Specifying the Learning Objectives

simple past, past continuous, past perfect, future past, and correct adjectives; to ask and respond to their friends’ stories; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic. Unit 2 discussed about the future. In this unit, the learners were expected to be able to express things in the future. The specific objectives of this unit were the learners were able to use present continuous, “will”, “be going to”, future continuous, and future perfect to give opinions about changes that would appear in the future and predict future situations; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic. Unit 3 was about the hottest news. The general purpose of this unit was that the learners were able to tell any kinds of news as informatively and communicatively as possible. The specific objectives were the learners were able to retell news they had ever heard orand read before by using correct grammar and appropriate word choices; to answer their friends’ questions related to the hottest news discussed; to respond to their friends’ stories; to enrich their vocabulary; and to gain knowledge about the discussed topic. Unit 4 talked about unique customs. In this unit, the general purpose was the learners were able to describe unique customs around the world. The specific objectives were the learners were able to describe unique customs around the world using correct grammar and appropriate word choices; to guess unique customs their friends discussed about; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic. 52 Unit 5 was about technology, information, and communication. The general purpose was the learners were able to express their ideas about technology, information, and communication. The specific objectives were the learners were able to tell their opinions about the discussed topic using correct grammar and appropriate word choices; to respond to their friends’ opinions using appropriate expressions; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic. Unit 6 discussed about social issues. In this unit, the general purpose was the learners were able to discuss about social issues and find out the solutions. The specific objectives were the learners were able to tell their opinions about the discussed social issues using correct grammar and appropriate word choices; to find the solutions to overcome the issues; to respond to their friends’ opinions using appropriate expressions; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic. Unit 7 directed the learners to learn and practice interviews. The general purpose of this unit was to make the learners accustomed to conduct and join interviews. The specific objectives were the learners were able to create interview questions based on the provided situations by using correct grammar and appropriate word choices; to answer the interview questions well; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic. 53 Unit 8 gave opportunities for the learners to deal with problem solving. It had a general purpose, that was the learners were able to discuss certain problems and find the most appropriate solutions. The specific objectives to achieve were the learners were able to conduct qualified discussions to find out the best solutions for the problem discussed; to express their opinions with appropriate word choices; to respond to their friends’ opinions with appropriate expressions; to gain improvement in their grammar mastery; to enrich their vocabulary; and to gain knowledge about the discussed topic.

5. Selecting Subject Content

The writer decided that each unit of the set of materials should have covered all language skills and elements. There should have been listening, reading, speaking, and writing skills and also grammar and vocabulary discussions. Although the designed materials covered the all mentioned parts, speaking part was the main focus in the lessons. The writer designed each part related to the other parts discussing certain topics. Those parts were placed in the same order in all units. They supported each other to gain the objectives that had been stated before.

6. Selecting TeachingLearning Activities and Resources

In this design, the writer adapted the teachinglearning activities from many sources like text books, magazines, cassettes, course programs, dictionaries, and websites. The writer also based the teachinglearning activity choices on the needs 54 survey results. Those teachinglearning activities were chosen based on the goals that were expected to gain, and also on the learners’ needs and wants. Therefore, it was expected that the learners could truly enjoy the lessons and gain the objectives of the course. The teachinglearning activities chosen in the designed materials mainly included reading, listening, speaking, and grammar and vocabulary discussions. The first main activity, reading, was designed as home task the one in the first meeting was exceptional. After reading the reading passages at home, the learners were intended to have a discussion, that was based on the provided questions, in class to comprehend the topics deeper. The resources of this activity were from the writer’s ideas, magazines, text books, and also websites. The second main activity, listening, was intended to be conducted after the reading discussion. The learners were expected to listen to certain conversations in cassettes and discuss the provided questions together. All conversations in listening parts were from cassettes, and the listening questions were taken from text books or provided by the writer. The third main activity, speaking, consisted of one or more kinds of activities that were intended to make the learners really practice speaking. There were games, role-plays, discussions, debates, interviews, and presentations. The learners were intended to do those kinds of speaking activities by following the provided instructions. In this part, the writer used her experiences, course programs, text books, and websites as the resources. 55