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Units Titles
Indicators
give the direction by using correct preposition of place and direction.
3 This is What I Want
To Be. 1.
Students are able to match the pictures with the words provided in the box
correctly. 2.
Students are able to answer the questions based on the pictures given.
3. Students are able to define new
vocabularies. 4.
Students are able to classify the information based on the text given.
5. Students are able to decide whether the
statements are true or false based on the text given.
6. Students are able to identify the specific
information in the text given. 7.
Students are able to write a story about their future jobs by using correct simple
future tense. 4
Attention Please 1.
Students are able to answer the questions based on the Announcement
text given. 2.
Students are able to identify the specific information in the text.
3. Students are able to classify the
information in the announcement texts given.
4. Students are able to decide whether the
statements are true or false based on the announcement text given.
5. Students are able to guess the correct
vocabulary based on the clue given. 6.
Students are able to make an announcement in the correct form.
4. Listing the Subject Contents
The researcher listed the subject contents that would be used in each unit which included three types of activities based on the three cycles in Task-Based
Learning. Those activities were
Get Ready
that represented the Pre-task,
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Challenge Yourself
that represented the Task Cycle and the last is
L
et’s
Focus
that represented the Language Focus. The list of subject contents would be described as follows.
a. Let‟s Get Ready
The warming up activities was found in this part. The students were introduced to the topics of the materials through the pictures and some questions.
By doing these activities, the students would recall the words or knowledge related to the topics.
b. Challenge Yourself
This part was the main task of the designed materials. The students were given the reading tasks as the model and writing tasks as the follow up activity.
There was some vocabulary tasks in this part related to the topic. c.
Let‟s Focus This part was purposed to review what the students had learned in each
unit of each topic. In this part, there were grammar focuses and some theories related to the topic. Besides, the students had to do some exercises as the follow-
up activities of the grammar focuses. The students also had to do the writing assignment as the final activities. At the end, the students had to do the reflection
section in order to check the students‟ opinions and understanding of the materials.
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5. Selecting Teaching and Learning Activities
After listing the subject content, the researcher selected the teaching and learning activities. Since the designed materials were used in SAC, where the
students learned English independently, the researcher would not discuss the teaching activities. Meanwhile, the learning activities used in the designed
materials were mostly student-centered activities. It was because SAC emphasized on the students‟ independence in learning English.
Based on the data gathered from the questionnaire, the researcher selected the appropriate learning activities which supported the students in learning
English effectively. The following was the learning activities in the designed materials.
a. Questions and Answers
This section was aimed to help the students to understand the texts provided. The students should do skimming in order to identify the main idea of
the texts. After that, the students did scanning in order to identify the specific formation in the texts.
b. Listing
In this section, the students should make a list of the specific or important information in the texts. The outcome of this section was the students were able to
complete the list or make a draft of a mind map.
63 c.
Ordering and Sorting The students should arrange or classify the words or sentences or stories
given in this section. In this designed materials, the students were asked to arrange the jumbled sentences based on the pictures given.
d. Matching
In this section, the students should draw a line or fill in the blank space with numbers or letters to match the words or pictures with the correct answer.
e. Looking at the Pictures
The researcher used the pictures in order to help the students in representing the things that would be discussed in the designed materials. Besides,
the pictures also made the designed materials looked more attractive. The researcher also provided some tasks which were based on the pictures given,
especially in Let’s Get Ready part.
f. True or False
In this section, the students should decide whether the statements provided were true or false based on the pictures or texts given.
6. Designing the Materials
