the teachinglearning activities that were used in the learning materials. The writer developed the teaching and
learning activities based on the students’ age, the students’ characters, the students’ need, and the common teaching and learning activities that were used in
PURIKIDS. The writer arranged the teaching and learning activities, which were suitable for the general situation in each class of the first level of Junior program.
The teaching and learning activities that were used in the developed materials for the first level of Junior program were short discussion, read and practice the
dialog, question and answer, do the exercise, game, interview, and drill the students using the media.
First, the short discussion, the teacher would invite the students to have a short discussion related to the topic. The teacher would invite the students to have
a short discussion about what they were going to learn. The discussion was started by asking some questions related to the pictures in the first part of the materials.
This activity would encourage the students to think about situation according to the pictures. Besides, it could measure the knowledge of the students about some
situations. Second, read and practice the dialog Let’s Get Started. These activities
would invite the students to know about the expressions that were used according to the topic that they learn. In reading and practicing the dialog, the teacher had to
invite a student as a model and the others would repeat the dialog. These activities
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were the starting point to learn the expressions related to the topic. It would make the students would be familiar with.
Third, the question and answer, it would be done between the teacher and the students or among the students. This activity could be used when the teachers
drill the vocabulary to the students or the discussion of the expression in the dialog. In giving the question, the teacher should be very careful to use the
language because the students would be confused with the question. Fourth, do the exercise; the students would do the exercise to check their
understanding. In doing the exercise, the teacher should manage whether it would be done in group or individually. The teacher would help the students if they had
difficulties to do the exercise. Then, the teacher could check the result of the exercises to check whether the students could grasp the materials or not.
Fifth, the game; it would be fun to the students. This activity was used in order to make the students would not be bored in learning English. The game was
made according to what materials that the students learned. The teacher had to know the procedure of the game carefully because it was very important. When
the teacher did not know the procedure of the game, the game would be useless and it would waste the time. In giving the instruction of the game and all of the
activities, the teacher used English as the implementation of Direct Method where the classroom instruction was conducted in the target language.
Sixth, the speaking activities, it would be done by the students to encourage them to speak up in English with others. The procedure of this activity
had to be known also by the teacher because the teacher had to explain what the
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students had to do. This activity would be very useful to measure whether the students could grasp the material that they learned or not and measure the ability
of the students in speaking. Seventh, the drilling; the teacher would use media, such as, flash cards to
drill the students about the vocabulary that was related to the topic. This activity applied the principle of Direct Method, which was using the media, such as,
picture, to teach vocabulary. This activity could be combined with some simple cards game, for example, the teachers hid the cards and ask the students to find
the cards. Then, the students had to mention their cards. This activity would not be boring for the students if the teacher made the activities creatively. This
activity could be used in drilling the grammar. The teacher drilled the grammar inductively as the implementation of the Direct Method. Therefore, the grammar
focus was placed after the students were recognized about the expressions or sentences. In doing all of those activities, the teacher used English as the target
language. It meant that the teacher applied the principle of Direct Method, which was using the target language to teach the materials.
b. Material Development Process
