106 study. The short dialogue gave students description what they were learning and
provided example for students about the topic.
b. Let’s Be Open-Minded
Let’s Be Open-Minded represented practice. Let’s Be Open-Minded was created because that phrase was familiar, communicative and contextual to
interest students to organize their idea, think globally and practice. Let’s Be Open-
Minded allowed students to students to elaborate their idea, to have pair practice,
to create writing, to develop and arrange an idea, to create conversation, or to practice conversation. Finally, the second session was named as
Let’s Be Open- Minded.
Here, students were asked to explore their idea in writing. In this part, students also had an opportunity to restate their idea or to practice with other
students before they shared their idea or communicated with others. Let’s Be
Open-Minded allowed students to be creativity in creating writing or making
guideline so students could prepare what they wanted to share and presented. Let’s
Be Open-Minded asked students to develop and elaborate their idea by filling the
guidelines or answering the provided questions. The example of Let’s Be Open-
Minded part can be presented as follows.
107
Figure 4.2 Let’s be open-minded
Figure 4.2 presents the example of Let’s Be Open-Minded part. In figure
4.2 students should write their understanding by drawing pictures. Let’s Be Open-
Minded also allowed students to share their idea by filling a guideline and
answering questions. This part promoted students to organize their idea so that they could transfer their idea better. When students could transfer their idea well,
communication could occur.
108
c. Let’s Practice
The Communication Practice Model named the third session as Let’s
Practice . The reason was that this session encouraged students to communicate.
Let’s Practice belonged to production part so students had to produce language. The phrase of
Let’s Practice was easy for students to understand or guess the activity in this session. However, the Communication Practice Model would focus
on oral production so students would produce language orally. In this part, students were expected to use language to communicate.
Students should perform presentation, interview, conversation, monologue, debate or role-play. Students should produce something which was being able to
communicate with others. Let’s Practice promoted students to share their idea
orally and to transfer information to other students so that communication could exist. When students could exchange information and share their idea,
communication occurred. Thus, communication practice was trained here. Let’s
Practice part is presented as follows.
F igure 4.3 Let’s practice
109 Figure 4.3 shows the example of
Let’s Practice. In figure 4.3, students would be interviewed by the teacher about direction. Students should produce
right direction. Besides, Let’s Practice also invited students to have presentation,
discussion, debate or conversation with other students. Moreover, the Communication Practice Model also provided tests for
students. After finishing two units or three units, there would be a test for students. The tests could be interview, conversation, presentation or role play. The
Communication Practice Model had seven tests for students which were named as Test1, Test2, Test3, Test4, Test5, Test6, and Test7. Those tests were intended to
measure whether students could be able to communicate. The example of the Communication Practice Test can be presented as follows.
Figure 4.4 Communication practice test
110 In conclusion, Communication Practice model possessed three important
parts which were Lets’ Keep in Touch, Let’s Be Open-Minded and Let’s Practice.
Lets’ Keep in Touch was expected to be able to present material so students could be introduced about the material.
Let’s Be Open-Minded was expected to be writing and practicing for students to organize idea and
Let’s Practice was expected to help students produce communication fluently. Besides, those parts
involved the Communicative Language Teaching, the Contextual Teaching Learning and the Fluency Development. In addition, the Communication Practice
Model also possessed Communication Practice Test every two or three units of the module. The test would measure the ability of students in communicating by
interview, presentation, conversation and role play.
2. Preliminary Field of Testing
Kategori