463 members of the
communication 2.c.2 Realizing one self’s mistakes
and willing to correct them 2.c.3 Asking the teacher for some
clarification if the explanation is not intelligible
2.c.4 Not cheating in doing tests
2.c.5 Not copying others’ work
irresponsibly Discipline
2.c.6 Rearranging jumbled words into good sentences by
paying attention to grammar rules
2.c.7 Generating sentences by using the proper punctuation
2.c.8 Constructing an oral descriptive text of a pet by
paying attention to the text structure
2.c.9 Using the proper stressing of words in order for the
produced language to be understood easily
2.c.10 Using the proper intonation in uttering some utterance
without causing any misunderstanding in the
communication
2.c.11 Uttering some utterance that is grammatically correct
2.c.12 Coming to the class on time Confidence
2.c.13 Not being shy in delivering
ideas or anything in front of the teacher andor other
students
2.c.14 Being able to take a considerate decision
quickly 2.c.15 Not being shy in presenting
something in front of the class
464 2.c.16 Answering classical
questions actively
Responsibility 2.c.17 Doing what have to be done
such as individual tasks, homework, group works,
etc. well
2.c.18 Not doing things which can disturb the flow of the
teaching and learning process
2.c.19 Accepting the risks of things that the student does
2.c.20 Not blaming others without any accurate proof
2.c.21 Admitting mistakes that the student does
3.c Applying the text structure and language features to hold the social
functions of descriptive texts by stating and asking about the
description of people, animals and things in a short and simple way
according to the context in which the communication occurs
3.c.6 Mentioning the correct meaning of keywords in
describing a pet 3.c.7 Identifying the correct
sentence structure in stating and asking about the
description of a pet
3.c.8 Constructing grammatically correct sentences about a pet
3.c.9 Identifying the social function of the expression of
stating and asking about the description of an animal
3.c.10Identifying what part of an animal to be described to
other people
4.11 Grasping the meaning conveyed in
oral and written descriptive texts
which are short and simple 4.c.5 Mentioning names of animals
or pets to be precise 4.c.6 Mentioning parts of the pet
that is going to be described 4.c.7 Mentioning the
characteristics of the particular pet that is going to
be described
4.c.8 Mentioning the behaviors of the pet that is going to be
described by paying attention
465
4.12 Constructing oral and written
descriptive texts which are short and simple about people, animals
and things by paying attention to the correct and appropriate social
functions, text structure and language features
to the social function that is going to be achieved
4.d.5 Uttering approximately six sentences in describing the
pets 4.d. 6 Uttering fluently the
description of a certain pet 4.d.7 Uttering grammatically-
correct sentences in describing the pets
4.d.8 Constructing oral descriptive texts approximately six
sentences about pets which are culturally appropriate
I. Learning Material
g. Video
The script of video 1: Do you have a pet?
Yes, I have a dog. I have a pet. He is a dog. And he says woof Woof Woof Woof Woof
Woof Woof I have a cat.
I have a pet. She is a cat. And she says meow Meow Meow Meow Meow
Meow Meow I have a mouse
I Have a pet. He is a mouse. And he says squeak Squeak Squeak Squeak Squeak
Squeak Squeak Woof Woof
Meow Meow Squeak Squeak
I have a bird. I have a pet. He is a bird. And he says tweet Tweet Tweet Tweet
Tweet
466 Tweet Tweet
I have a fish. I have a pet. She is a fish. And she says glub Glub Glub Glub Glub
Glub Glub I have a lion
A lion? I have a pet. He is a lion. And he says roar Roar Roar Roar Roar
Roar Roar Tweet Tweet
Glub Glub Roar
The script of video 2: Trisna
: “Do you have a pet?” Maya
: “I don’t. Do you?” Trisna
: “I do.”
Maya : “O, really? What kind of pet is it?”
Trisna : “It’s a cat.”
Maya : “A cat?”
Trisna : “Yeah She is a bright brown cat. Her fur is so soft. The
pattern of her fur is spotted. She is a little bit fat because she eats a lot. She also likes to eat the rest of my meals.
Maya : “It sounds nice. Is it a friendly cat?”
Trisna : “So much I play with her a lot. She really is one of my
best friends. I bathe her once a week.” Maya
: “Do you name her?” Trisna
: “Yup She’s Kacia’. It means small.” Maya
: “Aww.. I want to have one, but poor me, I can’t.” Trisna
: “Why?” Maya
: “I got an allergy to fur.”
h. Recording
Script of the conversations in the recording 1.
Ossa : “My uncle is just such weird.”
Gavin : “What’s up?”
Ossa : “People are scared of snakes, but he pets one”
Gavin : “Wow, really? What snake is it?”
467 Ossa
: “I’m not sure, but it is a brown spotted snake.” 2.
Nabila : “Yesterday, I went to my aunt’s house. She has a very
cute pet” Afka
: “What is it?” Nabila
: “Brown rabbit.” Afka
: “What’s his name?” Nabila
: “Oh, it’s female. Her name is browny.” Afka
: “The color must be brown.” Nabila
: “Yeah A female brown rabbit” 3.
Mei : “I want to pet some animal, but I don’t have much space
at my home.” Trisna
: “Ah Hamster will be cute” Mei
: “Good idea I might buy a grey one. Thanks” Trisna
: “Yup A cute grey hamster” 4.
Qila : “Do you have any pet in your home?”
Vany : “Well, I don’t. My dad does though.”
Qila : “What is it?”
Vany : “A bird, I’m not sure what the name is.”
Qila : “How does it look like?”
Vany : “It’s white, and has a yellow decorative crest on its head.”
Qila : “Ow That’s probably a cockatoo.”
5. Icha
: “Hi I heard you had just bought a fish?” Dannis
: “Ow yeah, I bought goldfish.” Icha
: “What’s the color?” Dannis
: “It’s orange” 6.
Fita : “Icha, look at that So cute”
Icha : “What?”
Fita : “That one Black-white cat”
Icha : “Aww.. haha what a fat cat”
Fita : “Yeah A cute fat black-white cat”
7. Ita
: “You know what? My dad bought a bird yesterday.” Risa
: “Ow ya? Is it nice?” Ita
: “I don’t think so. It tweets too often.”
468 8.
Arif : “ Hey dude, you have to come to my house. I wanna show
you something” Edi
: “Oh come on What?” Arif
: “I’ve just got some more fish.” Edi
: “What fish is it now?” Arif
: “You know bruh, I’ve been looking for yellow goldfish with a long tail.”
Edi : “You got it?”
Arif : “More than one”
9. Mila
: “Rose, are you okay?” Rose
: “Not really. I’m sad.” Mila
: “What happened?” Rose
: “One of my hamsters died.” Mila
: “Ouch, so sorry. You got many hamsters though. Which one is it?”
Rose : “The light brown one.”
i. Language Features
16. Mentioning singular nouns by using a and the, and plural nouns by
using -s. 17.
Using the pronouns it, they, she, we, dst.; our, my, your, their, etc. 18.
Using adjectives explaining people, animals, and things in the
students’ daily life around their home, school, and the surroundings with or without using the words quite and very
19. Making nominal phrases such as a dark-brown cat, a cute little cat, and
a friendly dog. 20.
Using verbs which show some condition and routine habits by using the structure of simple present tense: be, have, go, play, get, take, etc.
21. Using singular and plural nominal accurately with or without the
correct use of a, the, this, those, my, their, etc. in the nominal phrase. 22.
Uttering oral English fluently and accurately 23.
Uttering oral English with the correct pronunciation, stressing and intonation
j. Vocabulary
Words Parts of
Speech Pronunciation
AE Meaning
adorable adjective
əˈdɔːr.ə.bl ̩ sangat menarik
big noun
b ɪg
besar body
noun ˈbɑː.di
tubuh, badan
469 cat
noun kæt
kucing curly
adjective ˈkɝː.li
keriting dog
noun d
ɑːg anjing
ear noun
ɪr telinga
eye noun
a ɪ
mata fat
adjective fæt
gemuk fierce
adjective f
ɪrs galak
fluffy adjective
ˈflʌf.i ringan dan halus
atau lembut, wolly bertekstur
seperti woll friendly
adjective ˈfrend.li
akrab fur
noun f
ɝː bulu
furry adjective
ˈfɝː.i berbulu
giant adjective
ˈdʒaɪ. ə nt sangat besar
gorgeous adjective
ˈgɔːr.dʒəs indah,
mengagumkan hairless
adjective ˈher.ləs
tidak berambut, botak
hairy adjective
ˈher.i berambut
head noun
hed kepala
kind adjective
ka ɪnd
ramah leg
noun leg
kaki long
adjective l
ɑːŋ panjang
mouth noun
ma ʊθ
mulut nail
noun ne
ɪl kuku
nice adjective
na ɪs
baik, bagus, manis
nose noun
no ʊz
hidung
470 paw
noun p
ɑː cakar
rabbit noun
ˈræb.ɪt kelinci
round adjective
ra ʊnd
bulat sharp
adjective ʃɑːrp
tajam skinny
adjective ˈskɪn.i
kurus kering slanted
adjective ˈslæn.t ̬ɪd
sipit soft
adjective s
ɑːft lembut, halus
spoiled adjective
sp ɔɪld
manja spotted
adjective ˈspɑːt.ɪd
bertutul, berbercak
stomach noun
ˈstʌm.ək perut
straight adjective
stre ɪt
lurus stripped
adjective ˌstrɪpt
berloreng tail
noun te
ɪl ekor
thick adjective
θɪk tebal
thin adjective
θɪn kurus
II. Method
Scientific Method Information-Gap Activity
III. Teaching Learning Activities
C.
Meeting 1 4.
Pre-Activity 5 minutes
f. The students greet the teacher soon after the teacher enters the
class. g.
The students’ are asked about their condition and are expected to answer in various ways.
h. The students’ attendance is checked by the teacher.
i. The students are guided to review what they have learned in
the previous meeting that was about describing people.
471 j.
The students are checked whether or not they know what materials they are going to learn. If they do not know it yet, the
teacher instructs them to check their syllabus. k.
The students are introduced to the materials they are going to learn which is describing animals.
l. The students are involved in a conversation with the teacher to
talk about pets. 5.
Main Activity No.
Steps Learning Activity
Allocated Time
6. Observing
a. The students are asked to
enjoy the first video, and notified to focus on the
information in the video.
b. The students watch the video
in which there are a boy and a girl talking about their
pets. This step is the introduction to the materials
that the students are going to learn. Besides introducing
the materials, this step is
done to attract the students’ attention to the class activity.
c. The students are involved in
a discussion talking about what the video is about.
Besides, they are asked to give their comments on the
video. This is to engage the students in the learning
activity. By doing so, the students are expected to be
willing to speak up their mind.
d. The students are asked to
watch another video in which there are two women
talking about a pet.
e. The students are led to
discuss these following questions.
15’
472 d.
What does the speakers tell us about?
e. What is the color of the
pet? f.
What is the name of the pet?
g. How does the pet look
like? h.
How many times a week does the owner bathe her
pet? 7.
Questioning a.
The students are led to some questions like:
1. How does a descriptive
text function? 2.
What information does a descriptive text contain?
3. How can we describe a
pet? What part of a pet can
we describe? What kind of
sentence structure can we use?
b. The students are asked to do
task 1 as the introduction to the next discussion in which
the students analyze a descriptive text of a kitten.
See attachment. 15’
8. Collecting data a. The students are provided
with a text. See attachment. b.
Some student are asked to read aloud the text partially,
and the rest of the students are asked to listen to them
attentively.
c. If there are any miss-
pronounced words, drilling of pronunciation is to be
carried out
d. The students are led to
discuss the content of the text.
45’
473 The discussion is directed to
answer the questions below. 1.
What is the text about? 2.
What is the name of the pet?
3. What are the colors of
the pet? 4.
What is the meaning of the words heart-shaped
pattern in line 4? 5.
How long is the body of the cat?
6. How many times does
the writer cut the pet’s nails a week?
7. Is Moncy a good pet?
Why? e.
The students are asked to do task 2 and 3 in pairs to
strengthen their vocabulary mastery. See attachment.
f. The students are asked to do
task 4 in which they have to rearrange jumbled words into
good sentences to strengthen their understanding toward
the sentence structure used in describing a pet. See
attachment
6. Post Activity 10 minutes
f. The students are stimulated to summarize what they have
learned i.e what can be described from a pet, what sentence structure is used in describing a pet, and how a description of
a pet functions in the daily life.
g. The students are given an opportunity to ask questions related
to describing a pet. h.
The students are given an opportunity to deliver their comments or opinions toward their learning process.
i. The students are told that on the next meeting, they are going
to learn more about describing a pet. They are informed that they are going to see more examples of descriptive texts of pets
and have a speaking activity at the end of the next meeting.
474 j.
The students are appreciated for being cooperative. They
respond to it and say their goodbyes.
k. The teacher responds to the students’ goodbyes and leaves the
class.
D. Meeting 2
3. Pre- Activity 5 minutes
g. The students greet the teacher soon after the teacher enters the
class. h.
The students’ attendance is checked by the teacher. i.
The students are stimulated to review the materials related to describing a pet that they have learned in the previous meeting.
j. The students’ understanding is checked by asking them
questions. k.
The students are involved in a conversation with the teacher to talk about pets.
4. Main Activity
No. Steps
Learning Activity
Allocated Time
1. Collecting Data
Continuation of the previous
meeting a.
The students are asked to do task 5 that is a listening
activity in which they have to listen to a recording and then
number the pictures based on the recording. See
attachment
b. This listening activity gives
the students an input for their speaking activity.
c. The students are guided to
discuss the answer to the questions in the task.
15’
2. Associating
a. The students are guided to
associate one of the texts to the other.
b. They are asked to find what
appears at the beginning of the texts i.e the identification.
c. Then, they are guided to find
out what are described in the 20
’
475 texts i.e the physical
appearance and the behavior of the pet.
d. The students are driven to go
back to the questions they have in the step of
questioning. By having read examples of texts, they are
guided to answer the questions they constructed in
the step of questioning i.e
1 How does a descriptive text
function? 2
What information does a descriptive text contain?
3 How can we describe a pet?
What part of a pet can we describe?
What kind of sentence structure can we use?
3. Communicating a.
The students are guided to conclude the answer to the
questions they have in the step of questioning.
b. The students’ conclusion is
checked and completed by the teacher.
5’
4. Creating
f. The students are involved in
an information-gap activity in which they are required to
construct an oral descriptive text of a pet. See
attachment
g. The rules are delivered by
the teacher. h.
The students are given an opportunity to ask questions
about andor give comments on the rules.
i. The students are informed
that the more they speak, the better result they will have.
j. The information-gap activity
begins. 30’
