No. Topics Indicators
2. I Like Doing It
1. Students are able to complete the
conversation with expressions of asking and telling hobbies and interests.
2. Students are able to use the expressions
of asking and telling hobbies and interests to interview some friends and
report the result orally,
3. Students are able to complete the
sentences with gerunds correctly and appropriately.
4. Students are able to tell their hobbies
using gerunds to their friends. 3.
Hello Who is Speaking, Please?
1. Students are able to answer the questions
based on the listening passage. 2.
Students are able to mention expressions of telephone conversations.
3. Students are able to mention expressions
of taking messages. 4.
Students are able to do telephone conversation spontaneously.
5. Students are able to change quoted
speech to reported speech.
3. Develop Preliminary Form of Product
The next step after deciding the goals, general purposes, topics, and learning objectives is deciding the subject contents, teaching learning activities,
and resources as the base of developing the instructional materials. The researcher listed the subject contents which are related to the theory
of communicative language teaching task-based instructions as suggested by Richards 2006: 32 as follows:
a. Pre-Task Activities
This sequence aims to introduce the topic and the tasks used to the students. In this sequence the teacher help the students to understand the topic and
the objectives of the tasks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Task Cycle
In this sequence, the teacher gives opportunities to the students to use the language and discuss it without correcting errors. The students are allowed to use
whatever words they know to express their thoughts and whatever they want to say. But after the discussion, the students should prepare to report the result of the
discussion. The teacher can check the accuracy and clarity of the language before they present it to the whole class.
c. Language Focus
In language focus sequence, the teacher sets a language-focused task based on the reading passage or the listening passage before. The teacher can
explain in brief after asking the students to find the language focus item in the text. Then the students continue it with practice based on the findings of the
analysis. In order to achieve the objectives, the researcher also formulated teaching
learning activities and materials. The activities selected should bring real communication in the classroom and the materials selected should be authentic.
Both the activities and the materials should imitate the real situation. Therefore, the researcher formulated the learning activities using communicative approach
based on the result of the need analysis survey. The students will learn English by discussing actual information from the
authentic materials related to tourism, hotel, and their life as teenagers. Before practicing speaking, they will get authentic listening materials taken from internet
or authentic reading materials taken from magazine or newspapers.The researcher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
took the materials from the internet, magazine and newspaper and then develop the contents. The researcher designed a set of speaking materials for the students
and another set of speaking materials for the teacher. As suggested in communicative language teaching, the classroom
activities are about conversation, discussion, role-play, simulation and interview. The activities aimed to facilitate the learners to interact each other.
4. Preliminary Field Testing
