Classifying the Teaching and Learning Activities Product Developing

4. Classifying the Teaching and Learning Activities

The materials were constructed with the consideration of the goals, general purposes and learning objectives. The materials for the tenth grade students of SMA Bopkri 2 Yogyakarta were designed for one semester. It consisted of four units. Each unit had two basic competencies to discuss. Each unit consisted of three main sections. First is Pre-Task which motivates the students’ interest in a topic and to direct the students to the main topic that is going to be learnt. Second is Task-Cycle which is the main part of the materials with tasks and activities that can develop the students’ skills in reading and writing. Third is Language Focus which is the post-activity that contains form and practices on language features. The tasks used in the teaching-learning activities in this designed materials would be discussed as follows: a. Questions and Answers The activities are based on the notion of creating an information gap by letting learners make a personal and secret choice from a list language items which all fit into a given frame e.g. the location of a person or object. The aim is for learners to discover their classmates’ secret choices. This activity can be used to practice almost any structure, function or notion. b. Matching activities Here, the task for the learner is to recognize matching items, or to complete pairs or sets. c. Pictures and picture stories Many communication activities can be stimulated through the use of pictures e.g. memory test, and sequencing pictures to tell a story. d. Discussions and decisions These require learners to collect and share information to reach a decision e.g. to decide which items from a list are essential to have on a desert island.

5. Product Developing

In development of Preliminary Form of Product step, the materials were designed based on the results of Planning step. The topics in the designed materials were taken from the School-Based Curriculum 2006 and the English syllabus of SMA Bopkri 2 Yogyakarta. Hence, the materials had the same topics as which were in the syllabus. The teaching-learning activities were selected based on the topics and the subject contents of the designed materials. In designing the materials, several English textbooks were used as the references in order to make a proper designed set of English materials. Some materials were adapted from the English textbooks which have the same topics. The pictures in the designed materials were taken from the internet.

6. Evaluating