No Topic
Unit Title Learning Indicators
3. Pronounce some words related to the
spoken text accurately. 4.
Respond the expressions accurately. 5.
Use the expressions of inviting, and accepting
or refusing
invitations accurately.
6 Giving
Opinions, Agreement
andor Disagreement
You’re right
Students are able to: 1.
Answer the questions related to the spoken text correctly.
2. Identify and mention expressions used in
giving opinion, agreement and disagreement accurately.
3. Pronounce some words related to the
spoken text accurately. 4.
Respond the expressions accurately. 5.
Use the expressions of giving opinions, agreement and disagreement accurately
7 Describing
Process
How does a camera work?
Students are able to: 1.
Answer the questions related to the spoken text correctly.
2. Identify and mention expressions used in
describing process accurately. 3.
Pronounce some words related to the spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of describing
process accurately
8 Telling
Announcement
Attention please
Students are able to: 1.
Answer the questions related to the spoken text correctly.
2. Identify and mention expressions used in
announcement accurately.
No Topic
Unit Title Learning Indicators
3. Pronounce some words related to the
spoken text accurately. 4.
Respond the expressions accurately. 5.
Use the expressions of giving announcement accurately.
In designing the syllabus, the writer also referred to the Yalden’s syllabus design, which is consist of topics, learning indicators, learning materials, learning
activities, time allocation, and learning sources. The complete syllabus can be seen in the appendix C on page 183
.
4. Content Description
After composing the syllabus, the writer arranged the learning content of the designed materials, namely content description. According to Yalden
1987:89, content description is included into production of proto syllabus. The description of the content that the syllabus will have is the description of language
and language use to be covered on the designed materials. In this study, the developing of the content description was based on the data from learners’
characteristics and needs, the purposes of the study, the basic competence, the topics chosen and also the learning indicators. The content description of each
topic can be seen in the table 4.5 below.
Table 4.5: The Content Description
No Topic
Content Description
1 Describing People’s job
a. Describing the job of graphic designer.
b. Describing the job of illustrator.
c. Describing the job of photographer.
d. Listening to the jobs descriptions.
2 Describing People’s
Educational background a.
Describing educational background from people’s CV.
b. Describing educational background from
people’s biography. c.
Listening to the descriptions of people’s educational background.
3 Talking about Past Events
a. Talking about childhood moments.
b. Talking about memorable experiences.
c. Listening to the childhood experiences.
4 Talking about Future Plans
a. Talking about planning after graduation from
school. b.
Talking about future professions. c.
Listening to people planning. 5
Inviting Someone a.
Inviting someone to visit an exhibition. b.
Accepting andor refusing invitation. c.
Listening to conversation about invitation. 6
Giving Opinions, Agreement andor
Disagreement a.
Giving opinions on someone’s art designs poster, advertisement, photography, etc.
b. Expressing agreement and or disagreement
about someone’s opinions. c.
Listening to conversation about giving opinions, agreement and disagreement.
7 Describing Process
a. Describing the work of a camera.
b. Describing essential parts of the camera.
c. Listening to the description of the work of a
camera. 8
Telling Announcement a.
Telling announcement of an art design contest. b.
Telling announcement of an art design exhibition.
c. Listening to announcement of an exhibition.
5. Learning Materials and Learning Activities
Based on the content description and the syllabus, the writer then chose and selected appropriate and relevant materials. The materials were obtained from
several sources such as books and articles from the internet. The writer selected sources that were suitable with the topics and relevant to visual communication
design program. After getting appropriate sources, the writer combined and modified the materials into several texts. The texts, then, were read and recorded
into recording materials. Besides composing the recording texts, the writer utilized additional
materials such as videos and pictures to support the designed materials. Relevant and suitable videos and pictures were mostly obtained from the internet.
After selecting the materials, the writer was ready to design the learning activities. The writer utilized the six steps concept of TBLT Framework proposed
by Nunan in arranging the learning activities. The six steps of TBLT framework were simplified into 5 steps or sections. There were five sections of the learning
activities namely Introduction, Pre task, Language Focus, Main Task, and Post Task.
In the students’ handbook, Introduction and Pre task sections were called
“Get Ready”, Language focus was called “Let’s See”, Main Task was called “Work It”; and Post task was called “Show Time”. Each section of the learning
activities will be described further in the next page:
1 Introduction and Pre task
This section involves introducing the topic, putting the context of the task that students will do, and introducing some key vocabulary and expressions
needed to complete the task. This section also provides students an example of listening practice related to the topic and exercises to apply vocabulary and
expressions that students had been introduced to. This section consists of activities such as discussing recent news or information, pictures or figures, listening or
watching video related to the topic. The listening sources were taken from recordings materials or videos. The activities will be followed by answering some
questions, filling the missing words and identifying expressions used in the
recordings. In the handbook, this section is called “Get Ready”.
2 Language Focus
This section comprises further explanation and discussion about expressions and language structure used in the previous activities. It also gives the
students some other expression or words that can be used within the context. Beside explaining and discussing the expressions, this section provides exercises
for the students. This section is named “Let’s See”.
3 Main Task
This section lets the students to do some tasks related to what they had learnt. The students will listen to the recording or watch the video related to the
topic. The students are asked to answer questions, retell the story, discuss the recording or respond the expressions after listening the recording. The activities
on this step can be used to check whether students had already understood the
topic. Main task section, in the handbook, is called “Work It”.
4 Post Task
This section is the last task that should be accomplished by the students to achieve the objectives of the learning. Students are given opportunities to apply
expressions and words they had learnt in real life situations and to present it in form of role play, simulation, monologue, and other kinds of tasks. This last
section is called “Show Time”.
As stated in the syllabus, there were 8 units in which each unit was planned for one meeting 90 minutes. Three units would be developed as
representative materials, those were: Unit 1 “Jobs in Visual Communication Design”; Unit 3 “My Memory”; and Unit 7 “How does a Camera Work?”
Furthermore, the designed materials would be presented in a form of students’ handbook which consisted of three units: Unit 1 “Jobs in Visual Communication
Design”; unit 2 “My memory”, and unit 3 “How does Camera Work?” The detailed description of learning activities in each unit of the handbook can be seen
in the table learning activities on the next page.
