Unit
Topic Learning
Indicators Learning
Materials Learning Activities
meanings of some words used
in the text
•
use some words related to the
text
•
identify coordinating
conjunctions used in the text
•
use coordinating conjunctions
•
list important points of a text
•
express their ideas related to
the topic in written way
adjective, or adverb
C.
Grammar Battle
-
Studying coordinating
conjunctions
-
Underlining coordinating
conjunctions used in text
-
Making sentences using coordinating
conjunctions
D.
Completing Mission
-
Reading text
-
Answering questions
-
Listing important points of the text
-
Finding meanings of words
-
Making compound sentences using the
words
-
Finding an article in the newspaper
-
Giving comments
6
Bio- technolog
y Learners are able
to:
•
answer questions about specific
details and inferences of the
text
•
find main idea of the text
•
identify the communicative
purpose of the text
•
find the meanings of
some words used in the text
•
use some words related to the
text in sentences
•
identify complex
-
Short texts “How
Nanotech Can Meet the Poor’s
Water Needs” and
Nanoparticles Killed Women,
Study Claims”
-
Vocabulary related to the
texts
-
Subordinating conjunctions
A.
Bring It To Mind Answering question
B.
Let’s Start
-
Reading a text
-
Answering questions in a group
-
Challenge Yourself: Answering
question
-
Discussing the meanings of words
C.
Grammar Battle
-
Studying subordinating
conjunctions
-
Finding complex sentences in text
-
Breaking the sentences down into
dependent clauses and independent clauses
Unit
Topic Learning
Indicators Learning
Materials Learning Activities
sentences used in the text
•
use subordinating
conjunctions in sentences
•
list important points of a text
•
express their ideas related to
the topic in written way
-
Joining simple sentences into complex
sentences
D.
Completing Mission
-
Reading another text
-
Stating whether statements are true or
false
-
Answering questions
-
Filling in the blanks with words in the
text
-
Finding an article in the newspaper
-
Listing important points of the article
-
Drawing conclusion
-
Giving comments
7
Natural Disaster
Learners are able to:
•
answer questions about specific
details and inferences of the
text
•
find main idea of the text
•
identify the communicative
purpose of the text
•
match some words in the text
with their meanings
•
find the synonyms of
some words in the text
•
use some words to make
sentences
•
identify simple
-
Short text “Florida’s
Coast: What’s at Stake” and
“Wildfire’s on the Rise with
Global Warming”
-
Vocabulary related to the
texts
-
Simple present tense
A.
Bring It To Mind Answering question
B.
Let’s Start
-
Reading a text
-
Answering questions in pair
-
Presenting the results in front of the
class
-
Challenge Yourself: Answering
question
-
Matching words with the meanings
C.
Grammar Battle
-
Studying simple present tense
-
Underlining simple present tense sentences in
the text
-
Making simple present tense sentences
D.
Completing Mission
-
Reading another text
Unit
Topic Learning
Indicators Learning
Materials Learning Activities
present tense sentences used
in the text
•
express their ideas related to
the topic in written way
-
Finding main ideas
-
Answering questions
-
Finding synonyms of words in text
-
Making simple present tense sentences
using the words
-
Finding a news article in newspapers or
magazines
-
Discussing with friends
-
Giving comments
8
Global Warming
Learners are able to:
•
answer questions about specific
details and inferences of the
text
•
find main idea of the text
•
identify simple past tense
sentences used in the text
•
change simple present tense
sentences into simple past tense
sentences
•
find the meanings of
some words used in the text
•
use some words related to the
text
•
express their ideas related to
the topic in written way
-
Short text “The Greenhouse
Effect” and “Save Energy
and Money at Home”
-
Vocabulary related to the
texts
-
Simple past tense
A.
Bring It To Mind Answering question
B.
Let’s Start
-
Reading a text
-
Answering questions in a group
-
Challenge Yourself: Answering
question
-
Filling crosswords
C.
Grammar Battle
-
Studying simple past tense
-
Underlining simple past tense sentences in
the text
-
Finding simple present tense sentences in
the text
-
Changing the simple present tense
sentences into simple past tense sentences
D.
Completing Mission
-
Reading another text
-
Answering questions
-
Completing table
-
Finding difficult word in text and the
meanings in the
Unit
Topic Learning
Indicators Learning
Materials Learning Activities
dictionary
-
Making simple past tense sentences using
the words
-
Discussing the answer of a question with
friends
-
Presenting in front of the class
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections. The first section is to present the conclusions of the research, and the second section is to give some suggestions for
English instructors and further researchers.
A. Conclusions
The research is aimed at designing and presenting a set of English reading materials for Biology teachers of SMAN 3 Yogyakarta. To accomplish the
purpose, the writer formulated two research problems. They were how a set of the English reading materials for Biology teachers was designed and what the
designed set of materials looked like. To answer the first research problem, the writer carried out nine steps to
follow in the research. The nine steps were conducting the needs survey, describing the purpose, developing the syllabus, producing proto-syllabus,
producing pedagogical syllabus, developing and implementing classroom procedures, developing materials, evaluating the designed materials, and revising
the designed materials. Having designed the materials, the writer requested an English teacher of
SMAN 3 Yogyakarta and two lecturers of English Education Study Program to evaluate the materials. Besides, the writer also requested three Biology teachers to
give feedback and suggestions to the materials. The results of the evaluation
93 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
conducted to both the English educators and the learners of the research were analyzed and then described in percentages. In addition, the writer also used
qualitative data analysis. The results showed that the designed materials were applicable and appropriate to be used though there were some revisions needed.
The feedback and the suggestions obtained from the evaluation were utilized to revise the designed materials.
The revised version of the designed materials was the answer for the second question, which was what the designed set of materials looked like. The
designed set of materials consisted of eight units. They were Biology as Science, Reproduction, HIV-AIDS, Mercury, Alzheimer’s Disease, Bio-technology, Natural
Disaster, and Global Warming. Each unit of the designed materials consisted of four main sections namely Bring It To Mind, Let’s Start, Grammar Battle, and
Completing Mission.
B. Suggestions
After conducting the research, the writer would like to give some suggestions for English instructors and further researchers who are interested to
do such research.
1. Suggestions for English Instructors
There are three points that need to be considered by the English instructors of Biology teachers. First, the instructors should understand the background
knowledge of the learners so that heshe can manage the class well. Second, the instructors should utilize learning materials which are specified for Biology
teachers in order the learning will be more valuable. Last, the instructors should create enjoyable learning by giving the learners various learning activities.
2. Suggestions for Further Researchers
There are two points that the writer highlights for the further researchers. First, it is necessary for the further researchers to develop the integrated design
materials for Biology teachers of SMAN 3 Yogyakarta. Second, the future researchers may expand the research to other specific subjects which need such
designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
REFERENCES
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