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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
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understanding of all new knowledge acquired by the learners’ is determined by learners’ existing knowledge. Besides, snapshot is also designed to stimulate
learners’ interest. b.
Conversation The purpose of the acquiring knowledge activity is to facilitate or enhance
learners’ speaking ability. In the designed materials, the activity is reflected on the conversations. It also gives the learners examples of situations in which a teacher
teaches a mathematics topic and uses some classroom language expressions that will be discussed in the next part Focus...Focus....Focus....
c. Focus...Focus...Focus...
In this part, there are two sub-parts, namely: 1 Classroom Language Expressions
Some language expressions are provided here. The learners are expected to be familiar with some expressions used in certain topics. There are some
expressions in teaching which commonly do not exist in everyday English, therefore, it is expected that through this part, learners will be able to become
familiar with them. Practices are the next activity after the learners learn the language
expressions. It aims at providing learners’ learning activity, which enable them to share their new knowledge they already acquire. Such kind of activity is reflected
on completing a conversation, unscrambling a conversation, choosing best responses, and having mini-roleplay.
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2 Mathematics Part It is the activity to learn how to say mathematics symbols and operations,
and how to make some basic mathematics problems. Learners are expected to be familiar with the way to say mathematics symbols and operation, and to make
some basic mathematics problems in English correctly. Practices are also provided here. Saying mathematics symbols and operations,
making some basic mathematics problems, and games are the activities in practices. Besides, there is vocabulary part after the mathematics’ practices. It is a
part of the lesson which enriches learners’ vocabulary related to mathematics. d.
Review – Do you remember? This part is to have a brief discussion of subject matter already learned. It
is designed to enable learners to reinforce the new language and measure whether the goals of the lesson have been achieved. Such kind of activity is arranging
conversation in a correct order, choosing best responses, discussing mathematics topics, and having roleplay.
e. What have you done?
It is a part in which learners check what they have done in each unit.
5. Developing the Syllabus
In this step, the writer intended to develop the syllabus that was used as a guidance to design the instructional materials. The syllabus gives an overview
towards the designed materials. It emphasizes the specific purpose or basic competence of the designed materials. It will become the basis for developing the
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teaching and learning activities in the designed materials. The syllabus, in this study, consists of the competency standard, unit, topics, unit titles, basic
competences, indicators, contact hours, media, teaching strategies, and references which is suitable with the format of syllabus design proposed by Depdiknas
Model Pengembangan dan Pelatihan Silabus, 2003: 14. However, for the learning experiences and time allocation, the writer put them in the lesson plan of
the designed materials since they need to be discussed in detail.
6. Selecting Teaching and Learning Activities
After completing the five previous steps, the writer synthesized all information into a set of instructional materials. The writer selected teaching and
learning activities based on the results of the needs survey and also considered the principles
of Bilingual
Education, English
Specific Purpose
ESP, Communicative Language Teaching CLT, the theory of teaching speaking, and
the materials design models which have been discussed in chapter two. According to Kemp 1977: 56, there is no formula for matching activities to objectives.
Thus a teacher can vary the activities based on the situations they face. The details of the designed materials were presented in Appendix 7.
7. Conducting an Evaluation Survey
After constructing the designed materials, the writer conducted an
evaluation survey since the writer realized that the designed materials were not perfect and needed to be improved. In this evaluation step, the writer distributed
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the second questionnaire to the participants to gain feedback and evaluation from them as it could help the writer present the final version of the designed materials.
The detail information of the participants and the results of the evaluation survey will be discussed in the next section, namely The Result of the Preliminary Field
Testing to Evaluate the Designed Set of Materials.
8. Revising and Improving the Designed Materials
After getting the evaluation and feedback, the writer revised the design materials based on the suggestions, criticims, and corrections from the participants
in the evaluation survey step.
B. The Result of the Preliminary Field Testing to Evaluate the Designed Set of Materials
After a set of instructional materials was completely designed, the writer administered Preliminary Field Testing to evaluate the design materials so that
improvement and changes can be done for the development of the material. In this evaluation step, the writer distributed the second questionnaire to the participants.
The description of the participants, their opinions, comments and suggestions as well as the revision done to improve the designed materials are described as
below.
1. Description of the Participants
The total number of the participants of the Preliminary Field Testing were four people. They were three English Instructors of Wisma Bahasa English
