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the material better with that fun activity. The atmosphere in the class also became one of the causes that gave effect to the students. When the teacher set-up
comfortable atmosphere, and all the member of the class also could set-up that, the teaching learning activity would be enjoy and going fun. Some of the students
said that they actually really wanted to learning English deeper, but there always a trouble-maker in the class who disturbed their concentration. Thus, they overcome
it by sitting in front of the class. Some had the initiatives to overcome their difficulties in learning English by asking the teacher, their friends, or taking a
private lesson. They really hoped that learning English would be much fun than their process now.
From the interview, the researcher also noted some points; the material should be suitable and applicable for the seventh grade students of junior high
school; t he material could raise students’ motivation in learning English. The
material should encourage the students to be more active, highly-motivated, and also enjoy in teaching-learning process.
2. Goal, General Purposes, and Topics
The next step after knowing students’ characteristics and needs was determining the goals, general purposes, and topics. SMP PL Bintang Laut used
the syllabus from the institution. They also adopted the syllabus from the government to develop the lesson plan and the material based on it. The example
of the competency standard and the indicator was shown in the table on the next
page:
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Table 4.1 Competency Standard and Indicator
Competency Standard Indicator
To communicate in the transactional conversation to get the things done
and interpersonal social using simple conversation which is accurate, fluent
and acceptable to be interacted with the environment using: greetings, leave
taking, introduction self and others To give a response idioms
To give a greeting to a well-known and unknown people
To introduce their-self and others politely
There were several topics which were stated in the syllabus. The researcher
developed several topics and cover it into 4 units in the materials. 3. The Designed Materials
Based on the l earner’s characteristics and needs, the researcher would like
to design integrated materials based on Quantum Learning principles. Integrated materials combined four skills listening, speaking, reading, and writing
including vocabulary and grammar. a.
Content Based on the syllabus, the topics used were about introduction, greeting
and leave taking, how to give and asking for information, descriptive text, plural- singular, commands and prohibition, and countable-uncountable noun. Those
materials covered in four units. Each unit has its title based on the content discussed. The list of the title and the content in each unit are provided on the next
page.
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Table 4.2 Table and Content
UNIT TITLE
CONTENT
1 Hello, my friends
Greetings
Leave taking
Introduction
2 I Love my Family
Asking and giving information
3 Life at School
Descriptive text
Commands and prohibitions
4 One Two Things
Singular-plural
Countable-uncountable nouns
b. Learning Activities
Quantum Learning provided five steps in learning process. They were experience, learn and label, demonstrate, review and reflect, and celebration.
Those would be presented in the material as We’ll be Fun, We’ll Name It, We’ll
Do I t, We’ll Remember It, and We’ll Celebrate It.
1. Experience-
We’ll be Fun In this stage, the
teacher gains students’ attention and raises their motivation in teaching learning activity. The researcher named it as
We’ll be Fun. The aim in this stage is to grab students’ attention and motivation, after that, we
can raise the stude nts’ curiosity about the material.
The strategy in this stage is by giving the students question, short movie, video, story, music, recording, etc. that is relevant to the material. Then, let the
students experience the material by experimentation, role play, games, group
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work, listening, etc. After that, the students can be directed towards the topic which would be discussed.
2. Learn and Label-
We’ll Name It This stage will give the concept of the material to the students. The teacher
can give answer through students’ curiosity after they experience it. This stage can be the information, the fact, etc. about the material. Experience and learn the
material before the students know the information can make the material they learn becomes meaningful. The researcher named this stage as
We’ll Name It. In this stage, the students were guided to name or label the theory they had
learnt in the experience’s step. The teacher as the guide had to explain the material in this part. The teacher took important part in this stage to make the students
understand the theory. 3.
Demonstrate- We’ll Do It In this stage, the students have the opportunity to demonstrate or to apply
what they have learned. This stage is a stage to show the students’ understanding
about the theory in the previous stage. The researcher named this stage as We’ll
Do It. The aim of this stage is to make the students understand deeply about the material by doing activities related to the material.
In this stage, the teacher used as the facilitator to guide the students in doing something like role play, games, etc. The activities used also should be
different and attract the students so they would not be bored easily. The students would demonstrate what they have understood and the teacher would know how
far their students understand the material.
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4. Review and Reflect-
We’ll Remember It In this stage, the students review the material they have learned. The
teacher asks the students to make reflection on what they learned. The researcher named this step as
We’ll Remember It. The aim of this stage is to strengthen the
students’ memory about the material. After completing the activities in the previous stages, this stage is used
by the teacher to make sure that the students had understood the material. The model used were questions and answers, asked the students to make a sentence,
answered question based on reading passage, and gave them writing task. 5.
Celebration- We’ll Celebrate It
This stage is used to acknowledge the students’ effort in teaching-learning activity. The students need reinforcement to increase their motivation and interest
in the teaching-learning activity. This stage can also give satisfaction for the students’ effort during the process. The researcher named this stage as We’ll
Celebrate It. This stage aimed to encourage students, respect their effort, and give them
reinforcement. The teacher used giving compliment to one another, singing a song, yelling, and clapping hands to celebrate the complete learning.
Quantum Learning provided at least five intelligences. The researcher presented those intelligences in the material design developed. For example,
We’ll be fun in unit three covers intrapersonal-linguistics intelligence, bodily-kinesthetic
covered in We’ll name it and We’ll celebrate it, interpersonal intelligence covered
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in We’ll do it, spatial visual covered in We’ll remember it, musical intelligence
also covered in
We’ll celebrate it.
All of the parts of each unit combined listening, speaking, reading, and writing activities. Grammar and vocabulary were also included. The center in the
process was the students, it means that almost all the activities were done by students.
4. Evaluation Instruments
