The Teaching Learning Activities

4. Action 5. Evaluation Writing Evaluating their daily life Make a short procedure text a. Ask comment on their work b. Student-self evaluation 2 Moments You’ll Never Forget 1. Context of Learning 2. Experience 3. Reflection 4. Action 5. Evaluation Asking questions to clarify Predicting Independent Reading Checking Comprehension Discussion Writing Evaluating a. Answer questions based on the picture b. Predict the topic from the picture a. Reading the announcement text b. Getting the Essential Information of the text Discuss about the function of announcement text in daily lives Make an announcement text a. Ask comment on their work b. Student-self evaluation 3 Your Truly Diary 1. Context of Learning 2. Experience Independent Reading Predicting Guided Reading Text Labeling Retelling a. Read a diary b. Predict the topic of the lesson a. Read a text with the correct pronunciation b. Decide the organization of a text c. Retell a story that they have read 3. Reflection 4. Action 5. Evaluation Checking comprehension Discussion Writing Evaluating d. Make up Questions from the text Discuss about the theme of the lesson Make their own diary a. Ask comment on their work b. Student-self evaluation 4 Selling Products and Services 1. Context of Learning 2. Experience 3. Reflection 4. Action 5. Evaluation Activating Background Knowledge Independent Reading Checking comprehension Discussion Writing Evaluating a. Answer questions based on the text b. Predict the topic of the lesson a. Read the example of advertisement texts b. Answering questions related to the text Discuss about the use of ads and a good ads Make written advertisement Give comment to their friends’ advertisement 5 Nice Holiday 1. Context of Learning 2. Experience 3. Reflection Asking Questions to Clarify Listening Independent Reading Checking comprehension Discussion Answer questions about the theme of the lesson a. Listen a story from CD and fill in the blanks b. Read a Story c. Answer comprehension questions d. Matching Discuss about the 4. Action 5. Evaluation Writing Evaluating specific information of the story Write a narrative composition a. Give comment to their friend’s composition b. Student Self- Evaluation 6 Your Great Event 1. Context of Learning 2. Experience 3. Reflection 4. Action 5. Evaluation Activating Background Knowledge Predicting Guided Reading Checking Comprehension Discussion Writing Evaluating a. Answer questions b. Predict the topic of the lesson from a picture a. Read written invitation b. Answering questions based on the text c. Make up questions from the text Discuss about the use of invitation and how to make a good invitation Make an invitation a. Give comment to their friend’s composition b. Student Self- Evaluation 7 How to Make It…? 1. Context of Learning 2. Experience Games Predicting Guided Reading Checking comprehension a. Make cat’s face b. Predict the topic of the lesson a. Read a procedure text with the correct pronunciation b. Guess the meaning of words from the context c. Answer questions 3. Reflection 4. Action 5. Evaluation Discussion Writing Evaluating based on the text Discuss about the use of procedure in their daily life Make a short procedure text a. Give comment to their friend’s composition b. Student Self- Evaluation 8 Legend Myth around the world 1. Context of Learning 2. Experience 3. Reflection 4. Action 5. Evaluation Discussion Guided Reading Checking Comprehension Getting the main idea Discussion Writing Evaluating Discuss about the topic a. Read a story with the correct pronunciation b. Predict unfamiliar words in the text from its context c. Answer comprehension questions d. Identify the main idea of the text Discuss about the values messages from the passage Produce a short narrative text a. Give comment to their friend’s composition b. Student Self- Evaluation

C. Feedbacks and Revision 1. Feedbacks from the Participants

Preliminary form of product was a result from the third steps of RD, develop preliminary form of product. In this step, the teaching strategies which were supported with the materials were taken from the 2006 Edition of School- Based Curriculum for Senior High School and the English syllabus of SMA Negeri 11 Yogyakarta . Hence, the topics in this designed were the same with the topics in the syllabus. The teaching learning activities were selected based on the topics of the designed. In designing the teaching strategies which were supported with the materials, several English textbooks were used as the references in order to make a proper designed set of English teaching strategies and the materials. Some materials were adapted from the English textbooks which have the same topics. The pictures in the designed were taken from the internet. After developing preliminary form of product, then, preliminary field testing step was very important to get feedbacks from the respondents. In Preliminary Field Testing step, a teaching strategies evaluation was conducted in order to know whether the teaching strategies were interesting, appropriate, applicable and suitable for grade X students of SMA Negeri 11 Yogyakarta and met the goals, the general purposes, and the learning objectives of English curriculum of Senior High Schools. Preliminary Field Testing was carried out to obtain the evaluation of the two English teachers of SMA Negeri 11 Yogyakarta and one English Language Education lecturer of Sanata Dharma University. The data obtained from the questionnaire were presented as follows: a Description of the Participants The evaluation of the designed materials was obtained by using questionnaire. It included three sections. The first was the participants’ identity name, sex, educational background, and the length of teaching English experiences. The second section described the teachers’ and lecturers’ opinions toward the designed teaching strategies the extent of degree of agreement toward the designed teaching strategies. The last section was the teachers’ and lecturers’ comments, opinions, suggestions or criticism toward the designed teaching strategies. The participants of Preliminary Field Testing toward the designed teaching strategies were two English teachers of SMA Negeri 11 Yogyakarta and one English Language Education lecturer of Sanata Dharma University. The participants in this research were chosen based on some reasons: • The two English teachers were chosen since they taught English lesson in SMA Negeri 11 Yogyakarta. In addition, this design would be given to the English teachers and students of this school. • The English Language Education lecturer was chosen since she really mastered in designing the education products. Although I chose only one lecture in conducting expert verification, I was sure that she was the expert in this study. The feedbacks, opinions, comments, suggestions obtained from the Preliminary Field Testing were used as basis for revising and improving the teaching strategies. The descriptions of the participants were described as follows. Table 4.5: The Description of the Research Participants Sex Educational Background Teaching Experiences in years Group of Participants No M F S1 S2 S3 1-5 6-10 11-15 16-20 20 1 9 9 9 English teachers of SMA Negeri 11 Yogyakarta 2 9 9 9 English Language Education lecturers of Sanata Dharma University 3 9 9 9 Total 3 b Data Presentation and Analysis The data obtained from Preliminary Field Testing revealed the participants’ opinions. The judgment of the participants’ statements toward the designed teaching strategies used five degree of agreement Table 3.2 The descriptive statistics of the participants’ opinions toward the designed teaching strategies were presented as follows: Table 4.6: The Descriptive Statistics of Participants’ Opinions Frequency of the Degree of Agreement The Central Tendency No Respondents’ Opinion 1 2 3 4 5 N Mean