COMMUNICATIVE ENGLISH MATERIALS USING VIDEOS FOR THE FIFTH GRADE STUDENTS IN THE LANGUAGE LABORATORY OF SD TARAKANITA MAGELANG

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COMMUNICATIVE ENGLISH MATERIALS USING VIDEOS

FOR THE FIFTH GRADE STUDENTS IN THE LANGUAGE

LABORATORY OF SD TARAKANITA MAGELANG

A THESIS

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The secret of a good sermon

is to have a good beginning

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ACKNOWLEDGMENTS

First of all, my deepest gratitude is addressed to my Lord, Jesus Christ for His grace and blessings that I can accomplish my thesis. With His guidance and

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My appreciation goes to Yohanes Aprillius Abadi for his love, patience, willingness to help me passing through hard times in completing my thesis.

I would like to thank my boardinghouse friends who have always there whenever I need their assistance, Mbak Bita and Mbak Netta who gave their

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TABLE OF CONTENTS

Page TITLE PAGE ........................................................................................................ i APPROVAL PAGES ............................................................................................ii DEDICATIONAL PAGE ....................................................................................iv

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3. Elementary School Students ......................................................................20

a. Elementary School Children Characteristics .........................................20 1) Sensorimotor .....................................................................................21 2) Preoperational ....................................................................................21 3) Concrete Operations ..........................................................................22

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B. Respondents ...................................................................................................39

C. Setting .............................................................................................................40

D. Instruments .....................................................................................................40

1. Interview ..................................................................................................41

2. Questionnaire ...........................................................................................41

LIST OF FIGURES

Page Figure 2.1 Kemp’s Model ................................................................................

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LIST OF TABLES

Page

Table 2.1 Standard and Basic Competence for Fifth Grade Semester 1 ............ 20

LIST OF APPENDICES

Page Appendix A: Surat Ijin Penelitian ..................................................................

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ABSTRACT

Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using

Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita

Magelang. Yogyakarta: English Language Education Sanata Dharma University.

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The materials were designed using videos and various activities based on Communicative Approach which are suitable to be applied in the language laboratory and suitable for fifth grade students of SD Tarakanita Magelang.

However, elementary school English teachers need to prepare themselves better with the media in language laboratory so they can use the materials appropriately. The future researchers are expected to implement the materials to gain some strengthness and weaknesses which help them to modify the design.

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ABSTRAK

Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using

Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita

Magelang. Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.

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dan d) Let’s Review. Hasil nilai rata-rata terhadap rancangan materi menunjukkan nilai 4,75 yang berarti materi terancang sangat bagus dan layak bagi siswa kelas lima SD Tarakanita Magelang.

Materi terancang dengan disertai video dan berbagai aktifitas berdasarkan pendekatan komunikatif yang sesuai untuk diterapkan di laboratorium bahasa dan sesuai pula untuk siswa kelas lima SD Tarakanita Magelang. Akan tetapi, guru bahasa Inggris untuk sekolah dasar perlu mempersiapkan dan membiasakan diri

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CHAPTER I INTRODUCTION This introductory chapter discusses the background of the study, problem

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2 Children under years from six to twelve are included as elementary school students. Children in those ages are facing their critical development period (Hurlock, 1991). In view of the fact that the students of elementary school level are critical, it can be inferred that they are able to absorb new knowledge easily.

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3 Using a language laboratory requires English teachers to be creative to set up strategies and techniques for students. Due to the fact that fifth grade students of elementary school are active and always move around, it will be very difficult for them to stay and to be silent. As a result, the materials should be made as

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4 B. Problem Formulation There are two questions in the study that are formulated as follows:

1. How are the communicative English materials using videos for fifth grade students in the language laboratory of SD Tarakanita Magelang designed?

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5 D. Objectives of the Study The study is going to investigate the questions stated in problem formulation. There are two objectives. They are:

1. To find out how communicative English materials using videos for fifth

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6 activities, the teachers will also be aware of any possibility of making environment to improve students’ comprehension toward the materials.

2. For the elementary school students.

The materials design hopefully helps students to be more interested to learn

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7 desired ends. The plan consists of three essential elements: objectives, activities and resources, and evaluation. By formulating the plan, teachers help students in achieving learning objectives. To achieve the learning objectives, the teachers need to consider the activities and resources. Finally, the teachers conduct

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8 effective than is usually possible without it (Hayes, 1963:1). In this study, a language laboratory is a place which is equipped by some electronic tools such as television and VCD player for fifth grade students to enhance their activities and practice if learning English.

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CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two main parts, namely theoretical description

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a. Kemp’s Model

According to Kemp (1977: 8), the instructional design must supply answer to at least three questions, they are:

1. What must be learned? (objectives)

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11 The eight elements above are flexible. A designer can start with whichever part he/she is ready to start with and then move back and forth to the other steps. However, those eight elements are interdependent. Decisions related to one may affect to other parts. Below are the explanations of each element:

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2) Characteristics of Learners

To design an instructional plan, the teacher must know the whole students’ capabilities, needs, and interests. Students’ academic factors and social factors should be recognized as well. These characteristics can provide useful information

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5) Pre-assessment

Pre-assessment is a kind of a test that indicates whether students are ready to accept the next materials or students are not ready for the new lessons. If the students are not ready to accept new materials, then they have to make restart

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8) Evaluation

The evaluation is applied to measure the learning outcomes relating to the objectives. At the end of teaching/learning activities, the teacher holds an examination as the evaluation. Kemp says that evaluating students learning is

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15 survey, Yalden (1987:101) gives a brief explanation that when a need survey is being undertaken there is a potentially a great deal of information to be gathered. The information includes communication requirements, personal needs and motivation, and relevant characteristics of learners. In addition, the reason of

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16 notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and communicative events, as well as grammar and lexis.

5) Production of Pedagogical Syllabus

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2. English Standard and Basic Competence 2006 for Elementary School

Level

There have been many changes of curriculum for Elementary school. The latest curriculum to be used is the 2006 Curriculum. There are three sections

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18 The literacy level covers performative, functional, informational and epistemic. At the performative level, people can read, write, listen and speak with the symbols used. At the functional level, people can use language to fulfill their daily needs such as reading news paper, manual or instruction. At the

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19 2) Having awareness of the essence and the importance of English to improve national competence capacity in the global society.

c. Scope

The scope of English subject in Elementary School covers the ability to

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20 Standard Competence Basic Competence disagree, and forbids.

2.4 Express modesty meaningfully which involves expressions: Do you mind … and Shall we …

Reading

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21 which they live. Hamachek (1990) includes the years from age six to twelve are increasingly more aware of and responsive to an ever-widening array of influences ranging all the way from their parents, to playmates, to television, to comic books, etc. They continue to develop and expand the personality

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3) Concrete Operations

Form of intelligence in which mental operations make logical problem solving with concrete objects possible. This period is extending from 6 to 11 years.

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23 language class “children need to be actively involved in activities when language is a part and to use the language in accomplishing meaningful task.”

c. Language Teaching of Elementary School Children

Language teaching must differ for various levels of education. Children

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24 learning more effective than is usually possible without it (Hayes, 1963: 1).

Meanwhile, Lado states the language laboratory is a special room for practice with sound equipment (1964: 174). He also explains what constitutes a language lab is a special room with necessary equipment set aside for practice by the students. A

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25 variety it is common for students to be able to understand only the teacher. Sixth, some teachers, for reasons beyond their control, do not themselves have sufficient preparation in understanding and speaking the foreign language. The laboratory provides these teachers with an opportunity to improve their own proficiency.

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26 producing or interacting in the target language while their attention is principally focused on meaning rather than form. This communicative task requires students to perform the target language in the real situation. There are some components for analyzing communicative task. Nunan (1989: 11) suggests the components of

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27 preparations, approach underlies the whole components in language learning. This study applied an approach namely Communicative Language Teaching (CLT).

In CLT the goal of language teaching is to enable students to communicate in the target language. Larsen-Freeman also states:

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28 interaction activities”. Functional communicative activities have purpose to develop certain language functions. The kinds of activities include comparing sets of pictures, identifying similarities and differences, sequencing a set of pictures, discovering missing features in a map, giving construction, following the

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3) The roles of Materials in CLT

The functions of instructional materials are significant in CLT. Larsen- Freeman (2000: 132) states students obviously find problems in classroom. Thus, adherents of CLT advocate the use of language materials authentic to native

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2) Cross-cultural awareness

Video allows students to look at situations far beyond their classrooms and gives students a chance to see such things as what kind of food people eat in other countries, and what they wear.

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1) As a Language Model

Authentic video provides a vast up-to-date linguistic resource of accents, vocabulary, grammar and syntax, and all kinds of discourse, which shows us language in most of its uses and contexts – something neither course book nor

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1) Fast Forward

The teacher presses the play button and then fast forwards the video so that the sequence shoots past silently and at great speed, taking only few seconds.

When it is over, the teacher can ask students what the extract was all about and

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33 Regarding the videos in the material design, the writer chose videos according to the level of the students and the relevant topics from the guide book to be used in classroom. Harmer (2007: 144) affirms if we make it too difficult or too easy, the students will not be motivated. If the content is irrelevant to the

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34 which will affect to other stage since each part is interrelated to each other and form as a unity. However, both models have a stage of evaluation.

From the explanation above, the framework of material design consists of eight parts. Here are the following parts:

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35 the relation between objectives and students’ need. They are: let’s start, let’s focus, let’s practice and let’s review.

5. Designing Materials

The materials involve students to be active and communicative in every

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8. Revision

After conducting evaluation, the step moves on the revision part. The writer revises the materials based on the feedback and suggestions from evaluators. Revision is needed in order to improve the materials. The steps of the

CHAPTER III METHODOLOGY This chapter presents a detailed description about methods used to answer PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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preliminary form of the product, preliminary evaluation and main product revision. Each step was clarified below:

1. Research and Information Collecting

This step was administered to gain data related to this study. Since this

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5. Main Product Revision

After gathering information from the product evaluation subjects, the writer improved the preliminary form of product according to the feedback as comments and suggestions given by the respondents of this study.

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40 Magelang. The study focused on the language laboratory class for fifth grade

students of SD Tarakanita Magelang. The main reason was nowadays most of elementary schools in Indonesia are equipped by a language laboratory and in SD

Tarakanita Magelang this kind of language laboratory already exists.

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and the materials were needed by students. The result was considered necessary as the needs survey which helped the writer to design the instructional material.

2. Questionnaire

Questionnaire was chosen because it provided questions which were

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and the materials were needed by students from elementary English teachers of SD Tarakanita Magelang.

The questionnaire was used to improve, and revise the materials. The writer distributed the questionnaire to elementary English teachers and one

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43 In order to calculate the selected-response questionnaire, the descriptive

statistics is needed. The form of the descriptive statistics is: Frequency of Central Tendency

NO Respondent Evaluation Occurence N

5 Mean

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44 First, step was conducting an informal interview to the English teachers of

SD Tarakanita Magelang. This step was aimed at collecting research and

information about students of fifth grade SD Tarakanita. The result was regarded as needs survey.

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45 Research and Information Collecting

1. Conducting Needs Survey

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION This chapter discusses the research results. There are two parts in this

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1. Conducting Needs Survey

This step was considered as research and information collecting based on Research and Development. The step required the writer to conduct an interview as the instrument to gather information from respondents. This step was also the

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48 the students are expected to be active and eager to follow the learning activities.

Besides, students are expected to make English as fun subject so, they are enjoy the whole learning in language laboratory.

Second question related to activities in language laboratory which students

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49 The last question was about students ability to comprehend short listening passage. The teacher stated if students are given simple sentences, most of them are able to perceive the meaning.

From the interview above, the teacher needs a set of materials which

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3. Establishing Learning Indicators

The learning indicators are to show what have been achieved from the goals. Thus, each unit has different indicator compared to other units. The learning indicators from the design are presented in table below:

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51 c. understand some ways in cooking.

d. watch and listen to the video of “Cooking for Kids with Amber Brown”.

e. write the ingredients and utensils from the video.

f. put numbers based on the steps of the video.

g. write vocabularies related to the topic.

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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”.

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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

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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

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55 There were five points of agreement as the assessment in the selected- response questionnaire. They were expressed in number below: a. strongly disagree = 1

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56 students to direct the material which is about to be learned.

8 The Let’s Focus is suitable for fifth grade students to

4.75 give them model in a form of video

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57 There were various opinions toward the designed materials. Overall the respondents stated the material is well elaborated, interesting, and appropriate for fifth grade students. However one respondent did not sure if the material is suitable for language laboratory.

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58 school English curriculum. However, from the interview with the language laboratory teacher, the writer was allowed to design the material by not merely focused on the English curriculum for elementary school as long as the material is suitable for fifth graders.

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59 B. Presentation of the Material Design This part deals with the presentation of the designed material as the answer

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60 English by watching and listening to video. The teacher also provided a brief explanation concerning the video.

c. Let’s Practice In this section, students deal with some activities that support the topic and

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CHAPTER V CONCLUSIONS AND SUGGESTIONS This is the final chapter of the study. There are two sections will be

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62 with various activities inspired by the videos which are suitable for fifth grade students and the topics.

The product evaluation was obtained by distributing questionnaire. From the questionnaire, the writer concluded some opinions that the material is

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63 of learning in a language laboratory is to optimize the audiovisuals or learning media there. Thus, teachers must prepare and familiarize themselves with the media in language laboratory in order to convey the material appropriately to have the best result. This English material is suitable to be used in language laboratory

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REFERENCES

Ary, D., Jacobs, L.C. & Razavieh, A. 2002. Introduction to Research in

Education .4 th ed. Orlando: Holt, Rinehart & Winston, Inc. nd

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65 Spiritual Year in Jangli Sanjaya Seminary Semarang”. A Thesis. Yogyakarta: Sanata Dharma University.

Ioannou-Georgiou, S & Pavlos, P. 2003. Assessing Young Learners. Oxford: Oxford University Press. Kemp, J. E. 1977. Instructional Design Model: A Plan for Unit and Course

APPENDICES PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX A PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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APPENDIX B PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Interview Questions’ List

1. What is the main purpose of learning in language laboratory

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KUISIONER

Nama : _________________________________ Jenis Kelamin : L/P (lingkari jawaban yang sesuai).

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6. Di dalam materi yang dibuat sebagai panduan guru, terdapat instruksi di

setiap kegiatan yang cukup mudah untuk dilaksanakan.

7. Bagian ‘Let’s Start’ di dalam materi sangat mendukung siswa dalam

mengarahkan materi yang akan dipelajari.

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II. Tulislah penilaian Anda pada tempat yang tersedia.

1. Secara umum, bagaimanakah pendapat Anda tentang susunan materi pembelajaran Bahasa Inggris untuk siswa SD kelas 5? _____________________________________________________________ _____________________________________________________________

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THE SYLLABUS COMMUNICATIVE ENGLISH MATERIALS USING VIDEOS FOR THE FIFTH GRADE STUDENTS IN THE LANGUAGE LABORATORY OF SD TARAKANITA MAGELANG

I. Standard competence  At the end of the semester students are able to increase their comprehension skills through various activities.

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4. write things in each room based on video. 5. draw bedroom arrangement and things in bedroom. 6. fill in each blank with the correct word from the picture.

3 When Is My Birthday?

1. Students are able to understand words At the end of the course, students are able to: and terms related to birthday party. 1. mention meaning of words based on pictures.

2. Students are able to know things related 2. fill the blanks using words given.

to birthday party. 3. recognize outline to make invitation party.

4. watch and listen to the video of Samantha’s and John Doe’s Birthday Party Invitation. 5. complete the information based on the video. 6. make any kinds of invitation party 7. fill the missing blanks based on what have been learned.

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2. Students are able to know kinds of daily 2. write vocabularies. activities related to health. 3. understand the modals: must, should, can.

3. Students are able to understand the 4. watch and listen to the video entitled “U Gotta Choose”.

Modals: Must, Should, Can. 5. group some items to stay fit and healthy based on the video.

6. make a poster. 7. fill the blanks based on the video and suitable modals.

7 What Do

I Do On

1. Students are able to understand words At the end of the course, students are able to: Weekend? and terms related to daily activities on 1. mention meaning of words in the box. weekend. 2. fill the blanks using words in the box.

2. Students are able to know kinds of daily 3. watch the video “Some of the Things We Do on the Weekend”. activities on weekend. 4. put numbers on the activities from the video into correct order. APPENDIX E PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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LESSON PLANS

General Instructional Objectives (GIO): 1. To prepare students to learn English in higher level of study.

2. To prepare students more confident in learning English.

3. To accomplish activities through presented material.

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tense k. the students complete some conversations

2 Where Can I Find It? Kitchen Bedroom Bathroom Dining room Living room Television

Students are able to:

a. match the items between two column.

b. watch and listen to the video “Rooms in the Home” and “Home”.

a. greeting

b. the students pay attention to teacher’s explanation of some items in column A and B c. the students match the items between two columns d. the students write words they found in

2 X 35’

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Birthday Party Invitation.

e. complete the information based on the video.

f. make any kinds of invitation party

g. fill the missing blanks based on what have been learned. explanation on outline to make invitation party e. the students watch and listen to the video of Samantha’s and John Doe’s Birthday Party

Invitation

f. the students write the information based on the video on tables g. the students make any kinds of invitation party in provided space

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and about giving instructions

5 Where Are We? A bit Along Behind Hill Farm Into Middle Students are able to: a. find the opposite of some directions.

b. write vocabularies.

c. understand the prepositions.

d. watch and see the video about directions “Hidden Treasure”.

a. greeting

b. the students pay attention to teacher’s explanation of meanings from the words in the box

c. the students find the opposite of some directions d. the students write some words they don’t

2 X 35’

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Healthy Water Fruits entitled “U Gotta Choose”.

e. group some items to stay fit and healthy based on the video.

f. make a poster.

g. fill the blanks based on the video and suitable modals.

e. the students write some words they don’t know the meaning f. the students pay attention to the teacher’s explanation of modals: must, should, can g. the students watch and listen to the video entitled “U Gotta Choose” h. the students group some items to stay fit and healthy based on the video i. the students make a poster of good health

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based on the picture. k. the students group some items on suitable place j. the students fill the blanks with correct answer based on the picture

8 What Are My Pets? cow dog chicken sheep

Students are able to:

a. mention meaning of words in the box.

b. fill the blanks based on the

a. greeting

b. the students pay attention to teacher’s explanation of the example based on the picture

2 X 35’

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Course assessment Individual Assignments: 40% Group Assignments : 20% Class Participation : 30% Attendance : 10%

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LET’S HAVE FUN

WITH ENGLISH

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TABLE OF CONTENTS

(Student’s Book)

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Unit 1 Who Are My Classmates?

UNIT 1: Who Are My Classmates?

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Unit 1 Who Are My Classmates?

 Study the following pattern : Simple Present Tense

Subject be

I am He

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Unit 1 Who Are My Classmates?

2. Based on the video you have seen, try to ask your classmates and fill the table below: Classmates’ Identities Table No.

Who Are My Classmates? Unit 1 ___________________________ ___________________________ ___________________________

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit 1

Who Are My Classmates? 1. I ___ eleven years old.

2. She _____ from Muntilan.

3. Jane ____ nine years old.

4. You ______ a boy.

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Who Are My Classmates? Unit 1

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Unit 2 Where Can I Find It?

UNIT 2: Where Can I Find It?

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Unit 2 Where Can I Find It? Watch and listen to the video “Rooms in the Home”*.

Write the rooms in the home from the video and write things you can find in each room! Rooms

Things in the Room

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Where Can I Find It? Unit 2

c. Let‘s Practice

Draw your bedroom arrangement!

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Unit 2 Where Can I Find It? d.Let‘s review  Do You Remember?

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When Is My Birthday? Unit 3

UNIT 3: When Is My Birthday?

(http: //clipart.kaboose.com, accessed on September 3, 2008)

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Unit 3 When Is My Birthday?

5. Liana ’s friends ________the Happy

Birthday Song for her.

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Unit 3 When Is My Birthday?

JOHN DOE ’S BIRTHDAY PARTY Day Date

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Unit 3 When Is My Birthday?

d. Let‘s Review

Do You Remember ?

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What Is My Recipe? Unit 4

UNIT 4: What Is My Recipe?

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Unit 4 What Is My Recipe? b.Let‘s Focus Study the following form:

Giving Instructions

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Unit 4 What Is My Recipe?

VIDEO Watch and listen to the video of “Cooking for Kids with Amber Brown”*.

Write the ingredients and utensils.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit 4

What Is My Recipe? My words note : Write some words which you don’t know the meaning related to the cooking ways and video then ask your teacher the meaning.

__________ : ______________ _______ : ________________

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What Is My Recipe? Unit 4

d. Let‘s Review  Share your homemade recipe in Work Art Wall.

 Do You Remember?

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Where Are We? Unit 5

UNIT 5: Where Are We?

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Unit 5 Where Are We? b.Let‘s Focus

 Study the following form: PREPOSITIONS

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Unit 5 Where Are We?

 Watch and listen the video about directions “Hidden Treasure”*.

Fill the missing blanks based on the video! Percy goes to the .

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Unit 5 Where Are We? d.Let’s Review  Do You Remember? Fill the blanks with correct prepositions!

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Unit 6 How Healthy Is My Body?

UNIT 6: How Healthy Is My Body?

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Unit 6 How Healthy Is My Body?

C Less than once a day 5. … eat fresh fruits and vegetables? A Never

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Unit 6 How Healthy Is My Body? b.Let‘s Focus

Study the following form:

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How Healthy Is My Body? Unit 6

Eat normal portion of food Play video games Eat fries Choose medium size of popcorn Go to the park

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Unit 6 How Healthy Is My Body?

c. Let‘s Practice Poster about Good Health

Students are better to:

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Unit 6 How Healthy Is My Body? d.Let‘s Review  Attach your poster in Work Art Wall!  Do You Remember?

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Unit 7 What Do I Do On Weekend?

UNIT 7: What Do I Do On Weekend?

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Unit 7 What Do I Do On Weekend? b.Let‘s Focus Watch and listen to the video “Some of the Things We Do on the Weekend”*.

Put numbers to the activities from the video into correct order! At home, they play with a caterpillar.

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Unit 7 What Do I Do On Weekend?

Mention activities you can see in a park during weekend! a. (fly kites) Two children fly kites.

b. (jogging) ________________________________________________

c. (feed birds) _____________________________________________

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Unit 7 What Do I Do On Weekend?

Fly a kite / Sing in the shower / Play hide and seek / Sweep the floor / Have a picnic / Jogging / Sleep in with a blanket / Feed the birds / Ride bicycle  Fill the blanks with correct answer!

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Unit 8 What Are My Pets?

UNIT 8: What Are My Pets?

What Are My Pets? Unit 8 b.Let‘s Focus

Study following form: ADJECTIVES PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Unit 8 What Are My Pets?

c. Let‘s Practice Listen the teacher explains an example below.

Fill the information based on each picture and the example.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit 8

What Are My Pets? Bones Short tail Brown Four legs Small This is a __________________ It is ___________ and ___________ It has ______________ and ___________

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Unit 8 What Are My Pets? d.Let‘s Review  Do You Remember?

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LET ’S HAVE FUN

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TABLE OF CONTENTS

(Teacher’s Book)

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Teacher’s Guide

UNIT 1: Who Are My Classmates?

a. Let‘s Start 1. Students are to study the expressions from the table.

2. Students get explanation about each sentence on how to ask and how

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Teacher’s Guide

Origin : daerah asal ___________ : ___________ Sister : saudara perempuan ___________ : ____________  Do You Remember? Fill the blanks with correct ‘to be’ : ‘am’, ‘is’, or ‘are’.

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Teacher’s Guide

UNIT 2: Where Can I Find It?

a. Let‘s Start 1. Students are to match column A with column B.

2. Discuss the correct answers with the teacher.

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Teacher’s Guide

bedroom bottle carpet chair door fan

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Teacher’s Guide

UNIT 3: When Is My Birthday?

a. Let‘s Start 1. Students get explanation about the words in the box to the students.

2. Students are to fill the correct answer based on the picture from the

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Teacher’s Guide

2. Students are to watch and listen to the video of Samantha’s and John Doe’s Birthday Party Invitation. Repeat the videos few times if necessary.

3. Students are to complete the information based on the video then discuss the correct answers with the teacher.

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Teacher’s Guide

UNIT 4: What Is My Recipe?

a. Let‘s Start 1. Students are to fill the missing letters based on the picture.

2. Discuss the correct answers with the teacher.

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Teacher’s Guide

6. Students are to write the ingredients and utensils.

7. Then continue to put numbers based on the steps of the video.

8. Discuss the correct answers with the teacher.

9. Students are to write some words they don’t know the meaning related to the tasks given about cooking. Note: giving instructions always followed by action verbs.

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Teacher’s Guide

Put the bowl in a mixer for 30 seconds.

Prepare 24 paper cups. Then add the water.

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Teacher’s Guide

2. Fill the blanks with suitable answers!

Delicious Sandwich This is my sandwich recipe.

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Teacher’s Guide

UNIT 5: Where Are We?

a. Let‘s Start

1. Students get explanation about each sentence about direction in table

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Teacher’s Guide

Note: There are two prepositions discussed in this book: Prepositions of place and prepositions indicating movement or direction. Both usually are followed by noun. mountains

Percy goes to the

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Teacher’s Guide

3. Peter reads comic under the blanket.

4. Claire is between Seth and Mark.

5. Jojo jumps over the dry and yellow leaves.

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Teacher’s Guide

C An hour a day 4. … eat cakes, biscuits, sweets? A Six times a day B Five hours a week

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Teacher’s Guide

1. Exercise : latihan 4. ___________

2. Improve: meningkatkan 5. ___________