48 questions related to the text, deciding whether the statements given were true or
false based on the text given, arranging jumbled-paragraph to create an ordered text, and identifying the generic structure of the text. While assessing students’
ability in producing the text, the respondents directly asked their students to write the specific text with or without specific topic or information.
b. Expression-based Content
Expression-based content means that the respondents wanted their students to learn about the application of some English expressions used in daily
life context. In this study, the writer found two expression taught by the respondents for their students. They were the expressions of introduction and the
expressions of invitation. Those expressions were used by the respondents to teach listening and speaking. The respondents used some procedures to teach
English through the expression of introduction and invitation. The students were asked to read or listen to some dialogues in which the expression of introduction
and invitation were involved. They had to identify the expressions and responses used in the dialogues and at the end, they were asked to produce a dialogue which
consisted of the expressions learned. The respondents had made the expressions to be the media for the students to practice, not only to learn them theoretically. The
procedures would make the students familiar with the expression and they were supposed to be able to apply the expression in their daily life.
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c. Tense-based Content
Tenses-based content means that the respondents wanted their students to understand the pattern and function of a specific tense in English. In this study,
the writer found only one tense taught, namely simple past tense. Actually, this kind of tense was taught integrally with the explanation of recount text but two
respondents tried to give specific time for the students to understand of the pattern and function of past tense in formulating English sentences deeper.
The respondents explained about the theory of past tense and gave some assessments for the students to make sure that the students understood about the
pattern and the function of past tense. Nevertheless, as found in the analysis, the assessment procedures were bias to the learning of the verb in the second form or
verb two, which was only one of the language features of simple past tense. The instruction and assessment of the second respondent would be a good example of
this phenomenon. The respondents asked the students to mention the pattern and function of past tense, then they were asked to change the infinitives into the verb
two form, they were asked to complete the sentences with the correct verb two form, and they had to find the meaning of the verbs, yet again, they had to change
the verb into verb two form. The sentence production was not given sufficient time. The students should be given more time to try producing sentences in simple
past tense.
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2. Content Validity of the Respondents’ Documents
