Unit
Topics Learning Indicators
•
use some words related to the text
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identify coordinating conjunctions used in the text
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use coordinating conjunctions
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list important points of a text
•
express their ideas related to the topic in written way
6.
Bio- technology
Learners are able to:
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answer questions about specific details and inferences of the text
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find main idea of the text
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identify the communicative purpose of the text
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find the meanings of some words used in the text
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use some words related to the text in sentences
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identify complex sentences used in the text
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use subordinating conjunctions in sentences
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list important points of a text
•
express their ideas related to the topic in written way
7.
Natural disaster
Learners are able to:
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answer questions about specific details and inferences of the text
•
find main idea of the text
•
identify the communicative purpose of the text
•
match some words in the text with their meanings
•
find the synonyms of some words in the text
•
use some words to make sentences
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identify simple present tense sentences used in the text
•
express their ideas related to the topic in written way
8.
Global Warming
Learners are able to:
•
answer questions about specific details and inferences of the text
•
find main idea of the text
•
identify the communicative purpose of the text
•
identify simple past tense sentences used in the text
•
change simple present tense sentences into simple past tense sentences
•
find the meanings of some words used in the text
•
use some words related to the text
•
express their ideas related to the topic in written way
6. Producing Pedagogical Syllabus
In this step, the writer listed words to be emphasized in the designed materials. The words were selected from the reading texts of each unit. The
selection was also considering the chosen language features. The words in each unit are listed in Table 4.7.
Table 4.7 The Words in the Designed Materials
No Topics Words
1. Biology as
Science tissue, organism, scientific, core, adapt, chemistry, cell
division, principle 2. Reproduction
reproduction, offspring, sexual, asexual, disorder,
diagnosis, nerve, mature, embryo 3.
HIV-AIDS vaccine, inactivated, antiretroviral, treatment, resistance,
vulnerable 4. Mercury
vapors, hazardous, solid, contaminated, evaporate, compound, odorless
5. Alzheimer’s Disease
brain tissue, brain alterations, suggestive, hereditary, medication
6. Bio-technology
nanoparticles, nanofiltration, nanotechnology, eliminate, sustainable, controllable
7. Natural Disaster
storm, hurricane, weather, vulnerable, coast, at stake, gulf, severe
8. Global Warming habitable, decompose, significant, emission, climate
change, pollutant
7. Developing and Implementing Classroom Procedures
Having completed with the previous steps, the writer developed the learning activities. Besides, the writer also determined the time allotment of the
learning course taken in each unit of the designed materials. a. Learning Activities
The learning activities were developed by considering some principles of English for Specific Purposes ESP, Content-Based Instruction CBI, and
precisely the principles of reading. In this stage, the appropriate learning activities were established to achieve the learning purposes. Since the writer applied CBI as
the learning method, the designed materials emphasized the language learning through the content. It meant that the learning was not only to gain linguistic
knowledge but also to gain other information from the texts presented in the designed materials. Therefore, the learners would obtain other knowledge while
learning English. Considering that the learners were Biology teachers, the writer implemented theme-based teaching model of CBI in which the general theme was
Biology. Thus, the learning was in the context of Biology matters. This revealed the principle of ESP that was language learning was not just a matter of linguistic
knowledge and in line with the principle of CBI that was language was easier to be acquired in context.
Corresponding to one of the principles of ESP that the learning was an emotional experience, the designed materials presented various learning activities
in order to encourage the learners to learn. Since the product of reading was comprehension Cushenberry, 1985:58-61, the learning activities were
established to obtain the comprehension. Thus, the writer took some of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learning activities from the four basic levels of comprehension skills: literal reading level, interpretive level, critical reading level, and creative reading level
Cushenberry, 1985:9-10. The learning activities were remembering details, identifying main ideas, discovering cause and effect relationships of the text,
discovering author’s purpose, drawing conclusion, and summarizing. In addition, the selection of the topics was involving the learners. It meant that the learners
selected some topics which were interesting for them. The interesting topics would also motivate the learners to learn. The selected topics were presented in
the previous discussion. As a result, the writer tried to develop the learning activities systematically
based on the principles above and the subject contents that were discussed previously. According to Wallace 1992:114-122, there were three main learning
activities, namely, pre-reading activities, while-reading activities, and post- reading activities. Meanwhile, Hutchinson and Waters 1987:108-109 also stated
that the learning activities consisted of four elements. They are input, content focus, language focus, and task. The writer combined those two models for they
could complete one to another. In details, the learning activities of the designed materials were described below.
1 Bring It To Mind According to Cushenbery 1985:58-61, there were five stages to teach
reading in the content area. The first stage was readiness stage which referred to this section in the designed materials. This section was equal to pre-reading
activity proposed by Wallace 1992:114-122 which was aimed at activating the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learners’ background knowledge and equal to input proposed by Hutchinson and Waters 1987:108-109 as well.
To achieve the purpose of the stage which was to prepare the learners before continuing to the next step of learning, the writer developed questions
related to the learners’ experiences and the content of the reading texts. Moreover, Nunan 1989:33 stated that reading was an interactive process between learners’
background knowledge and the given texts. In the designed materials, some open- ended questions about given topics were asked to the learners in order to recall
their existed knowledge.
2 Let’s Start Having acquainted with the given topics, this section led the learners to the
main learning activity which was reading. The learners were provided with a reading text in each unit. The reading texts in the designed materials referred to
the adapted authentic texts which were taken from many authentic sources such as internet and magazines.
After completing the reading section, the writer developed reading exercises. Since reading was expected to build learners’ comprehension, the writer
developed the exercises which could enable the learners establish their comprehension skill. As stated in the previous discussion that the development
was based on the four basic levels of comprehension skill proposed by Cushenbery 1985:9-10, the writer selected some of the learning activities which
were appropriate for the learners to develop their comprehension skill. The learning activities were remembering details, identifying main ideas, discovering
cause and effect relationships of the text, discovering author’s purpose, drawing conclusion, and summarizing.
To maintain the learners’ interest, the exercises might be different in each unit as long as they were aimed for comprehension. The reading exercises in the
designed materials were presented below. • Answering questions about specific details
• Stating whether some statements were true or false • Finding main idea of a paragraph or a whole text
• Finding the meaning of words used in the text and making sentences using those words
• Matching some words used in the text with the meanings • Finding synonyms and antonyms of some words in a text
• Matching some words with the synonyms • Completing table with some important points of a text
• Listing some important points of a text • Giving comments to a text
• Relating a text to real life PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
