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2. Formulating the Indicators
After determining the competency standard and the basic competence of the materials design, the writer formulated the learning objectives in every meeting.
In this study, the learning objectives, which were stated as indicators, are presented in Table 4.3. The indicators are attached in Appendix F.
Table 4.3 The Sample of the Indicators Unit Topics
Indicators
1 Family
At the end of the lesson, the students are able to: Identify the words they heard
Identify the meaning of the words they heard Identify the specific information
Identify the main idea Identify the expression of introduction and greeting
Pronounce the expression of introduction and greeting
correctly Respond to introduction and greeting appropriately
3. Selecting and Organizing Contents
In this study, the subject contents were determined based on the results of diagnosis of needs, competency standard, basic competence, and topics as well as
the indicators. Each unit of the materials consisted of three sections. The three sections were Pre-listening, Whilst-listening and Post-listening. Further
discussions of each section were as follows.
a. Pre-listening
The purpose of this section was activating students’ background knowledge, which led them to come up with the topic that will be discussed. This activity was
very important since this activity provided support to the learners in their attempts PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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to deal with a series of complex tasks. This section consisted of brainstorming; calling out words or phrases to be written down on the board or OHP, mind-
mapping; writing down words or drawing simple picture in a web, discussion; discussing similar or related issues based on prompt questions or pictures, or
questions; drawing up some questions to ask about the topic.
b. Whilst-listening
This section provided the students with a series of listening activities containing dialogues and monologues related to the topics discussed. This section
was aimed at enhancing the students’ listening ability. The listening activity was taken from DVD and VCD films, film clips or recordings. This section contained
two sub-sections, namely Film Time, Language Focus and Language Exercise andor Exercises. Film Time was the main sub-section where the students watched
the film and practiced the listening skills as well as improved their vocabulary mastery. The students were asked to watch the film and do the viewing sheet or
answer the questions. Language Focus and Language Exercise sub-section contained useful expressions and exercises for the students to respond to meaning
in formal and sustained transactional to get things done and interpersonal socializing conversations accurately, fluently, in acceptable ways using spoken
language variety in daily life contexts. Exercises sub-section contained exercises for the students to understand meaning in short functional text and monologue in
the form of reports, narrative, and analytical exposition in daily life contexts.
c. Post-listening