Specifying Learning Objectives Planning

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3. Development of Preliminary form of Product

At this stage, the writer listed the subject contents and selected the activities and the resources. The framework of this stage was seen on figure 4.4. Figure 4.4: Development of Preliminary Form of Product

a. Listing Subject Contents

This stage was to list the contents of instructional materials based on the goal, personal purposes, and objectives. The instructional materials were adapted to contextual materials and authentic learning media. The instructional materials were listed in table 4.6. The short descriptions of the materials were some contextual reading texts, exercises on gammar, communicative activities and techniques in producing a simpe text. Tables 4.6: Titles and Contents of the Materials Units Titles Contents 1 What is it about?  Some announcement texts  Communicative activities  Vocabulary tasks  Exercises on grammar  Noun Phrases  Dating  The parts of an announcement  Steps to produce an annoncement 2 Dear  Some letters  Communicative activities  Exercises on grammar  Vocabulary tasks  Present Tense Development of Preliminary form of product Selecting learning activities and resources Listing subject content 79  The parts of both formal and informal letter  Steps to produce a letter 3 Curly hair and brown complexion  Descriptive texts  communicative activities  Vocabulary tasks  Exercises on grammar  Related pictures  Parts of a descriptive text  Compound adjectives  Steps to produce a simple desriptive text 4 My experiences  Recount texts  Communicative activities  Vocabulary tasks  Exercises on grammar  Past Tenses  Temporarily conjuction; e.g. suddenly, once upon a time, etc  Generic structure of a recount  Steps to produce a simple recoun text 5 Write a story  Narrative texts  Communicative activities  Vocabulary tasks  Temporarely conjuctions; e.g. Suddenly, etc  Indirect and Direct speech  Generic structure of a narrative  Steps to produce a simple narrative text 6 Papua lost paradise  Descriptive texts  Communicative activities  Vocabulary tasks  Exercises on grammar  Related pictures  Parts of a descriptive text  Adjectives on size and color  Steps to produce a simple desriptive text 7 TV Papua news  News items  Communicative activities  Vocabulary tasks  Exercises on grammar  Cunjunctions  Words used in headlines  Parts of a news item  Steps to produce a simple news item 80

b. Selecting Learning Activities and Resources

This step was to select the learning activities and resources, which were used as instructional activities and media. To select the learning activities, the writer used task-based learning approach TBL Willis, 1996. The TBL‟s framework was divided into three parts which were pre –task, task cyle and post- task Willis, 1996. Furthermore, the instructional activities were devided into Pre – activities , activities cycle and post acitivities. The detail explanation is presented as a follows. 1 Pre – Activities Pre-activities were warming-up tasks. The students were set to follow further lessons. The pre-activities aimed to explore the topics, highlight useful words and pictures and direct students‟ interests in doing the tasks. The pre- activities covered topic introduction using pictures or questions, brainstorming and activating language Willis, 1996. This section was called Knock - Knock. This section was used also to activate studen ts‟ background knowldge into certain unit of learning and to memorize some new vocabularies related to the lessons. The types of the tasks were to identify pictures, answer questions, mind mapping. The time estimations were between 10 to 25 minutes. 2 Activities Cycle In common, activites cycle deliberated to help the students to increase their reading and writing skills. The cycle tasks were divided into task-preparation and task-realisation Willis, 1996. The task-preparation directed the students to think about the issues in the texts, brainstorm the ideas occurring in the texts, and