109
Based on the suggestions given by the evaluators, the writer added more pictures and graphs to the designed materials. By doing so, it was expected
that the designed materials would be more interesting to students. f.
Other Revision The writer rewrote the learning indicators in order that the learning indicators
could reflect the product of learning.
B. Presentation of the Designed Materials
This section was to answer the second research problem which was what the designed materials looked like. The designed materials consisted of eight
units. There were three main sections for each unit, namely, Pre-activities, Main Activities, and Post-activities. The presentation of the designed materials is
described in Table 4.13
Table 4.13 The Presentation of the Designed Materials Unit
Topic Learning Indicators
Learning Materials
Learning Activities
1 Meaningful
Words Students are able to:
• identify reading
purposes •
grasp the benefits of reading
• obtain essential
information about reading techniques
SQ4R Short text:
“Purposes of Reading”,
“Yugoslavia War”, and
“Indonesian Big Five
Ghosts” Text:
“Reading Techniques:
SQ4R” 1.
Pre-activities Answering
warming up questions
2. Main Activities
ü Reading a text ü Summarizing
a text ü Reading aloud
in turn ü Answering
reading exercises
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110 Table 4.13 Continued
Unit Topic
Learning Indicators Learning
Materials Learning
Activities
• develop their
reading skills •
contribute ideas, opinions, and
information to their friends
Vocabulary related to the
texts 3.
Post-activities Reflecting the
learning activities
2 “Hey I
Have a Good
Map” Students are able to:
• grasp the benefits
of writing •
recognize the writing steps
• get detailed
information about brainstorming
techniques
• organize their
ideas using brainstorming
techniques
• arrange good
paragraphs based on brainstorming
mind- mapping techniques
• practice 5W + 1H
formulas •
contribute ideas and knowledge to
others •
Texts: “Compose
Yourself”
and “Mind
Mapping: A Powerful
Creative Tool”
• Vocabulary
related to the texts
• Mind-map
Techniques 1.
Pre-activities Answering
warming up questions
2. Main Activities
ü Reading a text ü Listening to
explanation ü Summarizing
the materials ü Discussing
the materials ü Practicing the
brainstorming techniques
ü Reading aloud in turn
ü Giving positive
comments 3.
Post-activities ü Reflecting the
learning activities
ü Writing reflection
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111 Table 4.13 Continued
Unit Topic
Learning Indicators Learning
Materials Learning Activities
3. Be Aware
of Simple Things
Students are able to: •
recognize the parts of speech
• recognize common
mistakes in writing for beginners
• revise the mistakes
they find in others’ writings
• develop their
writing skills about minimum
requirements
• contribute
constructive revision to his her
friends in polite manners
• Texts:
“11 Mistakes in Writing”
and “Wordcare”
• Short texts:
“David’s Letter” and
“The Abolishment
of Becaks” •
Vocabulary related to
the texts •
Minimum Requireme
nts e.g. grammars,
dictions •
Parts of Speech
e.g. verbs, nouns
1. Pre-activities
ü Answering warming up
questions ü Drawing out the
prior knowledge 2.
Main Activities ü Discussing the
material ü Taking notes to
important information
ü Summarizing the discussion
ü Revising errors 3.
Post-activities Reflecting the
activities
4 Love, Life,
and Wisdom
Students are able to: •
identify a narrative text
• recognize the
generic structures of narratives
• compose their own
narratives using writing techniques
• cooperate and
contribute ideas in group competition
• Texts:
“The Lucky
Octopus”
and jumbled sentences
• Vocabulary
related to the texts
1. Pre-activities
ü Reading a narrative
ü Answering comprehension
questions, in pairs
ü Matching then vocabulary
ü Answering multiple choices
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112 Table 4.13 Continued
Unit Topic
Learning Indicators Learning
Materials Learning Activities
• share values e.g.
tolerance, respect, honesty, courage,
and gratitude through narratives
• develop writing
skills in narratives •
Narratives: Orientation –
Complication - Resolution
• Verbs:
Simple Past Tense
• Values e.g.
tolerance, respect,
commentin g
• Writing
Stages: 1
Mind- mapping
2 Drafting
3 Editing
4 Revising
2. Main Activities
ü Arranging jumbled
sentences into a thriller story, in
pairs
ü Analyzing the generic structure
ü Answering comprehension
questions ü Discussing the
group tasks for group
competition
ü Rewriting Indonesian
folklores ü Mind-mapping-
Drafting-Editing- Revising
3. Post-activities
Reflecting the activities
5 Share the
Love, Life, and
Wisdom Students are able to:
• recognize the
recount texts •
identify the generic structures of
recount texts •
differentiate between a
narrative and a recount texts
• Texts:
“An Unforgettab
le Experience
” and a personal
letter 1.
Pre-activities •
Reading a text •
Answering the comprehension
questions 2.
Main Activities •
Discussing texts
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113 Table 4.13 Continued
Unit Topic
Learning Indicators
Learning Materials
Learning Activities
• use steps of
writing to share their past
experiences
• share feelings and
thoughts in written forms
• develop writing
skills in recount texts
• grasp the values of
sharing, empathy, or appraisals
• Vocabulary
related to the texts
• Recount
Generic Structures
orientation,
sequences of events
• Language
Features: Simple Past
Tense,
connections •
Writing Techniques:
1 Brainstorming
2 Drafting
3 Editing
4 Revising
• structures
• Group
working •
Retelling personal
experiences •
Employing the writing
steps brainstormin
g-drafting- editing-
revising
• Redrafting the
revised work 3.
Post-activities Reflecting the
whole activities
6 I Know, U
Know, We Know
Students are able to: •
recognize procedure texts
• identify the
generic structures of procedure texts
• draw information
about making products foods
• use the language
features of procedure texts
• arrange clear
instructions in making products
• Texts:
“Tom Yum Goong” and
“Traffic Education”
• Vocabulary
related to the texts
• Procedure
Structure: 1
Goal 2
Materials Ingredients
3 Steps to
1. Pre-activities
Answering warming up
questions
2. Main Activities
ü Listening to the teacher’s
explanation ü Taking notes
on important details
ü Reading texts ü Summarizing
texts ü Making
procedure texts
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114 Table 4.13 Continued
Unit Topic
Learning Indicators
Learning Materials
Learning Activities
• raise the
awareness of safety riding
• share knowledge
and information through
procedure texts •
Language Features:
1 Simple
Present Tense
2 Command
Verbs •
Writing Steps: 1
Brainstormin g
2 Drafting
3 Translating
4 Editing
Revising ü
Working with the group
ü Joining group competition
ü Discussing the materials
ü Brainstorming ü Drafting
ü Translating ü Editing
ü Revising
3. Post-activities
Reflecting the materials and
the activities
7 “Scrap and
Scratch” Students are able to:
• recognize the
descriptive texts •
identify the generic structures
of descriptive texts
• obtain detailed
information from the descriptive
texts •
produce descriptive texts
• share knowledge
• Texts:
“What is Global
Warming?” and “What
Are the Greenhouse
Effects?”
• Vocabulary
related to the text
• Descriptive
Structures •
Language 1.
Pre-activities ü Reading texts
ü Answering comprehension
questions
2. Main Activities
ü Discussing texts
ü Describing plans to reduce
the effects ü Employing the
steps of writing 3.
Post-activities Reflecting the
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115 Table 4.13 Continued
Unit Topic
Learning Indicators
Learning Materials
Learning Activities
• and information
through detailed information in
descriptive texts
• raise self-
awareness about the ongoing
global warming
• contribute ideas
and opinions toward the efforts
to reduce the effects of global
warming Features
• Writing
Steps: 1
Brainstormin g
2 Mind-
mapping 3
Drafting 4
Translating 5
Editing 6
Revising materials and
learning activities
8 Cheapy-
Speedy- Friendly
Students are able to: •
arrange their own stories
• language in
written forms •
share values and awareness about
clean environment
• contribute
opinions and ideas about
friendly vehicle to the society and
the environment •
Pictures of Environment
ally Friendly Vehicle
• Writing
Techniques •
Language Features of
Narratives, Descriptive,
and
Procedure •
Language Focus:
Simple Past, Simple
Present, adjectives
1. Pre-activities
ü Giving responses to the
pictures ü Setting out
essential points 2.
Main Activities ü Working
individually within a group
of four five
ü Drafting each element of
narrative, procedure, and
descriptive
ü Elaborating the characterization
ü Setting the plot
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116 Table 4.13 Continued
Unit Topic
Learning Indicators
Learning Materials
Learning Activities
• integrate a
narrative, a descriptive, and a
procedure text •
sum up the learning materials
into a piece of writing
nouns, adverbs.
ü Selecting the environmentall
y friendly vehicle
ü Drafting ü Editing
ü Peer-revising ü Revising
3. Post-activities
Writing a reflection
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117 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections. The first section is to present the conclusions of the study, and the second section is to give some suggestions for
the English teachers and the students.
A. Conclusions
