plagiat merupakan tindakan tidak terpuji - core.ac.uk filei extra-curricular speaking materials...

i

EXTRA-CURRICULAR SPEAKING MATERIALS

BASED ON COMMUNICATIVE LANGUAGE LEARNING

FOR THE 10TH GRADE STUDENTS

OF SMA PANGUDI LUHUR SEDAYU BANTUL

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

In English Language Education

By

Fransisca Suharti

Student Number: 031214O87

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv


v


vi

DEDICATION PAGE

WE CANNOT DO GREAT THINGS

ONLY A SMALL THING WITH THE GREATEST LOVE

(Mother Theresa)

This thesis is dedicated to:

My Lord, Jesus Christ

My beloved family: Dad, Mom, my sisters, my brothers, and my nieces

My beloved best friends


vii

ACKNOWLEDGMENTS

First of all, I would like to give my greatest gratitude to my Lord Jesus

Christ Almighty, for His endless love, blessings, mercy and guidance in every

breath that I take. I thank Mother Mary for all the amazing things in my life and

for being beside me every time and everywhere, especially until I accomplish my

thesis.

I also want to give my sincere gratitude to my major sponsor Carla Sih

Prabandari, S.Pd., M.Hum., as my sponsor, for her guidance, suggestions,

criticism and being patient when I was accomplishing my thesis.

I am deeply thankful to P. Kuswandono, S.Pd., M.Ed. as my academic

advisor and to all PBI lecturers for the teaching, guidance and support during my

study time. I also would like to thank Laurentia Sumarni S.Pd., and Drs.

Concilianus Laos Mbato, M.A. for being my research respondents and giving

feedback to my thesis. Next, I thank PBI secretariat staffs (Mbak Dani and Mbak

Tari), for the assistance and the support during the last five years.

I would like to give my special gratitude to the Headmaster of SMA

Pangudi Luhur Sedayu-Bantul, Drs. Markoes Padmonegoro for allowing me to

conduct the research in the school and to Ag. Erna Setyorini S.Pd., the English

teacher in SMA Pangudi Luhur Sedayu Bantul, for the assistance, guidance and

the kindness during my research.

My deepest gratitude, I would like to address to my beloved parents Y.

Sukirman and Ch. Marsiyem for their love, prayers, patience, and financial


viii

support given to me. I give my special thanks to my sisters and brothers, Mbak

Marni, Mbak Sumi, Mas Warjono and Mas Mardi for the love, prayers and

financial supports given to me during my study and for being my great sisters.

My special gratitude goes to my sweetheart, Mas Zainal for the love,

attention, patience, and support given to me.

Next, I dedicate my deepest gratitude, to my best friends Eti, Anash,

Linda, Nina, Wiwid, Petra, Yusta, Datu for the friendship, support and

knowledge given to me and for the beautiful moment that we have during my

study.

At last, I thank my TOP Training Centre friends, Mbak Ita, Mas Dhani,

Mas Paryono, Mbak Shinta, Wini, Anggi, Ayi, Suci, Ekta, Mbak Dhini, Mbak

Rina, Mbak Rini, Ning, Cici and all new TOP Training Centre members and

USD Library staff for always reminding and motivating me to accomplish my

thesis.

Fransisca Suharti


ix

TABLE OF CONTENTS

Page

TITLE PAGE .............................................................................................. i

APPROVAL PAGES .................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ........................................... iv

PAGE OF PUBLICITY .............................................................................. v

DEDICATION PAGE ................................................................................. vi

ACKNOWLEDGMENTS .......................................................................... vii

TABLE OF CONTENTS ............................................................................ ix

LIST OF FIGURES .................................................................................... xii

LIST OF TABLES ...................................................................................... xiii

ABSTRACT ............................................................................................... xiv

ABSTRAK ................................................................................................... xv

CHAPTER I: INTRODUCTION ................................................................ 1

A. Research Background ............................................................................ 1

B. Problem Identification ........................................................................... 2

C. Problem Formulation ........................................................................... 3

D. Problem Limitation ............................................................................... 3

E. Research Objectives ............................................................................... 4

F. Research Benefits ................................................................................... 4

G. Definition of Terms ............................................................................... 5

CHAPTER II: LITERATURE REVIEW ................................................... 7

A. Theoretical Description ......................................................................... 7

1. Materials Design ............................................................................. 7

2. Kemp’s Intructional Model ............................................................ 9 3. Yalden’s Instructional Model .......................................................... 10 4. Communication Language Teaching .............................................. 14 5. The Teaching of Speaking ............................................................... 19


x

6. The Theories of Cooperative Learning ........................................... 21

7. Problem Solving Activities ............................................................. 26

8. Games ……………………………………………………………. 30

B. Theoretical Framework ......................................................................... 34

CHAPTER III: METHODOLOGY ............................................................ 39

A. Research Methods .................................................................................. 39

1. Research and Information Collecting .............................................. 40

2. Planning .......................................................................................... 41

3. Preliminary Form of the Product Developing ................................. 41

4. Preliminary Field Testing ................................................................ 42 5. Main Product Revising .................................................................... 42

B. Research Respondents ........................................................................... 42 1. Research and Information Collecting .............................................. 42 2. Preliminary Field Testing ................................................................ 43

C. Setting ................................................................................................... 43

D. Research Instruments ............................................................................ 44


E. Data Gathering Techniques ................................................................... 45

F. Data Analysis Technique ....................................................................... 46


2. Preliminary Field Testing ................................................................ 48

G. Research Procedures ............................................................................. 51

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................ 54

A. The Process of Designing Extra-curricular Speaking Materials ........... 54

1. Research and Information Collecting............................................... 55

(a) The Result of Needs Survey ....................................................... 55

2. Planning ........................................................................................... 60

3. PreliminaryForm of the Product Developing ................................... 64

4. Field Testing .................................................................................... 68


xi

5. Main Product Revising ..................................................................... 71

B. The Presentation of the Designed Materials ......................................... 72

CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 75

A. CONCLUSIONS ................................................................................... 75

B. SUGGESTIONS ................................................................................... 77

REFERENCES ............................................................................................ 79

APPENDICES ............................................................................................. 82

Appendix A: Letter of Permission .............................................................. 82

Appendix B: Questionnaire of Research and Information Collecting for

Students ................................................................................. 83

Appendix C: List of Interview Questions .................................................... 86

Appendix D: Questionnaire of Materials Evaluation ................................... 87

Appendix E: Observation Sheet ................................................................... 90

Appendix F: Gambaran Umum Materi ........................................................ 91

Appendix G: Syllabus .................................................................................. 94

Appendix H: Lesson Plan ............................................................................ 98

Appendix I: Teacher’s Guideline ................................................................. 114

Appendix J : Presentation of the Materials ................................................. 130


xii

LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model ........................................................................... 10

Figure 2.2 Yalden’s Model .......................................................................... 14

Figure 2.3 The Writer’s Model ................................................................... 38

Figure 3. 1 The Research Procedure ............................................................ 53


xiii

LIST OF TABLES

Table 3.1 The Respondents of the Preliminary Field Testing ...................... 43

Table 3.2 The Format of Observation Sheet .............................................. 48

Table 3.3 The Format of Second Questionnaire .......................................... 49

Table 3. 4 The Format of the Resulted Data ............................................... 50

Table 4.1 The Data of the Interview from the Teacher ............................... 55

Table 4.2 The Results of Questionnaire for the Tenth Grade Students ....... 57

Table 4.3 The Table of Basic Competences ................................................ 61

Table 4.4 The Table of Achievement of Indicators ..................................... 62

Table 4.5 The Presented Data of Materials Evaluation ................................ 69


xiv

ABSTRACT

Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on Communicative Language Learning for the 10th Grade Students of SMA Pangudi Luhur Sedayu Bantul. Yogyakarta: English Language Education Study Program Sanata Dharma University.

This research was conducted to design extra-curricular speaking materials

based on communicative language learning for the 10th grade students. There were two questions formulated in the problem formulation that were 1). How is extra-curricular speaking materials using games and problem solving for the 10th grade students of SMA Pangudi Luhur Sedayu Bantul was designed? and 2). What does the designed extra-curricular speaking materials look like? To answer the two research questions above, the writer applied five steps of Research & Development theory. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. The data gathering techniques used were questionnaire, interview and observation. To answer the first question, the writer adapted the Kemp and Yalden’s instructional design model that consisted of seven steps. The adapted steps were: (1) Conducting Needs Survey, (2) Specifying Topics, Goals, and General Purposes, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Instrument Resources, (6) Conducting Evaluation and Revision, (7) Presenting the Final Version of the Materials Design. The writer also adapted Communicative Language Teaching and Cooperative Learning for elementary learners in designing the materials.

After being designed, the designed materials were evaluated by distributing a questionnaire to an English teacher of SMA Pangudi Luhur Sedayu Bantul and two lecturers of English Education Study Program Sanata Dharma University. The writer used the Central Tendency formulation to analyze that data. It was resulted that the score of the mean were 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2. The result showed that all score of the Mean were more than 3.5. Therefore, it could be concluded that most of respondents agreed that the designed materials were acceptable and appropriate to be implemented. However, there were some revisions that need to be conducted to improve the designed materials. To answer the second question, the writer presented the final version of the designed materials after making some revisions and improvements based on results of the designed materials evaluation. The materials consisted of eight units. They were Greeting and Introduction, Congratulating and Sympathizing, Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving Instructions, Talking about Folk Tales, and Giving Advice. Each unit consisted of four main part, which were Warm Up, Let’s Talk, Wrap Up and Review. Finally, the writer expects that the designed materials will help learners to learn speaking effectively through the enjoyable way, which are games and problem solving. The writer also expects that the designed materials will be useful for the English teachers and the future researchers.


xv

ABSTRAK Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on

Communicative Language Learning for the 10th Grade Students of SMA Pangudi Luhur Sedayu Bantul. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini dilaksanakan untuk merancang seperangkat materi berbahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara. Terdapat dua pertanyaan rumusan masalah yaitu 1). Bagaimana seperangkat materi berbahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara dirancang? dan 2). Bagaimanakah bentuk seperangkat materi bahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara tersebut? Untuk menjawab dua pertanyaan rumusan masalah diatas, peneliti menerapkan 5 langkah Research and Development (R & D) yaitu: (1) Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Penulis menggunakan kuesioner, wawancara dan observasi untuk mengumpulkan data. Untuk menjawab pertanyaan pertama, penulis mengadaptasi langkah-langkah sebuah model perancangan pembelajaran dari Kemp dan Yalden. Langkah-langkah yang diadaptasi antara lain: (1) melaksanakan survei, (2) menentukan topik, tujuan pembelajaran dan tujuan umum pembelajaran, (3) menentukan tujuan khusus pembelajaran, (4) menulis materi, (5) mengembangkan dan menyeleksi materi pembelajaran, (6) melaksanakan evaluasi dan perbaikan, (7) menyajikan versi akhir dari materi yang dirancang. Selain itu, penulis juga mengadaptasi teori pendekatan pembelajaran berbasis kerja sama (Cooperative Learning) dan metode pembelajaran yang komunikatif (Communicative Language Teaching) untuk pelajar yang masih di tingkat dasar. Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner kepada guru bahasa Inggris SMA Pangudi Luhur Sedayu Bantul dan dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk menganalisa data yang didapat, penulis menggunakan rumus Central Tendency. Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata atau mean adalah 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2. Hasil evaluasi tersebut menunjukkan bahwa semua nilai mean atau nilai rata-rata berada di atas 3.5. Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Namun, masih diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi dan bentuk materi. Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari materi yang telah dirancang setelah melalui beberapa perbaikan dan peningkatan berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan unit tersebut adalah Greeting and Introduction, Congratulating and Sympathizing, Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving


xvi

Instructions, Talking about Folk Tales, and Giving Advice. Masing-masing unit terdiri dari 4 bagian besar yaitu Warm Up, Let’s Talk, Wrap Up and Review. Akhirnya, penulis berharap bahwa materi yang telah dirancang dapat membantu siswa untuk berbicara bahasa Inggris dengan efektif dan menyenangkan. Penulis juga berharap bahwa materi tersebut dapat berguna bagi para guru dan peneliti berikutnya.


1

CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study. It is divided into six parts.

They are background of the study, problem formulation, problem limitation,

objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

English nowadays plays a very important role in communication. English is an

international language which can be understood as a means of communication by

most people. To do so, people must have a good speaking ability.

English in Indonesia is taught as a compulsory subject in all Junior and Senior

High Schools. Speaking as one of the four language skills, inside the class, is taught

by just discussing the curriculum-based topics being learnt in a short time. It doesn’t

help students to achieve their speaking ability properly. Even they are easily get

bored.

There are many factors that influence the students in not speaking English.

They are such as little or no background in English language, lack of vocabularies,

and lack of confidence in speaking. It makes the students prefer to say nothing. They

lack confidence in speaking, sharing their ideas or expressing their feelings. Some of

the topics that are included in the course content are greeting, describing people, and

talking about the festivals. Then, appropriate topics will be helpful for the students.

They will attain information about the situation around them in everyday life. Those


2

conditions motivate the writer to offer a design in order to encourage the development

of speaking skill.

Since some of the tenth grade students of SMA Pangudi Luhur Sedayu Bantul

have not enough time to speak English inside the class, the writer designed a set of

speaking materials for extra-curricular program using games and problem solving

activities for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul. In this

school, the extra-curricular program is as a compulsory program. It means that this

speaking material design can be applied to all of the tenth grade students of SMA

Pangudi Luhur Sedayu Bantul. Through an extra-curricular program, the writer wants

to promote the tenth grade students’ mastery of speaking ability. The speaking

materials were designed to develop speaking ability so that the students can develop

their speaking ability inside of the class and out of the class. The teacher has to

control the learning process and it is possible to work in team with the volunteer

students to achieve the learning objectives. The role of the teacher in this activity is as

a facilitator.

An extra-curricular program was chosen because it is considered as an

appropriate program where the students can learn English, especially speaking. In

extra-curricular program the students have enough time to develop their speaking

ability. They are able to use English in a real communication with their own friends

and talk about everything they are interested in. Through an extra-curricular program

the students also find the peers to whom they can speak about the topics. It is difficult

for them to find someone whom they are comfortable with. That is why the writer

designs speaking materials for the extra-curricular program.


3

This study proposes games and problem solving as communicative exercises in

providing practices for extra-curricular program for the tenth grade students of SMA

Pangudi Luhur Sedayu-Bantul. These communicative exercises were chosen with an

expectation that the students would actively use the language according to their

needs.

B. Problem Formulation

Referring to the background of the study above, this study forms two questions

as the problem formulation. The problem formulations are as follows:

1. How is extra-curricular speaking materials based on communicative language

learning for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul

designed?

2. What do the extra-curricular speaking materials based on communicative

language learning for the tenth grade students of SMA Pangudi Luhur Sedayu

Bantul look like?

C. Problem Limitation

In designing speaking materials that is used in extra-curricular program, the

writer involved exercises of speaking skill which related to daily activities. However,

the writer included games and problem solving into the designed materials in order to

create a fun English learning. It means that the teacher should guide the activity and

give the materials in an informal and interesting way. In order to encourage their


4

speaking ability, they need an opportunity to express their ideas, thoughts and

feelings orally.

The materials were developed in the form of games and problem solving. By

providing some cases based on the topics which are closely related to daily situation,

the students were encouraged to think and try to solve the problems. It aims to make

the students to communicate actively by revealing their ideas and opinions to find the

best solution to the problem.

D. Objectives of the Study

This study aims to answer the questions as formulated in the problem

formulation. The objectives of the study are as follows:

1. To find out how extra-curricular speaking materials based on communicative

language learning for the tenth grade students of SMA Pangudi Luhur Sedayu

Bantul is designed.

2. To present extra-curricular speaking materials based on communicative language

learning for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul.

E. Benefits of the Study

First, the study is expected to give benefits to English teachers of SMA Pangudi

Luhur Sedayu Bantul. The writer hopes these speaking materials renew techniques

and strategies in teaching speaking.

Second, the study aims to give contribution to the tenth grade students of SMA

Pangudi Luhur Sedayu Bantul in improving their speaking ability. It is expected that


5

this study may contribute to the improvement of the speaking ability of the tenth

grade Senior High School students and help them to realize that their cognitive

development also supports their speaking skill.

F. Definition of Terms

There are some terms used by the writer in this study. They are design,

speaking, materials, extra-curricular activities, problem solving, and games. In order

to make those terms clear, the writer gives the definition of those terms.

1. Design

Design is the general arrangement or planning. Design is as “a developed plan

to guide educational activity in a situation” (Houle, 1978: 230). In this study, the

design refers to a set of speaking materials which implements games and problem

solving. These speaking materials have a primary role in promoting speaking ability

mastery. This design was used for extra-curricular program to acquire speaking

ability for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul.

2. Speaking Materials

Speaking materials are substances, facts, or information from which a course

can be made in the purpose of developing speaking ability. Speaking is “a part of

reciprocal exchange in which the reception and production play a part” (Widdowson,

1979: 38). In this study, the writer emphasizes speaking skill as the final achievement

that the students should have.


6

3. Extra-curricular program

An extra-curricular is “an activity which is carried out after formal class in

order to add the time, as a complement of subject” (Thomas, 1978: 302). The extra-

curricular program in SMA Pangudi Luhur Sedayu-Bantul is a compulsory program

to take by the students. This activity offers an informal atmosphere where the learners

can learn English as a fun and an interesting subject. In this study the writer chose an

extra-curricular program as a means of developing speaking skill of the students.

4. Games

Game is defined as “a structured activity with a set of rules for play in which

two or more learners interact to reach clearly designated instructional objectives”

(Brown, Lewis and Harclerood, 1973: 351). The rules of games govern the interaction

among the learners to reach the goal of the game and educational objectives.

5. Problem solving

Problem solving is “one activity involving two people or a group of people that

works together, toward a solution to a problem” (Curtis, et al, 1979: 2). In this study,

the writer offered some problems to be solved by the students and asked them to use

their speaking ability as a medium to solve the given problems. The given problems

were closely related to students’ daily activities.

6. The tenth grade students of SMA Pangudi Luhur Sedayu-Bantul

The tenth grade students are the students who are normally in the age of fifteen

years old (Thomas, 1978: 329). This grade is categorized in the elementary level of

English course (Mulyasa, 2003: 45) .


7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the detailed discussion on some theories as the basis in

designing a set of materials for extra-curricular program. This chapter is divided into

two main points, namely theoretical description and theoretical framework.

A. Theoretical Description

There are six elements that are discussed in this section. They are: materials

design, Communicative Language Teaching, cooperative learning approach, the

teaching of speaking, games, and problem solving.

1. Materials Design

In order to achieve the objectives of the activity, the teachers need the materials to

carry out the course. The materials are designed to stimulate the students to develop

their abilities in English. Before creating materials design, the teacher should know

first about the syllabus that will be applied in a course. After knowing the type of

syllabus that will be applied, the teacher should prepare himself in developing the

materials. Then the designing of materials is expected to facilitate the teacher in

preparing materials and as an alternative source.

Designing materials, according to Hutchinson (1994: 106), is described as

“creating a set of materials that fits the specific subject area of particular learners.”

Then, a set of materials can be used as a resource in following the language activity.

To make it easier to conduct the course, the teacher needs special preparation. The

7


8

designed materials can provide a resource for teaching-learning process for the

teacher.

In designing the materials systematically, Hutchinson and Waters (1987: 55-65)

suggest some significant considerations to be taken into account as presented below:

a. Materials design must be based on the target needs. They refer to what the

learners have to know in order to function effectively in the target situation.

b. Materials design should pay attention to the significant potentialities and

constraints such as experience, finance, facilities, competence, background,

knowledge, and time, which exist in the learning situation in order to adjust what

is possible and what is impossible to be done in the system.

c. Materials design is supposed to develop the language-centered approach, the skill-

centered approach, or learning-centered approach.

There are some considerations in making the materials design. The writer discusses

Kemp’s model and Yalden’s model.

These models have the same characteristics in the process of analyzing learning

needs, goals and development the system to meet the students’ needs. The models

describe clearly all details and step-by-step procedures about what a language

program designer should do in order to develop the program from the very beginning

process. These models are also flexible, meaning that those models can be applied to

design either a general English program or an ESP program. The writer presents two

models. Those models are: Kemp’s and Yalden's.


9

a. Kemp’s Model

“The approach and procedures called the Instructional Design Plan can be applied

to any education level-elementary, secondary or college” (Kemp, 1977: 7). In this

model the plan is a flexible process. There is an interdependence among the elements.

It is the designer’s freedom to choose which element will be used first in making the

process. In this model the materials design plan is a design to support and to answer

three basic questions. They are as follows:

1) What must be learned? (objective)

2) What procedures and resources will work best to reach the desired learning

levels? (activities and resources)

3) How we will know when the required learning has taken place? (evaluation)

According to Kemp (1977: 8), the design consists of eight steps that can be

summarized as follows:

1) Consider the goals and the list topics; state the general purposes for teaching

each topic.

2) Enumerate the important characteristics of the learners from whom the

instructional materials are to be designed.

3) Specify the learning objectives to be achieved in terms of measurable

student’s behavioral outcomes.

4) List the subject contents that support each objective.

5) Develop the pre-assessments to determine the student’s background and to

present the level of knowledge about the topic.


10

6) Select the teaching learning activities and the instructional resources that will

accomplish the objectives.

7) Coordinate such support services as budget, personal facilities, equipment,

and schedule to carry out the instructional plan.

8) Evaluate the students’ knowledge in terms of their accomplishment of the

objectives, with a view to revise and re-evaluate any phases of the plan that

need an improvement.

Figure 1. The Kemp’s Model (Kemp, 1977: 9)

b. The Yalden’s Model

Yalden’s model has been designed based on the difficulties in syllabus

construction and the communicativeness of learning outcome expected. Having a

Revision

Goals, Topics, and General

purposes Learner

characteristics

Learning Objectives

Pre-Assessment

Subject Content

Evaluation

Support Services

Teaching / Learning

Instructional Activities


11

syllabus is not the same as teaching materials. After knowing the type of syllabus that

will be applied, the teacher should prepare to develop the materials. According to

Yalden (1987: 101), the process of constructing the syllabus is as follows:

1) Needs Survey

The teacher should make a survey needs before starting the purpose in order to

find the importance of the community of the local needs. It is aimed at understanding

as much about the learners as possible prior to the beginning of the program, in order

to establish realistic and acceptable.

2) Description of purpose

The description of purpose is prepared in terms of the characteristic of the

students, and the skills of the students on entry to and on exit from the program.

Conducted need survey will give the syllabus and the designer direction for

describing the purpose of language program. The purpose can also be investigated

from the setting in which the survey is conducted.

3) Selection and development of syllabus type

In this stage, the writer should make a decision on what kind of syllabus type

will be employed, since there is no definite model of syllabus design, a number of

solutions are offered. They range from an adaptation of the existing syllabus to a

learner-oriented syllabus. However, as Yalden suggests, the combination of the

various models is possible.

There are six types of syllabus in Yalden’s model. The descriptions are as

follows:


12

Type 1: Structural – Functional

This type involves a separation of forms and communicative function. This

type suggests that the linguistic forms proceed the communicative function. This is

the easiest solution in communicative syllabus design.

Type 2: Structures and Functions

This type provides a structure in a communicative function. In this type, the

form and the function are conducted from the beginning. This type of syllabus

enables the learners to study the linguistic form and the communicative function

simultaneously.

Type 3: Variable Focus

Variable emphasizes the language program shifts according to the proficiency.

Thus, the emphasis is not determined in a given unit. This implies the need of the

learners. Allen cited by Yalden (1987: 113) listed “tree of communicative

competence: structural, functional, and instrumental.” The structural progression, as

well as structural exercises and activities, dominate at the first level then change to

communicative function and finally to situation or subject-matter.

Type 4: Functional

The objective that is stated in this type is in terms of communicative function.

Here, the objectives determine the functions needed, and the functions determine the

selection and sequencing of grammatical materials. This syllabus can be extremely

valuable for the situations where rapid progress to a slightly variety of the target

language essential.


13

Type 5: Notional

This type of syllabus is applicable for the learner who already has adequate

proficiency of English but still need to be specified in a new particular purpose. In

this syllabus, all the components-socio-cultural, semantic, linguistics as well as

psycho-pedagogical-are united together.

Type 6: Fully Communicative Syllabus

This type of syllabus is also called as the learner-generated syllabus. The learners

become the source of input.

4) Production of proto-syllabus

This syllabus will cover several components such as topics, communicative

functions, variety of language, and grammar.

5) Production of pedagogical syllabus

In this stage, the course designer is supposed to develop teaching, learning, and

testing approaches (pedagogical syllabus). At this stage, a stock of words and phrases

suitable to the topics in the program is identified.

6) Development and implementation of classroom procedures.

The development and implementation of classroom procedures, the selection of

exercises and teaching technique employed in the classroom, preparation of lesson

plans as well as weekly schedule described in this stage.

7) Evaluation

The final step is evaluation that compares two aspects. First, it evaluates the

students in the program and secondly, it assesses the teaching as well as the whole

design of the course. If there are not differences, revision on the materials and


14

teaching approaches must be held. The schema of Language Development program

made by Yalden is described in Figure 2.

Figure 2. Language Development (Yalden, 1987: 8)

2. Communicative Language Teaching

This part discusses about Communicative Language Teaching and its sustaining

theories. In this part, the writer explains about the Definition of CLT, the Role of

Teachers and Learners, the Role of Materials, and the last is about Communicative

Competence.

a. Definition of Communicative Language Teaching

Some approaches can be used in teaching learning activities. In this research,

the writer used one of the approaches called Communicative Language Teaching

because this approach is suitable to teach speaking to Senior High School students. In

CLT, teachers and students have their own roles. The following roles are the

important concepts in Communicative Language Teaching.

Need Sur-vey

Descrip-tion of Purpose

Selection/ develop-ment of syllabus

type

Produc-tion of proto-

Syllabus

Produc-tion of

pedagogi-cal

syllabus

Develop-ment&

implemen-tation of

classroom procedures

Eva-lua- tion


15

b. The Role of Teachers and Learners

In this part, the writer discusses about the teacher and the learner’s role. The

description is stated below.

1) Learner’s Role

Learners are the subjects of the teaching and not the objects in Communicative

Language Learning. It means that the learners should actively participate in every

language activity. Breed and Candlin describe the learner’s role within CLT in the

following terms:

The role of learner as negotiator – between the self, the learning process, and the object of learning – emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (1980: 110).

2) Teacher’s Role

There are several roles of teachers in CLT according to Breed and Candlin

(1980) as quoted by Richards and Rodgers (2001:167). The teacher’s roles can be

summarized as follows:

a) Facilitator

A teacher has to facilitate the communication process between the participants

and the various activities and the texts.

b) Participants

The teacher should act as an independent participant within learning teaching

group. It means that a teacher’s role is as resources and its organizer.


16

c) Needs Analyst

A teacher assumes to be responsible for responding to learner’s language needs.

The teacher plans a group and an individual instruction that responds to the

learner’s need.

d) Counselor

The teacher is expected to demonstrate an effective communicator seeking to

minimize the meshing of speakers’ intention and learners’ interpretation, using

paraphrase, confirmation and feedback.

e) Group Process Manager

The responsibility of the teacher is to organize the classroom as a setting for

communicative activities.

c. The Role of Instructional Materials

According to Richard and Rodgers (1986: 25), there are three roles of materials

within a functional methodology. They are as follows:

1) Materials will focus on the communicative abilities of interpretation,

expression and negotiation.

2) Materials will focus on understandable, relevant, and interesting exchanges of

information rather than on the presentation of grammatical form.

3) Materials will involve different kinds of texts and different media, which the

learners can use to develop their competence through a variety of different

activities and tasks.


17

There are three kinds of materials currently used in Communicative Language

Teaching namely text-based materials, task-based materials, and realia (Richards and

Rodgers, 2001: 167-170). Text-based materials are designed to direct and support

communicative language teaching. These materials can be visual cues, taped cues,

pictures, sentence fragments, role-plays, and discussions based on text. These

materials help teachers to initiate conversation among students. Task-based materials

consist of variety of games, role-plays and task-based communication activities.

These materials can be in the form of cue cards, activity cards, pair communication

practice materials, and student’s interaction practice booklets. The students have to

cooperate in order to complete the task. Realia, as the last type of materials, consists

of signs, magazines, advertisements, and newspapers, graphic and visual resources.

These materials then build the communicative activities.

d. Communicative Competence

In language teaching, we have to think about the teaching method. The

teaching method is a way the teachers convey their knowledge to the students. The

focus of the Communicative Language Teaching is to develop the learner’s

communicative competence. In other words, communicative competence is the goal

of language teaching. The objectives in communicative competence are to convey the

other message to other people to communicate something in a certain language and to

convey messages to other people in an acceptable social way.

There are five models of communicative competence according to Celce-

Murcia, Dornyei and Thurrel (1995: 10). The models prepare the students to


18

communicate with language to participate in language used society. The models are

as follows:

1) Grammatical Competence

It refers to sentence level grammatical forms, the ability to recognize the lexical,

morphological, and phonological feature of a language and to make use the features

to interpret and form words and sentence.

2) Discourse Competence

Discourse competence is not concerned with isolated words or phrases but with

the interconnectedness of a series of utterances, written words, and/or phrases t form

a text, a meaningful whole the text might be a poem, an e-mail message, a sportscast,

a telephone conversation, or a novel.

3) Sociolinguistic Competence

Sociocultural competence requires an understanding of the social context in which

language is used; the role of the participants, the information they share, and the

function of the interaction.

4) Strategic Competence

The coping strategies that we use in familiar contexts, with constraints due to

imperfect knowledge of rules or lifting factors in their application such as fatigue or

distraction, are represented as strategic competence.

5) Actional Competence

It is the actional competence in oral language or rhetoric competence in written

language. Students can show this competence by giving responses to other people’s

greeting that they know or they do not know.


19

The main goal of language education is discourse competence. It means that if

somebody communicates well both oral and written, he/she is involved in a discourse.

Savignon (1997), as cited by Celce-Murcia (2001: 19) stated that “in recent years,

many innovations in curriculum planning have been proposed that offer both trainee

and expert teachers a dizzying array of alternatives. Games, yoga, juggling, and jazz

have been proposed as aids to language learning.”

3. The Teaching of Speaking

The writer discusses some elements that support the teaching of speaking, for

example the nature of speaking and principles of teaching speaking.

a. The Nature of Speaking

Many people feel that speaking in a new language is harder than reading,

writing, or listening for two reasons. First, while reading or writing, speaking happens

at real time; usually the person you are talking to is waiting for you to speak right

than second, when you speak; you cannot edit or revise what you wish to say, as you

can if you are writing. Teaching speaking is sometimes considered as simple process.

b. Principles for Teaching Speaking

There are five principles of teaching speaking according to Bailey (1994: 54-

56). The descriptions are as follows:

1) Be aware of the differences between second language and foreign language context

Speaking is learned in two road contexts: foreign language and second

language situation. A foreign language (FL) context is one where the target language


20

is not the language of communication in the society. Learning speaking skills is very

challenging for students in FL context, because they have very few opportunities to

use the target language outside the classroom. A second language (SL) context is one

where the target language is the language of communication in the society. Second

language learners include refugees, international students, and immigrants.

2) Provide students practice with both fluency and accuracy

Accuracy is the extent to which students’ speech matches what people actually

say when they use the target language. Fluency is the extent to which speakers use the

language quickly, false starts, word searches, etc.

3) Provide opportunities for the students to talk by using group work or pair work,

and limiting teacher talk

Pair work and group work activities can be used to increase the amount of time

that the learners get to speak in the target language during lessons. One further

interesting point is that when the teacher is removed from conversation, the learners

take on diverse speaking roles that are normally field by the teacher.

4) Plan Speaking tasks that involve negotiation for meaning

It involves checking to see if you have understood what someone has said,

clarifying your understanding, and confirming that someone has understood your

meaning. By asking clarification, repetition, or explanations during conversations,

learners get the people they are speaking with to address them with language at a

level they can learn from and understand.

5) Design classroom activities that involved guidance and practice in both

transactional and interactional speaking


21

Interactional speech is communicating with someone for social purposes. It

includes both establishing and maintaining social relationships. Transactional speech

involves communicating to get something done, including the exchange of goods

and/or services.

4. The Theories of Cooperative Learning

In this part, the writer discusses some supporting information about

Cooperative Learning, such as the background, the roles of teacher and student, the

relationship between Cooperative Learning and Communicative Language Teaching

and so on.

a. The Background of Cooperative Learning

Cooperative Learning is part of a more general instructional approach also

known as Collaborative Learning. It offers ways to organize group work to enhance

learning and increase academic achievement. Richard and Rodgers (2001: 194) stated

that cooperative learning advocates draw heavily on the theoretical work of

developmental psychologist Jean Piaget and Lev Vygotsky, both of whom stress the

central role of social interaction in learning. The word cooperative in Cooperative

Learning emphasizes another important dimension of Cooperative Learning: it seeks

to develop classrooms that foster cooperation rather than competition in learning.

According to Slavin (1995: 2), “Cooperative Learning refers to a variety of

teaching methods in which the students work in small group to help one another learn

academic content.” From the explanation above, we can note that Cooperative

Learning is a learning method which focuses on group work. Since the method used


22

in this study is part of Cooperative Learning, the writer wanted to find prove whether

this method is appropriate or not to be applied in language teaching. Here is the

answer to the problem:

Cooperative Language Learning (CLL) does not assume any particular from of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. Thus we find CLL used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary. (Richard & Rodgers, 2001: 195). From the supporting argument above, the writer was encouraged to use

cooperative learning as the basis in teaching English. Furthermore, the four skills can

also be supported by cooperative learning. In this context, the writer chose speaking

that is part of four skills.

b. The Characteristics of Cooperative Learning

In this part, the writer discusses the characteristics of cooperative learning. The

characteristics here also mean the key elements that support the success of

cooperative learning. According to Richard and Rodgers (2001: 196), there are five

main key elements of cooperative learning. The descriptions are as follows:

1) Positive Interdependence

All members of the group are responsible for the sake of the group. Students’

roles, materials, and rule provide means for structuring positive interdependence.

Role-structured interdependence involves assigning different roles to each student

within a group, such as ‘explainer’ or ‘checker’, so that each has a specific

responsibility. Materials-structured interdependence can include limiting resources,

such as having only one worksheet for everyone in the group to use.


23

2) Group or Team Formation

It supports the creation of positive Interdependence and includes:

a) Deciding on the size of the group. Typical group size is from two to four.

b) Assigning students to groups: can be teacher-selected, random, or student-

selected.

c) Student roles in groups. The roles are: noise-monitor, turn-taker monitor,

recorder, or summarizer.

3) Individual Accountability

It involves both group and individual performance by assigning each student a

grade on his or her portion of a team project or by calling on a student at random to

share with the whole class, group members, or another group. A primary way to

ensure accountability is through testing.

4) Social Skills

Social skills determine the ways students interact with each other as teammates

(e.g., praising and recognizing) and the way students interact with each other to

achieve activity or task objectives (e.g., asking and explaining).

5) Structures and Structuring

They refer to ways of organizing students’ interaction and different ways

students are to interact; e.g., Three steps interview or Round Robin.

c. The Roles of the Teacher in Cooperative Classroom

Teacher has many significant roles that confirm our study. In cooperative

learning, teacher has its own roles that will be discussed one by one by the writer.


24

1) The teacher as inquirer

In order to establish a successful learning, a teacher should attempt to see

every single change that happens to his pupils. According to Rivers (1987) as cited by

Mc. Donell (1992: 164), “the teacher must inquire the following questions about the

learners: what is the age of the learner? what is the language proficiency level? what

are previous learning experiences, interests, abilities, and needs?” By knowing such

questions, the teacher can manage his class based on the circumstances and condition

that he really knows.

2) The teacher as creator

In the cooperative classroom, the teacher’s duties are to create the social

climate, set goals, plan and structure the task, establish the arrangement of the

classroom, assign students to groups and roles, and select materials and time.

3) The teacher as observer

Observation is the basis of decision making about learners progress. By

observing the students, the teacher will know and recognize his students’ feelings,

strengths, weaknesses, interests, needs, and understanding about the materials.

4) The teacher as facilitator

Facilitator here means teacher that can facilitate, support, and encourage

students to learn. The roles of teacher as facilitator can be done by giving feedback,

encouraging the group to solve its own problems, extending activity, encouraging

thinking, observing students, and supplying resources.


25

5) The teacher as change agent

Teacher has rights to change the classroom in order to adjust it with the

circumstances. Teacher has a key role in managing the classroom. Teachers take

control of their classrooms and make themselves skillful.

d. The Roles of Learner in Cooperative Classroom

The primary role of the learner is as a member of a group who must work

cooperatively on tasks with other group members. As a group member, every learner

has the responsibility to support other members in the group in order to attain its goal.

Learners also have another role that is to be directors of their own learning.

e. The Relationship between Cooperative Learning and Communicative

Language Teaching

Cooperative learning is a way to promote communicative interaction in the

classroom and is seen as an expansion of the principles of Communicative Language

Teaching. In Communicative Language Teaching, students are expected to interact

with other people, either in the flesh, through pair and group work, or in their

writings. In other words, Cooperative language Learning and Communicative

Language Teaching have the same idea and they are related to each other.

From the point of view of second language teaching, McGroaty (1989) as cited

by Richard and Rodgers (2001: 195), offers six learning advantages for ESL students

in Cooperative Classrooms. They are:

1) increased frequency and variety of second language practice through different types of interaction.

2) possibility for development or use of language in ways that support cognitive development and increased language skills.


26

3) opportunities to integrate language with content-based instruction. 4) opportunities to include a greater variety of curricular materials to stimulate

language as well as concept learning. 5) freedom for teacher to master new professional skills, particularly those

emphasizing communication. 6) opportunities fore students to act as resources for each other, thus assuming a

more active role in their learning.

In this study, both Cooperative Learning and Communicative Language

Teaching will be used as the basis in designing the materials for the students. Later, in

the designed materials, there will be many activities that promote Communicative

Language Teaching and also Cooperative Learning.

5. Problem-Solving Activities

In this part, the writer discusses some important points that support the problem

solving activities. They are: problem-solving discussion, kinds of group, approaches

to problem-solving, and roles in problem solving.

a. Problem-Solving Discussion

In problem-solving discussion, there are two or more persons may involve.

They encounter the problem and discuss their opinion and try to give their influence

to other people so that the others can accept their ideas or opinions toward the

problem. If this kind of situation does not take place, and each person in a group

merely reveals his opinion without listening to others, it is said that the discussion is

not considered as meaningful to solve the problem.

1) Feedback

A person who has a problem needs other person’s consideration in order to find

a solution. The solution from whom the consideration comes is in the form of


27

response. The response is then accepted by the first person in the form possibilities

that the first person need to solve his problem. This process is called feedback,

because it is a circular process of individual responses (Curtis, Carlson and Wendy,

1979: 3).

Participants in problem-solving group discussion may give positive or negative

responses toward a problem. Positive responses are very helpful in facilitating the

process of group discussion. On the contrary, negative responses impede it.

Positive responses that other participants give encouraged the troubled person

encounter his problem. The person who has problem can anticipate and react

appropriately toward the problem because of the given positive feedback.

On the contrary, negative feedback lowers the efficiency of group discussion. It

makes the participants retreat into silence and do not feel comfortable in expressing

their opinions. “Negative feedback involves personal attacks, irrelevance, lack of

structure, and excessive length” (Curtis, et al., 1979: 4).

b. Kinds of Groups

Problem-solving groups are group that involve decision making as the objective

of discussion. The objective is not merely talking about something that brings self-

enrichment to the membership, but it serves as a contribution for the need of many

people who likely encounter the problem.

In a discussion, there involves sharing, participating, and interacting in a

group context. These are “three important elements of problem-solving discussion

that function together to produce a successful group decision making” (Curtis, et. al.,

1979: 7). During problem-solving processes, members of the group share their


28

experiences, knowledge and insights that serve as information to be considered for

making decision. They should reveal their thoughts and ideas freely and exchange

ideas actively. There are two kinds of problem-solving discussion; they are public

discussion and private discussion.

1) Public Discussion

One kind of group in problem-solving discussion is public discussion. Public

discussion needs the presence of audience. In this kind of discussion, “audience plays

a determining role in decision making” (Curtis, et. al., 1979: 13). This kind of

discussion brings benefit or enlightenment for the audience

Public discussion groups are not considered as problem solving or decision

making groups. It serves as stimulators of public opinions or as consolidators of

public support. These discussions are very advantageous for the audience, because

they provide useful information and the audience’s involvement.

2) Private Discussion

Another kind of group in problem-solving discussion is private discussion. In

this kind of discussion, the presence of audience is not needed. The decision to be

taken is due for the task of the members of the group itself. A certain group of people,

within itself discusses a problem faced by one member of the group to seek for the

best solution for the person that needs help.

c. Role in Problem-Solving

In this part, the writer discusses the role of teacher and leaner in problem

solving activities.


29

1) Teacher’s Roles

In problem-solving discussion, the teacher plays a role as materials resources.

The teacher gives the students a situation under which the learners discuss the given

problems. Teacher provides some data and questions concerning with the problem

and asks the learners to discuss the data and seek for the best solution.

The teacher also monitors the problem-solving process within which the

learners make use their knowledge of the problem in information and ideas exchange.

The teacher has to make sure whether all members of a group discussion are actively

participated in the process of problem-solving activities.

2) Learners’ Roles

Learners employ the biggest role in problem-solving activities. In a problem-

solving activity that consists of four of five students, the problem solving processes

should be directed in order to reach the objective of the activity. Therefore, the

presence of a group leader is needed. The leader of a group has to fulfill some

requirements to be a good leader in a group.

A good group leader has to be an effective listener towards all ideas, opinions,

and thoughts of the group members. Another requirement to be a good leader is

ability of stimulating and developing actions among all group members.

As member s of a problem-solving discussion, students are asked to participate in

giving responses toward a problem and express their opinions and some alternative

solutions for the problem. Each member of a group should appreciate the other

members of the group for their efforts in trying to give their opinions.


30

6. Games

In this part, the writer discusses two important elements in terms of games.

They are definition and characteristics of games and the rationale of using games in

the language teaching.

a. The characteristics of Games

There are some definitions of games proposed by scholars. The word “games”

according to Ellington and Harris in Dictionary of Instructional technology is defined

as “any exercise that involves competition (either between the participants or against

the games system) and rules (arbitrary constraints) within which the participants have

to operate” (1986: 76). Further, Hedfield added, “a game is an activity with rules, a

goal, and an element of fun (1987: iii).” While Boocock and Schild (1968: 67)

defined a games as “any contest (play) among adversaries (players) operating under

constrains (rules) for an objective (winning, victory, or pay off).”

Brown, Lewis and Harleroad (1973: 35) described “instructional games”, in

more specific definition, as “a structured activity with a set of rules for playing in

which two or more students interact to reach clearly designed instructional

objectives.”

From the definition above, we can describe the fundamental characteristics of a

game: An Enchanting Complementary Technique (1987: 16-18), as follows:

1) A game is a structured activity that consists of typically well-planned activity.

The activity in a game should be organized so that the students will be able to learn

something from the game.


31

2) A game consists of a set of rules. The rules govern the instructional materials

among the participants and direct the activity to reach the goal of the game.

3) Sometimes a game represents a real social life through its certain activity. A

game can specifically attribute to the development of the students social life such as

how they behave in society or community, how they get along with their fellows.

b. The Rationale of Using Games in Language Teaching and Learning

It is necessary to know the reasons for applying games as task in teaching

learning process. Some experts formulate their opinions about the rules of games in

language teaching-learning. Knight et.al. (1986) as quoted by Mansalam (1991: 7),

mentioned four major advantages of using game in teaching learning. First, game

helps and encourages many students to sustain their interest and work in learning

language. Second, games help the teacher to create context in which language is

useful and meaningful. Third, games provide the repeated use of the language forms

of drill. Besides, games give the key feature of drills with the opportunity to the

working of language as a living communication because they make the language

conveys information and opinion in a more interesting way. Finally, games can be

found to give practice in all the skills, in all the stages of the teaching learning

sequence and many types of communication.

Similarly, Hadfield argued the crucial of games in language teaching and

learning (1984: 5). She said that:

The including of games as an integral part of any language syllabus provides an opportunity for intensive language practice, offers context in which language is used meaningfully and as a mean to the end, and acts as a diagnostic tool for the teachers, high lighting areas of difficulty. Last but not


32

least, one of the most important reasons for using games is simply that they are immensely enjoyable for both teachers and users.

c. Construction of Games

Construction of games needs a process that should be done carefully and

thoughtfully since well-prepared games determine the success of the implementation

of the games in the classroom. Considering the steps taken to construct games, Bell

and Wieckert (1985: xix-xxii) suggested eleven steps to follow. Those are:

Step 1: Develop the theme

The place to start is where the need is the greatest

Step 2: Determine the purpose

The teacher writes down some statements that clearly define the purpose and the

scope of the game.

For example: the purpose is: to familiarize the students with the various types of

reference work and the kind of information that can be found within each. The scope:

“our major interest is to determine whether students can choose between

encyclopedia, an atlas, a dictionary, and an almanac to locate specific information”

(Bell and Wieckert, 1985: xx).

Step 3: Determine the grade level

The teacher makes sure that the skills and information to be learned matches the

range of abilities of the learners.

Step 4: Determine the number of the players

The teacher takes into consideration how students meet at any one of time. It is

necessary to construct the game for full class, small group or the combination of the


33

above. This step will affect the format, the type of the materials to be used and the

procedure.

Step 5: Determine the format

It deals with the purpose and the needs, and the abilities of the students. At this time

consider the competition involved’ will the game be competitive or non-competitive?

Bell and Wieckert mention 3 common formats. They are:

1) Board game: A graphic representation of the process under study, allowing

players to keep track of their progress and that of their opponents.

2) Card game: A game of chance in which two or more players interact to

determine the outcome.

3) Role-playing: A teaching process involving bargaining, negotiating, or others

human alternatives.

Step 6: Determine the technique of checking

The teacher decides how to check the out come of the game and who or what will do

it. Some choices are the media specialist, the teacher, an aid, the students, or if these

technique are deemed to time consuming, an answer sheet or a technique of self-

checking are alternatives.

Step 7: Design and gather the materials

The materials should be matched the established theme and or purpose. They should

be attractive, functional, and made from durable materials.

Step 8: Define the player’s roles

The teacher describes the player’s role and the resources available to them (Individual

roles, maintenance, and task).


34

Step 9: Decide upon the procedure and time

The teacher determines how the game to be played, make the rules brief but clear.

Tell the players what to do, who will interact with whom, what the playing time will

be.

Step 10: Trial Run

Try the game in small group first. Play the game through to see the problem arises. If

they do, make some modification and changes before the details are satisfactory

Step 11: Evaluation

One technique of evaluation is post discussion. It can be done by asking the players

some questions, e.g. what was learned? What difficulties were experienced? How

could they become the winner?

B. Theoretical Framework

This framework consists of steps that are combined from Yalden’s and Kemp’s.

The writer chose two models because each model has each own characteristics. The

strength of Kemp’s model is that this model is flexible. The plan can start with

whichever elements are ready and can go to other parts. The process is flexible

depending on what is already available. In Yalden’s model, the strength is that this

model involves needs survey. Needs survey is important to find the importance of the

community of the local needs. It is aimed at understanding as much about the learners

as possible prior to the beginning of the program, in order to establish realistic and

acceptable. The models describe clearly all details and step-by-step procedures about

what a language program designer should do in order to develop the program from


35

those models can be applied to design either a general English program or an ESP

program. An educational research and development was chosen to find the answers to

the research questions. There are ten steps in educational research and development.

However, the writer only used some of them because some of the steps in this cycle

are the same as the steps in designing the speaking materials. The further elaboration

of this cycle can be seen in chapter 3. The framework consists of seven steps as can

be seen in the following figure. The following is the elaboration of each step:

1. Conducting Needs Survey

To diagnose what the learner’s need, the writer conduct needs survey. The

needs survey is intended to obtain information on the student’s needs, motivation and

purposes relevant to the learning of English. This will be done by interviewing some

English teachers who teach the tenth grade students. The writer also distributes the

questionnaires to two classes of tenth grade students of SMA Pangudi Luhur Sedayu-

Bantul. The questionnaires are about the students’ difficulties in speaking class, the

wants and lacks, the activities they like, the media used and the topics of the English

lesson. The participants are the tenth grade students of SMA Pangudi Luhur Sedayu-

Bantul. Their characteristics are obtained by observing and distributing

questionnaires. From the writer’s perception, the tenth grade students are in the

beginning level, it is better for them to learn English since they are younger.

2. Considering Goals, Topic, and General Purposes

In line with the goal of Communicative Language Teaching and Cooperative

Learning, the goal of the teaching process in this study is to achieve communicative


36

competence in English through the use of problem-solving activities and games.

Every learner is expected to be competent in using English in communication. In this

study, the term “Competency Standard which means a set of competency which is

done and achieved through the student’s result” (Mulyasa, 2003: 290). Besides the

main goal above, there will be more specific goals in each meeting.

In Kemp’s model, they are called as general purposes. However, in this study,

the writer used the term, namely ‘Basic Competence’. By using “Basic competence”,

it can remind the teachers “how far the target of competency should be achieved”

(Mulyasa, 2003: 291). The basic competence of this design is to enable and reinforce

the students to communicate in the target language in a comfortable way. The topics

or themes were chosen based on the learners’ needs to achieve the goals.

3. Specifying Learning Objectives

To achieve the objectives, the objectives should be specified as Specifics

Instructional Objectives. In the design, the writer wrote ‘Indicators’ in each topic.

According to Mulyasa (2003: 391), “indicators are more specific than basic

competence.” If a set of indicators is achieved, it means that the basic competence is

achieved, too.

4. Listing the Subject Contents

The subject contents theories that support teaching speaking in English using

problem-solving and game activities. The content functions to facilitate the

achievement of each objective. The subject contents mostly were based on the

problem-solving and game activities as part of the Cooperative Learning.


37

5. Selecting Teaching Learning Activities and Instrument Resources

The writer then also made the teaching learning activities, including the

exercises. To enable students to acquire the speaking ability some resources should be

prepared to support the classroom activities, for example magazines, journals,

internet, bulletin, and so on.

Referring to the goal of CLT which focuses on achieving communicative

competence, and also the goal of CL which focuses on cooperative activities, most

teaching learning activities were in group work in which the students interact to share

related information to achieve a goal.

6. Conducting Evaluation and Revision

The evaluation is conducted by distributing questionnaires to some English

teachers, some English lecturers, and some English instructors. The results will be

helpful for the writer to enrich and improve the quality of the designed materials.

7. Presenting the Final Version of the Materials Design

The writer then presented the final version of the materials which had been

revised based on the suggestion and recommendation from some English teachers,

some English lecturers and some English instructors. The whole steps are described

in Figure 3.


38

Figure 3. The Writer’s Model

Considering Goals, Topics, and General Purposes

Specifying Learning Objectives

Listing the Subject Contents (Games and Problem Solving)

Selecting Teaching Learning Activities and Instrument Resources

Conducting Evaluation and Revision

Conducting Needs Survey

R E V I S I O N

Presenting the Final

Version of the

Materials Design


39

CHAPTER III

METHODOLOGY

There are seven sections discussed in this chapter. They are research methods,

research setting, research respondent, research instrument, data gathering technique,

data analysis and research procedure.

A. Research Method

In this study the writer employed educational research and development.

Educational research and development is a process used to develop and validate

educational products (Borg and Gall, 1983: 772). The major purpose of the R & D is

to develop effective products to be used in school. The products include teacher’s

materials, teaching methods, and method for organizing instruction. The establishing

and processing of instruction in this research is designing extracurricular speaking

materials using games and problem solving for the tenth grade students of SMA

Pangudi Luhur Sedayu Bantul.

R & D consists of a cycle where a product will be developed, field-tested, and

improved on the basis of field-tested data. R & D cycle contains ten steps, namely

Research and Information Collecting, Planning, Development of Preliminary Form of

Product, Field Testing, Main Product Revision, Main Field Testingf, Operational

Product Revision, Operational Field Testing, Final Product Revision, and

Dissemination and Implementation (Borg and Gall, 1983: 775)There are ten steps in .

39


40

However, because of limitation in time and capacity, the writer would only employ

five steps of the R & D cycle. They are:

1. Research and Information Collecting

This first step was about collecting the information from many sources, which

was related to this research. According to R & D, this step included review of

literature, classroom observation and preparation of report of state of the art. The

writer tried to collect information about the learners’ needs by observing the situation

in the classroom, distributing the questionnaires to the students as well as the English

teacher. Basically, in this step, the writer collected information for two things. They

were information about the theories and the information about the learners. They

were explained as follows:

a. Collecting Information about the Theories

In the review of literature, the writer gathered the information related to this study by

doing library study. The library study was done by finding the theories or information

in the book sources and theses. The writer also browsed some websites in the internet

to find the related information to this research. The writer tried to find the information

and theories of designing the learning materials and teaching speaking.

b. Collecting Information about the Learners

To find information about learners, the writer distributed questionnaire to the

students, interviewed the teacher and observed the classroom. The writer conducted

this step to find the learners’ characteristics, the learners’ needs, and their interests

toward English. In this step the writer collected the data from the tenth grade students

of SMA Pangudi Luhur Sedayu Bantul. Therefore, the writer could determine and


41

design the materials, topics, media, and etc, which were appropriate for designing

extracurricular speaking materials for the tenth grade students of SMA Pangudi Luhur

Sedayu Bantul.

2. Planning

After finding and collecting the information related to the research, the writer

should make a plan for developing the material. The planning, according to R & D,

referred to the statement of specific objectives that would be achieved after the

course. By using this step, the writer focused on determining the objectives to be

achieved, and skills that should be mastered by the learners. The writer made a

syllabus and developed the material based on the result of research and information

collecting data. In this step, the writer also considered other factors that would be

involved during the process. There was also the estimation of time which was

required to develop the product.

3. Preliminary Form of the Product Developing

This step continued the previous step. In this step, the writer prepared the

instructional material, handbook and evaluation devices. The writer developed the

conversations, games, problem solving and the learning activities that will be used in

many topics of learning. To develop the materials, the writer created stories and

topics based on the result of data analysis. The materials were created as interesting

as possible to stimulate the students’ motivation to learn English and to prevent them

from getting bored. The materials contained the new vocabulary, the correct models

of the language expressions, and problems to be solved by the students to practice

their new knowledge of language expressions.


42

4. Preliminary Field Testing

This step included evaluation towards the designed materials. The evaluation

was done by distributing the second type of questionnaire to an English teacher and

some English lecturers. This was included as one of the R & D cycles especially in

the preliminary field testing and product revision step which stated that it was

important to establish field sites similar to those in which the product would be used

when it is fully developed (Borg and Gall, 1983: 782). The data resulted from the

questionnaire was used to improve and to revise the designed materials.

5. Main Product Revising

In this step, the writer improved and revised the designed materials based on

the result on Preliminary Field Test and Product Revision step. Then, the last version

of the material was presented.

B. Research Respondents

In conducting survey research, the writer chose some respondents who were

considered to be reliable to help the writer in the research.


In the research and information collecting activity, the respondents were the

tenth grade students of SMA Pangudi Luhur Sedayu Bantul and the English teachers

of SMA Pangudi Luhur Sedayu Bantul. The respondent of the questionnaire was the

tenth grade students of SMA Pangudi Luhur Sedayu Bantul. There were 25 students

of the tenth grade who gave their opinions toward the English teaching, especially

speaking. The questionnaire was distributed to find out the students’ needs. Their


43

input was worthwhile in designing speaking materials in order to develop speaking

ability for Senior High School students.The respondent of the interview was the

English teacher. Since teacher had direct experience in teaching English for students,

it was expected that the teacher would gave the actual data about the learners. The

writer used the teacher and the learners as the subjects of the observation. The writer

intended to find the information about the actual situation and learning’s needs during

the teaching-learning process.


In the preliminary field testing, the respondents were an English teacher of

SMA Pangudi Luhur Sedayu Bantul, some lecturers of English Education Study

Program. This was because teacher had experience in teaching English for the

learners and had better knowledge about the appropriate learning materials for the

learners. The lecturers of English Education were chosen since they had many

experiences in designing leaning material. Therefore, they were expected to give their

opinion and evaluation about the designed materials.

Table 3.1. The Respondents of the Preliminary Field Testing

Group of Participants Sex Educational Background

Teacher experiences in years

M F D3 S1 S2 <5 5-10 >5

English Teacher √ √ √

English Lecturer √ √ √

C. Setting

The writer conducted the research in SMA Pangudi Luhur Sedayu Bantul,


44

Yogyakarta on June-August 2008. The writer observed the classroom situation of the

tenth grade students

D. Research Instruments

In conducting the research, the writer used three instruments to obtain the

data. The use of the instruments was divided into two steps. The first was the

instrument for research and information collecting and the second was the instrument

for preliminary field testing.


In the first step, the writer conducted the needs analysis. The writer used three

instruments to obtain the data about the learners. The instruments were as follows:

a. Interview Guidelines

The interview was done to an English teacher of senior high school. The interview

was conducted to find the learners’ difficulties in English and to find their needs and

interest of English. Therefore, the writer could design the appropriate learning

materials for them.

b. Questionnaire

The questionnaire was distributed to the tenth grade students of senior high school.

The questionnaire was used to find out the learners’ need in learning English, which

included many factors such as teaching-learning media, the material and learners

difficulties in learning and etc. The questionnaire used both close-ended question and

open-ended question. For close-ended question, the respondents were given the


45

question and the option of answers. For open-ended questions, the respondents could

answer the question without restraint.

E. Data Gathering Technique

Before designing the learning material, the writer needed to do some steps to

find the learners’ needs. The first was distributing a questionnaire to the tenth grade

students of senior high school. The questionnaire was about the students’ interests

toward the English learning, especially speaking.. The questionnaire also included

questions about the appropriate topics or materials and media to be used in teaching

English for the extracurricular program. It was aimed to gain the information about

the learners’ interests and difficulties in learning English. The writer came to school

and distributed the questionnaire to the tenth grade students of SMA Pangudi Luhur

Sedayu-Bantul. The questionnaire was in Indonesian, which was aimed at avoiding

students’ misinterpretation toward the meaning of the questions.

The next step was interviewing several English teachers. Interview was done to

get the teachers’ opinion about students’ interests or difficulties in understanding the

English materials. The data of the interview were collected and summarized.

Therefore, the writer knew what the learners’ needs were and how to overcome the

difficulties.

The third step was observation. In doing the observation, the writer used

observation sheet, which consisted of tables and statements. The statements were

concerned with classroom situation and the learners’ condition. The writer observed

the classroom situation during the teaching-learning activity to find the additional


46

information about the learners’ needs. In addition, the observation was done to find

the learners difficulties in learning English during the teaching-learning process.

Through observation, the writer could also get actual information and situation. The

results were then used to create the English learning materials and classroom activity,

which were appropriate for the children.

The next step was the preliminary field testing questionnaire. This step was

about the evaluation toward the designed materials. It was to evaluate the relevance

between the materials and the children as the learners in achieving the objectives of

learning. This questionnaire was distributed to an English teacher of elementary

school and some lecturers of English Education Study Program.

F. Data Analysis Technique

Data analysis was a process of organizing, ordering and summarizing the data

into patterns or categories in such a way, in order to arrive at a conclusion of the

research (Seliger and Shochamy, 1989). In this research, the data were collected by

interviewing the teachers, distributing the questionnaire, and observing the classroom.

The data analysis then was done sequentially based on the step of the research.


a. Interview

In the interview, the writer used the questions that were more or less the same as

the questionnaire. The questions were about the difficulties and the interest of

students toward English.


47

In the interview, the teacher’s answers were grouped and classified based on the

criteria that had been determined before. Then, the result of the classification showed

the difficulties that students had in learning English, their interest to the topic and

other information. The data then were taken into consideration by the writer to

overcome the problem by designing the appropriate learning material.

b. Questionnaire

The writer used questionnaires to gather the data of needs analysis. The

questions were in the form of open-ended question in which the respondents could

give their opinion and closed-ended questions in which the answers were already

available and the teachers might choose one of them. For open-ended questions, the

answer of each question was grouped and classified based on the criteria determined

by the writer. The data collected in the questionnaires were calculated by percentage

as follows:

∑nn x 100%

Notes:

n : the number of the students who chooses certain topic

∑ n : the total number of students

The questionnaire asked what the difficulties that the most of students had in learning

English, how to overcome the difficulties, and what the interesting topics for them

were.


48

c. Observation

The observation was done during the teaching learning activity. The data were in

the form of observation sheet and field notes to record the situation, the activity in

class and the problems that were faced by the learners during the teaching learning

process. The data resulted from the observation were considered as the additional

information to design the learning materials, activity and media which were

appropriate for students.

The format of observation sheet was presented as follows:

No. Statements (Points to consider)

Yes (√)

No (√)

Table 3.2. The Format of Observation Sheet

The writer checked whether the points to be considered in observation sheet

were available and done or not.


In the preliminary field testing, the data were gathered by distributing the

questionnaire to the English teacher of Senior High School and some lecturers of

English Education. The questionnaire contained the questions about the teachers’

opinion toward the designed materials to be the basis of evaluation for the designed

material. The data analysis used descriptive statistics, in which the resulted data were

summarized to find a single statistics by using Central Tendency formulation. Central

Tendency was the tendency of a set of numbers to cluster around a particular value.


49

Mean, Median and Mode were used to find the central tendency. The assessment of

the respondent’s opinion of the designed materials used five points of agreement:

1 = If the respondent strongly disagrees with the statement.

2 = If the respondent disagrees with the statement.

3 = If the respondent undecided or doubts with the statement.

4 = If the respondent agrees with the statement.

5 = If the respondent strongly agrees with the statement.

The data were presented in the form of table as follows:

Table 3.3. The Format of Second Questionnaire No. Question 1 2 3 4 5

1.

2. 3.

In collecting the data the writer conducted two ways. The first way was

interview. The writer analyzed the data from the recorded speech and then the data

developed and used as the basis of the materials construction. The second way was

questionnaire. It was also directed for the needs survey. The data collected in the

questionnaires were calculated by percentage as follows:

∑nn x 100%

Notes:

n : the number of the students who chooses certain topic

∑ n : the total number of students


50

The data resulted were presented as follows:

Table 3.4. The Format of the Resulted Data No. Respondents’

Opinion Central Tendency

N Mn

Note: N : The number of the respondents

Mn : Mean, indicated the central tendency of the respondents

The formula to measure the central tendency was:

Nx

X ∑=

Note: X : The average point

∑ : The sum of the scores

x : The raw data

N : the number of the score

Each number was analyzed by using this formulation. For example, there were

ten respondents and the first question asked about whether the respondent agrees that

the topic of material was appropriate to be taught to students or not. The answers

might be like this: 4, 4, 4, 4, 3, 3, 3, 2, 1, 1. By using the formulation above, the mean

was 2.9. The median, which indicated the middle point of the gathered data, was 3. It

was obvious that the mode, which indicated the score that occurred most frequently,


51

was 4. Therefore, according to the analysis above, we could conclude that most of the

respondents agreed with the statement that the topic of the material was appropriate to

be taught to children. The rest questions were analyzed by using the similar way to

the data above.

G. Research Procedures

In doing the research, the writer conducted some steps to come to the final

result. Most of the steps were based on the Research and Development theory by

Borg and Gall (1983).


First of all, the writer collected theories and information related to the

research. This step was done by:

a. Studying the theories related to the topic of the study. It was done by doing library

study. The writer found and read several books related to this research to find

information and theories that supported the implementation of this research.

b. Assessing the learners’ needs by distributing the first questionnaire to the tenth

grade students of Senior High School, interviewing the teacher and also observing the

classroom. These activities were done to find the information on the learners’ need

and the results were the basics for determining the designed materials.

2. Planning

After getting the information needed about the theories and the learners’

needs, the writer planned the material that would be designed. This step consisted of


52

determining the goals, the skills to be achieved and the activity that would be done in

the teaching-learning process which were included in the syllabus and lesson plan.

3. Developing Preliminary Form of Product

In this step, the writer designed the materials based on the result of need

assessment. The data and information from the interview, questionnaire and

observation were interpreted to be the basis for designing the material.


The preliminary field testing was done by distributing the second type of

questionnaire to an English teacher of Senior High School and lecturers of English

education to evaluate the materials designed. The questionnaires were asking about

the teachers’ opinion about the designed materials whether it was appropriate to the

learners or it still needed changing or improving.

5. Main Product Revision

After the questionnaires were collected, the writer gained the information and

the result. Then the data were processed and interpreted. After that, the writer revised

the material based on the results of the second questionnaire.

6. The Presentation of the Designed Materials

The writer made the final revision of materials designed. The final revision

was already revised and ready to be published.


Figure 3. 1 Research Procedure

Planning

Preliminary Form of the Product Development

Preliminary Field Testing

R E V I S I O N

Presentation

of the Designed Materials

Specifying Learning Objectives

Listing the Subject Contents

Considering Topics, Goals, and General Purposes

Conducting Evaluation

Selecting Teaching Learning Activities and Instrument Resources

Conducting Needs Survey Research and Information Collecting

53


54

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two main parts, namely the Process of Designing

English Speaking Materials Using Games and Problem Solving for Extracurricular

Program for the Tenth grade Students of SMA Pangudi Luhur Sedayu Bantul and the

Presentation of the Designed Materials. The first part answers the first question in the

problem formulation, i.e. how English speaking materials using games and problem

solving for extracurricular program for the tenth grade students of SMA Pangudi

Luhur Sedayu Bantul. The second part answers the second question in the problem

formulation namely what English speaking materials look like.

A. The Process of Designing English Speaking Materials Using Games and

Problem Solving for Extracurricular Program for the Tenth grade Students

of SMA Pangudi Luhur Sedayu Bantul.

In designing the materials, the writer applied five steps in R & D cycle. The

steps are Research and Information Collecting, Planning, Development of

Preliminary Form of Product, Field Testing, and Main Product Revision. Each step is

elaborated as follows:

54


55


According R & D steps, the first step is that the writer collected the

information about the learners’ needs, characteristics, learning context and their

interest toward English. In the writer’s adapted model, this step is called Conducting

Needs Survey.

a) The Results of Needs Survey

In this part, the writer conducted an interview for the English teacher and

distributed the first questionnaire to the twenty-five students of the tenth grade of

SMA Pangudi Luhur Sedayu Bantul. Hence, the writer could use the data as the basis

to design the material.

In this section, the writer presented the results of interview to the English

teacher and questionnaire which was distributed to the tenth grade students of SMA

Pangudi Luhur Sedayu Bantul. The results were as follows:

(1)The Results of the Interview from the Teacher

The questions were about the students’ interest in English speaking

extracurricular program, kind of activities used to improve students’ speaking skill,

and the relation of the previous knowledge the students got in understanding and

improving oral skill. The results were as follows:

Table 4.1. The Data of the Interview from the Teacher No Points to Consider Participant’s Answers 1 English speaking extracurricular in SMA

Pangudi Luhur Sedayu Bantul. There is an English extracurricular program in this school. It is for the tenth grade students.

2 The number of contact hours the school has for English speaking extracurricular program.

1 hour/ week for speaking.

3 The number of students from the tenth grade that join the speaking extracurricular program.

There are 25 students.


56

Table 4.1. Continue No Points to Consider Participant’s Answers 4 The effectiveness of the materials in the

speaking extracurricular program in helping the students to be fluent in the speaking skill.

It depends on the activity

5 Students’ interest in English speaking extracurricular program.

Not all of the students are interested in the speaking extracurricular program because some students like to learn other subjects (math, biology, or history)

6 Students’ level of proficiency. They are not in the same level. Most students can not speak English well.

7 Kinds of activities used to improve students’ speaking skill.

Many kinds of activities: • Retelling story • Games • Discussion • Role play • Problem solving

So far these activities are effective enough, but again it depends on the students’ ability.

8 The effectiveness of the students’ previous knowledge of English that they get since elementary school and junior high school in helping them to understand and improve their oral skill.

The students are easily to forget the previous knowledge of English. It is also depends on the students’ ability. Some students are also afraid of making mistakes and shy to speak.

From the interview above, the results showed that not all of the students are

interested in English speaking extracurricular program. However, proper activities

such as games, discussion and problem solving help the students to be fluent in the

speaking skill. Most students do not have enough ability in speaking English, because

they are still shy to speak and afraid of making mistakes.

(a) The Results of Questionnaire for the Tenth grade Students of SMA

Pangudi Luhur Sedayu Bantul

The writer distributed a questionnaire to some students of SMA Pangudi

Luhur Sedayu Bantul. It was conducted to gain the information about the students’

difficulties and interest in speaking English. There were twenty-five students of the


57

tenth grade. The results were as follows:

Table 4.2. The Results of Questionnaire for the Tenth grade Students No Points to Consider Answers Number % 1 Students’ interest in English,

especially speaking. a. The students are interested in

English. b. The students are not interested

English.

20

5

80%

20%

2 Difficulties in learning English, especially speaking.

a. Students have difficulties in learning English.

b. Students have no difficulties in learning English.

24

1

96%

4%

3 Factors influencing in speaking English.

a. lack of vocabulary b. do not master grammar c. do not master pronunciation d. feel shy to speak e. lack of self confident

15 10 14 8

13

60% 40% 54% 32% 52%

4 Students’ characteristics. a. Active b. passive

11 14

44% 56%

5 Students’ interest in learning English in groups for the extracurricular activities.

a. Students are interested. b. Students are not interested.

20 5

80% 20%

6 The reasons why the students are interested in learning in groups.

a. they can learn from partners who are really experts

b. groups can reduce nervousness c. supports from the other members

of the group can encourage others to be confident

d. cooperation among the group members is enjoyable

e. partners often help to correct the mistakes we make

15

11 12

20

10

60%

44% 48%

80%

40% 7 Kind of activities the students want

to have when learning English. a. Serious b. relaxing c. enjoyable

7 15 20

28% 60% 80%

8 Kind of interesting activities should be used in speaking class.

a. role plays b. discussion c. conversation d. problem solving e. variety of games

3 8

13 9

23

12% 32% 52% 36% 92%

9

Interesting topics to be learnt in speaking for the extracurricular activities.

a. greeting & introduction b. giving direction c. describing objects d. describing people e. asking and offering helps f. making arrangements g. apologizing h. complimenting

16 8 8 8

10 3 9

15

64% 32% 32% 32% 40% 12% 36% 60%


58

Table 4.2. Continue No Points to Consider Answers Number % i. thanking and replying to thanks

j. giving instructions k. talking about families l. describing places m. expressing feelings n. giving advice o. talking about festival p. talking about folktales q. congratulating and sympathizing

13 12 4 7

14 11 3

14 15

52% 48% 16% 28% 56% 44% 12% 56% 75%

The data above provided significant information for the writer, such as their

interest and difficulties in learning English. By knowing the problems faced by the

students, the writer could develop the appropriate materials that could help them to

solve their problems in learning English. The writer found that the biggest problem

faced by the students is about vocabulary. The solution of this problem was that the

writer developed the materials that provided the learner with some exercises dealt

with vocabulary. For example, the students were given a task to find the difficult

words from the dialogues. The second major problem that made the students difficult

to speak in English was about pronunciation. This problem could be solved by

drilling the students to repeat after the teacher pronounced the words. The next

problem is about arranging the words. The solution for this problem was that the

writer developed the materials that provide the learners with some exercises for

example making the dialogue and practicing it in front of the class. The last two

questions were related to the personality of the participants. From the observation

done by the writer, it showed that most students were passive in the classroom. Thus,

cooperative learning tasks would make them to be more active, because they would


59

have partners in group. This problem could be solved by giving the students some

task that could stimulate the students to be active in the class, for example sharing

personal experience. This task could encourage learners to talk more freely about

themselves and share their experiences with others. It was very clear that learning in

groups would overcome the problems in learning with the help of other members of

the group.

The writer also found some interesting facts. Most of the participants liked

some enjoyable and relaxed learning situation. The old teaching technique such as

lecturing was less likely by the participant. The writer would design the materials by

applying some techniques that were chosen by most of the participants such us

games, group discussion, problem solving and class discussion. From Table 4.2, the

writer found that the participants were excited in various kinds of teaching media,

such as film, song, picture, role play card, magazine, literary text, newspaper and

poster. The teaching media that are chosen by most of the participants would be used

by the writer as the teaching media in the designed materials.

The participants were interested in various kinds of learning topics. The writer

had provided seventeen topics of learning, such as greeting and introduction, giving

direction, describing objects, describing people, asking and offering helps, making

arrangements, apologizing, complimenting, thanking and replying to thanks, giving

instructions, talking about families, describing places, expressing feelings, giving

advice, talking about festival, talking about folktales, congratulating and

sympathizing. From those topics, the writer only used eight topics of learning that

were preferable by the most of the participants. They were greeting and introduction,


60

congratulating and sympathizing, complimenting, expressing feelings, talking about

folk tales, thanking and replying to thanks, giving instructions, and giving advice.

2. Planning

Before developing the material, the researcher needed to make preparations

based on the resulted data from the previous steps. According to the Planning step in

R & D, the researcher determined the objectives of the course and the criteria for

successful performance or indicators. Then, the result would be in the form of

syllabus. In the writer’s adapted model, this step is called Considering Goals, Topics,

and General Purposes and Specifying Learning Objectives. The detailed are as

follows.

a) Considering Goals, Topics, and General Purposes

The goal in this study is considered as Competency Standard. The goals of the

designed materials for the extracurricular program based on the principles of

cooperative learning for the second year students of SMA Pangudi Luhur Sedayu

Bantul were:

After formulating the goals, the writer determined 8 topics of the material to

After establishing the goals, the writer listed the topics of learning from

simple level to complex level. They were greeting and introduction, congratulating

and sympathizing, complimenting, thanking and replying to thanks, expressing

GOALS • The students are able to communicate orally in the target language • Students can be more confident and motivated in uttering their ideas and

thought. • They have social relationship in their learning environment


61

feelings, giving instructions, talking about folk tales, and giving advice.. Then the

writer formulated general purposes for every topic of learning which are considered

as Basic Competences. The description of the basic competences can be seen in table

4.4 below.

Table 4.3. The Table of Basic Competences No Topic Basic Competences 1 Greeting and

Introduction At the end of the meeting, the students are able to: 1. Use the expressions when greeting and introducing. 2. Work in groups and appreciate others’ opinion. 3. Greet and introduce themselves and others in a real situation. 4. Become familiar with some important vocabulary about greeting

and introducing.

2 Congratulating and Sympathizing

At the end of the meeting, the students are able to: 1. Use the expressions when congratulating and sympathizing. 2. Work in groups and appreciate others’ opinions. 3. Congratulate and express their sympathy in a real situation. 4. Become familiar with some important vocabulary about

congratulating and sympathizing.

3 Complimenting At the end of the meeting, the students are able to: 1. Use the expressions when complimenting. 2. Work in groups and appreciate others’ opinions. 3. Give compliments to people in a real situation. 4. Become familiar with some important vocabulary about

complimenting.

4 Thanking and Replying to Thanks

At the end of the meeting, the students are able to: 1. Use the expressions when thanking and replying to thanks. 2. Work in groups and appreciate others’ opinions. 3. Thank and reply to thanks in a real situation. 4. Become familiar with some important vocabulary about thanking

and replying to thanks.

5 Expressing Feelings

At the end of the meeting, the students are able to: 1. Use the expressions when expressing feelings. 2. Work in groups and appreciate others’ opinions. 3. Express their feelings in a real situation. 4. Become familiar with some important vocabulary about expressing

feelings.

6 Giving Instructions

At the end of the meeting, the students are able to: 1. Use the expressions when giving instructions. 2. Work in groups and appreciate others’ opinions. 3. Give instructions in a real situation.

4. Become familiar with some important vocabulary about giving Instructions.


62

Table 4.3. Continue No Topic Basic Competences 8 Giving Advice At the end of the meeting, the students are able to:

1. Use the expressions when giving advice. 2. Work in groups and appreciate others’ opinions. 3. Give advice in a real situation. 4. Become familiar with some important vocabulary about giving

advice.

b) Specifying Learning Objectives

After determining the topics, the writer determined the indicators that should

be achieved by the learners at the end of the lesson. In this step, the writer specified

the Basic Competences into learning objectives considered as Achievement

Indicators. The complete achievement indicators were drawn as follows:

Table 4.4. The table of Achievement Indicators No Topic Achievement Indicators 1 Greeting and

Introducing The students are able to: • Observe some pictures about greeting and introducing • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used when greeting and

introducing themselves or someone. • Solve the problems related to greeting and problem solving. • Practice the conversation using greeting and introducing. • Play Chit-Chat by applying greeting and introducing expression as

the target language. 2 Congratulating and

Sympathizing The students are able to: • Observe some pictures related to congratulating and sympathizing

expression. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used when

congratulating and sympathizing. • Solve the problems about congratulating and sympathizing. • Practice the conversation using congratulating and sympathizing

expression. • Play That’s a Pity by applying congratulating and sympathizing

expression as the target. 3 Complimenting The students are able to:

• Observe some pictures about complimenting. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their answers.


63

Table 4.4. Continue No Topic Achievement Indicators • Mention some language expressions that are used when

congratulating and sympathizing. • Solve the problems about complimenting. • Practice the conversation using complimenting expression. • Play What Do You Think of by applying complimenting expression

as the target language 4 Thanking and

replying to Thanks The students are able to: • Observe some pictures about thanking and replying to thanks. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used when thanking and

replying to thanks. • Solve the problem related to thank • Practice the conversation using thanking and replying to thanks

expression. • Play Thanking Game by applying thanking and replying to thanks as

the target language. 5 Expressing Feelings The students are able to:

• Observe some pictures about expressing feelings. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used to express feelings. • Solve the problems related to Expressing Feelings. • Practice the conversation using expressing feeling expression. • Play Feeling Game by applying feeling expression as the target

language. 6 Giving Instructions The students are able to:

• Observe some pictures related to giving instruction. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used to give instruction. • Solve the problems related to giving instruction. • Practice the conversation using giving instructions expression. • Play Having Relax by applying giving instruction expression as the

target language. 7 Talking about Folk

Tales The students are able to: • Observe some pictures related to talking about folktales. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used to talk about

folktales. • Solve the problems related to talking about folk tales. • Practice the conversation using talking about folk tales expression. • Play Fairy Tales Dominoes by applying talking about folk tales

expression.


64

Table 4.4. Continue No Topic Achievement Indicators 8 Giving Advice The students are able to:

• Observe some pictures related to giving some advices. • Practice the conversation in their groups. • Define the meaning of some difficult vocabulary and share their

answers to other groups. • Mention some language expressions that are used to give some

advices. • Solve the problems related to giving advice. • Practice the conversation using giving advice expression. • Play Suggestive Shape by applying giving advice expression as the

target language. 3. Development of Preliminary Form of Product

The next step was developing the instructional strategy. It was to determine

the learning activities and experiences. This step is the same step as the writer

adapted model namely Listing the Subject Content and Selecting Teaching Learning

Activities and Instrument Resources. The detailed is as follows:

a) Listing the Subject Contents

This instructional strategy consisted of four sections which were Warm Up,

Let’s Talk, Word Chest, and Wrap Up. The activities were based on cooperative

learning such as games, group discussion, class discussion, and problem solving. The

detailed were as follows:

1. Warm Up

This section contained pictures and questions related to the topics. Through

this Warm Up the students were expected to be more ready by having enough

comprehension about the topic being discussed. It was also contained some problems

to be solved and a game.


65

2. Let’s Talk

This section provided conversations which were related to the topics in every

unit. Every unit has three (3) different conversations that contain some difficult

vocabularies. Those three conversations would be read and practiced by different

groups and the members of the group are expected to share the contents of the

conversation by using the instruction given. This section was also contained of

problems to be solved and a game. These activities were aimed to ensure the students’

comprehension towards the topic being discussed and prevent the students to be

bored.

3. Wrap Up

This section contained various kinds of difficult vocabulary used in the

conversation. It also provided some useful expressions which were related to the

topics in every unit. The students could use these expressions in their speaking

practice. In this section, the students were given some exercises to deepen the

students’ speaking ability. Students practice speaking English through many activities

such problem solving and cued dialogues. The students were expected to show their

creativity orally based on their comprehension about the situation given by the

teacher. This section is aimed to measure how far the students master the lesson.

4. Review

This section contained the review of the learned materials. This activity was in

the form of problem solving and games. The students were given a problem to be

solved together to ensure their comprehension. The game was aimed to make the

students feel relaxed after they did some serious activities.


66

b) Selecting Teaching Learning Activities and Instrument Resources

Since the designed materials were based on the principles of cooperative

learning, the activities in each unit would be done in pair work and group work. In

pair work and group work, the students had the opportunity to speak in front of the

class because they could support each other. The activities which were conducted in

pair work or group work were aimed to improve the students’ self-confidence.

In this study, the writer tried to apply the principles of cooperative learning.

The cooperative learning activities were shown by the instruction given in each

section of the unit. The detailed information would be explained in the following

description.

a. Warm Up

In this section, the instruction used was based on the principles of cooperative

learning that was Think Pair Share. The teacher asked each student to look at the

pictures and solved the problem. Then, the students were asked to exchange their

ideas and thoughts in pairs and finally with other pairs.

b. Let’s Talk

The instruction used here was Jigsaw activity based on the principles of

cooperative learning. The students were asked to practice the conversation in groups

of four (4) and given a situation. Each group reads its own part and was not allowed

to read other group’s part. The students may use dictionary or ask the teacher to

figure out the meaning of difficult words. In Let’s Talk, there were three (3) different

conversations related to the topic. The instruction asked the students to make group of

four, whereas the conversation was only done by two (2) students. The solutions


67

made two students read and practice the conversation and the other two could observe

them, find out some difficult words from the conversation, and also gave correction

on the mistakes or the pronunciation. Then, they could reverse the role.

c. Wrap Up

This section here still used the same instruction in Let’s Talk because it was

the continuation of Jigsaw activity. Here, the students were asked to form a new

group. Two students from the base group moved to other group and the other two

would stay where they were and other students could join them. In the new group, the

students could share everything about the conversation. They could tell the content of

the conversation, the meaning of some difficult words, and also could act the

conversation out in front of their new friends.

The most important thing from this activity was that the students could

practice their speaking skill by using their own words or styles without having fear to

make mistakes because the people whom they were talking to were their own friends.

It also trained the students to be more confidents in expressing themselves through

cooperative activities.

Then, in the language expressions, the teacher used Three-minute review

where he/she read the expressions and the students followed him/her. Then, the

teacher stopped any time during a lecture or discussion and gave teams three minutes

to review what had been said, ask clarifying questions or answer questions.

The instruction used in this section from unit 1-6 is Partners. Here, the

students were asked to make groups of two and performed the conversation based on

the situation given. Each pair might join another pair to expand mastery or to


68

compare their product. The students were free to choose the roles given. In unit 7, the

instruction was Cooperative Review where the students were asked to form groups of

two and practiced making the dialogue. In unit 8, the instruction was Team Pair Solo

where the students were asked to construct a simple conversation in team, then with a

partner, and finally on their own. Basically, all the instructions mentioned above have

the same aim, cooperative work.

The writer also included problem solving activity as one of the activities to

support students in using the topics related to the daily situation. By using this

activity, the students were stimulated to speak more active.

d. Review





4. Field Testing

According to R & D cycle that the next step was preliminary field testing. In this step

the writer conducted evaluation on the designed materials. In the writer’s adapted

model it is called Conducting Evaluation.

In this step, the writer involved an English teacher of SMA Pangudi Luhur

Sedayu Bantul, an English Instructor of Top Training Centre, Yogyakarta and two

lecturers of English Education Study Program of Sanata Dharma University to

evaluate the designed materials. It was expected that the respondents could give

feedback, suggestion and comments toward the designed materials. Therefore, the


69

writer could revise and improve the materials. This step consisted of four sections as

follows:

(1) Data presentation

The writer distributed the questionnaire to three respondents. The

questionnaire was about the appropriateness of the materials to be implemented. The

questionnaire consisted of ten statements. The writer used Likert scale that showed

the degree of agreement of the respondents toward the ten statements. There were

five degrees of agreement. The results of the evaluation were presented as follows:

Table 4.5. The presented Data of Materials Evaluation No Statements N Central

TendencyMean

1 The Basic Competencies are well formulated 4 4.2 2 The Achievement Indicators are well formulated 4 3.7 3 The Achievement Indicators are considered to be able to

support the attainment of the Basic Competence 4 4

4 The materials are useful to help students to develop their speaking skills

4 4.2

5 The materials are interesting and varied 4 3 6 The materials that suggest the students to learn in pairs or

in groups are effective to train and stimulate students to develop their speaking skill

4 4.2

7 The topics of the materials are well-arranged and develop 4 3 8 The exercises are well elaborated and can help students to

comprehend the topic being discussed 4 4.2

9 The instructions in each unit are easy to be understood by the students

4 3.5

10 Generally, the materials are well elaborated 4 4.2

Note: N : The number of the respondents

Mean : It indicated the central tendency of the respondents


70

The result showed that most of the score were more than 4. It meant that

most respondents agreed that the designed materials were acceptable and appropriate

to be implemented. However, there were four points that were less than 4 and need to

be considered. The four points were (1) the formulation of achievement indicators,

(2) the significance of the materials, (3) the arrangement and development of the

topics materials and (4) students’ understanding to the instructions in each unit.

Moreover, there were some revisions that need to be conducted to improve the

designed materials.

(2) The Respondents’ Comments and Suggestion Toward the Designed Materials

The respondents gave comments of the strengths and the weaknesses of the

materials and some suggestions to improve the materials. Besides giving opinions on

the designed materials, the respondents also gave comments and suggestions to

improve and make the final revision of the materials. The detailed information of the

participants’ comments and suggestions would be explained below.

All the respondents said that the designed materials were good enough,

creative and quite interesting. One of the respondents stated that the materials were

all well-arranged and the pictures were interesting. Two respondents said that the

arranged materials could help the students develop their speaking skills. Another

respondent said that the Basic Competences were well-arranged and developed.

Besides, one respondent said that the pictures could help the students to comprehend

the topic that was going to be discussed. Meanwhile, three of the respondents stated

that the instructions in each unit were difficult for the students to understand. One of

the respondents said that the instructions were too long and a bit confusing for the


71

tenth grade students of Senior High School. Therefore, the respondents suggested

simplifying the language of the instructions in order to make the students understand.

Some respondents said that there were some words that were not appropriate to be

used. There were still mistakes in spelling, grammar and diction in some parts of the

material.

The other respondent also suggested varying the activities from Unit 1-8, so

that the students would not feel bored. Moreover, two respondents said that the

Achievement Indicators should be developed well in order to support the Basic

Competences. The respondents also suggested that the word ‘answer’ in the

Achievement Indicators was not a good indicator to show that students had achieved

Basic Competence. To overcome this, the respondents suggested specifying the

indicators for supporting the Basic Competences.

One of the respondents suggested improving the layout of the design to be

more interesting to support the teaching learning. Therefore, the respondent suggested

finding out other interesting pictures that really matched with the topic and giving

borders on the pictures. One of the respondents also said that the instructions in every

unit could be read by the teacher in order to make the students understand. Then, the

teacher could ask the students to know how far they understood the instructions. One

of them suggested adding the expressions to enlarge the students’ vocabulary.

5. Main Product Revision

After collecting the data of preliminary field testing, the writer came to the

next step in R & D which was main product revision. The writer took the suggestions

into consideration and used some of them to revise and improve the materials. The


72

writer only took some of the suggestions which are relevant with the writer’s

material. The writer changed the type of font of the materials. The new font was

Comic Sans MS. It was expected that the new font could make the material more

interesting to read. The writer also agreed to revise the activities during the teaching-

learning process. Therefore, the learners in the main-activity could be active and all

the learning objectives could be achieved. Besides, the writer also revised the

inappropriate words, spelling, diction and grammar in the materials and also gave an

example of task in every activity to make the instruction be clearer.

Concerning the suggestion in providing teachers guide to the instructions, the

writer revised the materials by providing teachers guide in the materials. The writer

stated the instructions in each section clearly. Moreover, the writer stated also the

instructions of the game and problem solving in a simple form.

There was a suggestion of involving game and problem solving in each

section of the unit. The writer revised the materials by involving them in each section

of the materials because it suits to the writer’s materials.

B. The Presentation of the Designed Materials

This section is intended to answer the second question formulated in the

problem formulation. The problem deals with the presentation of materials design.

After the writer revised the designed materials, the final version of extra-curricular

speaking materials using games and problem solving for the tenth grade students of

SMA Pangudi Luhur Sedayu Bantul were ready to be presented.

These materials were based on the cooperative learning and communicative


73

language teaching method which the learning process is centred on the learners

participation and the teacher is as the facilitator. There are eight units in the materials.

They are, Greeting and Introduction (My name is Noriko), Congratulating and

Sympathizing (Congratulation!), Complimenting (What a lovely gown that is!),

Thanking and Replying to Thanks (Thanks a million!), Expressing Feelings (I’m so

Glad of it!), Giving Instructions (First is…), Talking about Folk Tales (Malin

Kundang is Coming!), Giving Advice (What do You Think I Should Do?). Each unit

requires 2 x 45’.

Every unit consists of three sections and each section has subsections. The

sections are Pre-activity, Whilst-activity and Post-activity. The detailed are as

follows:

1. Pre-activity

This section has a subsection namely Warm Up. It was aimed to prepare the

students to get ready in learning the materials. It was done by providing the students

some pictures and asking them to solve the problem related to the pictures. By doing

this activity, it is expected that the students are able to comprehend the materials they

would learn. Private and public discussions are exist in this section. Then the students

play the game as the introduction to the topic.

2. Whilst-activity

This section was aimed to make the students understand and practice the

target language. This section consists of two subsections namely Let’s Talk and Wrap

Up. In Let’s Talk, it provided conversations which were related to the topics in every

unit. Every unit has three (3) different conversations that contain some difficult

vocabularies. Those three conversations would be read and practiced by different


74

groups and the members of the group are expected to share the contents of the

conversation by using the instruction given. This section was also contained of

problems to be solved and a game. These activities were aimed to ensure the students’

comprehension towards the topic being discussed and prevent the students to be

bored.

In wrap up section, it contained various kinds of difficult vocabulary used in

the conversation. It also provided some useful expressions which were related to the

topics in every unit. The students could use these expressions in their speaking

practice. In this section, the students were given some exercises to deepen the

students’ speaking ability. Students practice speaking English through many activities

such problem solving and cued dialogues. The students were expected to show their

creativity orally based on their comprehension about the situation given by the

teacher. This section is aimed to measure how far the students master the lesson. Thr

role play

3. Post-activity





Therefore, the second question in the research formulation has been answered.


75

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts, namely conclusions and suggestions. The

conclusion part deals with the conclusion of this study. Meanwhile, the suggestions

part discusses the suggestions for instructors and for further others who want to

conduct similar study.

A. Conclusions

The aim of this study was to design speaking materials based on

communicative language learning for the extracurricular program for the tenth grade

students of SMA Pangudi Luhur Sedayu Bantul. There are three problems identified

here. The first problem deals with the process of designing the materials, the second

problem deals with the discussion of the participants’ opinions on the designed

materials, and the third problem deals with the presentation of the designed materials.

In order to solve the first problem the writer conducted two types of designs:

pre-design and post-design. Pre-design is for finding out the learners’ need so it is

conducted before designing the materials. Based on the needs analysis, the writer

designed materials and then conducted post-design to evaluate the designed materials.

In designing the materials, the writer adapted two instructional design models:

Kemp’s model and Yalden model. The writer combined and modified some

appropriate stages from these models to apply in this study. They were: (1)

conducting needs survey (pre-design), (2) identifying learners characteristics, (3)

75


76

considering goals, topics, and general purposes, (4) specifying learning objectives, (5)

listing the subject contents, (6) selecting teaching learning activities and instrument

resources, (7) conducting evaluation (post-design) and revision.

After completing the design of the materials, the writer conducted a survey in

the cover of educational research and development. It was done by distributing

questionnaires to obtain opinions, comments, and suggestions on the designed

materials. The writer discusses the participants’ opinions about the designed set of

materials. The writer, then, redesigned the materials in order to present good design

materials. The survey study revealed that the designed materials were accepted and

appropriate. As we can see from the descriptive statistics, the mean, median, and

mode scores were mostly in the average of 4 in five point’s scale of agreement.

To answer the second question, the writer presented the final version of the

designed materials which comprises 8 units. The materials were designed based on

the students’ needs. The materials were consisted of communicative conversations,

games, problem solving and communicative activities. There were eight units

developed in this materials design. They were as follows:

1. Greeting and Introduction

2. Congratulating and Sympathizing

3. Complimenting

4. Thanking and Replying to Thanks

5. Expressing Feelings

6. Giving Instructions

7. Talking about Folk Tales


77

8. Giving Advice

The content of the unit consists of four parts, namely:

a. Warm Up

b. Let’s Talk

c. Wrap Up

d. Review

B. Suggestions

The suggestions provided below are for the benefit of teachers or instructors

who would like to apply this designed materials in their teaching and for future

researchers who want to conduct the same study.

1. For English teachers of Senior High School

a. Prepare the pictures and other equipments that will be needed in the each activity.

b. Be a good teacher. Tell the instructions to the students clearly. Support the

students to interact and participate during the learning process.

c. Consider the students’ characteristics. English education background of the

students.

d. It is suggested that the materials in this research are implemented to teach

speaking for the 10th grade students.

2. For future researcher

a. Implement the materials to find out the weaknesses and the strengths of the

designed materials.


78

b. Make some improvement and revision to the materials so that the designed

materials will be more applicable and appropriate to be implemented.

c. Consider the gender aspect as the basis in designing the materials.

d. Develop and create more interesting and creative learning materials related to

English materials to teach speaking.


79

REFERENCES

Borg, W. R. and Gall, M. D. 1983. Educational Research: An Introduction (4th ed.). London: Longman Incorporation.

Brown, J. D., & Rodgers, T. S. 2004. Doing Second Language Research. Oxford: Oxford University Press.

Carlson. 1987. Learning a Language Using Logic and Symbolic Representation. Hongkong: Nelson and Saus Ltd.

Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language, Third Edition. Boston: Heinle & Heinle.

Crow, L. D. and Crow, A. 1956. Human Development and Learning. New York: American Book.

Curtis.1979. Teaching Students with Learning Problems. California: Sage Publication, Inc.

Freely, A. J. 1966. Argumentation and Debate. Belmont, California: Wardsworth Publishing Co., Inc.

Hadfield, J. 1987. Elementary Communication Games. Melbourne: Thomas Nelson and Sons Ltd.

Hornby. A. S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.

Houle. 1978. Designing a Task for Communicative Classroom. Cambridge: Cambridge University Press.

Hutcinson. 1987. English for Specific Purposes. Oxford: Oxford University Press.

Kemp, J. E. 1977. Instructional Design. Belmont: Faeron Pitman Publishers, Inc.


80

Lado, R. 1964. Mastering the Basic Construction of the Language. New York: John Wiley & Sons, Inc.

Littlewood, W. 1981. Communicative Language Teaching: an Introduction.

Cambridge: Cambridge University Press.

Lubis. 1988. Teaching Speaking for Adults. New York: Oxford University Press.

Nunan, D. 1989. Understanding Language Classrooms. Cambridge: Prentice-Hall.

Mansalam. 1991. Games in Teaching Learning. Jakarta: Gramedia Pustaka.

Mc.Donell, W. 1992. Language and Cognitive Development through Cooperative Group Work. In Carolyn Kessler (ed), Cooperative Language Learning. New Jersey: Prentice-Hall, Inc.

Mulyasa. 2003. Competency Standard. Jakarta: Gramedia Pustaka.

Richards, J. C., Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Rivers, G. 1983. Learning English as a Foreign Language. London: Harcourt Press.

Seliger, H. W. and Shochamy, E. 1989. Second Language Research Methods. Oxford: Oxford University Press.

Slavin, R. E. 1995. Cooperative Learning: theory, research, and practice. Boston: Allyn and Bacon.

Thomas. 1978. Learning a Language Out of School Time. Cambridge: Cambridge University Press.

Yalden, J. K. 1987. The Communication Syllabus. Canada: Prentice-Hall International (UK) Ltd.

Widdowson. 1987. Approaches to Syllabus design for Foreign Language Teaching.

Englewood, HJ: Prentice-Hall.


81


82

KUISIONER UNTUK SISWA

Petunjuk :

Jawablah pertanyaan berikut dengan menyilang jawaban yang anda anggap paling

benar dan isilah titik-titik pada pertanyaan esai!

1. Apakah anda tertarik terhadap bahasa Inggris terutama ketrampilan berbicara

(speaking)?

a. Ya b. Tidak, karena ………………………………

2. Apakah anda mengalami kesulitan saat belajar bahasa Inggris terutama dalam

berbicara (speaking)?

a. Ya b. Tidak

3. Jika jawaban anda di nomor 2 “ya”, mengapa? (boleh memilih lebih dari satu!)

a. Takut salah mengucapkan d. Tidak percaya diri

b. Tidak menguasai tata bahasa e. Malu untuk berbicara

c. Tidak menguasai kosakata f. Kurangnya latihan

4. Menurut anda pribadi, anda tergolong siswa yang aktif atau pasif?

a. Aktif b. Pasif

5. Apakah anda tertarik belajar Bahasa Inggris dalam kelompok terutama untuk

kegiatan ekstrakurikuler?

a. Ya b. Tidak

6. Jika jawaban anda di nomor 5 “ya”, mengapa? (boleh memilih lebih dari satu!)

a. Karena bisa belajar dari teman yang lebih pandai

b. Kalau belajar secara berkelompok akan mengurangi rasa minder karena tidak

ada persaingan antar siswa


83

c. Belajar dalam kelompok akan membantu saya untuk lebih percaya diri dalam

berbicara karena mendapat dukungan dari teman-teman

d. Adanya kerjasama dalam kelompok akan membuat pelajaran menjadi lebih

menyenangkan

e. Teman membantu mengoreksi pengucapan yang keliru

7. Situasi belajar yang seperti apa yang kamu inginkan di kelas speaking Bahasa

Inggris dalam kegiatan ekstrakurikuler? (boleh memilih lebih dari satu!)

a. Serius b. Santai c. Menyenangkan

8. Kegiatan dalam ketrampilan berbicara (speaking) apakah yang menurut anda

menarik untuk kegiatan ekstrakurikuler? (boleh memilih lebih dari satu!)

a. Role-play (bermain peran/ drama sederhana)

b. Discussion (berdiskusi dengan teman untuk memecahkan masalah yang

diberikan oleh guru)

c. Conversation (membuat percakapan dan praktek secara berkelompok)

d. Telling story (menceritakan tentang sebuah cerita / pengalaman)

e. Variety of games (bermacam-macam permainan)

f. Problem solving (memecahkan masalah)

9. Pilihlah 8 topik yang menurut anda menarik untuk dipelajari dalam ketrampilan

berbicara untuk kegiatan ekstrakurikuler? (speaking!)

a. Greeting and introducing (salam dan perkenalan)

b. Giving direction (memberikan petunjuk arah terhadap seseorang)

c. Describing objects (menggambarkan suatu benda)

d. Describing people (menggambarkan tentang manusia)


84

e. Asking and Offering helps (meminta dan menawarkan bantuan)

f. Making Arrangement (membuat janji pertemuan/ acara)

g. Apologizing (meminta dan memberikan maaf)

h. Complementing (mengungkapkan suatu pujian)

i. Thanking and replying to thanks (ucapan terima kasih dan balasannya)

j. Giving instruction (memberikan perintah/ petunjuk/ pedoman tentang sesuatu)

k. Talking about families (membicarakan tentang keluarga)

l. Describing places (memberi gambaran tentang suatu tempat)

m. Expressing feelings (menggkapkan tentang perasaan diri)

n. Giving advice (memberikan nasehat)

o. Talking about festivals and celebration (membicarakan tentang pesta/

perayaan)

p. Talking about fairy tales and folk tales (membicarakan tentang dongeng dan

cerita rakyat)

q. Congratulating and sympathizing (memberikan ucapan selamat dan rasa

simpati)

TERIMA KASIH !


85

INTERVIEW QUIDE

1. Is there any English speaking extracurricular in this school?

2. How many contact hours does the school have for the English speaking extra-

curricular activity?

3. Do the materials help the students to be fluent in practicing speaking skill?

4. Are the students interested in joining English speaking extracurricular activity?

5. Do the students come from the same background knowledge?

6. Do the students’ previous knowledge from elementary school and junior high

school help them to speak fluently?

7. What kind of activities do you use in stimulating students to speak?


86

KUISIONER EVALUASI

PENYUSUNAN MATERI PEMBELAJARAN BAHASA INGGRIS

UNTUK SISWA KELAS I

SMA PANGUDI LUHUR SEDAYU-BANTUL

Kuisioner ini sebagai insntrumen evaluasi penyusunan materi pembelajaran

bahasa inggris untuk siswa kelas I, SMA Pangudi Luhur Sedayu-Bantul yang akan

digunakan dalam penulisan skripsi yang berjudul “A Set of Speaking Materials for

the Extracurricular Program Using Games and Problem Solving for the Tenth grade

Students of SMA Pangudi Luhur Sedayu-Bantul”.

Nama : …………………………………

Jenis Kelamin : …………………………………

Pendidikan Tertinggi : …………………………………

Pengalaman Mengajar: ………………. tahun

A. EVALUASI Berilah tanda silang (x) pada nomor yang anda anggap paling sesuai dengan pendapat

anda.

5 = sangat setuju/ sangat baik

4 = setuju/ baik

3 = ragu-ragu

2 = tidak setuju

1 = sangat tidak setuju/ sangat buruk


87

1. Kompetensi dasar pembelajaran dirumuskan dengan baik.

1 2 3 4 5

2. Indikator pembelajaran dirumuskan dengan baik.

1 2 3 4 5

3. Indikator pembelajaran mampu mendukung tercapainya kompetensi dasar.

1 2 3 4 5

4. Materi yang disusun dapat membantu siswa dalam mengembangkan ketrampilan

berbicara dalam bahasa Inggris.

1 2 3 4 5

5. Materi yang disusun cukup menarik dan variatif.

1 2 3 4 5

6. Materi yang mengacu siswa untuk belajar secara berpasangan maupun

berkelompok cukup efektif untuk melatih dan merangsang siswa mengembangkan

ketrampilan berbicara.

1 2 3 4 5

7. Topik-topik dalam materi ini telah disusun dan dikembangkan dengan baik.

1 2 3 4 5

8. Latihan-latihan diuraikan dengan baik dan dapat membantu siswa dalam

memahami topik yang dibicarakan.

1 2 3 4 5

9. Instruksi untuk kegiatan dalam setiap unit yang disusun tidak sulit untuk dipahami

oleh siswa.

1 2 3 4 5


88

10. Secara keseluruhan, materi pembelajaran diuraikan dengan baik.

1 2 3 4 5

B. SARAN DAN PENDAPAT

Jawablah pertanyaan berikut berdasarkan pengalaman Anda selama mengajar!

1. Secara umum, apakah pendapat anda mengenai desain materi ini?

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

2. Apakah saran anda untuk lebih mengembangkan desain materi ini?

……………………………………………………………………………

……………………………………………………………………………

……………………………………………………………………………

……………………………………………………………………………

……………………………………………………………………………

……………………………………………………………………………

TERIMA KASIH !


89

OBSERVASI

Sekolah :

Kelas :

Jam ke :

Mata Pelajaran :

Hari, tanggal :

Tulislah tanda cek (√) pada kolom ya atau tidak sesuai dengan yang anda amati!

No. Statements

(Points to consider)

Yes

(√)

No

(√)

1. Siswa siap mengikuti pelajaran

2. Siswa memperhatikan penjelasan guru

3. Siswa mengikuti pelajaran dengan baik

4. Guru menggunakan lebih dari 50% bahasa Inggris dalam

menerangkan pelajaran.

5. Siswa dapat mengerti bahasa Inggris yang digunakan

oleh guru

6. Guru memakai media dalam menerangkan materi

7. Media yang digunakan sesuai dengan materi

pembelajaran

8. Guru mengajukan pertanyaan kepada siswa

9. Siswa dapat menjawab pertanyaan

10. Siswa dapat mengerjakan tugas-tugas dengan baik

11. Siswa mengalami kesulitan dalam memahami materi

12. Topik yang diajarkan menarik bagi siswa


90

GAMBARAN UMUM MATERI

Pada bagian ini, penulis akan menjelaskan 3 (tiga) hal berikut: latar belakang,

isi, dan tujuan dari materi yang disusun oleh penulis. Adapun, studi ini berjudul

“Extra-curricular Speaking Materials Using Games and Problem Solving For the 10th

Grade Students of SMA Pangudi Luhur Sedayu Bantul”.

A. Latar Belakang

Penyusunan materi ini didasarkan pada beberapa alas an atau faktor-faktor

penting. Diantaranya adalah bahwa bahasa Inggris merupakan salah satu mata

pelajaran penting yang harus dikuasai setiap orang. Karena bahasa Inggris merupakan

bahasa Internasional, maka setiap orang wajib mempelajarinya agar bisa

berkomunikasi dengan orang lain dari berbagai Negara, terlebih di era globalisasi ini.

Cara paling efektif untuk menyampaikan pesan, ide, dan informasi adalah dengan

berbicara, karena orang yang andahadapi bisa menerima pesan secara langsung dari

anda.

Penulis dalam studi ini menekankan penyusunan materi pada ketrampilan

berbicara. Materi ini disusun untuk siswa kelas 1 SMA karena mereka pada tingkatan

ini berada pada masa transisi, yaitu masa di mana mereka sudah bertambah, dan juga

mereka sudah mulai dewasa untuk mengungkapkan pendapat atau ide-ide mereka.

Penulis juga beranggapan bahwa meskipun mereka (para siswa) sudah belajar bahasa

Inggris selama beberapa tahun – sejak mereka duduk di bangku SMP – mereka belum

bisa berbicara dengan lancar dan baik. Banyak alasan muncul atas fakta tersebut,

antara lain ketakutan dari siswa untuk membuat kesalahan baik lisan maupun tulisan,

kurang percaya diri, dan juga ketidak mampuan mereka membuat kalimat sendiri.


91

Kita semua tahu bahwa saat berbicara, kita membutuhkan teman atau rekan

untuk saling bertukar ide dan pikiran. Dengan kata lain, berbicara dilakukan oleh

sekelompok orang yang disebut sebagai kelompok atau grup. Saat para siswa belajar

berbicara dalam kelompok, mereka akan lebih percaya diri dan mendapat dukungan,

sehingga mereka akan terdorong untuk maju dan memiliki ketrampilan berbicara

yang lebih dari sebelumnya. Materi ini disusun berdasarkan prinsip ‘Cooperative

Learning’ yang mengajak para siswa untuk belajar secara bersama dalam kelompok,

membantu mengisi kekurangan dan kelebihan masing-masing dan juga agar mereka

tidak takut lagi untuk berbicara.

B. Isi

Materi ini terdiri dari 8 unit dan waktu yang diperlukan setiap unit sekitar

2x45’ untuk sekali pertemuan. Setiap unitnya mencakup 5 bagian, yaitu:

1. Warm Up

Warm Up (pemanasan) berisi gambar-gambar dan pertanyaan yang bertujuan

untuk mengingatkan siswa tentang segala sesuatu yang berhubungan dengan topic

yang akan dibahas. Melalui Warm Up ini, siswa diharapkan bisa mempersiapkan

diri dengan memiliki pemahaman yang cukup atas topik yang dibicarakan,

sehingga siswa tidak tertinggal jauh.

2. Let’s Talk

Berisi percakapan (conversation) yang berhubungan dengan setiap topic yang

dibicarakan. Setiap unit memiliki 3 macam percakapan yang berbeda, karena

setiap grup (kelompok) akan membaca 1 jenis percakapan yang situasinya juga

berbeda. Setiap percakapan mengandung kosakata yang sulit. Para siswa dalam


92

kelompok nantinya diharapkan untuk bisa saling bertukar cerita dan kosakata

dengan kelompok lain melalui instruksi (petunjuk) yang sudah ada. Selain itu,

language expressions juga disediakan untuk membekali siswa agar mempraktekan

ketrampilan berbicara mereka dengan ekspresi yang berhubungan dengan setiap

topik.

3. Wrap Up

Berisi latihan yang berupa problem solving (memecahkan masalah) dan dialog

yang mengajak siswa untuk menunjukkan kreativitas mereka secara lisan

berdasarkan pemahaman mereka tentang situasi yang diberikan oleh guru dan

menggunakan fungsi-fungsi bahasa yang telah mereka pelajari.

4. Review

Pada bagian terakhir dari setiap unit ini, siswa diajak untuk santai melalui games

(permainan) yang masih berhubungan dengan topik yang dibicarakan. Selain itu,

pada unit terakhir, siswa diajak untuk bermain dengan tujuan agar mereka bisa

rileks dan tidak terlalu tegang dalam belajar.

Adapun unit-unit yang disediakan adalah sebagai berikut:

Unit Topik

1 Greeting and Introducing

2 Congratulating and Sympathizing

3 Complimenting

4 Thanking and Replying to Thanks

5 Expressing Feelings


93

6 Giving Instruction

7 Talking about Folk Tales

8 Asking for Opinions and Giving Opinions

C. Tujuan

Tujuan yang ingin dicapai dari penyusunan materi ini diantaranya adalah agar

siswa mampu berkomunikasi secara lisan dalam bahasa Inggris, siswa bisa lebih

percaya diri dan termotivasi dalam mengutarakan ide-ide serta pikiran mereka, dan

siswa memiliki hubungan social dalam lingkungan belajar-mengajar mereka. Untuk

mencapai tujuan tersebut, penulis merancang setiap unit dengan mendasarkan pada

prinsip ‘Cooperative Learning’ yang akan tercermin pada instruksi yang diberikan.


94

The Syllabus of Extra-Curricular Speaking Materials Based on Communicative Language Learning

for the 10th Grade Students of SMA Pangudi Luhur Sedayu Bantul

I. Description

These materials are designed to teach speaking for the 10th grade students of

SMA Pangudi Luhur Sedayu Bantul. As a set of learning materials, these

materials contain the vocabulary, conversations, games, problem solving and

language expressions to be learned and are equipped with interesting pictures

and learning activities. The learning materials were designed based on the result

of needs analysis, communicative language learning and adapted curriculum.

The games and problem solvings are intended to draw students’ attention, to

motivate them to learn and to make the teaching learning process be pleasing

for students. The activities may be in the form of practicing some

conversations, playing games and solving the problems.

II. Competence Standard:

In the end of the instructional, it is expected that learners will be able to:

1. The students are able to communicate orally in the target language

2. Students can be more confident and motivated in uttering their ideas and

thoughts

3. They have social relationship in their learning environment


95

III. Basic Competency:

At the end of the meeting, the students are able to:

1. Use the expressions when greeting and introducing

2. Work in groups and appreciate other’s opinion

3. Greet and introduce themselves and others in a real situation.

4. Become familiar with some important vocabulary about greeting and

Introducing

IV. Indicator:

At the end of the lesson, learners will be able to:

1. Observe some pictures about greeting and introducing

2. Practice the conversation in their groups

3. Define the meaning of some difficult vocabulary and share their answers to

4. Mention some language expressions that are used when greeting and

introducing themselves or someone.

5. Solve the problems related to greeting and problem solving

6. Practice the conversation using greeting and introducing.

7. Play the games by applying the language expressions as the target

language.


96

V. Materials and Time Allocation

The topics of the material are presented as follows:

Each of the topics consists of four parts, which are as follows:

- Warm Up

- Let’s Talk

- Wrap up

- Review

VI. Media

- Word cards

- Photocopied pictures

UNIT TOPIC TIME

ALLOCATION

1 Greeting and Introduction 2 x 45’

2 Congratulating and Sympathizing 2 x 45’

3 Complimenting 2 x 45’

4 Thanking and Replying to Thanks 2 x 45’

5 Expressing Feelings 2 x 45’

6 Giving Instructions 2 x 45’

7 Talking about Folk Tales 2 x 45’

8 Giving Advice 2 x 45’


97

VII. Sources

Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas

Nelson and Sons Ltd

McSwain, Mary. 1996. Doing Business in American English. Jakarta :

Gramedia Pustaka Utama

Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for

Communication (workbook level 2A). Newe Jersey : Prentice-Hall, Inc.

Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press.

Wright, A. 1995. Storytelling with Children. Oxford: Oxford University Press.


LESSON PLAN 1 Unit : 1 Topic : Greeting and Introducing Class : X Time : 2 X 45’ Competence Standard : At the end of the course:

1. The students are able to communicate orally in the target language 2. Students can be more confident and motivated in uttering their ideas and thoughts 3. They have social relationship in their learning environment

Basic Competencies Achievement Indicators Materials Learning Activities Media Students Activities Time At the end of the meeting, the students are able to: 1. Use the expressions

when greet and introduce

The students are able to: 1.1. Observe some pictures about greeting and introducing

Warm Up - pictures related to greeting and introducing - some questions about greeting sand introducing: ex: what do you say when you meet your friend somewhere? - game

- students observe the pictures - students answer the questions silently and then share the answer with other students - students play a game

20’

* text/ dialogue * picture * dictionary * games book * cards * scissors


2.1. Practice the conversation in their groups

Let’s Talk - Three examples of conversation in greeting and introducing. Ex: situation 1 In a museum, Michael slightly saw his friend. He asks the man to clarify.

- students practice the conversation in their group. Each group reads one situation - students find out every difficult word from the conversation in their dictionary or ask the teacher to figure it out

15’

98


Basic Competencies Achievement Indicators Materials Learning Activities Media Students Activities Time

3. Greet and introduce themselves and others in

a real situation.

2.3. Define the meaning of some difficult vocabulary and share their answers to other

groups

3.1. Mention some language expressions that are used

when greeting and introducing themselves or

someone. 3.2. Solve the problems related to greeting and problem solving.

- some difficult vocabulary from the conversation: colleague, instructor, competition, etc. - some expressions used to greet and introduce someone:

• Good morning • What is your name? • How old are you? • Etc.

- students form new group and tell the story of the conversation - students listen to the story from their new group and get some vocabulary - students move or back to their previous group and tell the whole story of the conversation - students listen to the teacher’s explanation and ask clarifying questions or answer questions

20’

4. Become familiar with some important

4.1. Practice the conversation using greeting and introducing.

Wrap Up Problem solving - problems related to greeting and introducing Ex: You’re a new student. You don’t know any students in your school.

- students make group and solve the problems - students make conversations - students practice their conversations

15’

vocabulary about greeting and introducing

4.2. Play the Chit-Chat by applying the language expressions as the target language.

Review - Problem solving - Game

- students listen to their teacher’s explanation - students form groups - students solve the game - students play the game

20’

Sources: - Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd - McSwain, Mary. 1996. Doing Business in American English. Jakarta : Gramedia Pustaka Utama - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). Newe Jersey : Prentice-Hall, Inc. - Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press. 99


LESSON PLAN 2 Unit : 2 Topic : Congratulating and Sympathizing Class : X Time : 2 X 45’ Competence Standard : At the end of the course:


Basic Competencies Achievement Indicators Materials Learning Activities Media Students Activities Time At the end of the

meeting, the stduents are able to:

1. Use the expressions when congratulate and

sympathize

The students are able to: 1.1. Observe some pictures related to congratulating and

sympathizing expression.

Warm Up - pictures related to congratulating and sympathizing - some questions about congratulating and sympathizing ex: In what occasion do you usually congratulate someone? - game


20’




Let’s Talk - Three examples of conversation related to congratulating and sympathizing Ex: situation 1 Ghea congratulates Mike, the first winner of Indonesian Idol.


15’

100



3.Congratulate and sympathizing in a real

situation.


groups.

3.1. Mention some language expressions that are used when congratulating and

sympathizing.

3.2. Solve the problems about congratulating and

sympathizing.

- some difficult vocabulary from the conversation: singing contest, got bruise and funeral, etc. - some expressions used to congratulate and sympathy:

• That’s great! • I’m sorry to hear that. • Congratulations! • Etc.


20’


4.1. Practice the conversation using congratulating and sympathizing expressions.

Wrap Up Problem solving - problems related to congratulating and sympathizing Ex: You have made a good mark on English lesson


15’

vocabulary about congratulating and

sympathizing.

4.2. Play the games by applying the language expressions in the target language.

Review - problem solving - game

- students listen to their teacher’s explanation - students form groups - students solve the problem - students play the games

20’

Sources: - McSwain, Mary. 1996. Doing Business in American English. Jakarta : Gramedia Pustaka Utama - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). Newe Jersey : Prentice-Hall, Inc. - Tillit, Bruce and bruder, Mary Newton. 1985. Speaking Naturally. Cambridge: Cambridge University Press

101


LESSON PLAN 3 Unit : 3 Topic : Complimenting Class : X Time : 2 X 45’ Competence Standard : At the end of the course:



meeting, the students are able to:

1. Use the expressions when compliment

The students are able to: 1.1. Observe some pictures about complimenting.

Warm Up - pictures related to complimenting - a question about complimenting ex: Please think of something that make you give your compliments to others? - game


20’




Let’s Talk - Three examples of conversation related to complimenting Ex: situation 1 You are attending your friend’s birthday party. Your give your compliment on her new gown.


15’

102



3. Give compliments to people in a real situation.


groups.

3.1. Mention some language expressions that are used when congratulating and

sympathizing.

3.2. Solve the problems about complimenting.

- some difficult vocabulary from the conversation: delicious, difficult, present, sewed, shirt - some expressions used to give compliments:

• The steak is delicious • I really like your soup • I just love your hair


20’


4.1. Practice the conversation

using complimenting expressions.

Wrap Up Problem solving - problems related to complimenting Ex: You give compliment to your fiend’s new hair-cut


15’

vocabulary about congratulating and

sympathizing.

4.2. Play the games by applying the language

expressions in the target language.

Review - problem solving - gane

- students listen to their teacher’s explanation - students form groups - students solve the problems - students play the game

20’

Sources: - McSwain, Mary. 1996. Doing Business in American English. Jakarta : Gramedia Pustaka Utama - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). Newe Jersey : Prentice-Hall, Inc. - Tillit, Bruce and bruder, Mary Newton. 1985. Speaking Naturall. Cambridge: Cambridge University Press

103


LESSON PLAN 4 Unit : 4 Topic : Thanking and Replying to Thanks Class : X Time : 2 X 45’ Competence Standard : At the end of the course:




1. Use the expressions when thank and reply to

thanks

The students are able to: 1.1. Observe some pictures about thanking and replying

to thanks.

Warm Up - pictures related to thanking and replying to thanks - some questions about thanking and replying to thanks Ex: How do you express your thanks to someone and reply to thanks? - game


20’




Let’s Talk - Three examples of conversation related to thanking and replying to thanks Ex: situation 1 Linda has just returned form vacation. She wants to give a gift to her friend, Anash.


15’

104


Basic Competencies Achievement Indicators Materials Learning Activities Media Students Activities Time 3. Thank people and reply to thank in a real situation


groups.

3.1. Mention some language expressions that are used

when thanking and replying to thanks.

3.2. Solve the problem related to thank.

- some difficult vocabulary from the conversation: vacation, gift, extremely, famous - some expressions used to thank:

• I’m very grateful for …..

• Thank you for… • Thanks a million


20’


4.1. Practice the conversation using thanking and replying

to thanks expressions.

Wrap Up Problem solving - problems related to thanking and replying to thanks Ex: You thank to someone who has informed you the way to the museum.


15’

vocabulary about thanking and replying to

thanks

4.2. Play the game by applying the thanking and replying to thanks expressions in the target language.

Review - problem solving - Thanking game

- students listen to their teacher’s explanation - students form groups - stduents play a game - students play the game

20’

Sources: - Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd - McSwain, Mary. 1996. Doing Business in American English. Jakarta : Gramedia Pustaka Utama - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). Newe Jersey : Prentice-Hall, Inc. - Tillit, Bruce and bruder, Mary Newton. 1985. Speaking Naturall. Cambridge: Cambridge University Press

105


LESSON PLAN 5 Unit : 5 Topic : Expressing Feelings Class : X Time : 2 X 45’ Competence Standard : At the end of the course:




1. Use the expressions when express their

feelings

The students are able to: 1.1. Observe some pictures about expressing feelings.

Warm Up - pictures related expressing feelings - a question related to the picture: ex: What kind of feeling does each person show? - game


20’




Let’s Talk - Three examples of conversation related to expressing feelings. Ex: situation 1 A student is preparing herself to follow a speech contest. Her friends ask her about her feeling.


15’

106



3. Greet and introduce themselves and others in

a real situation.


groups

3.1. Mention some language expressions that are used to

express feelings.

3.2. Solve the problems related to Expressing Feelings.

- some difficult vocabulary from the conversation: embarrassing, enthusiastic, pick up, disappointed - some expressions used to express feelings:

• I’m so excited • I’m happy for you • Good for you.


20’


4.1. Practice the conversation using expressing feeling

expression.

Wrap Up Problem solving - problems related to expressing feelings Ex: You win a quiz program on TV.


15’

vocabulary about expressing feelings

4.2. Play the game by applying the language

expressions in the target language.

Review - problem solving - Feelings Game

- students listen to their teacher’s explanation - students form groups - students solve the problem - students play the game

20’

Sources: - Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd - McSwain, Mary. 1996. Doing Business in American English. Jakarta : Gramedia Pustaka Utama - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). Newe Jersey : Prentice-Hall, Inc. - Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press.

107


LESSON PLAN 6 Unit : 6 Topic : Giving Instructions Class : X Time : 2 X 45’ Competence Standard : At the end of the course:




1. Use the expressions when give instructions

The students are able to: 1.1 Observe some pictures

related to giving instruction. .

Warm Up - solve the rebus! - an example of instruction ex: Next, switch off the TV! - a game


20’




Let’s Talk - Three examples of conversation related to giving instruction. Ex: situation 1 Wisnu meets his friend, Dito, who has just bought a new hand-phone. He asks Dito how to send an SMA. Dito, then explains to Wisnu.


15’

108



3. Give instruction in a real situation.


groups


give instruction.

3.2. Solve the problems related to giving instruction.

- some difficult vocabulary from the conversation: stand up, cheese, twist, keypads bar - some expressions used to give instruction :

• First, …..! • Second, you have

to…! • Please throw it into

the waste-basket!


20’


4.1. Practice the conversation using giving instructions

expression.

Wrap Up Problem solving - problems related to giving instruction Ex: Do not lean out the window! - how to cook the noodles?


15’

vocabulary about giving instruction

4.2. Play the game by applying the language expressions in the target language.

Review - Problem solving - Having Relax - Heads, bodies and legs game

- students listen to their teacher’s explanation - students form groups - stduents solve the rpoblem - students play the game

20’

Sources: - Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd - McSwain, Mary. 1996. Doing Business in American English. Jakarta : Gramedia Pustaka Utama - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). New Jersey : Prentice-Hall, Inc. - Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press.

109


LESSON PLAN 7 Unit : 7 Topic : Talking about Folktales Class : X Time : 2 X 45’ Competence Standard : At the end of the course:




1. Use the expressions when talk about folktales

The students are able to: 1.1. Observe some pictures

related to talking about folktales.

Warm Up - pictures related to talking about folktales - game

- students observe the pictures - students answer the questions silently and then share the answer with other students - studemts play a game

20’




Let’s Talk - Three examples of conversation related to talking about folktales Ex: situation 1 The teacher is showing a picture of a myth.


15’

110


Basic Competencies Achievement Indicators Materials Learning Activities Media Students Activities Time 3. Talk about folktales in

a real situation.


groups


talk about folktales.

3.2. Solve the problems related to talking about folk tales.

- some difficult vocabulary from the conversation: strange, against, prince, describe, myth - some expressions used to talk about folktales:

• Look at me! • I see. • Look what I’ve got

here!


20’


4.1. Practice the conversation using talking about folk tales

expression.

Wrap Up Problem solving - problems related to talking about folktales Ex: Roro Jonggrang asked Bandung Bondowoso to make her a thousand of temples.


15’

vocabulary about talking about folktales.


Review - Problem solving - Fairy Tales Dominoes - The three wishes game

- students listen to their teacher’s explanation - students form groups - stduents solve the problem - students play the games

20’

Sources: - Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). New Jersey : Prentice-Hall, Inc. - Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press.

111


LESSON PLAN 8 Unit : 8 Topic : Giving Advice Class : X Time : 2 X 45’ Competence Standard : At the end of the course:




1. Use the expressions when give some advices

The students are able to: 1.1. Observe some pictures

related to giving some advices.

Warm Up - pictures related to giving some advices - game


20’




Let’s Talk - Three examples of conversation related to giving some advices Ex: situation 1 Dinda and Wita are talking at break time.


15’

112


Basic Competencies Achievement Indicators Materials Learning Activities Media Students Activities Time 3. Give some advices in a

real situation.


groups


give some advices.

3.2. Solve the problems related to giving advice.

- some difficult vocabulary from the conversation: bought, result, remedial test, construct. - some expressions used to give some expressions:

• What do you think I should buy him for his birthday?

• Do you think I ought to call the police?


20’


4.1. Practice the conversation using giving advice

expression.

Wrap Up Problem solving - problems related to giving some advices Ex: You want to clean your house. But there is no one at home.


15’

vocabulary about giving some advices.


Review - Problem solving - Suggestive shapes game -Good news, bad news

- students listen to their teacher’s explanation - students form groups - students play solve the problem - students play the games

20’

Sources: - Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd - Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). New Jersey : Prentice-Hall, Inc. - Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press.

113


114

Teacher’s Guideline

The unit-by-unit notes give detailed suggestions for teaching each unit. However,

on a general basis, the following procedures can be used to teach Let’s Speak Actively.

Introduce the topic of the unit by asking questions and eliciting information from

the students related to the theme or topic. Then explain what the students will study in the

unit. Next present the exercises, using the following guidelines.

Warm Up (Think Pair Share)

• Books closed. Introduce the topic by asking questions about it. Use the questions

to elicit or present the key vocabulary of the topic and to ask for students’

opinions on the topic they are going to read about.

• Books open. Lead the students through the information in this section. Go over

any problems of comprehension as they arise.

• Explain the task.

• Students solve the given problems.

• Students compare answers with other pairs.

• Students play the game.

• Divide the students in groups.

• Go around the class and give help as needed.

Let’s Talk

• Divide the class into groups of four.

• Books closed. Before presenting the conversation, explain the situation.

• Set a limit of time.

• Books open. Students practice the conversation in pairs.

• Optional: Students change partners and do the task again.

• Students enrich their vocabularies by sharing them with other pairs.

• Students play a game related to the topic.


115

Three-Minute Review

• The teacher reads these language expressions and the students repeat after

him/her.

• Then, the teacher stops any time during a lecture or discussion and gives teams

three minutes to review what has been said, asks clarifying questions or answer

questions.

• Divide the class in groups of four.

• Review the language expressions has been learned.

• Model the pronunciation of the language expressions.

• Check students pronunciation.

Wrap Up

• Divide the class in pairs.

• Explain the task and model it with one or two students. Call on a pair of students

to do the task as a further model if necessary.

• Set a time limit.

• Students discuss the problems.

• Students present the solution in form of conversation.

Role Play

• Assign roles to the students.

• Explain each role and clarify the cues.

• Model each role with students in the class and show how to use the cues.

Encourage students to be creative and use their own language resources. They

should not look at each other’s cues or information.


• Students do the role play. Go around the class and give help as needed.

• Students change the roles and do the role play again.


116

• Call on the students to do the role play in front of the class.

Review

• Review the material by solving problems and playing a game.

• Divide the class in groups.

• Explain the task. Ask the students to solve the given problems.


• Students play the game. Move around the class and give help as needed.

Games

Here are some instructions for the teacher.

1. Visiting cards

1. Divide the students into groups. Give one card to each student in the class.

2. Tell the students that they are now the person on their visiting card and they are going

to practice introducing people to one another. Tell them that the title is there to

indicate whether the person is male or female but they don’t have to say the title when

they introduce the person.

3. Write an example dialogue on the board:

This is my friend Ana Gomez. She’s from Spain. She’s a film director.

4. Demonstrate the activity with two students. Write on the board:

Student A introduces Student B.

Student B introduces Student C.

Student C introduces Student A.

For the demonstration, you are Student A and your two partners are Student B and

Student C. Ask them to hold their visiting cards up, facing out. Read the information

on their visiting card and introduce him/her to Student C. Students B and C should

then shake hands and say Hello. When you have done that, ask Student B to introduce


117

Student C to you. Shake hands with Student C and say Hello. Next, ask Student C to

introduce you to Student B. Shake hands with Student B and say Hello.

5. Now ask the students to work with two other students from their group and to decide

who is A, B and C. If the class does not divide exactly into groups of three, make up

the numbers with groups of four.

6. Ask the students to hold their visiting cards up and take it in turns to introduce one

another.

7. When they have finished, ask them to form new groups of three with two different

students and repeat the activity. Make sure they all have different identities.

8. Repeat instruction number 7.

2. Tic tac 1. Make a circle. Each of you should introduce yourself.

2. It covers nick name and hobby. One of you will lead the game by standing in the

middle of the circle. When he/she says “Tic” and point at you, you have to introduce

your friend on your left. “Tac”, you have to introduce your friend on your right.

3. After it finish, change the formation.

3. Chit chat 1. Divide the class into two groups with at least 16 students in each group.

2. Each student will receive a role-card and a questionnaire

3. Allow a little time for the student to become familiar with the information

4. Then, distribute a questionnaire to each student

5. The object of the game is to find all the people described on the questionnaire

6. The student must move around the room, asking each other questions until they have

found all the people described on the questionnaire


118

Questionnaire Find: A technician with two children A grandmother who lives in Yogyakarta A 24-year-old nurse An electrician who plays the guitar A policewoman who lives in Bantul A lazy student A 54-year-old housewife An accountant who likes fishing A fireman who likes Judo A married teacher A teacher who lives in Bandung A librarian who likes crosswords A secretary who is also a pianist A hard-working bank manager An actress who lives in Sleman A 37-year-old doctor with two children Find:

Find: A technician with two children A grandmother who lives in Yogyakarta A 24-year-old nurse An electrician who plays the guitar A policewoman who lives in Bantul A lazy student A 54-year-old housewife An accountant who likes fishing A fireman who likes Judo A married teacher A teacher who lives in Bandung A librarian who likes crosswords A secretary who is also a pianist A hard-working bank manager An actress who lives in Sleman A 37-year-old doctor with two children


119

Chit- chat: (Role-cards)

Silvia Rahmadhani Age : 26 Married Two children :Tim and Andy Job : Technician Hobbies : tennis, football

Lewis Roger Age : 46 Lives in New York Not married Job : Secretary Hobbies : playing the piano

Catherine Age : 31 Lives in Maidstone Married No children Job : Teacher Hobbies : gradening

Seiji Ozawa Age : 24 Lives in Osaka Married Three children : Sally, Tom, and Ron Job : nurse Hobbies : swimming, sailing

Angelina Age : 32 Lives in Sleman Not married Job : actress Hobbies : reading, art

Vincent Age : 27 Lives in Bandung Not married Job : teacher Hobbies: woodwork, painting

Keshia Perdana Age : 35 Lives in Bantul Job : policewoman Hobbies : knitting, cooking

Felya Age : 65 Lives in Yogyakarta Married Four children and six grandchildren Retired Hobbies : gardening

Hari Subagyo Age : 24 Lives in brighton Not married Job : student Hobbies : drinking and talking

Puri Rahayu Age : 54 Lives in Mainstreet Married Two children : Tessa and Joe Job : housewife Hobbies : theatre, reading

Tim Candlyn Age : 36 Lives in Brixham Married Two children : Robert and Susan Job : Electrician Hobbies : guitar

Hermawan Age : 24 Lives in Glasgow Divorced No children Job : Librarian Hobbies : crosswords

Rudolfo Age : 34 Lives in Paris Married Three children : Anne, Tim,

Edward Age : 28 Lives in Southampton Married One child : James

Suryopaloh Age : 62 Lives in Birmingham Married Three children


120

and Sue Job : fireman Hobbies : judo, football

Job : accountant Hobbies : fishing

Job : bank manager Hobbies : work

Celia Age : 37 Lives in London Married Two children : Patricia and Tom Job: doctor

Adapted from: Elementary Communication Games 4. Relatively speaking 1. Divide the class into groups of three or four

2. Place the cards face down in a pile in the middle of the table

3. Player 1: take the top card from the pile. Look at it, but don’t show it to the

others.

4. Player 1 gives the definition of the place, person, or machine on his/her card.

For example, for a picture of a hospital, This is a place where you go when

you’re sick.

5. The other players must try to guess the name of the place, person, or machine

6. The first player to guess correctly can keep the card.

7. If no one can guess, player 1 can keep the card.

8. Then it is next player’s turn.

9. The player with most cards at the end is the winner.

5. Habits

1. Give a copy of the worksheet to each student in the class.

2. Ask the students to write information about themselves in the column marked

You. Tell them it is OK to leave a space next to any activities they don’t do.

3. When they have done this, ask them to go round the class asking and

answering questions to find people with the same answers. Make sure they


121

know how to ask the questions. It is important to tell the students that they

must ask one another questions, not read one another’s worksheets.

4. When they find someone with the same answer in their You column, they put

that person’s name in the find someone with the same answer column. It is

important to tell the students that they can only put the same name twice. This

is to encourage them to speak to as many different partners as possible. It is a

good idea to introduce the short answer So do I as this is a natural response to

finding someone with the same answer.

For example:

Student 1: What do you eat for breakfast?

Student 2: Bread and jam.

Student 3: So do I. (Students 1 and 2 write each other’s names in the space

provided.)

5. When one student has found a name for each of the topic on the worksheet,

stop the activity.

6. As a follow-up, ask the students to report back, orally or in written form. You

may also want to use the expression so do I for this part of the activity.

For example:

Petra eats bread for breakfast and so do I.

Stefano reads the newspaper at school and so do I.

6. Yuck

1. Play this game in pairs.

2. Student A has a sheet of pictures. Do not show them to student B.

3. Student B has the same pictures, cut up.

4. Student A must describe the pictures in order to student B.

Do not say the names of the pictures. Say It makes me…., for example, It

makes me hot. It makes me feel sad.


122

5. Student B must arrange the pictures in the same order. You can ask questions,

for example, Does it make you wet? Does it make you look nice?

7. That’s a pity

1. Play this game in group of three or four

2. The cards are in two sets: situation (S) and comment (C)

3. Shuffle the two sets together and deal out the cards equally

4. Look at your card but don’t show them to the other players

5. Player 1 chooses an S card from the cards he/she holds and reads it out, for

example, I got a stuffy nose

6. Any of the other players can complete the sentence with a suitable C card, for

example, That’s a pity.

7. The first player to complete the sentence appropriately may collect the two

cards as a trick

8. Take turns!

I have a reunion with my old friends

That’s fantastic

My father is being hospitalized now You have my full sympathy. I’ll visit your father in the hospital

I’m going to move to another town this week

That’s wonderful. I hope you’ll get new friends

I got a new job

That’s great. I’m sure you’ll be promoted soon

I graduated with honors

Congratulations. You did it


123

My boyfriend and I are getting engaged Next month

Congratulations. I’m happy for you. He is a nice guy

I’m going to continue my studies abroad neat year

Congratulations. You’re so lucky to have that opportunity

I’m going to have an operation

Oh, I’m so sorry. I hope it’s nothing serious

I just got fired

Oh, that’s bad. I’m sure you’ll get another job soon

My grandmother died last Sunday

I’m sorry to hear that. Please accept my condolence

8. What do you think of

1. Play this game in groups of three or four


3. The first player takes the top card and reads it

4. Then, using his/her own words, he/she describes the topic and ask opinion, for

example, What do you think of my new hair style?

5. The other player should give comments, for example, I just really like your

hair. The style is good.

6. The first player should award the card to the player whose comments he/she

likes best

7. The object of this game is to collect as many cards as possible; the player with

the most is the winner

8. Take turns!


124

My new car

My new hair cut

Mrs. Eva’s cake

Gian’s guitar

My lovely house

Lina’s new appearance with glasses

My brother’s pets

My mother’s soup

My garden

My new jacket

My sister’s speech

My newborn dog


125

9. What am I Doing? 1. Ask the students to watch you and guess what you are doing. Mime something

simple like eating a pizza. While you are miming, encourage the students to

call out guesses as soon as they have an idea. Make sure they are using the

present continuous. If necessary, mime another activity, for example making a

cup of tea.

2. Tell the students that they are going to take it in turns to mime an activity for

the other students to guess. Before they begin, divide them into teams of five

to eight.

3. Decide which team is going to play first and ask them to choose a student to

do the first mime.

4. Give the first player a mime card and explain to the class that, while he/she is

miming the activity, only the members of his/her team are allowed to call out

guesses. If his/her team does not guess the activity correctly, the other teams

are allowed to guess. Teams score two points for a correct guess.

5. Continue until all the mime cards have been used. The team with the highest

score is the winner.

10. Thanking Game

1. Play this game in groups of three or four


3. The first player takes the top card and reads it. After reading the sentence

written on the card, he/she gives comment, for example, he/she reads. You’re

given a lot of money by your uncle, then you say, Thank you so much.

4. The other players may give another opinion.

5. Take turns!


126

Your teacher gives compliments on your good work

You get a letter from your boyfriend. A friend delivers it.

You fall from your motorcycle. Somebody helps you

Somebody gives you a free chocolate in the street

You are nursed in the hospital. Your friends are visiting you

You have passed your final exam. Your friend Congratulates you on the phone

Your boyfriend gives you a bunch of flowers

You’re in a restaurant. The waiter serves you Very well

You want to go for a picnic. Your mother gives You some money

You’re helped by someone to cross the crowded Street

You’re given a birthday present by your old friend

You’re invited for a dinner in your aunt’s house

11. Snap 1. Player A shuffles the cards and deals them all out equally to all the players.

2. Players must hold their cards in a pile face down so that they can’t see them.

3. Player A puts their top card face up on the table.

4. Player B puts their top card face up on top of Player A’s card.

5. If the two cards go together, the first player to shout Snap! picks up all the

cards. For example, if one card has the words a bottle of and the other card has

a picture of a bottle of wine or a bottle of perfume, they go together.


127

6. If the two cards do not go together, the next player puts a card face up on top

of the pile.

7. Players continue putting down cards and shouting Snap! when two cards go

together until they have used all their cards.

8. The player with the most cards at the end of the game is the winner.

12. Guess the Place 1. Think of a place where customs and rules must be followed and write some

example sentences on to board without mentioning the place you have in

mind.

For example:

You mustn’t ride a bicycle.

You mustn’t stop.

You mustn’t fall asleep.

You mustn’t drive faster than the limit.

In some countries you must pay.

Ask the students to guess what the place is. (A motorway)

2. Tell them that they are going to write similar sentences about other places.

3. If there are more than ten students in the class, divide them into groups. Give

one card to each student in the class. Tell the students not to show their own

picture to the other students in their group.

4. Ask the students to write sentences about the place on their own card on the

back of the card. The sentences should begin You must or You mustn’t. While

they are doing this, be on hand to answer questions and offer help.

5. When they have done this, ask them to go round the class or group, working

with as many different partners as possible. They should take it in turns to

read out their sentences to one another, making sure that their picture is


128

hidden, and to guess their partner’s place. When they have guessed correctly,

they should change partner.

6. The students continue until they have worked with as many different partners

as possible.

13. Heads, Body and Legs 1. Copy one whole person for each student in the class. Cut it into three parts

along the dotted lines.

2. Give each student a head and ask them to imagine what the rest of the person

looks like.

3. Ask the students to get up and walk around the class describing the person

they are looking for until they find someone who can give them an appropriate

body or pair of legs.

4. They should not show their cards to each other until they are almost sure that

they have found the right card.

5. The object of the game is to assemble a whole person.

14. The Three Wishes Game 1. Give each student in the class a slip of paper and ask them to write three

wishes on it, as follows: I wish I could …, I wish I had …, I wish I was…

2. Ask them to fold it up and keep it in a pocket. Then pass round the hat or bag

and ask each student to take one granting card.

3. Tell them that the card gives them magic powers to grant any wishes to do

with the subject.

4. There is only one snag: they can’t grant their own wishes!

5. Ask the students to move around the class, tell others their wishes until they

find someone who can grant them.


129

15. Fairy Tale Domino 1. Play this game in groups of three or four.

2. Deal out the cards equally to each player.

3. Look at your cards. These represent the events in a science fiction story/fairy

tale.

4. Player 1: choose any card and lay it down on the table.

This is the first event in the story. Tell the others what happened.

5. Player 2: choose a card and lay it down next to the first one, and tell the others

what happened next.

6. The aim of the game is to build up a story together.

16. Ouch 1. Each player takes four complaint cards and two advice cards.

2. Player A puts down a card showing the first half of a complaint.

3. Player B must complete the complaint correctly using one of his/her cards.

4. Player C puts down a card showing a piece of advice for the complaint. If it is

correct, he/she keeps the three cards and puts down the first half of a new

complaint.

5. If a player cannot put down a correct card, he/she picks one up from the

appropriate pile on the table and the next player puts down a card.

6. When all the cards are finished, the player with the most cards is the winner.

17. Good News, Bad News 1. Play this game in groups of three or four.

2. Deal out the cards equally to each player.

3. Some cards are labeled ‘GN’ (good news) and some are labeled ‘BN’(bad

news).


130

4. Player 1: choose a good news card. Put it down on the table saying The good

news is ……and describing what happened, for example the good news is, I

asked my girlfriend to marry me.

5. The other player must look for a bad news card that follows this and put it on

the table saying, The bad news is…, for example, The bad news is, she

refused.

6. The player who finds the right ‘bad news’ can collect both cards and keep

them on the table.

7. At the end, the player with most cards on the table is the winner.

18. Suggestive Shapes 1. Play this game in pairs.

2. Student QA has a sheet of pictures. Do not show them to student B.

3. Student B has the same pictures, cut up.

4. Student A must describe the pictures in order to student B. (for example, It

could be a hat, It might be a potato, etc.)

5. Student B must arrange the pictures in the same order.


131

Photocopied Pictures:


132


133


134


135


136


137


138


Table of Contents

Unit 1. My name is Noriko………………………………………………………………. 1 Unit 2. Congratulations…………………………………………………………………… 7 Unit 3. What a lovely gown that is!............................................................ 12 Unit 4. Thanks a million………………………………………………………………….. 17 Unit 5. Expressing Feelings……………………………………………………………… 22 Unit 6. First is………………………………………………………………………………… 29 Unit 7. Talking about Folk Tales………………………………………………………. 34 Unit 8. What should I do?.......................................................................... 38 Bibliography………………………………………………………………………………….. 43


Speaking Actively for the 10th Grade Students 1

Instruction: (Think pair share) • Look at the pictures below. • Each student answers the questions and exchanges the ideas and thoughts

with a partner. • Share with other pairs.

(Taken from http: //www.images.google.co.id / images) Problems to be solved: 1. What do you say when you meet someone new? 2. You are walking with a friend named A. On the way, you meet another friend, B.

B does not know A. Do you introduce them? 3. What do you say when you introduce yourself and your friend? LET’S PLAY VISITING CARDS! Instruction:

Listen to the teacher’s instructions. Then play vsiting cards.

UNIT 1

My Name is Noriko

A. WARM UP



Instruction: • Practice these conversations in a group. • Each group consists of four (4) people and is given a situation. • Each group reads its own part and is not allowed to read other’s group part. • The group may use the dictionary or ask the teacher to figure out the

meaning of a word. Situation 1: In a museum, Michael slightly saw his friend. He asks the man to clarify.

Michael : Aren’t you James? James : Yes, that’s right. Michael : I believe we met in Bali last year when we were on a vacation. I’m Michael. James : Oh yes. I remember. How’ve you been? Michael : Just fine. And you?

James : I am fine, thank you. Well, I think we should have a talk to tell about our story. Why don’t we go to that café outside?

Michael : That sounds good. Let’s go. Situation 2: Two students from different schools meet in a speech contest. They do not know each other. Student A : Hi, how do you do. Student B : I’m fine thanks. How do you do. Student A : Have you ever been in this contest before? Student B : No, this is my first time. I am so nervous. What about you? Student A : Actually, this is the second contest for me. But I failed in the previous contest. I was really bad at that time. Student B : We should try hard to win this competition.

B. LET’S TALK



Student A : Hey, may I know your name? Student B : Of course, my name is Lucya. I am from SMA Pangudi Luhur Sedayu. I am in the first grade now. What about you? Student A : My name is Agung. I am a student of SMA N I Yogyakarta. Nice to meet you. Student B : Nice to meet you, too and good luck!

Situation 3: Ayumi has a friend. She wants to introduce her friend to Noriko. Ayumi : Hi! Noriko. I’d like to introduce you to my friend. Her name is Asawa. She is from Osaka, Japan. Noriko : Hello, my name is Noriko. How do you do? Asawa : How do you do. Noriko : Where are you from? Asawa : I’m from Japan. Norik : By the way, what do you do? Asawa : I’m a sales manager. And how about you? Noriko : I’m a dance instructor. Ayumi : She will stay in Indonesia for a while to study Indonesian language. Asawa : I need your guidance to learn Indonesian. Noriko : I’m glad to help you. Ayumi : I really must to go now. There is something important to do. Good bye, see you. Asawa : Nice to meet you. Noriko : Nice to meet you too. Good bye, see you. Instruction:

• After practicing the conversation, form a new group. • Two of you will move to another group and two of you will stay where you are

and two others will join you. • In each new group, tell your story in your conversation and teach your new

group the meanings of any vocabulary that the group members don’t know.



• Listen to their story. Learn the meaning of the vocabulary in it. Reverse the role.

LET’S PLAY TIC-TAC! Instruction : Listen to the teacher’s instructions. Then play tic-tac.

Three minutes review Instruction: Listen to the teacher’s instructions.

VOCABULARY * vacation * competition * museum * second grade * café * student * speech contest * nervous * previous * win

Language Expressions: • My name is Michael. • My hobby is swimming. • Her/his name is Tony. • Her/his hobby is jogging.



Problem Solving: Instruction: In groups of two, discuss these problems and then try to find the solution. Problem 1: You are a new Senior High School student. You don’t know any students there. In group, practice a conversation that your group made as its solution. Problem 2: You and your friend, Sasa, are in the mall. Suddenly, you meet Dio, your junior high school friend. Dio tells you that he wants to know more about Sasa, such as her full name, address, phone number, and hobbies. Sasa doesn’t know him. In pairs, make a conversation and then practice it as its solution.

Let’s Play Chit-Chat! Instruction: (Cooperative review) Listen to the teacher’s instructions. Then play chit-chat.

Language Expressions * Good morning. * May I know your name. * Good afternoon. * My name is Michael. * How are you? * Let me introduce you. * How nice to see you. * How old are you? * How’ve you been? * I am twenty years old. * Fine, thank you. * Nice to meet you. * How do you do? * Not bad. * What is your name? * I’d like to introduce you. * I really must go now. * What do you do?

C. WRAP UP

D. REVIEW



Let’s play Relatively speaking Instruction: Listen to the teacher’s instructions. Then play relatively speaking.



Instructions: (Think pair share)

• Look at the pictures below! Each student answers the questions and exchange the ideas and thoughts with a partner.

• Share with other pairs.

(Pictures taken from http: images.google.co.id/images)

Problems to be solved: 1. In what occasion do you usually congratulate someone? 2. In what occasion do you usually express your sympathy? 3. What kind of expressions that you use when congratulating and giving

sympathy? LET’S PLAY HABITS! Instructions: Listen to the teacher’s instructions. Then play habits.

Unit 2

Congratulations!

A. WARM UP



Jigsaw Activities

• Practice these conversations in group. • Each group consists of four people and is given a situation. • Each group reads its own part and is not allowed to read other’s group part. • The group may use the dictionary or ask the teacher to figure out the

meaning of a word. Situation 1: Ghea congratulates Mike, the first winner of Indonesian Idol. Ghea : I heard you won the Indonesian Idol singing contest, Congratulations! Mike : Thank a lot. Ghea : What are you going to do next? Make an album? Mike : Of course, but before that I will take a singing course to improve my singing

technique. Ghea : That’s great. Good luck! Mike : Thanks. And what about you? Ghea : It’s same with you. I will also take a singing course then maybe I will have a

duet with you. Mike : That’s wonderful. I’m waiting for that. Ghea : Thank you. Situation 2: Rian has just lost his wallet. Teddy : You look terrible today. What’s going on? Rian : I lost my wallet. It means my money also disappeared. Teddy : Oh, that’s bad! How could it be? Rian : I went to the library yesterday. I put my wallet in my bag. After

taking my bag, I went home. I didn’t realize that my bag was open. Maybe, the wallet fell down.

Teddy : Well, don’t worry. You can ask the library staff there. Rian : Thank you. That sounds good. Situation 3: Amanda’s grandfather has just passed away. Rianti : Where were you last week? I was looking for you everywhere!

B. Let’s Talk



Amanda : Sorry for not telling you. Last week, I went to Sleman. My grandfather died of heart attack. The funeral was held the day after Sunday. My family and I attended the funeral. Rianti : I am very sorry to hear that. Please accept my condolence. Amanda : Thanks. By the way, what happened to with your face? I see you have got

a bruise. Rianti : Well, a car hit my bicycle from the back and I fell down. But, it’s okay. I am fine now. Amanda : I’m glad you’re better.

Instructions: (Jigsaw)


and other will join you. • In each new group, tell your story in your conversation and teach your new

group the meanings of any vocabulary that the group members don’t know. Listen to their story. Learn the meaning of the vocabulary in it. Reverse the role.

VOCABULARY * singing contest *got bruise * funeral * passed away * condolence * library * wallet * staffs * librarian * congratulation * locker * technique * terrible



Three-minute review Instruction: Listen to the teacher’s instructions.

Let’s Play, Yuck! Instruction: Listen to the teacher’s instructions. Then play Yuck.

Problem Solving Instructions: In pairs, study the following problems and make role plays as the problem solving. 1. Student A is given some money by his / her mother. He / she asks student B to

give an opinion on it. 2. Student A has got a good mark on English speaking test. He / she asks student

B to give an opinion on it. 3. Student A’s friend is in accident. He / she asks student B to give an opinion on

it. 4. Student A is given a bunch of flowers. He / she asks student B to give an

opinion on it. 5. Student A’s body isn’t well now. He / she asks student B to give an opinion on it.

Language Expressions

* Congratulations on your……* Thanks * That’s great *Thanks so much * That’s wonderful * Thanks a lot * That’s fantastic * I really appreciate it * Please accept my condolence*I’m sorry to hear that * How awful * That’s a shame * Thank you * That’s a pity * I’m so sorry * That’s too bad * You have my full sympathy

C. Wrap Up



Let’s Play, That’s a pity! Instruction: Listen to the teacher’s instructions. Then play That’s a pity.

D. REVIEW






(Pictures taken from http://images.co.id/images) Please think of something that make you give your compliments to others. Share with your friends!

Jigsaw activities Practice these conversations in group. Each group consists of four people and is given a situation. Each group reads its own part and is not allowed to read other’s

Unit 3

What a lovely gown that is!

A. WARM UP

B. LET’S TALK



group part. The group may use the dictionary or ask the teacher to figure out the meaning of a word. Situation 1: You’re attending your friend’s birthday party. You give compliment to her. You : Wow…..what a lovely gown you have! Friend : Thank you. I’m glad you like it. You : Sure. Where did you buy it? Friend : My mother sewed this gown. We only bought the cloth. I myself

designed the model. You : That’s excellent. Maybe, some time you can help me design a gown for my graduation. Friend : Of course. I’ll help you. Situation 3: Rini and Rita are friends. Rini sees Rita’s bringing a novel. Rini : Hi, Rita! Good afternoon! Rita : Good afternoon, Rini! Rini : Where have you been? Rita : I have just bought this new novel. The title is “Silence of the Lambs”. It’s only Rp. 30.000,00. Rini : Let me see! Wow…..this is excellent. I like the cover. Interesting! Rita : Thank you. It’s nice of you to say so. Rini : Maybe, I will borrow it after you have finished reading it. Rita : Of course. I will lend it to you.

Situation 1: You celebrate your birthday. Your mother gives you a present. You : What’s this mom? Mother: You can open it. You : Wow……it’s wonderful. What a nice shirt this is. Thank you mom! Mother: I hope you are happy with it. You : Of course. This is what I was waiting for so long. How do I look?



Does it suit me? Mother: Yes, you look more handsome wearing that shirt son! Instructions: (Jigsaw)



group the meanings of any vocabulary that the group members don’t know. Listen to their story.

• Learn the meaning of the vocabulary in it. Reverse the role.


VOCABULARY * delicious * difficult * present * sewed * shirt * designed * gown * bought * excellent * wonderful * handsome * model



Problem Solving Instruction: In pairs, study the following problems and make role plays as the problem solving. 1. Student A has bought a new shirt. He / she asks student B to give an opinion on

it. 2. Student A has a new pop music cassette. He / she asks student B to give an

opinion on it. 3. Student A gets new glasses. He / she asks student B to give an opinion on them. 4. Student A gets a new hair cut. He / she asks student B to give an opinion on it. 5. Student A has painted wonderful scenery. He / she asks student B to give an

opinion on it. 6. Student A has bought a new cell phone. He / she asks student B to give an

opinion on it. 7. Student A has sung the song beautifully. He / she asks student B to give an

opinion on it.

Language Expressions * I would like to compliment you on * Thank you. It’s nice of you to say so * I think you (skirt) is very nice * Thank you, but it really isn’t anything special * I just love your hair * Tank you. Yours is nicer * The cake is delicious * I’m glad you like it * That’s nice * Oh, did you really like it? * I really like your soup * That’s not bad * Terrific * Pretty good * OK!

C. WRAP UP



Let’s play, what do you think of? Instruction: Listen to the teacher’s instructions. Then play What do you think of?

D. REVIEW






Taken from:http//www.images.co.id// 1. What are these people doing? 2. How do you express your thanks to someone and reply to thanks? 3. In your opinion, in what situation do you say’ thank you’ to people? LET’S PLAY WHAT AM I DOING? Instruction: Litsen to the teacher’s instructions. Then playWhat am I Doing?

UNIT 4

Thanks a million!

A. WARM UP



Instruction: Jigsaw activities


meaning of a word.

Situation 1: Linda has just returned from vacation. She wants to give a gift to her friend, Anash. Anash : Hello, Linda. How was your vacation in Bandung, three days ago? Linda : Fantastic. I extremely enjoyed my vacation. I visited many interesting places there. I saw many home industries which make sandals and shoes. I also saw the process of making ‘dodol’. Bandung is famous for its ‘dodol’. Anash : Yes, I know. I heard it from television. Linda : Oh, I almost forget. I bought ‘dodol’ for you. You may taste it. It’s delicious. Anash : You’re so kind. Thank you so much. You didn’t have to do that. Linda : It was nothing. Situation 2: Helen and Vista are friends. The day before, Helen was absent, because she was sick. She thanks Anggi for permitting her. Anggi : How are you feeling now? Helen : I think I’m getting better now. Yesterday, I got a stuffy nose and headache. I could not breathe and sleep well. Anggi : Stuffy nose is really disturbing. Have you taken some medicines? Helen : I have visited my doctor. He gave me some pills to eat. Anggi : Actually, you should not come to class today. You still look so pale. Helen : Don’t worry, I’m okay. By the way, my mom told me that you had told the teacher that I was absent yesterday. I’m grateful for your help. Anggi : Don’t mention it.

B. LET’S TALK



Situation 3: Wini wants to celebrate her birthday party. She invites Indra to come. Indra thanks Wini for the invitation. Wini : Hi, Indra. How’re you doing? Indra : Fine, thank you. Wini, I heard you will have a party. Am I right? Wini : You’re right. Here’s the invitation card. Will you come tomorrow? Indra : Of course. Thanks for the invitation. I’ll come for you. Wini : Hey, don’t forget to bring a present for me. Indra : Sure. Wini : I’m just kidding. Okay, see you then. I have to go now. Bye. Indra : Bye. Be careful!

Instructions: (Jigsaw acticities)



group the meanings of any vocabulary that the group members don’t know. • Listen to their story. Learn the meaning of the vocabulary in it. Reverse the

role.




Problem Solving Instruction: In pairs, study the following problems and make role plays as the problem solving.

VOCABULARY * vacation * gift * extremely * famous * taste * medicines * grateful * permitted * invitation * present * stuffy * disturbing * industries

Language Expressions Expressing thanks Responses * I’m very grateful for…. * You’re welcome * I’m very grateful for…. * You’re entirely welcome * Thank you for * You’re welcome * Thank you so much * It was my pleasure * That was nice of you * Don’t mention it * Thanks a lot for * Sure * I really appreciate (the invitation) * It was nothing. What are friends for? * Thanks * Forget it * Thanks a million * Don’t worry about it

C. WRAP UP



1. Student A wants student B to help him / her to finish his / her task. He / she asks student B to help him / her.

2. Student A doesn’t know the way to the museum. He / she asks student B to help him / her.

3. Student A wants student B to send his / her letter to the post office. He / she asks student B to help him / her.

4. Student A wants student B to open a window. He / she asks student B to help him / her.

5. Student A wants student B to serve some delicious food. He / she asks student B to help him / her.

Let’s Play, Thanking game! Instruction: Listen to the teacher’s instructions. Then play Thanking Game.

D. REVIEW




• Look at the pictures below! Each student answers the questions exchange the ideas and thoughts with a partner.


(Pictures taken from http: //images.google.co.id/images) What kind of feeling does each person in the picture want to show? Share with your friends! LET’S PLAY SNAP! Instruction: Liste to the teacher’s instructions. Then play snap.

Unit 5

Expressing Feelings

A. WARM UP



Instructions: (Jigsaw activities)


meaning of a word.

Situation 1: A student is preparing herself to follow a speech contest. Her friends asks her about her feeling. Eti : How are you feeling today? Are you ready for the contest? Nina : I’m still worrying about my performance tomorrow. I am afraid I will not do my best. I’m crazy thinking about it. Eti : Come on, just relax! The most important thing is your self- confidence. If you’re confident, I’m sure you will perform well best. Nina : Thank you for your suggestion. Just pray for me. Eti : I’ll pray for you. Good luck. Nina : Thank you. Situation 2: During a class break, two students are talking about their English speaking test result. A teacher approaches! Teacher : Hello, students! What are you discussing? Ratna : Umm, we are now discussing about the English speaking test yesterday, Sir. We’re really doubting we will get a good mark. Teacher : Don’t worry. All of you have done a good job. I’m happy with it. Risa : Really? Have you put the result on the announcement board? Teacher : Maybe in the next two days. Until now, I haven’t finished correcting the work. Ratna : Thank you, Sir for the information. We’re glad for it. It gives us great pleasure. Teacher : You’re welcome. I think it’s time to enter the class. I will ring the bell in the office. Risa : Good bye, Sir.

B. LET’S TALK



Situation3: After the class ends, Ari goes home. He is now waiting for his brother. Rinto : Hi, Ari. What are you doing? Ari : Hi, Rinto. I’m just waiting for my brother. He promised to pick me up after school. Rinto : What time will he come? Ari : He said that at two o’clock he would arrive here. Rinto : But, it’s 2.30 p.m. She is thirty minutes late. Ari : Yeah, I know. I really hate this. How embarrassing! Rinto : By the way, you can go with me. Today, I ride a motorcycle. Let me take it from the parking lot. Ari : Thank you so much. Well, let’s go. Instructions: (Jigsaw)




role.


VOCABULARY * embarrassing * enthusiastic * pick up * disappointed * parking lot * thankful * break * delighted * pleasure * proud * performance * confidence * announcement board * discussing * indifferent * surprised * bored



Problem Solving Instruction: In pairs, study the following problems and make role plays as the problem solving. 1. Student A has got the highest score at Math. He / she asks student B to give

an opinion on it. 2. Student A wins a quiz program on TV. He / she asks student B to give an opinion

on it. 3. Student A is bored with many tasks. He / she asks student B to give an opinion

on it. 4. Student A has finished doing a very difficult test. He / she asks student B to

give an opinion on it. 5. Student A is bothered by his / her friend. He / she asks student B to give an

opinion on it. 6. Student A forgets to pull up her skirt. She asks student B to give an opinion on

it.

Language Expressions * great! * I’m so excited * nonsense * I’m happy for you * Good for you * That’s too bad * Bravo! * Isn’t that great? * really? * Leave me alone * Sorry * It gives me pleasure * Good for you * It can’t be real * no way * I feel great today * What a surprise! * How embarrassing!

C. WRAP UP



Instruction: (Partners)

• Make a group of two, and then make the conversation based on the situation given.

• Each pair may join with another pair to expand mastery or to compare their product. You are free to choose the role.

• Use the word chest to enlarge your vocabulary and use your imagination!

1. Play this game in pairs 2. Sit facing each other across a table 3. Put a book between you so that you cannot see what the other person is doing 4. Player 1 must chooses 12 pictures and arrange them in any order on the frame 5. He/she must then describes the pictures to the other player. Say, He looks

angry or She looks sad, etc 6. Player 2 must arrange the pictures in the same order as player 1. You can ask

questions, for example, Does he look tired? etc

D. REVIEW



Expressing Feelings



Frame

1

2

3

4

5

6

7

8

9

10

11

12






Solve the rebus!

_ _e _ _ mm_ _ _ _ ge _ c_ _

(Pictures taken from http: //images.google.co.id/images) Practice these instructions (The same group formation)

a. Stand up b. Raise your arms over your head – up, down. Three times. c. Now touch your toes – up, down. Three times. d. Twist to the left and twist to the right. Three times.

LET’S PLAY GUESS THE PLACE!

Instruction: Listen to the teacher’s instructions. Then play Guess the Place.

Unit 6

First is…………

A. WARM UP



Instructions: (Jigsaw activities) • Practice these conversations in group. • Each group consists of four people and is given a situation. • Each group reads its own part and is not allowed to read other’s group part. • The group may use the dictionary or ask the teacher to figure out the

meaning of a word. Situation 1: Wisnu meets his friend, Dito, who has just bought a new hand-phone. He asks Dito how to send an SMA. Dito, then explains to Wisnu. Wisnu : Wow, what a good hand-phone you have! Dito : Thank you. I just bought it yesterday. Wisnu : Can you please tell me how to send an SMA using your hand-phone? I think I should know it. Dito : Yeah, sure. Come close to me and hold this hand-phone! First, select menu ‘SMS’ on your hand-phone! Wisnu : Ok! I have done it. What’s next? Dito : Write your SMA on your blank screen by pressing the keypads that indicate the letters you want to write. Wisnu : Let me try it. I’ll write : ‘Hello, How are you?’ Is it right? Dito : Yupp, it’s good. Then, send your SMS by pressing the ‘options’ bar on the right side! Wisnu : Then I should select ‘send’ right? Dito : Of course. The last step is write the destination number! Wisnu : Wow… it is very interesting. I wish I could buy one. Situation 2 : Dita and her cousins, Linda and Rianti are at home. They want to make a cheese omelet as instructed in the magazine. They want to try it. Dita : What should we do first? Read the instruction, Rianti! Rianti : First, we prepare the ingredients: eggs, milk, salt, pepper, and butter. We need a bowl and a skillet. Linda : Well, now crack the eggs into a bowl, then add some milk. Dita : Let me beat the mixture. Rianti : Next, we can add cheese, salt, and pepper into it. Linda, you can

B. LET’S TALK



prepare the skillet on the stove. Linda : Okay. What’s the next step Dita? Dita : The next step is melt the butter in the skillet! Rianti : Now, I will pour the egg mixture into the skillet and we cook it for 3- 5 minutes. Linda : After 3 minutes, fold it over and cook it for a minute. Dita : I think the time is up. The last step is remove the omelet and serve it. Linda : And the omelet is ready to eat. Instructions: (Jigsaw)



group the meanings of any vocabulary that the group members don’t know • Listen to their story. Learn the meaning of the vocabulary in it. Reverse the

role.

VOCABULARY * stand up * cheese * twist * keypads bar * skillet * next * screen * beaten * options * add * pour * stove * raise * mixture * fold * omelet * ingredients * destination * indicate * crack




Problem solving 1. Where would you see these instructions? Instruction: (Partners) Make a group of two and answer the questions!

a. Do not lean out of the window at a hotel room b. Do not take photographs at a sacred place c. Please check out before 11 a.m. at an information desk d. Ring for service in a train e. Take off your shoes before entering in the park f. Do not walk on the grass in a mosque g. Please, do not make noise in a classroom

2. In pairs, discuss and make a conversation about how to cook noodles!

Language Expressions What should I do? Be sure to follow the directions! First, …..! You’re supposed to….. Then, …. You have to.... After that, ….. Don’t forget to…. And finally You must… Second, you have to…! Don’t worry…. Next, switch off the TV! Don’t be concerned…. What’s the next step? Remember to… Can you tell me how? You need to… Don’t leave your bags on the bus! Please check in at least two hours before departure! Please fasten your seatbelts! Could you show me how?

C. WRAP UP



Let’s Relax! Follow your teacher’s instruction!

Get comfortable in your seat Close your eyes

Let your arms hang by your side Put your feet on the floor

Imagine you’re lying on the beach. You’re alone You can feel a soft wind blowing

You can feel the cool sand Above you is a clear blue sky

You’re now relaxed Open your eyes.

Let’s play Heads, bodies and legs. Instruction: Listen to the teacher’s instructions. Then play Heads, Body and Legs.

How to make noodles? 1. noodles/ boils into 400cc of brisky water/simmer

for 3’ 2. the seasoning, chili powder/p[our into a bowl

while noodles is being cooked, 3. cooked noodles, the soup/pour into the bowl and

mix well with all the seasoning 4. fried onion/spread

D. REVIEW






(Pictures taken from http: //images.google.co.id/images) Look at those pictures above. What kind of story are those? Discuss with your pair.



meaning of a word.

Unit 7

Talking about Folk Tales

A. WARM UP

B. LET’S TALK



Situation 1: The teacher is showing a picture.

Teacher : Look, students. What do you think of the picture? Anne : It’s very strange. What is it about? Teacher : You can see here, a young man is fighting against a monster. The picture shows a part of myth. Danu : What a brave young man. By the way, who is he? Teacher : Theseus. He was a young prince of Greek. Hasan : Well, well, well……. What’s next? Teacher : The prince killed the monster, Minottaur. Anne : Indeed? That sounds interesting. I like reading Greek myths.

Situation 2: Tito, a student from Jogja, is showing a picture to Landi, a student from Bandung.

Tito : Look at me! Are you familiar with this picture? Landi : Mmm…sorry, I have never seen that picture. Tito : This is a Javanese fairy tale. This is Roro Jonggrang. She is always described as the statue in Prambanan Temple. Landi : Really? Tell me more about her. Tito : Roro Jonggrang is cursed to be a statue by Bandung Bondowoso because she broke her promise. Landi : Oh my God! Is that all? Tito : Yes. That’s the end of this story.





role.




Let’s play The Three Wishes Game! Instruction: Listen to the teacher’s instructions. Then play The Three Wishes Game.

Language Expressions Getting attention Respond * Look at me! * I see. * Look what I’ve got here! * Oh, yes * Look here! * How interesting. * Look! * I know what you mean. * Attention please! * Tell me more about it. * Excuse me. * Really?

VOCABULARY * strange * fairy tale * against * prince * describe * myth * familiar * statue * temple * betrayed * promise * cursed



Problem solving: Instruction: Study the following problems and make role plays as the problem solving.

1. Student A wants to know more about Prambanan Temple story. He / she asks student B to tell it.

2. Student A wants to know more about Tangkuban Perahu story. He / she asks student B to tell it.

3. Student A wants to know more about Malin Kundang story. He / she asks student B to tell it.

Let’s play Fairy Tale Dominoes! Instruction: Listen to the teacher’s instructions. Then play Fairy Tale Dominoes.

C. WRAP UP

D. REVIEW






(Pictures taken from http: // images.google.co.id / images) Problems to be solved:

1. What do you think about those pictures? 2. What kind of language expressions do they use?

LET’S PLAY OUCH! Instruction: Listen to the teacher’s instructions. Then play Ouch.

Unit 8

What Should I Do?

A. WARM UP





meaning of a word. Situation 1 : Dinda and Wita are talking at break time. Dinda : Wit, the school-bag I bought yesterday is broken. What do you think I should do? Wita : Why don’t you try taking it back to the shop? Dinda : Well, I was thinking of that, but don’t you think you could look at it first? Wita : O.K. Situation 2: A student is talking to her teacher. Student : Mr. Ahmad, what do you think of my result of the English test? Should I take a remedial test? Mr. Ahmad : I think it would be a good idea to take a remedial test. Try to study harder on how to construct sentences. Student : What about if I take a short course? Mr. Ahmad : That’s a good idea. Situation 3: Sandra is talking to Eve. Sandra : Eve, can I talk to you? I really need some advice about a problem I have. Eve : Go ahead. Tell me your problem. Sandra : My friend is always asking me to copy my homework. I want to tell her to do her own assignments but …. I’m afraid she will be angry with me. Eve : I think you shouldn’t always lend your homework all the time. You can help her to do the assignments until she can do them independently.

B. LET’S TALK







role.


VOCABULARY * bought * result * remedial *test * construct * advice *copy *assignments * independently

Language Expressions Asking for Advice Do you think I ought to call the police? What do you think I should buy him for his birthday? Do you have any ideas about how I can sell my car? Should I try to talk with him about this matter again? If you were in my situation, would you forgive him? Do you have any advice for me? Do you have any recommendations about a good hotel around here? Can you give me some advice? Can you recommend a suitable wine for dinner?



Let’s play Good news, bad news Instruction: Listen to the teacher’s instructions. Then play Good News, Bad News.

Problem solving Instruction: In pairs, study the following problems and make role plays as the problem solving.

1. Student A has a headache. He / she asks student B to give some advice. 2. Student A’s bicycle is broken. He / she asks student B to give some advice. 3. Student A has just bought a tape recorder. After a day, it’s broken. He /

she asks student B to give some advice.

Language Expressions Giving Advice I think you’d better start looking for a new job. If I were you, I’d stop smoking. It would probably be a good idea to send this mail by express mail. Why don’t you try calling her tonight? How about taking the bus instead of driving? Try ignoring her for a while. I’d say that you’d better stay at home. I advise you to meet your teacher. My advice is to be careful with him. I suggest that we go out for dinner tonight. Let me suggest that you should study hard. I recommend that you meet your parents. now. My recommendation is that you go to the doctor.

C. WRAP UP



4. Student A doesn’t know what present he / she wants to give to his / her sister. He / she asks student B to give some advice.

Let’s play Suggestive Shapes! Instruction: Listen to the teacher’s instructions. Then play Suggestive Shapes.

D. REVIEW



Bibliography Hadfield, Jill. 1984. Elementary Communication Games. Melbourne : Thomas Nelson and Sons Ltd. McSwain, Mary. 1996. Doing Bussines in American English. Jakarta : Gramedia Pustaka Utama. Mollinsky, Steven J & Bliss, Bill. 1987. Express Ways : English for Communication (workbook level 2A). New Jersey : Prentice-Hall, Inc. Richards, Jack C. 1985. Person to Person. Oxford : Oxford University Press. Sudarwati M, Th. And Eudia Grace. 2007. Look Ahead 1 (An English Book for Senior High School). Jakarta : Erlangga. Tillit, Bruce and Bruder, Mary Newton. 1985. Speaking Naturally. Cambridge : Cambridge University Press.


plagiat merupakan tindakan tidak terpuji - core.ac.uk filei extra-curricular speaking materials...

Documents