Formulating goals, topics, and general purposes

40 Students should also be able to comprehend the procedure text by answering the reading comprehension questions. The vocabulary building required students to be able to identify the meaning of the unfamiliar words from the procedure text. In Language Focus sections, the students are expected to be able to identify the Imperative Sentences used in a text and apply the Imperative Sentences in the correct form of sentence. The topic of unit two was about food and drink, and it entitled It’s so Delicious. In this unit, students also learned about procedure text. By doing the tasks in this unit, students are able to recognize the structure of procedure text, identify the generic structure of procedure text, comprehend procedure text by answering the reading comprehension questions, and identify the meaning of the unfamiliar words. In Language Focus section, students are also expected to be able to identify the Sentence Connectors used in a text and apply the Sentence Connectors in the correct form of text. The topic of unit 3 is about beach and it entitled What a beautiful beach. In this unit, students started learning about report text. By doing the tasks in this unit, students are expected to be able to recognize the structure of the report text, identify the generic structure of report text, comprehend report text by answering the reading comprehension questions, comprehend report text by making some questions based on the text, and identify the meaning of the unfamiliar words. By learning language features in Language Focus section, students are also able to apply the Prepositions of Place in the correct form of sentence. 41 The next unit, unit 4, was about culture. It was specified to Indonesian culture, so it entitled Indonesian Heritage. In this unit, students still learned about report text. In this unit, students are expected to be able to recognize the structure of report text, identify the generic structure of report text, comprehend report text by answering the reading comprehension questions, and identify the meaning of the unfamiliar words. In the last section of the unit, students are able to apply the Comparative Adjectives in the correct form of sentence. The last text genre the students learned was narrative text. It was divided into two units; they were unit 5 and 6. The topic of unit 5 was animals, entitled Long Time Ago. In this unit, students are expected to be able to recognize the structure of narrative text, identify the generic structure of narrative text, identify the value of the narrative text, comprehend narrative text by answering the reading comprehension, and identify the meaning of the unfamiliar words. In Language Focus section, students are also expected to be able apply the Simple Past Tense in the correct form of text. The last unit, unit 6, entitled Once Upon a Time. The topic of this unit was about tales. As it is narrative text, students are expected to be able to recognize the structure of narrative text, identify the generic structure of narrative text, predict the end of the story, comprehend narrative text by answering the reading comprehension questions, and identify the meaning of the unfamiliar words. Then in Language Focus section, students are expected to be able to identify the Time Connectives used in a text and apply the Time Connectives in the correct form of text. 42

4. Selecting subject content

Considering the Task-Based Learning framework, the writer designed the teaching learning activities into three activities. They are Warming Up, Your Tasks, and Language Focus. Warming up section introduced students to the topic they would learn and it led them to the main section. Your Tasks was the main section in each unit. Here students would do the tasks and then reported them orally or in the written form. The last section was Language Focus which contained form and practice on language focus. The explanations of each section were presented as follow. a Warming up The aim of this section was to introduce the topic of a unit to the students. In this section, the students were also intended to recall their memory about what they had learnt and helped students to predict what will be learnt. The activities were in the form of analyzing pictures, questions and answers activities, or discussing the materials. b Your Tasks The second section is Your Task. It was the main section of a unit. This section consisted of some texts, reading comprehension activities and vocabulary building. The reading comprehension activities were different in each unit. In some units, the vocabulary building part was placed before the text. The aim was to help students when they read the texts. The vocabulary building was also placed after the text. It aimed to test their knowledge about the vocabulary which appeared in the text.