48 gave the topic for the next meeting, so the students had the opportunity to prepare
their mind mapping in their home.
5. Developing the Syllabus
The writer developed the syllabus to maximize the activities and the indicators for the 11
th
grade students of SMA N 1 Ngaglik. The writer adapted the syllabus based on the School Based Curriculum of SMA N 1 Ngaglik and used the
basic competence in the syllabus. The writer developed the learning materials, learning activities, indicators, evaluations, time allocation and sources.
6. Selecting Teaching Learning Activities
The teaching learning activities were developed from the learning objectives. The writer provided a little of
writing activities to map students‟ ideas and write it into mind mapping. It could help the students to arrange the
compositions of their ideas well. The writer divided the activities into three parts, namely pre-activity, whilst-activity, and post-activity.
In pre-activity, it allowed the students to open their mind and gave their opinion about the topic that would be discussed. The students could share their
opinion with their friends, and it would attract students‟ creativity and interest to
the main activity. In whilst activity, the students tried to map their ideas in mind mapping.
After that the students had a chance to share their work in front of the class, while PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49 other students listened to their friend and they could give comments on their
friends ‟ performances.
In the post-activity, the students got the feedback from their friends and the teacher after all the students finished sharing their work in front of the class. The
writer commented on the students‟ content, mispronunciations, voice audibility
and so on.
7. Designing Materials
After determining the topics, the subject contents, the learning activities and developing the syllabus, the writer designed the materials. The materials
consisted of eight units with the same subject contents. The students used mind mapping as the media to help them map their ideas. Some of the titles were
adapted from the questionnaire‟s result from the students. The writer made every
unit had different title and made it familiar to the students‟ life.
The table below shows how the writer developed eight units of speaking using mind mapping materials.
Table 4.3: The Writer’s Unit Development
Unit Topic
Title
1 Expressing Love
I love you 2
Expressing Sad I feel sad
3 Expressing Satisfaction and Dissatisfaction
I don‟t satisfy with… 4
Asking and Giving Opinion What is your opinion?
5 Unforgettable Experience
I cannot forget it 6
Expressing Embarrassment I‟m so Ashamed
7 Expressing Anger
That‟s too bad 8
Expressing Annoyance I feel annoyed
