Tujuan CONCLUSIONS AND SUGGESTIONS

97 Adapun unit, topik, dan judul dalam materi ini adalah sebagai berikut: Unit Topic Title 1 Greetings and Closings Hello, Good Morning 2 Introducing Self and Others I am Edward 3 Offering Helps May I help You? 4 Handling Complaints The Light Bulb is Broken 5 Giving Information about Art Performance Jathilan is a Traditional Dance 6 Describing Menu Gudeg is Made from Young Jackfruit 7 Giving Directions How can I Get to the Waterfall? 8 Thanking and Apologizing Thank You for Visiting this Village

C. Tujuan

Tujuan dari materi pembelajaran ini adalah untuk membantu siswa meningkatkan keterampilan speaking. Desain ini membantu siswa untuk belajar dengan nyaman dan mencapai tujuan-tujuan pembelajaran melalui aktivitas belajar dalam kelompok. Task-based learning tepat diterapkan untuk mengajarkan speaking karena kegiatan pembelajaran dalam task-based learning memberikan siswa kesempatan mengunakan bahasa yang ditargetkan dan memfasilitasi siswa dalam belajar speaking dalam situasi yang nyata. Untuk mencapai tujuan tersebut, penulis menyusun setiap unitnya berdasarkan pada prinsip-prinsip task-based learning yang akan tercermin dalam instruksi-instruksi yang diberikan. Yogyakarta, 10 Juni 2011 Anastasia Hermawati PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Appendix H Syllabus PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 98 SYLLABUS A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR HOMESTAY HOSTS OF DESA WISATA KEMBANG ARUM I. Standard Competence At the end of the course, the learners are able to communicate with foreign guests using simple English in the context of serving homestay guests.

II. Course Description

This course is designed to teach speaking English skill for homestay hosts of Desa Wisata Kembang Arum using task-based learning. The course emphasizes to develop English speaking skill for beginner level. Furthermore, the course is designed to prepare students to be able to communicate with foreign guests who stay in the homestay. There are eight units developed in this course. The topics of the speaking materials are presented as follows. UNIT TOPIC 1 Greetings and Closings 2 Introducing Self and Others 3 Offering Helps 4 Handling Complaints 5 Giving Information about Art Performances 6 Describing Menu 7 Giving Directions 8 Thanking and Apologizing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 99 Each unit in materials contains five sections, namely: 1. Warming-Up 2. Practice 3. Language Focus 4. Communicative Activities 5. Language Practice

III. Program

The name of the program is “Designing a Set of English Speaking Instructional Materials Using Task-Based Learning for Homestay Hosts of Desa Wisata Kembang Arum ”.

IV. Contact Hours

There are eight 8 meetings in this program. Each meeting consists of 2 x 50 minutes 100’ and it is done twice a week. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 100 SYLLABUS FOR HOMESTAY HOSTS OF DESA WISATA KEMBANG ARUM Standard Competence At the end of the course, the learners are able to communicate with foreign guests using simple English in the context of serving homestay guests. Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Unit 1 Greetings and Closings Hello, Good Morning 1. The learners are able to know the expressions of greetings and closings. 2. The learners are able to express greetings and closings using appropriate expressions. At the end of the meeting, the learners are able to: 1. Identify expressions of greetings, and closings in the dialogues accurately. 2. Mention useful expressions of greetings and closings correctly. 3. Pronounce the expressions of greetings and closings correctly. 9 The learners greet the teacher. 9 The learners listen to teacher’s introduction and introduce themselves to the teacher. - - 6’ • Tillit, B and Bruder, M. N. 1985. Speaking Naturally . Cambridge: Cambridge University Press. Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of greetings and closings in a group of four. Warming-Up 9 Some questions about greetings and closings and also a blank table for sorting greeting and closings expressions. 9 Students’ active participatio n and the result of the expression list. 10’ 101 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 4. Greet others using appropriate expressions. 5. Close the conversation using appropriate expressions. 6. Respond to others’ greeting and closing using appropriate expression. Practice 9 The learners read aloud the dialogues with the partner about greetings and closings in pair. 9 The learners find and discuss the expressions of greetings and closings found in the dialogues in pair. Practice 9 Dialogues about greetings and closings. 9 Students’ active participation 15’ Language Focus 9 The learners pronounce the expressions of introducing greetings and closings. 9 The learners study the expression together with the teacher. Language Focus 9 List expressions of greetings and closings 9 Students’ active participation 10’ 102 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Communicative Activities Game 9 The learners play a “take turn” game in pair. Communicative Activities Game 9 A “take turn” game 9 Students’ active participation 10’ Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in pair. 9 The learners present a mini role-play in front of the class. 9 The learners listen to teacher’s brief feedback Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ Language Practice 9 The learners complete the dialogue using suitable expressions and responses in pair. Language Practice 9 Incomplete short dialogues. 9 Result of exercise 10’ 103 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ Unit 2 Introducing self and others. My Name is Edward 1. The learners are able to know the expressions of introducing self and others. 2. The learners are able to express introducing themselves and others using appropriate expressions. At the end of the meeting, the learners are able to: 1. Identify expressions of introducing self and others in the dialogues accurately. 2. Mention useful expressions of introducing self and others correctly. 3. Pronounce the expressions of introducing self and others correctly. 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Tillit, B. and Bruder, M. N. 1985. Speaking Naturally . Cambridge: Cambridge University Press. • Riyanto,S. 2008. Speak English, Please 2 . Yogyakarta: Pustaka Pelajar Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of introducing self and others in a group of four. Warming-Up 9 Some questions about introducing self and others and also blank tables for listing introducing self and others expressions. 9 Students’ active participation and the result of the expression list. 10’ 104 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 4. Introduce self and others using appropriate expressions. 5. Respond to others’ introducing using appropriate expressions. Practice 9 The learners read aloud the dialogues with the partner. 9 The learners find and discuss the expressions of introducing self and others found in the dialogues in pair. Practice 9 Dialogues about introducing self and others. 9 Students’ active participation 15’ Language Focus 9 The learners pronounce the expressions of introducing self and others. 9 The learners study the expressions together with the teacher. Language Focus 9 List expressions of introducing self and others 9 Students’ active participation 10’ Communicative Activities Game 9 The learners play an “interview” game in pair. Communicative Activities Game 9 An “interview” game 9 Students’ active participation 10’ 105 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in group of three. 9 The learners present a mini role-play in front of class. 9 Listen to teacher’s feedback. Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ Language Practice 9 The learners complete the dialogues by choosing suitable words or expressions in pair. Language Practice 9 An incomplete dialogue 9 Result of exercise 10’ 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ 106 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Unit 3 Offering helps May I Help You? 1. The learners are able to know the expressions of offering helps. 2. The learners are able to express offering helps using appropriate expressions. At the end of the meeting, the learners are able to: 1. Identify expressions of offering helps in the dialogues accurately. 2. Mention useful expressions of offering helps correctly. 3. Pronounce the expressions of offering helps correctly 4. Offer helps in the context of homestay using appropriate expressions. 5. Respond to helps asked by others in the context of homestay using appropriate expressions. 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Asih. F. 2006. Teori Ringkas Latihan Soal dan Pembahasa n Bahasa Inggris SMP . Yogyakarta: Intersolusi Pressindo. • Beare, K. 2009. About.com Guidehttp: esl.about.co m Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of offering helps in a group of four. Warming-Up 9 Some questions about offering helps and also a blank table for listing offering helps expressions 9 Students’ active participation and the result of the expression list. 10’ Practice 9 The learners read aloud the dialogues with the partner. 9 The learners find and discuss the expressions offering helps found in the dialogues in pair. Practice 9 Dialogues about offering helps 9 Students’ active participation 15’ 107 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Language Focus 9 The learners pronounce the expressions of offering helps. 9 The learners discuss the expressions together with the teacher. Language Focus 9 List expressions of offering helps 9 Students’ active participation 10’ Communicative Activities Game 9 The learners play a “memory” game. Communicative Activities Game 9 A “memory” game 9 Students’ active participation 10’ Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in pair. 9 The learners present a mini role-play in front of class. 9 The learners listen to teacher’s feedback. Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ 108 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Language Practice 9 The learners rearrange sentences to make a good dialogue. Language Practice 9 Jumbled sentences 9 Result of exercise 10’ 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ Unit 4 Handling complaints The Light Bulb is Broken 1. The learners are able to know the expressions of handling complaints. 2. The learners are able to express handling complaints. At the end of the meeting, the learners are able to: 1. Identify expressions of handling complaints in the dialogues accurately. 2. Mention useful expressions of handling complaint correctly. 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Adamson, D. 1992. Be Our Guest: Basic English for Hotel Staff . Hertfordshire. Prentice Hall International Ltd. 109 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 3. Pronounce the expressions of handling complaints correctly 4. Handle guest’s complaints in the context of homestay using appropriate expressions. 5. Express the promising action on complaints in the context of homestay using appropriate expressions. Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of handling complaints in a group of four. Warming-Up 9 Some questions about handling complaint and also a table list for listing handling complaints expressions. 9 Students’ active participation and the result of the expression list. 10’ • Unkown. 2009. A Site of English Conversat ion Strategies .http:w ww.hotel- tefl.com yadayada English Practice 9 The learners read aloud the dialogues with the partner. 9 The learners find and discuss the expressions of handling complaints found in the dialogues in pair. Practice 9 Dialogues about handling complaints. 9 Students’ active participation 15’ Language Focus 9 The learners pronounce the expressions of handling complaints. Language Focus 9 List expressions of handling complaints 9 Students’ active participation 10’ 110 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 9 The learners discuss the expressions together with the teacher. Communicative Activities Game 9 The learners play a “solving problems “game. Communicative Activities Game 9 A “solving problems” game 9 Students’ active participation 10’ Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in pair. 9 The learners present a mini role-play in front of class. 9 The learners listen to teacher’s feedback. Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ 111 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Language Practice 9 The learners make short dialogues based on the clues. Language Practice 9 Clues for short dialogues 9 Result of exercise 10’ 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ Unit 5 Giving Information about Art Performances Jathilan is a traditional dance 1. The learners are able to know the expressions of giving information about art performances 2. The learners are able to express giving information about art performances At the end of the meeting, the learners are able to: 1. Identify expressions of giving information about art performances in the dialogues accurately. 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Tillit, B. and Bruder, M. N. 1985. Speaking Naturally . Cambridge: Cambridge University Press. • Beare, K. 2009. About.com Guidehttp: esl.about.co m Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of explaining things art performances in a group of four. Warming-Up 9 Some questions about giving information and a blank table for listing giving information about art performances expressions. 9 Students’ active participation 10’ 112 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 2. Mention useful expressions of giving information about art performances correctly. 3. Pronounce the expressions of giving information about art performances correctly 4. Give information about art performances using appropriate expressions. 5. Respond to information about art performances asked by others the using appropriate expressions. Practice 9 The learners read aloud the dialogues with the partner. 9 The learners find and discuss the expressions of giving information about art performances found in the dialogues in pair. Practice 9 Dialogues about giving information about art performances. 9 Students’ active participation 15’ Language Focus 9 The learners pronounce the expressions of giving information about art performances 9 The learners discuss the expressions together with the teacher. Language Focus 9 List expressions of giving information about art performances 9 Students’ active participation 10’ 113 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Communicative Activities Game 9 The learners play “take a card” game. Communicative Activities Game 9 A “Take a card” game 9 Students’ active participation 10’ Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in pair. 9 The learners present a short role-play in front of class. 9 The learners listen to teacher’s feedback. Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ Language Practice 9 The learners complete the dialogue text by filing the blanks using suitable words. Language Practice 9 An incomplete dialogue. 9 Result of exercise 10’ 114 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ Unit 6 Describing Menu Gudeg is Made from Young Jackfruit 1. The learners are able to know the expressions of describing menu. 2. The learners are able to express describing menu. At the end of the meeting, the learners are able to: 1. Identify expressions of describing menu in the dialogues accurately. 2. Mention useful expressions of describing menu correctly. 3. Pronounce the expressions of describing menu correctly 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Shofyanis. 1994. Communicat ive and Meaningful English . Jakarta: Yudhistira • Yates, C.1992. May I help you: English in Tourism. New York: Prentice Hall. Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of describing menu in a group of four. Warming-Up 9 Some questions about explaining menu and blank tables for sorting explaining menus expressions 9 Students’ active participation 10’ 115 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 4. Pronounce the expressions of describing menu correctly 5. Describe menu in the context of homestay using appropriate expressions. 6. Respond to description of menu asked by others in the context of homestay using appropriate expressions. Practice 9 The learners read aloud the dialogues with the partner. 9 The learners find and discuss the expressions of describing menu found in the dialogues in pair. Practice 9 Dialogues about describing menu. 9 Students’ active participation 15’ Language Focus 9 The learners pronounce the expressions of describing menu. 9 The learners discuss the expressions together with the teacher. Language Focus 9 List expressions of describing menu 9 Students’ active participation 10’ Communicative Activities Game The learners play a “guessing” game. Communicative Activities Game 9 A “guessing” game Students’ active participation 116 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in pair. 9 The learners resent a short role-play in front of class. 9 The learners listen to teacher’s feedback. Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ Language Practice 9 The learners complete the dialogue by filing the blanks using suitable words. Language Practice 9 An incomplete dialogue. 9 Result of exercise 10’ 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ 117 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Unit 7 Giving Directions How Can I Get to the waterfall? 1. The learners are able to know the expressions of giving directions. 2. The learners are able to express giving directions. At the end of the meeting, the learners are able to: 1. Identify expressions of giving directions in the dialogues accurately. 2. Mention useful expressions of giving directions correctly. 3. Pronounce the expressions of giving directions correctly. 4. Give directions using appropriate expressions. 5. Respond to directions asked by others using appropriate expressions. 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Tillit, B and Bruder, M. N. 1985. Speaking Naturally. Cambridge: Cambridge University Press. • ELTI. General English Course: 1A • Unkown. 2009. A Site of English Conversatio n Strategies . http:www .hotel-tefl. comyadaya daEnglish. Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of giving directions in a grou p of four. Warming-Up 9 Some questions about giving directions and some pictures to complete short dialogues about giving directions. 9 Students’ active participation 10’ Practice 9 The learners read aloud the dialogues in pair. 9 The learners find and discuss the expressions of giving directions found in the dialogues in pair. Practice 9 Dialogues about giving directions. 9 Students’ active participation 15’ 118 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Language Focus 9 The learners pronounce the expressions of giving directions. 9 The learners study the expressions of giving directions together with the teacher. Language Focus 9 List expressions of giving directions 9 Students’ active participation 10’ Communicative Activities Game 9 The learners play “finding information “game. Communicative Activities Game 9 A “finding information” game. 9 Students’ active participation 10’ Mini Role-play 9 The learners make prepare a mini role- plays based on the situation in pair. 9 The learners present a short role- play in front of class. 9 The learners listen to teacher’s feedback. Mini Role-play 9 Three situations for role-play 9 Students’ active participation 33’ 119 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Language Practice 9 The learners complete the dialogues based on the map. Language Practice 9 Incomplete dialogues. 9 Result of exercise 10’ 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ Unit 8 Thanking and Apologizing Thank You, Sir 1. The learners are able to know the expressions of thanking and apologizing. 2. The learners are able to express how thanking others and apologizing to other. At the end of the meeting, the learners are able to: 1. Identify expressions of thanking and apologizing in the dialogues accurately. 2. Mention useful expressions of thanking and apologizing correctly. 9 The learners greet the teacher. 9 The learners review the last material together with the teacher. - - 6’ • Tillit, B and Bruder, M. N. 1985. Speaking Naturally. Cambridge: Cambridge University Press. Warming-Up 9 The learners build knowledge to the topic and brainstorm useful expressions of thanking and apologizing group of four. Warming-Up 9 Some questions about thanking and apologizing and also a blank list for listing thanking and apologizing expressions. 9 Students’ active participation 10’ 120 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source 3. Pronounce the expressions of thanking and apologizing correctly. 4. Thank to others using appropriate expressions. 5. Respond to other’s thanking using appropriate expressions. 6. Apologize to others using appropriate expressions. 7. Respond to the apology from other using appropriate expressions. Practice 9 The learners read aloud the dialogues with the partner. 9 The learners find and discuss the expressions of thanking and apologizing found in the dialogues in pair. Practice 9 Dialogues about thanking and apologizing. 9 Students’ active participation 15’ Language Focus 9 The learners pronounce the expressions of thanking. 9 The learners discuss the expressions together with the teacher. Language Focus 9 List expressions of thanking 9 Students’ active participation 10’ Communicative Activities Game 9 The learners play a “say it” game. Communicative Activities Game 9 A “say it” game 9 Students’ active participation 10’ 121 Unit Topic Title Basic Competence Indicator Learning Activity Learning Material Assessment Time Source Mini Role-play 9 The learners make prepare a mini role-plays based on the situation in pair. 9 The learners present a mini role-play in front of class. 9 The learners listen to teacher’s feedback. Mini Role-play 9 Some situations for role-play 9 Students’ active participation 33’ Language Practice 9 The learners complete the dialogue by filing the blanks using suitable words. Language Practice 9 An incomplete dialogue. 9 Result of exercise 10’ 9 The learners review the materials together with the teacher. 9 The learners close the meeting together with the teacher. - - 6’ Appendix I Lesson Plans Unit 1, 2, 3, and 4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 122 LESSON PLAN Unit : 1 Topic : Greetings and Closings Title : Hello, Good Morning Time allocation : 50’ x 2 100’

A. Standard Competence