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3 Speaking
Express the meaning in simple monolog text using spoken language accurately, fluently, and acceptably in
daily life contexts in a form of procedure text. I Can Make It
4 Speaking
Express the meaning in simple monolog text using spoken language accurately, fluently, and acceptably in
daily life contexts in a form of narrative text. Great Story
5 Speaking
Express the meaning in formal and informal transactional to get things done and interpersonal
socialization discourses accurately, fluently and acceptably by using simple spoken language in daily
life contexts which include invitation. Go With Me?
6 Speaking
Express the meaning in simple monolog text using spoken language accurately, fluently, and acceptably in
daily life contexts in a form of narrative text. My Favorite
Fable
7 Speaking
Express the meaning in simple monolog text using spoken language accurately, fluently, and acceptably in
daily life contexts in a form of descriptive text. My Dad
8 Speaking
Express the meaning in simple monolog text using spoken language accurately, fluently, and acceptably in
daily life contexts in a form of news item. School
Punishment
C. The Learning Objectives of the Designed Materials
After determining the goals, topics, and general purposes of the materials design, the learning objectives in every meeting were formulated. This step was
adapted from the third step of Kemp’s instructional design model. The learning objectives: what the students should know or be able to do, or in what way they
should behave differently after studying the topic. The learning objectives were equivalent with the indicators in the School-Based Curriculum 2006 and the English
56 syllabus of SMA Pangudi Luhur Yogyakarta. Both the learning objectives and
indicators must be stated carefully using the action verbs. Thus the indicators can measure the students’ achievement in every meeting. The indicators were listed in
order to specify the basic competency of each unit. The indicators were presented in the table.
Table 4.4 The Indicators No.
Topics Indicators
1. Introduction
At the end of the class, students are able: 1.
To identify the picture about introduction. 2.
To use the expressions of introduction. 3.
To respond to the expressions of introduction orally. 4.
To share the perception on the previous lesson. 5.
To answer the questions about introduction. 6.
To make questions about introduction. 7.
To create a dialogue based on the situation. 8.
To introduce their selves based on the situation. 2.
Recount At the end of the class, students are able:
1. To mention the activities they did in weekend.
2. To tell their last vacation.
3. To use past tense in telling their past experiences.
4. To mention the generic structures of recount texts.
5. To share the perception on the previous lesson.
6. To answer the questions about recount texts.
7. To retell a story about vacation with their own words.
3. Procedure
At the end of the class, students are able: 1.
To mention the examples of food based on its cooking methods.
2. To mention the linguistic structure of procedure texts.
3. To mention the generic structures of procedure texts.
4. To share the perception on the previous lesson.
5. To answer the questions about procedure texts.
6. To tell their own procedure on making something.
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4. Narrative
At the end of the class, students are able: 1.
To identify the pictures related to Jack and the Beanstalk
story. 2.
To use past tense in telling the narrative story. 3.
To mention the generic structures of narrative texts. 4.
To retell the narrative story with their own words. 5.
To share the perception on the previous lesson. 6.
To answer the questions about narrative texts. 7.
To make a conversation of narrative story. 8.
To recite the conversation in front of class. 5.
Invitation At the end of the class, students are able:
1. To identify the picture about invitation.
2. To use the expressions of offering an invitation.
3. To use the expressions of accepting and refusing an
invitation .
4. To share the perception on the previous lesson.
5. To answer the questions about invitation.
6. To create a dialogue using the expressions of offering,
accepting and refusing an invitation. 7.
To invite others 8.
To acceptrefuse an invitation. 6.
Narrative At the end of the class, students are able:
1. To identify the characters of a fable.
2. To order the pictures of the Tortoise and Hare based
on the recording. 3.
To retell the story with their own words. 4.
To share the perception on the previous lesson. 5.
To answer the questions about narrative text. 6.
To create a narrative story. 7.
To tell the story in front of class. 7.
Descriptive At the end of the class, students are able:
1. To write adjective words.
2. To use present tense in describing people.
3. To mention the generic structures of descriptive texts.
4. To retell the description of people.
5. To share the perception on the previous lesson.
6. To answer the questions about descriptive texts.
7. To describe their father.
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8. News Item
At the end of the class, students are able: 1.
To identify the picture about school punishment. 2.
To mention the generic structures of news item text 3.
To explain their opinions on how to treat misbehaving students.
4. To share the perception on the previous lesson.
5. To answer the questions about news item texts.
6. To state their opinions on how to treat students who
break the school regulation.
D. Subject Content of the Designed Materials
