In addition, from the teacher’s activities, the writer found out that in the introduction phase the teacher reviewed the previous topic and then
explained the next topic that the students would learn. While in teaching learning activities, the methods dominantly used were presentation,
problem solving, and discussion. The teacher also applied some learning principles such as motivating the students to learn and to be active, using
media i.e. handbook and picture, relating the topic discussed with the daily life, and presenting the topic systematically. In the end of the class,
the teacher asked the students to prepare for the test of previous topic.
2. Considering goals, listing topics, and stating the general purposes
The goal of this study was to assist the fifth graders of SD Kanisius Baciro
Yogyakarta to be able to master communicative competence as beginners in learning English. Based on the need analysis, ten topics were
selected and presented in this study. Table 4.2: List of the topics
Units Topics Unit
Titles 1 Animals
Pet Animals
2 Parts of the Body
I Can Write with My Hand 3 Family Pandu’s
Family 4
Time What Time Is It?
5 Daily Activities
I usually Get up at 5 o’clock 6
Hobbies I Like Swimming
7 Food and Drink
How Do You Make It? 8
Shopping How Much Is It?
9 Transportation
I Go to School by Bus 10
Holiday I’m going to the Beach
After listing the topics, the next step was stating the general purposes competence standard of each topic.
Table 4.3: List of the competence standard Units
Topics Competence Standard
1 Animals
The students are able to spell and rewrite short sentences in school context.
2 Parts of the Body
The students are able to comprehend very simple instructions with action in school
context. 3
Family The students are able to comprehend a very
simple English passage in school context 4
Time The students are able to spell and rewrite short
sentences in school context. 5
Daily Activities The students are able to comprehend a very
simple English passage in school context 6
Hobbies The students are able to give very simple
instructions and information in school context 7
Food and Drink The students are able to give very simple
instructions and information in school context 8
Shopping The students are able to give very simple
instructions and information in school context 9
Transportation The students are able to comprehend very
simple instructions with action in school context
10 Holiday
The students are able to give very simple instructions and information in school context
3. Specifying learning objectives
Each topic had each objective. The objectives indicators stated in each topic were specific and used to lead the teaching learning process.
The indicators were stated as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.4: List of the indicators Units Topics
Indicators 1
Animals The students are able to
1. mention the expressions of greeting, thanking,
and giving sympathy 2.
write short sentences using expressions of greeting, thanking, and giving sympathy
correctly 3.
perform the project 2
Parts of the Body
The students are able to 1.
mention parts of the body 2.
comprehend very simple instructions with appropriate action
3. respond very simple instructions with
appropriate action 3
Family The students are able to
1. mention the related vocabulary
2. answer the comprehension questions
3. draw family tree
4 Time
The students are able to 1.
spell very short sentences accurately and appropriately
2. write very short sentences accurately and
appropriately 5
Daily Activities
The students are able to 1.
pronounce words, phrases, and very short sentences accurately
2. read very short sentences with accurate and
appropriate pronunciation, stress, and intonation
3. read very short text aloud with accurate and
appropriate pronunciation, stress, and intonation
6 Hobbies
The students are able to 1.
mention names of hobbies 2.
use the expressions of how to give information, give opinion, and ask for clarification
3. make a dialogue in very simple sentences using
the expressions of how to give information, give opinion, and ask for clarification.
7 Food and
Drink The students are able to
1. mention names of food and drink
2. make instructions using sentence connectors
3. use the expressions of how to give an example
of how to do something, give instructions, and give clues appropriately
4. perform how to give an example of how to do
something, give instructions, and give clues appropriately
8 Shopping
The students are able to 1.
ask and tell the price 2.
mention the expressions of how to ask help, give help, ask for things, and give things
3. ask and give help, ask and give things
appropriately 9
Transportation The students are able to
1. mention names of transportation
2. comprehend very simple instructions in verbal
3. respond very simple instructions in verbal
10 Holiday
The students are able to 1.
ask and tell a plan 2.
make a plan 3.
use the expressions of ‘Do you mind … ?’ and ‘Shall we …?’ appropriately
4. Listing the subject content
