Stating Goals, Topics, and General Purposes

72 Unit Topic Indicators appropriately. - complete a missing dialogue or conversation using appropriate words or language expression. - make a dialogue based on a picture of saying goodbye. - say numbers in English correctly. - find out the meaning of the vocabularies related to numbers small and big numbers. - put conversation in a correct order in a setting of greeting and saying goodbye. - choose the best responses of greetings and saying goodbye. - perform a dialogue between teachers and students in a setting of greeting, saying goodbye in class, and explaining a topic. 2 - Checking the attendance roll call; Responding latenesstardin ess - Number Periods; Decimal Fractions Learners are able to: - use the gambit in order to check students’ attendanceroll call. - use the gambit in order to respond students latenesstardiness. - complete a missing dialogue or conversation using appropriate words or language expression. - say number periods and decimal fractions in English correctly. - find out the meaning of the vocabularies related to number periods and decimal fractions. - put conversation in a correct order in a setting of checking students’ attendance and responding students’ latenesstardiness. - perform a dialogue between teachers and students in a setting of checking students’ attendance, responding students’ latenesstardiness, and discussing a topic related to number periods or decimal fractions. 3 - Reviewing topics; collecting homework - Positive Negative Numbers; Comparing Ordering Integers Learners are able to: - use the gambit in order to review previous topics. - use the gambit in order to collect students’ homework. - complete a missing dialogueconversation using appropriate wordslanguage expression. - say positive and negative numbers in English correctly. - compare and order integers in English correctly. - find out the meaning of the vocabularies related to positive and negative numbers integers. 73 Unit Topic Indicators - put conversations in a correct order in a setting of reviewing topics and collecting homework. - perform a dialogue between teachers and students in a setting of reviewing topics, collecting homework, and discussing integers. 4 - Getting started, monitoring readiness; handling distraction interruptions - Addition and Subtraction story problems; adding money and getting change problems Learners are able to: - use the gambit in order to get the class started and to monitor students’ readiness. - use the gambit in order to handle distractionsinterruptions happened in class. - complete a missing dialogueconversation using appropriate wordslanguage expression. - say addition and subtraction operation in English correctly and to make addition and subtraction story problems - make adding money and getting change problems in English correctly. - find out the meaning of the vocabularies related to addition and subtraction operation and story problems, and adding money and getting change problems. - put conversations in a correct order in a setting of getting started, monitoring readiness and handling distraction interruptions. - perform a dialogue between teachers and students in a setting of getting started, monitoring readiness and handling distraction interruptions, and discussing addition and subtraction operation and story problems, and adding money and getting change problems. 5 - Calling on students; Verifying - Rounding; Estimation Learners are able to: - use the gambit in order to call on students. - use the gambit in order to verify students’ answer and explanation. - complete a missing dialogueconversation using appropriate wordslanguage expression. - make basic rounding and estimation questions in English correctly - find out the meaning of the vocabularies related to rounding and estimation. - put conversations in a correct order in a setting of calling on students and verifying students’ answer and explanation. - perform a dialogue between teachers and students in a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 Unit Topic Indicators setting of calling on students and verifying students’ answer and explanation, and discussing rounding and estimation. 6 - Giving high- quality student comment; Asking students to make pairgroup work - Multiplication and Division; Unit Story Problems Learners are able to: - use the gambit in order to give high-quality student comment. - use the gambit in order to ask students to make pairgroup work. - complete a missing dialogueconversation using appropriate wordslanguage expression. - say multiplication and division operation in English correctly. - make unit story problems in English correctly. - find out the meaning of the vocabularies related to multiplication and division operation, and unit story problems. - put conversations in a correct order in a setting of giving high-quality student comment and asking students to make pairgroup work - perform a dialogue between teachers and students in a setting of giving high-quality student comment, asking students to make pairgroup work , and discussing multiplication and division operation, and unit story problems. 7 - Giving Instruction; Sequencing - Fractions; Mixed Numbers Learners are able to: - use the gambit in order to give instruction. - use the gambit in order to sequence explanation or instruction. - complete a missing dialogueconversation using appropriate wordslanguage expression. - say say fractions and mixed numbers in English correctly. - find out the meaning of the vocabularies related to fractions and mixed numbers. - put conversations in a correct order in a setting of giving instruction and sequencing explanation or instruction. - perform a dialogue between teachers and students in a setting of giving instruction, sequencing explanation or instruction , and discussing fractions and mixed numbers. 8 - Summarizing and Concluding; Learners are able to: - use the gambit in order to summarize and conclude the lesson. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 Unit Topic Indicators Ending the lesson - Exponent and Root; Algebra Forms - use the gambit in order to end the lesson. - complete a missing dialogueconversation using appropriate wordslanguage expression. - say exponent, root, and algebra forms in English correctly. - find out the meaning of the vocabularies related to exponent, root, and algebra forms. - put conversations in a correct order in a setting of summarizing, concluding, and ending the lesson. - perform a dialogue between teachers and students in a setting of discussing exponent, root, and algebra forms; summarizing, concluding, and ending the lesson.

4. Listing The Subject Contents

The need analysis, the competency standard, basic competences, and indicators which were explained in the previous stages determine the content of the designed materials or the subject contents. Subject contents are lists of activities that the learners have to do. The writer divided the subject contents of the designed materials into five main parts in each unit. They are Snapshot, Conversation, Focus...Focus...Focus..., Review-Do you remember? and What have you done?. Those are divided into two sections in each unit. Each section has Snapshot, Conversation, and Focus...Focus...Focus... . Review and What have you done? are the last parts of each unit functioned as a brief discussion of material which is already learned. For more thorough explanation of these main elements can be described as follows: a. Snapshot Snapshot is pre-activity to activate learners’ prior knowledge or experience towards the subject and to introduce the topic. It is important since the