52
the picture. 8
What Are My Pets? Students are able to:
a. mention meaning of words in the box. b. fill the blanks based on the pictures using
words in the box. c. understand the adjectives.
d. watch and listen to the video “Pet Shop”. e. draw a line on the pets with their colors based
on the video. f. listen the teacher explains an example.
g. fill the information based on each picture and the example.
h. write vocabularies. i. fill the blanks using suitable adjectives.
Table 4.2: Learning Indicators
4. Listing the Subject Content
The subject content is aimed to support the learning indicators. The materials design consisted of eight units with eight different topics for each unit.
Those topics were 1 Who Are My Classmates? 2 Where Can I Find It? 3 When Is My Birthday? 4 What Is My Recipe? 5 Where Are We? 6 How
Healthy Is My Body? 7 What Do I Do On Weekend? 8 What Are My Pets? The writer chose the topics in form of questions because students are supposed to
think how to answer the question of the topics based on activities they are about to deal with.
Each unit comprises four sections: Let’s Start, Let’s Focus, Let’s Practice and Let’s Review. Here, the writer chose term ‘let’s’ in order to ask students to
join some activities deal with the topics in form of questions and later on, they are able to figure out how to formulate the answer correctly. As mentioned in
theories, subject content comprises the selection and organizing of the specific PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
knowledge facts and information, skills step-by-step procedures, conditions, and requirements, and attitudinal factors of any topic. The organization of the
contents was served in each section. Let’s Start focuses on building students’ background knowledge. Let’s Focus is the presentation of the language feature
which is being discussed in each unit. This section helps students to understand the real model of English learning through video. Here, the teacher plays the video
and students are to watch and listen it. Therefore Let’s Focus is presented before Let’s Practice. The next section, which is Let’s Practice requires students to
perform their knowledge based on the video they have watched. Then last section Let’s Review requires students to check their comprehension about the topic they
have learned. Students are to answer some questions related to video and activities they have learned.
5. Designing Materials
There were four steps carried out in this part. Firstly, the writer considered the needs analysis from the interview results to decide the material and activities
for the design material. Then the writer explored as many sources as possible to be selected and combined as the raw material. Next, the writer consulting the raw
material design to the language laboratory teacher. From the consultation, the writer made revision toward the material design. This material design consists of
eight units. The time allocation for each units is 2x35 minutes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
6. Selecting Teaching Learning Activities
In order to provide fun activities in the design, the writer selected various sources including some books from library and other references which suitable for
fifth grade students. The teaching techniques in the design were based on the activities from communicative approach. Since students learn English in language
laboratory and the seat arrangements are in groups, then some activities require students to work in group and individual and also class discussion.
7. Evaluation of Designed Materials
The writer needs to validate the designed materials. Having finished designing the material, the writer distributed questionnaire to respondents in order
to improve the design. From the questionnaire, the writer revised the design which is appropriate for language laboratory.
The respondents were three elementary English teachers and one lecturer of PBI Sanata Dharma University. They were asked to give feedback such as
opinions, comments, and suggestions toward the designed material. The data of the respondents are listed below:
Sex Teaching Experience
Group of Respondents M
F 1-5
6-10 11-15
16-20 English Teachers
2 1
1 1
1 -
English Lecturers of Sanata Dharma University
1 -
- 1
- -
Table 4.3: The Description of the Respondents
Note: M: Male F : Female
