i A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS

Transcription

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS
OF THE APPLIED-FINE ART DEPARTMENT OF SMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vonny Indriawati
Student Number: 041214072
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
i
A Thesis on
By
Vonny Indriawati
Approved by
Sponsor
Carla Sih Prabandari, S.Pd., M.Hum.
December 1, 2008
ii
A Thesis on
By
Vonny Indriawati
Defended before the Board of Examiners
on December 19, 2008
and Declared Acceptable
Board of Examiners
Chairperson
: A. Hardi Prasetyo, S.Pd., M.A.
____________________
Secretary
: Made Frida Yulia, S.Pd., M.Pd.
____________________
Member
: Carla Sih Prabandari, S.Pd., M.Hum.
____________________
Member
: F.X. Ouda Teda Ena, S.Pd., M.Pd.
____________________
Member
: Made Frida Yulia, S.Pd., M.Pd.
____________________
Yogyakarta, December 19, 2008
Faculty of Teachers Training and Education
Sanata Dharma University
Dean,
Drs. Tarsisius Sarkim, M.Ed., Ph.D.
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DEDICATION PAGE
ASK and it will be given to you
SEEK and you will find
KNOCK and the door will be opened
(Matthew 7: 7)
This thesis is dedicated to:
My beloved family: Papa, Mama, Cie Siany, Cie Leny and Ko Leo
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts
of the work of other people, except those cited in the quotations and the
bibliography, as a scientific paper should.
Yogyakarta, December 19, 2008
The Writer
Vonny Indriawati
041214072
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to the Almighty
Jesus Christ for His love, grace, and blessings in my life. I always believe that there
is nothing impossible in Him.
My sincere gratitude goes to my sponsor, Carla Sih Prabandari, S.Pd.,
M.Hum., for her correction, guidance, support, suggestions, and her patience during
my thesis accomplishment. I am deeply grateful to all the lecturers of the English
Language Education Study Program for guiding and teaching me during my study
in Sanata Dharma University. I sincerely thank Drs. Pius Nurwidasa Prihatin,
M.Ed. and Dr. Retno Muljani, M.Pd., my academic advisors, for their guidance
and support during my study. Furthermore, I would also like to say thanks to all
secretariat staff of the English Language Education Study Program, especially
Mbak Danik and Mbak Tari for always helping me with the administrative matters.
I am thankful to all librarians of Sanata Dharma University for giving me their
kind service in the library.
My special gratitude also goes to Drs. Sutarto, the headmaster of SMKN 5
Yogyakarta. I thank him for giving me permission to conduct the study in SMKN 5
Yogyakarta. I would also like to give my special thanks to Ibu Rima, Ibu Endah,
Ibu Tiwi, Ibu Nuryanti, and Ibu Rita, the English teachers of SMKN 5 Yogyakarta,
I thank them for their help, guidance, and suggestions toward my designed materials.
My special thanks go to the tenth grade students of SMKN 5 Yogyakarta,
especially for class X Textile and X Wood Craft, for their help and cooperation
during the try out of my designed materials. Moreover, I sincerely thank Christina
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Kristiyani, S.Pd., M.Pd. and Laurentia Sumarni, S.Pd. for their suggestions,
comments, and criticism toward my designed materials.
My deepest gratitude is addressed to my beloved parents, Eddy Triyanto and
Laniawati. I thank them for their prayer, love, support, advice, patience they have
given to me. My gratitude also goes to my lovely sisters, Cie Siany Ekawati and Cie
Leny Setyawati. I thank them for their love, support, advice and the wonderful
moments we have shared together. I am grateful to my brother, Ko Budi “Leo”
Santoso for giving me support and advice as well as teaching me the meaning of life.
I love them very much.
My special thanks are addressed to all my lovely best friends: Heni, Adi,
Festy, Hana, Hyacintha, Witri, Berta for their love, support, friendship, and all the
happiness and sadness we have spent together. I hope our friendship will be
everlasting. Next, I will never forget the beautiful process and experiences with my
Play Performance friends “The Queen of Egypt”. I thank them for giving me a great
opportunity to learn how to be a solid team. My gratitude also goes to my SPD team
“MOSS English Course”: Festy, Adi, Putri, Kenyar, Retha, Haris. I thank them
for their struggle, ideas, cooperation, and all happy and sad experiences during
teaching in Boyolali. “What the life wants is the very best of us”.
In addition, I would like to thank Hana’s family: Pak Endro, Bu Insi, and
Empi. I thank them for giving me the second home in Yogyakarta. I am very grateful
to my ex-boarding house friends: Shasa, Mbak Lisa, Mbak Nana, Tita, Eva, Mbak
Ninuk. I thank them for the unforgettable moments we have spent together.
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My thanks also go to all Speak First staff especially Pak Asta, Bu Asta, and
Pak Warih. I thank them for giving me a great opportunity to develop myself. Last
but not least, my gratitude also goes to all PBI 2004 students, for the unforgettable
moments during the study in Sanata Dharma University, and to all the people whose
names cannot be mentioned one by one here. May God bless us forever.
Vonny Indriawati
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ABSTRACT
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the
Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of
School-Based Curriculum. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
English has been taught as a compulsory subject at Vocational High School in
Indonesia. As stated in the 2006 Edition of School-Based Curriculum, the four skills
are taught in integrated way to facilitate the students to achieve their English mastery
and ability in communicating using English. From the observations, it was found that
SMKN 5 Yogyakarta does not have enough integrated materials based on the current
curriculum. Therefore, this study aimed to design a set of integrated materials for
grade X students of the applied-fine art department of SMKN 5 Yogyakarta. This
study was concerned with two research questions, which are, 1) How is a set of
integrated materials for grade X students of the applied-fine art department of SMKN
5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed? and
2) What does the integrated materials look like?
In answering the first research question, this study adapted Kemp’s and
Banathy’s Instructional Design Model and employed R & D (Research and
Development method). There were five steps applied in this study. The steps were:
(1) Research and Information Collecting. Needs survey was conducted in this step.
(2) Planning. Reviewing the English Syllabus of SMKN 5 Yogyakarta; stating goals,
topics, and general purposes of the designed materials; stating learning objectives of
the designed materials were applied in this step. Besides, this step was also aimed to
classify subject contents of the designed materials and select teaching-learning
activities and resources of the designed materials. (3) Development of Preliminary
Form of Product. In this step, the materials were designed based on the results of
Planning. (4) Preliminary Field Testing. A try out toward the designed materials was
carried out and the questionnaire was distributed to English teachers of SMKN 5
Yogyakarta and English Language Education lecturers of Sanata Dharma University.
(5) Main Product Revision. The data gathered from Preliminary Field Testing were
analyzed. The results of the analysis indicated that the mean was 3.8 ranged from 3.6
up to 4 on five-point scale. It is concluded that the designed materials are suitable
and acceptable to be used in the school.
In answering the second research question, this study presented the final
version of the designed materials. It consists of four units. Each unit in the designed
materials is divided into two main sections, namely Oracy Cycle and Literacy Cycle.
Each cycle contains four activities, namely: (1) Building Knowledge of the Field, (2)
Modelling of the Text, (3) Joint Construction of the Text, and (4) Independent
Construction of the Text.
Hopefully, the designed materials can be applied in the school to facilitate the
students to improve their abilities in communicating using English as well as to
prepare them in facing the real working world.
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ABSTRAK
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the
Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of
School-Based Curriculum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib di
Sekolah Menengah Kejuruan di Indonesia. Seperti dinyatakan dalam Kurikulum
Tingkat Satuan Pendidikan edisi tahun 2006, empat keahlian diajarkan secara
terintegrasi untuk memfasilitasi siswa-siswa dalam mencapai kemampuan dan
penguasaan berkomunikasi menggunakan bahasa Inggris. Dari pengamatan yang
dilakukan, diketahui bahwa SMKN 5 Yogyakarta belum memiliki cukup materi
bahasa Inggris terintegrasi berdasarkan kurikulum yang diterapkan saat ini. Oleh
karena itu, studi ini bertujuan untuk merancang seperangkat materi bahasa Inggris
terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta.
Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana
seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh
jurusan seni rupa SMKN 5 Yogyakarta berdasarkan Kurikulum Tingkat Satuan
Pendidikan edisi tahun 2006 dirancang? dan 2) Bagaimanakah bentuk materi bahasa
Inggris terintegrasi tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasi
model perancangan dari Kemp dan Banathy dan juga menerapkan metode R & D
(metode penelitian dan pengembangan). Ada lima tahap diterapkan dalam studi ini.
Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian and Informasi. Survei
kebutuhan dilakukan dalam tahap ini. (2) Perencanaan. Peninjauan kembali silabus
bahasa Inggris SMKN 5 Yogyakarta; penentuan tujuan khusus, topik dan tujuan
umum dari materi; penentuan tujuan-tujuan belajar dilakukan dalam tahap ini. Selain
itu, tahap ini ditujukan untuk merinci isi materi dan memilih kegiatan pembelajaran
dan sumber-sumbernya. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini,
materi dirancang berdasarkan hasil dari Perencanaan. (4) Pengujian Awal di
Lapangan. Uji coba terhadap materi dilakukan dan kuesioner dibagikan kepada
beberapa guru bahasa Inggris SMKN 5 Yogyakarta dan dosen Pendidikan Bahasa
Inggris Universitas Sanata Dharma. (5) Perbaikan Utama Produk. Data-data yang
terkumpul dari Pengujian Awal di Lapangan dianalisa. Hasil analisa menunjukkan
bahwa nilai rata-ratanya 3.8 berkisar antara 3.6 sampai 4 pada skala 5. Dari hasil ini
dapat disimpulkan bahwa materi dapat diterima dan digunakan di sekolah.
Dalam menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil
akhir dari materi. Materi terdiri dari empat unit. Setiap unit terbagi menjadi dua
bagian utama yaitu Oracy Cycle dan Literacy Cycle. Setiap bagian meliputi empat
aktivitas, yaitu (1) Building Knowledge of the Field, (2) Modelling of the Text, (3)
Joint Construction of the Text, dan (4) Independent Construction of the Text.
Materi ini diharapkan dapat diterapkan di sekolah untuk memfasilitasi siswasiswa dalam meningkatkan kemampuan mereka berkomunikasi menggunakan bahasa
Inggris dan juga mempersiapkan mereka dalam menghadapi dunia kerja yang
sesungguhnya.
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TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………..…….….. i
APPROVAL PAGES ……………………………………………….……..….…. ii
DEDICATION PAGE ………………………….……………….……….……… iv
STATEMENT OF WORK’S ORIGINALITY .………………………...……..… v
ACKNOWLEDGEMENTS …………………………………………………….. vi
ABSTRACT …….…….……………….……..……………………………......... ix
ABSTRAK ......…….………….……………………………………….…………. x
TABLE OF CONTENTS …………………………………………………….….. xi
LIST OF TABLES ………………………………………………………………. xiv
LIST OF FIGURES ............................................................................................... xv
LIST OF APPENDICES …………………….……………………………..…… xvi
CHAPTER I. INTRODUCTION
A. Research Background ………………………………………..……… 1
B. Problem Formulation ………………………………………..………. 4
C. Problem Limitation ………………………………………..………… 4
D. Objectives of the Study …………………………………..………….
5
E. Benefit of the Study …………………………………………..……..
5
F. Definition of Terms …………………………………………..……..
6
xi
CHAPTER II. LITERATURE REVIEW
A. Theoretical Description ……………………………………………… 8
1. Instructional Design Models …………………………….…… 8
2. English for Specific Purpose (ESP) ………………….…..….. 12
3. Integrated Materials ………………………………………….. 14
4. The 2006 Edition of School-Based Curriculum ……………… 15
5. Communicative Tasks …………………………….…..……..
15
6. Communicative Language Teaching ……………….…..…… 16
7. Scaffolding ………………………………………………….
25
B. Theoretical Framework ………………………………………….….
29
1. Conducting Needs Survey ………………………………….
30
2. Reviewing the English Syllabus of SMKN 5 Yogyakarta .…
30
3. Stating the Goals, Topics and General Purposes …………...
31
4. Stating the Learning Objectives ………………………….…
31
5. Classifying the Subject Contents …………………………...
31
6. Selecting the Teaching-Learning Activities and Resources ..
31
7. Designing the materials ……………………………….……
32
8. Conducting Materials Evaluation …………………………..
32
9. Presenting the Final Version of the Designed Materials …...
32
CHAPTER III. METHODOLOGY..………………………….…………….….
34
A. Research Method …………………………………….…….……….
34
B. Research Participants …………………………………….…….…..
38
xii
C. Research Instruments.……………………..…………………….…
39
D. Data Gathering Technique ………………………..…………….….
40
E. Data Analysis Technique …………………………………………..
41
F. Research Procedure ………………………………………….…….
44
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS ………..……
49
A. The Steps of Designing A Set of Materials ….…………………..…
49
1. Research and Information Collecting ...…………..…..…….
49
2. Planning …………………………………………..…………
51
3. Development of Preliminary Form of Product… …………...
60
4. Preliminary Field Testing ………..……………………….…
61
5. Main Product Revision ……….. …………………………....
65
B. Presentation of the Designed Set of Materials ………………………
67
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ………………..……
69
A. Conclusions ………………………………………………………..
69
B. Suggestions ………………………………………………………..
71
BIBLIOGRAPHY …………………………………………………………….
72
APPENDICES ………………………………………………………………..
73
xiii
LIST OF TABLES
Table
Page
1. Stages of Teaching-Learning Cycle ………………………………………..
27
2. Degree of Agreement ………………………………………………………
42
3. The Descriptive Statistics of Participants’ Opinions (Blank) ………………
43
4. The Description of the Research Participants (Blank) ………………….…..
44
5. The Units and the Topics in the Designed Materials ……….………………
53
6. The Basic Competencies ……………………………………………………
54
7. The Indicators ………………………………………………………………
55
8. The Description of the Research Participants ………………………………
62
9. The Descriptive Statistics of Participants’ Opinions ……………………….
63
xiv
LIST OF FIGURES
Figure
Page
1. Kemp’s Instructional Design Model ………………………………………… 10
2. Banathy’s Instructional Design Model ……………………………………… 12
3. The Framework for Analyzing Communicative Tasks ……………………...
16
4. The Theoretical Framework …………………………………………………
33
5. The Procedural Steps in Designing the Materials …………………….……..
47
xv
LIST OF APPENDICES
Appendix
Page
Appendix A …………………………………………………………………... 74
Letter of Permission to the Headmaster of SMKN 5 Yogyakarta …….... 75
Letter of Permission from BAPEDA …………..……………………… 76
Letter of Permission from Dinas Perizinan .....................................…...
77
Letter of official statement from SMKN 5 Yogyakarta …………….….
78
Appendix B ……………………………………………………………………
79
List of Questions for Interview ………………………………………..
80
Interview Transcription ………………………………………………..
82
Questionnaire for the Designed Set of Materials Evaluation …………..
110
Gambaran Umum ……………………………………………………...
113
General Description …………………………………………………...
115
Appendix C …………………………………………………………………….
117
Syllabus of SMKN 5 Yogyakarta ……………………………………….
118
Lesson Plan ………………………………………………………….…
129
The Designed Set of Materials ………………………………………...
193
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. This includes the research
background, the problem formulation, the problem limitation, the objectives of the
study, the benefit of the study, and definition of terms.
A. Research Background
Nowadays, English has played a crucial role in the world. Therefore, it is
needed in many aspects of our lives such as economics, politics, culture, and
education as one of the languages that is used for communication. Moreover, in this
globalization era, English is used universally as a means of communication. Many
people learn English so that they can build a broad communication in the
international world. Furthermore, English is used in international trading, tourism,
banking, pleasures (watching English movies and listening to English songs), and
gaining information from English textbooks. People really need English because it is
very essential for the purposes stated above. They are demanded to be able to
communicate both in spoken and written English fluently.
Considering this, Indonesian government has decided that English should be
taught at school in Indonesia as a compulsory subject. Vocational High School is one
of the schools which teach English as a compulsory subject. As what is demanded in
the 2006 Edition of School-Based Curriculum, the four skills, which include the skill
on listening, speaking, reading, and writing, are taught in an integrated way in the
1
2
vocational high school. It is aimed to facilitate the students to achieve their English
mastery and ability in communicating both in spoken and written English. As stated
in the 2006 Edition of School-Based Curriculum, Vocational High School prepares
the students to be able to work in many positions in the working world and industries
after they graduate from the school.
Some informal observations were conducted to observe the teaching-learning
situation took place in SMKN 5 Yogyakarta. From the observations, it was found that
SMKN 5 Yogyakarta does not have enough integrated English materials based on the
2006 Edition of School-Based Curriculum for the Vocational High School. In
addition, grade X students of SMKN 5 Yogyakarta were seldom reinforced with
listening and speaking skills. As a result, the students were accustomed to be passive
learners. During the class, they seldom asked questions to the teacher even if they
had not understood the materials yet. From this phenomenon, the teachers are
demanded to be creative in finding many sources and creating English materials in
order to motivate the students to be active learners who have communicative
abilities. It also challenges the teachers to create a comfortable teaching and learning
process in the classroom.
The English syllabus for the Vocational High School is focused on
communicative skills, which cover listening, speaking, reading, and writing.
Therefore, those four skills must be taught equally. But, during the observations, it
was found that listening and speaking materials were taught less than these two other
skills. The teachers seldom gave exercises for listening ability because they did not
have enough listening materials. They also seldom spoke in English during the class
3
that made the students not familiar enough with the spoken English. In addition, the
books used as the references for English subject were less in those materials. The
books were only focused on the two other skills, namely reading and writing.
Therefore, the students did not get enough listening and speaking practice and tended
to be passive learners in English.
Considering this phenomenon, this study aims to design a set of integrated
materials for grade X students of the applied-fine art department of SMKN 5
Yogyakarta based on the 2006 Edition of School-Based Curriculum. From some
observations, it was known how the teaching-learning process for English subject
took place in SMKN 5 Yogyakarta. Besides, the characteristics of the school and the
students were also recognized during the observations. These were the reasons for
choosing SMKN 5 Yogyakarta as the subject of the research. Another reason was that
SMKN 5 Yogyakarta did not have enough integrated English materials which were
based on the current curriculum. The English books which were usually used by the
teachers only emphasized on certain skills. The reason for choosing grade X students
was since this level is prepared and given basic English to continue to the next level
that is the eleventh grade. The teacher are demanded to facilitate the students to have
a good base of English. Hence, the designed materials are expected to help grade X
students to build communicative ability since they are still in the beginning level.
Furthermore, the materials are also expected to facilitate grade X students of the
applied-fine art department of SMKN 5 Yogyakarta to strengthen their English
mastery. The students are demanded to be able to communicate in English fluently
since they might meet foreigners who speak English when they work in industries
4
after they graduate from the school. The designed materials include the four skills in
which the topics in the materials were derived from the English syllabus of SMKN 5
Yogyakarta.
B. Problem Formulation
Based on the discussion in the research background above, this study
formulated two questions to answer. Those questions are:
1. How is a set of integrated materials for grade X students of the applied-fine art
department of SMKN 5 Yogyakarta based on the 2006 Edition of School-Based
Curriculum designed?
2. What does the integrated materials look like?
C. Problem Limitation
This study was limited to designing a set of integrated materials for grade X
students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006
Edition of School-Based Curriculum. It was aimed to improve the students’ English
mastery and ability so that they are able to communicate using English when they
work in the working world and industries. The English materials would be designed
based on the current curriculum used in the vocational high school, the 2006 Edition
of School-Based Curriculum. The designed materials concerned about the four skills
that are listening, speaking, reading, and writing. Besides, language components such
as vocabulary, grammar, and pronunciation were also included in the materials. It
would be presented in integrated way.
5
D. Objectives of the Study
This study elaborated two objectives. They are stated as follows:
1. To find out how a set of integrated materials for grade X students of the appliedfine art department of SMKN 5 Yogyakarta based on the 2006 Edition of SchoolBased Curriculum is designed.
2. To present the integrated materials.
E. Benefits of the Study
This study is expected to be able to give benefits to the students of SMKN 5
Yogyakarta, the English teachers of SMKN 5 Yogyakarta, the teachers and students
of other vocational high schools and to the other researchers. The benefits can be
described as follows:
1. For the students of SMKN 5 Yogyakarta
The designed materials will help the students to be able to master English
including four skills (listening, speaking, reading, and writing) and language
components (vocabulary, grammar, and pronunciation). It is hoped that it will be
easier for the students to develop their communicative abilities.
2. For the English teachers of SMKN 5 Yogyakarta
The designed materials can be alternative references for the English teachers to
support their teaching materials. However, the teachers can still modify the designed
materials in their own ways.
6
3. For the teachers and students of other vocational high schools
The designed materials can also be applied in other vocational high schools
with the same department, that is applied-fine art department as alternative materials
in teaching English.
4. For the other researchers
This study will give other researchers a reference to conduct further research.
F. Definition of Terms
This study provided the definition of some important terms in order to clarify
the concepts of the study. The terms that would be defined are the 2006 Edition of
School-Based Curriculum, Integrated Materials, Grade X Students, and the AppliedFine Art Department of SMKN 5 Yogyakarta.
1. The 2006 Edition of School-Based Curriculum
Muslich (2007: 17) defines School-Based Curriculum as the curriculum which
was proposed as the improvement of Competency-Based Curriculum. Badan Standar
Nasional Pendidikan states that the 2006 Edition of School-Based Curriculum for
Vocational High Schools is the curriculum that includes the overall teaching
competencies for all subjects applied in Vocational High Schools. The purpose of
English School-Based Curriculum for Vocational High Schools is to facilitate the
students in order to communicate using English in real-life situation. It focuses on
communicative tasks which consist of integrated skills (listening, speaking, reading,
and writing) and language components.
7
2. Integrated Materials
Integrated materials are the materials which cover the four skills (listening,
speaking, reading, and writing) which are interconnected each other. Richards and
Rodgers (2001: 208) state that the students are often involved in activities that link
the skills, because this is how the skills are generally involved in the real world. The
topics for integrated materials are selected to provide coherence and continuity
across skill areas and focus on the use of language in connected discourse rather than
isolated fragments.
3. Grade X Students
Grade X students are the students of the tenth school year after kindergarten
who are usually 15- 16 years old. Grade X students of vocational high school are the
students of the first year of vocational high school who are facilitated vocational
education in order to give them skills needed to perform a certain job or jobs. They
are classified in level novice.
4. The Applied-Fine Art Department of SMKN 5 Yogyakarta
SMKN 5 Yogyakarta is located in Jalan Kenari 71 Yogyakarta. The general
department in SMKN 5 Yogyakarta is the applied-fine art department. The appliedfine art department of SMKN 5 Yogyakarta is the department that supports the
students to perform a certain skill especially for design of arts that function in
everyday use. The applied-fine art department in SMKN 5 Yogyakarta is divided into
some sub-departments. They are visual art department, textile department, leather
department, ceramic department, metal department, and wood department.
CHAPTER II
LITERATURE REVIEW
This chapter presents the literature review of the study. This includes two main
parts, namely theoretical description and theoretical framework.
A. Theoretical Description
This part elaborates seven key points used in this study. They are Instructional
Design Models, English for Specific Purpose (ESP), Integrated Materials, the 2006
Edition of School-Based Curriculum, Communicative Tasks, Communicative
Language Teaching (CLT), and Scaffolding.
1. Instructional Design Models
According to Kemp (1977: 7), instructional design is defined as “the process of
systematic planning that establishes a way to examine instructional problems and
needs, sets a procedure for solving them, and then evaluates the results”. This
instructional design is planned to supply answers to three essential questions: (1)
What must be learned? (Objectives), (2) What procedures and resources will work
best to reach the desired learning levels? (Activities and Resources), and (3) How
will we know when the required learning has taken place? (Evaluation).
This study adapted two instructional design models. They are Kemp’s Model
and Banathy’s Model. Each will be discussed further.
8
9
a. Kemp’s Instructional Design Model
Kemp (1977: 8) states that the instructional design model consists of eight
parts. The first part is considering goals, and then listing topics; stating the general
purposes for teaching each topic. It determines what the teacher wants to accomplish
in teaching each topic. The second part is enumerating the important characteristics
of the learners for whom the instruction is to be designed. It indicates factors that the
teacher wants to know about the students group or individual learners will affect
plans for their learning. The third part is specifying the learning objectives to be
achieved in terms of measurable student behavioral outcomes. It determines what the
students should know or be able to do, or in what ways the students should behave
differently after they have studied the topic. The fourth part is listing the subject
content that supports each objective. It includes what subject content should be
treated or what subject content, which supports each objective.
Besides four parts above, there are other four parts in Kemp’s Instructional
Design Model. The fifth part is developing pre-assessments to determine the
student’s background and presenting level of knowledge about the topic. It
determines whether each student has the background preparation to study the topic
and he/she may already be proficient in what is to be taught. The sixth part is
selecting teaching/learning activities and instructional resources that will treat the
subject content so students will accomplish the objectives. It determines the
instructional methods and resources that will be most appropriate for accomplishing
each objective. The seventh part is coordinating such support services as budget,
personnel, facilities, equipment, and schedules to carry out the instructional plan. It
10
indicates what support services which are required to implement the design plan. The
last part is evaluating students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the plan that need
improvement. It determines how the amount of student learning will be measured.
This figure illustrates the relationship of each step in the plan to the other steps.
Goals,
Topics, and
General
Purposes
Evaluation
Support
Services
Learner
Characterist
ics
Revise
Learning
Objectives
Teaching/
Learning
Activities,
Resources
Subject
Content
PreAssessment
Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
11
b. Banathy’s Instructional Design Model
Banathy (1968: 23) proposes six major parts in designing an instructional
system. The first part is formulating objectives. This step is formulating a statement
that spells out what we expect the learner to do, know, and feel as a result of his
learning experiences. The second part is developing test. A criterion test based on
objectives is developed and used to test terminal proficiency. The third part is
analyzing learning task. It is to find out what has to be learned by the students so that
he can behave in the way described by the objective specifications. The analysis
consists of three main parts. They are the analysis and inventory of the learning
tasks, the assessment and testing of input competence and the identification and
characterization of the actual learning tasks.
The fourth part is designing the system. Developing a system consists of four
major strategies: The first strategy is the functions analysis. It is to consider
alternatives and identify what has to be done to ensure that the learner will master the
tasks. The second strategy is the components analysis. It is to determine who or
what has the best potential to accomplish these functions. The third strategy is the
distribution of function among components. It is to determine the exact activities the
learner will do. The fourth strategy is the scheduling. It is to determine when and
where the activity will be done.
The fifth part in Banathy’s Instructional Design Model is implementing and
testing output. The designed system can be tried out or tested, implemented,
installed, and evaluated.
The last part is changing to improve. Finding of the
12
evaluation are then fed back into the system to see what changes if any- are needed
to improve the system.
This figure illustrates the steps in Banathy’s instructional design model.
I
Formulate
System
Objectives
III
Analyze
Learning
Tasks
II
Develop Test
IV
Design
System
V
Implement
and Test
Output
VI
Change to
Improve
Figure 2: Banathy’s Instructional Design Model (Banathy, 1968: 22)
2. English for Specific Purpose (ESP)
This study proposed English for Specific Purpose (ESP) materials
development, especially the branch of ESP, namely English for Academic Purpose
(EAP).
13
a. Definition of ESP
According to Hutchinson and Waters (1987: 19), ESP must be seen as an
approach not as a product. It is not a particular kind of language or methodology,
which consists of a particular type of teaching material. Nevertheless, it is an
approach to language learning, which is based on learners’ need. ESP, then, is an
approach to language teaching in which all decisions as to content and method are
based on the learner’s reason for learning.
b. Types of ESP
According to Robinson (1991: 2), there are two major distinctions within ESP,
which are English for Occupational Purpose (EOP) and English for Academic
Purpose (EAP). English for Occupational Purpose (EOP) involves work-related
needs and training. The learners need English as part of their work or occupation.
English for Academic Purpose (EAP) involves academic study needs. The learners
need English to process their study.
c. Criteria of ESP
Robinson (1991: 2) elaborates a number of features which are often thought of
as criteria of ESP. First, ESP is normally goal directed. Students study English not
because they are interested in the English language or English-language culture but
because they need English for study or work purposes. Second, an ESP course is
based on a needs analysis, which aims to specify as closely as possible what exactly
the students have to do through the medium of English. Needs analysis takes account
of students’ needs including learning needs. Third, there is usually a very clearly
specified time period for the course. It means that the objectives should be closely
14
specified and be related to the time available. It implies collaboration and negotiation
among all those involved with the course, for instance, organizers, teachers, and
students.
Fourth, the students on an ESP course are likely to be adults rather than
children. It is often assumed that ESP students will not be beginners but they have
already studied general English for some years. Fifth, an ESP course consists of
identical students. It means that all the students in a class are involved in the same
kind of work or specialist studies.
3. Integrated Materials
Integrated materials are the materials which cover the four skills (listening,
speaking, reading, and writing) which are interconnected each other. Richards and
Rodgers (2001: 208) state that language use is perceived as involving several skills
together. Students are often involved in activities that link the skills, because this is
how the skills are generally involved in the real world. Hence, students might read
and take notes, listen and write a summary, or respond orally to things they have read
or written. In integrated materials, grammar is seen as a component of other skills.
The topics for integrated materials are selected to provide coherence and continuity
across skill areas and focus on the use of language in connected discourse rather than
isolated fragments.
15
4. The 2006 Edition of School-Based Curriculum
Recently, all schools in Indonesia have applied the 2006 Edition of SchoolBased Curriculum. One of them is SMKN 5 Yogyakarta. Muslich (2007: 17) states
that School-Based Curriculum is a little bit different with the previous curriculum
used in Indonesia, which was Competency-Based Curriculum. School-Based
Curriculum is a curriculum which was proposed as the improvement of CompetencyBased Curriculum. Robertson (1971: 564), as mentioned in Yalden (1987: 18),
defines curriculum as the goals, objectives, content, processes, resources, and means
of evaluation of all the learning experiences planned for pupils both in and out the
school and community through classroom instruction and related programs. Badan
Standar Nasional Pendidikan, an association which designs the guideline for the
2006 Edition of School-Based Curriculum, as quoted in Muslich (2007: 17), states
that the 2006 Edition of School-Based Curriculum is the operational curriculum
which is managed and done in each school. The schools are demanded to develop
their own curriculum and make the materials. This curriculum is required to help the
students to reach the standard of the students’ competencies. Therefore, the materials
that will be used must be adjusted with the school level, regional characteristics,
society cultural, and students’ characteristics.
5. Communicative Tasks
Nunan (1989: 10) defines a communicative task as “a piece of classroom work
which involves learners in comprehending, manipulating, producing or interacting in
the target language while their attention is principally focused on meaning rather
16
than form”. This communicative task encourages the students to be more active by
expressing their ideas or feeling. According to Nunan (1989: 11), there are some
components that are involved in analyzing communicative task. They are goals,
input, activities, settings, learners’ role, and teacher’s role. It can be described in this
figure.
Goals
Teacher’s role
Input
TASKS
Activities
Learners’ role
Settings
Figure 3: The Framework for Analyzing Communicative Tasks
(Nunan, 1989: 11)
These components would be used to analyze the communicative tasks in
designing the integrated materials for grade X students of the applied-fine art
department of SMKN 5 Yogyakarta.
6. Communicative Language Teaching (CLT)
a. The Characteristics of CLT
Finocchiaro and Brumfit (1983), as mentioned in Richards and Rodgers (2001:
156-157), specify the characteristics of CLT. It would be discussed further below.
Meaning is paramount since the focus of CLT is on the meaning rather than structure
17
and form. Dialogues, if used, center on communicative functions and are not
normally memorized. Contextualization is considered as a basic premise. In CLT,
language learning is learning to communicate. Therefore, effective communication
and comprehensible pronunciation are sought. Drilling may occur, but peripherally
since it is not a central technique. Any device that helps the learner is accepted and it
will vary according to their age, interest, etc.
Thus, learning to communicate may be encouraged from the very beginning.
Moreover, judicious use of native language is accepted where feasible and translation
may be used where students need or benefit from it. In CLT, reading and writing can
start from the first day because the target linguistic system will be learned best
through the process of struggling to communicate. Therefore, communicative
competence is the desired goal which is the ability to use the linguistic system
effectively and appropriately.
Linguistic variation becomes a central concept in materials and methodology.
Sequencing is determined by any consideration of content, function, or meaning that
maintains interest. In addition, the teachers help learners in any way that motivates
them to work with the language although the teachers cannot know exactly what
language the students will use. Here, students are expected to interact with other
people, either in the flesh, through pair and group work, or in their writings.
Language is created by the individual, often through trial and error. Fluency and
acceptable language is the primary goal. Accuracy is judged not in the abstract but in
context. Intrinsic motivation will spring from an interest in what is being
communicated by the language.
18
In creating a set of integrated materials for grade X students of the applied-fine
art department of SMKN 5 Yogyakarta, those characteristics of CLT would be used
as a reference.
b. Theory of Language
Richards and Rodgers (2001: 159) assume that the communicative approach in
language teaching starts from a theory of language as communication. The goal of
language teaching is to develop what Hymes (1972) referred to as “communicative
competence”. It means what a speaker needs to know in order to be communicatively
competent in a speech community.
Hymes (1975: 11-17), as mentioned in Richards and Rodgers (2001: 160)
describes seven basic functions of language. First is the instrumental function: using
language to get things. Second is the regulatory function: using language to control
the behavior of others. Third is the interactional function: using language to create
interaction with others. Fourth is the personal function: using language to express
personal feelings and meanings. Fifth is the heuristic function: using language to
learn and to discover. Sixth is the imaginative function: using language to create a
world of the imagination. The last function is the representational function: using
language to communicate information.
Widdowson (1978), as mentioned in Richards and Rodgers (2001: 160),
presents that a view of the relationship between linguistic systems and their
communicative values in text and discourse. It focused on the communicative acts
that underlie the ability to use language for different purposes. Canale and Swain
(1980), as mentioned in Richards and Rodgers (2001: 160), identify four dimensions
19
of communicative competence. The first dimension is grammatical competence. It is
the domain of grammatical and lexical capacity. The second dimension is
sociolinguistic competence. It refers to an understanding of the social context in
which communication takes place, including role relationships, the shared
information of the participants, and the communicative purpose for their interaction.
The third dimension is discourse competence. It refers to the interpretation of
individual message elements in terms of their interconnectedness and of how
meaning is represented in relationship to the entire discourse or text. The last
dimension is strategic competence. It
refers
to
the
coping
strategies
that
communicators employ to initiate, terminate, maintain, repair, and redirect
communication.
c. Theory of Language Learning
Brumfit and Johnson (1979), as quoted in Richards and Rodgers (2001: 161),
promote three elements of an underlying learning theory that can be determined in
CLT practices. The first element is communication principle. It includes activities
and real communication to promote learning. The second element is task principle. It
involves the activities in which language is used for carrying out meaningful tasks to
promote learning. The last element is meaningfulness principle. It required language,
that is meaningful to the learner, supports the learning process.
d. Objectives
Piepho (1981:8), as mentioned in Richards and Rodgers (2001: 162) elaborates
five levels of objectives in a communicative approach. The first level is an
integrative and content level (language as a means of expression). The second level
20
is a linguistic and instrumental level (language as a semiotic system and an object of
learning). The third level is an affective level of interpersonal relationships and
conduct (language as a means of expressing values and judgments about oneself and
others). The fourth level is a level of individual learning needs (remedial learning
based on error analysis). The last level is a general educational level of extralinguistic goals (language learning within the school curriculum).
Those objectives are general and applicable to any teaching situation.
Curriculum or instructional objectives for a particular subject would reflect specific
aspects of communicative competence according to the learners; proficiency level
and communicative needs.
e. The syllabus
Robertson (1971: 564), as mentioned in Yalden (1987: 18), defines syllabus as
a statement of the plan for any part of the curriculum, excluding the element of
curriculum evaluation itself. It should be viewed in the context of an ongoing
curriculum development process. A syllabus describes the objectives of a particular
subject, the situations in which the teaching-learning activities might take place, and
the topics that might be taught.
Krahnke (1987: 10-12) formulates six types of syllabus. They are:
1) A Structural Syllabus
A structural (formal) syllabus is a syllabus in which the content of language
teaching is a collection of the forms and structures, usually grammatical, of the
language being taught. Examples of structures include: nouns, verbs, adjectives,
21
statements, questions, complex sentences, subordinate clauses, past tense, and so on
(Krahnke: 1987, 10).
2) A Notional/Functional Syllabus
A notional/functional syllabus is a syllabus in which the content of the
language teaching is a collection of the functions that are performed when language
is used. Examples of functions include: informing, agreeing, apologizing, requesting,
and promising, and so on. Examples of notions include: size, age, color, comparison,
time, and so on (Krahnke: 1987, 10).
3) A Situational Syllabus
A situational syllabus is a syllabus in which the content of language teaching is
a collection of real or imaginary situations in which language occurs or is used. A
situation usually involves several participants who are engaged in some activity in a
specific setting. The primary purpose of a situational language teaching syllabus is to
teach the language that occurs in the situations. Examples of situations include:
seeing the dentist, complaining to the landlord, buying a book at the bookstore,
meeting a new student, asking directions in a new town, and so on (Krahnke: 1987,
10).
4) A Skill-based Syllabus
A skill-based syllabus is a syllabus in which the content of the language
teaching is a collection of specific abilities that may play a part in using language.
Skills are things that people must be ale to do to be competent in a language. The
primary purpose of skill-based instruction is to learn the specific language skill. The
secondary purpose is to develop more general competence in the language, learning
22
only incidentally any information while applying the language skills. Skill-based
syllabus include: linguistic competencies (pronunciation, vocabulary, grammar,
sociolinguistics, and discourse) together into generalized types of behavior, such as
listening to spoken language for the main idea, writing well-formed paragraphs,
giving effective oral presentations, taking language tests, reading texts for main ideas
or supporting detail, and so on (Krahnke: 1987, 10).
5) A Task-based Syllabus
A task-based syllabus is a syllabus in which the content of the teaching is a
series of complex and purposeful tasks that the students want or need to perform with
the language they are learning. Task-based teaching has the goal of teaching students
to draw on resources to complete some piece of work. Tasks that can be used for
language learning are generally tasks that the learners actually have to perform in any
case. Examples of the tasks are applying for a job, talking with a social worker,
getting housing information over the telephone, completing bureaucratic forms,
collecting information about preschools to decide which to send a child to, preparing
a paper for another course, reading a textbook for another course, and so on
(Krahnke: 1987, 11).
6) A Content-based Syllabus
A content-based syllabus is not really a language teaching syllabus at all. In
content-based language teaching, the primary purpose of the instruction is to teach
some content or information using the language that the students are also learning.
The subject matter is primary, and language learning occurs incidentally to the
content learning. Content-based language teaching is concerned with information.
23
Example of content-based language teaching is a science class taught in the language
the students need or want to learn (Krahnke: 1987, 12).
A set of integrated materials for grade X students of the applied-fine art
department of SMKN 5 Yogyakarta was designed based on the 2006 Edition of
School-Based Curriculum for Vocational High Schools. Furthermore, SMKN 5
Yogyakarta has applied structural and functional syllabus for the English subject.
The syllabus describes what the course is like. It brings the students to use language
to express their feeling in everyday situation and also helps the students to achieve
the target language.
f. Types of Learning and Teaching Activities in CLT
Littlewood (1981), as quoted in Richards and Rodgers (2001: 166),
distinguishes the classroom activities into two. The first activity is a functional
communication activity. It includes such tasks as learners comparing sets of pictures
and noting similarities and differences; working out a likely sequence of events in a
set of pictures; discovering missing features in a map or picture; one learner
communicating behind a screen to another learner and giving instructions on how to
draw a picture or shape, or how to complete a map; following directions; and solving
problems from shared clues. The second activity is a social interaction activity. It
includes conversation and discussion sessions, dialogues and role plays, simulations,
skits, improvisations, and debates.
Those two learning and teaching activities are used a reference in designing a
set of integrated materials for grade X students of the applied-fine art department of
SMKN 5 Yogyakarta.
24
g. Learner’s Roles
The emphasis of CLT is on the processes of communication, rather than
mastery of language forms. Breen and Candlin, as quoted in Richards and Rodgers
(2001: 166), describe the learner’s role in CLT as 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)
h. Teacher’s Roles
According to Breen and Candlin, as quoted in Richards and Rodgers (2001:
167), the teacher has two main roles. The first role is to facilitate the communication
process between all participants in the classroom, and between these participants and
the various activities and texts. The second role is to act as an independent
participant within the learning-teaching group. Other roles assumed for teachers are
needs analyst, counselor, and group process manager.
i. The role of instructional materials
Materials are viewed as a way of influencing the quality of classroom
interaction and language use. They have the primary role of promoting
communicative language use. Richards and Rodgers (2001: 169-170) promote three
kinds of materials currently used in CLT. First is text-based material. Numerous
textbooks have been designed to direct and support Communicative Language
Teaching. A typical lesson consists of a theme (e.g. relaying information), a task
analysis for thematic development (e.g. understanding the message, asking questions
to obtain clarification, asking for more information, taking notes, ordering and
25
presenting information), a practice situation description, a stimulus presentation,
comprehension questions, and paraphrase exercises. Second is task-based material.
A variety of games, role plays, simulations, and task-based communication activities
have been prepared to support Communicative Language Teaching. Examples of
materials are in the form of one-of-a-kind items: exercise handbooks, cue cards,
activity cards, pair-communication practice materials, and student-interaction
practice booklets. Third is realia. The use of “authentic”, “from-life” materials in the
classroom has been advocated in Communicative Language Teaching. These might
include language-based realia, such as signs, magazines, advertisements, and
newspapers, or graphic and visual sources which can build communicative activities,
such as maps, pictures, symbols, graphs, and charts. A plastic model also can be used
to assemble from directions.
7. Scaffolding
a. Definition of Scaffolding
The process of learning language is a series of scaffolded developmental steps
which address different aspects of language. Vygotsky, as quoted in Feez and Joyce
(2002: 26), proposes that learning is collaboration between teacher and student with
the teacher taking on an authoritative role. In addition, this collaboration always
involves language in the form of a dialogue between teacher and student. Bruner
(1986: 74), as quoted in Feez and Joyce (2002: 26), uses the term “scaffolding” to
describe the teacher’s role in the learning collaboration.
26
According to Feez and Joyce (2002: 27), through scaffolding the teacher
provides support for the students. It aims to provide explicit knowledge and guided
practice. The teacher explicitly contributes what students are not yet able to do or do
not know. In the process of scaffolding, the teacher helps the student master a task
or concept that the student is initially unable to grasp independently. The teacher
offers assistance with only those skills that are beyond the students’ capability. The
important point is allowing the student to complete as much of the task as possible,
unassisted. The teacher only attempts to help the student with tasks that are just
beyond his current capability. Student errors are expected, but, with teacher’s
feedback and prompting, the student is able to achieve the task or goal. When the
student takes responsibility for or masters the task, the teacher begins the process of
scaffolding, which allows the student to work independently.
b. Scaffolding in the Learning/Teaching Cycle
According to Feez and Joyce (2002: 102), a range of skills is needed in order to
use language successfully. The skills are clustered under the four macro skills,
namely listening, speaking, reading, and writing. The macro skills are often paired in
terms of spoken and written language. Listening and speaking skills are included in
oracy cycle. Whereas, reading and writing skills are included in literacy cycle. It is
because the skills which support listening are complimentary to the skills which
support speaking. They both constitute the same channel of communication. In the
same way the skills which support reading are complimentary to the skills which
support writing.
27
According to Feez and Joyce (2002: 27), the cycle of teaching and learning
activities consists of a number of stages which the teacher and students go through so
that students gradually gain independent control. The stages of the teaching-learning
cycle are presented in this table.
Table 1: Stages of Teaching-Learning Cycle





ORACY CYCLE
Building Knowledge of the Field
Modelling of the Text
Joint Construction of the Text
Independent Construction of the Text
(Linking to related texts)





LITERACY CYCLE
(Linking to related texts)
According to Feez and Joyce (2002: 28), each of the five stages of the teachinglearning cycle is designed to achieve a different purpose within the cycle of teaching
and learning. Each stage, therefore, is associated with different types of activities. It
would be discussed further below.
1) Building Knowledge of the Field
In this part, the text/ dialogue is used for the social purpose. It describes what
the text/ dialogue is about, what the students already know about it, and what
experiences or activities will be part of the text/ dialogue. Information from the
activities can be organised in many activities: using related images and realia such as
photographs, video, illustration, objects, etc; brainstorming vocabulary from images;
discussing topic including comparison with own culture and access issues; and
researching activities to gather material on topic.
28
2) Modelling of the Text
In this part, the students identify the generic structure of the text/ dialogue,
sorting, matching and labelling activities, such as sorting sets of texts, sequencing
jumbled stages. This part also includes language or lexico-grammatical features. It
focuses on a particular language feature at clause level. The example of activities are
collecting examples of a language feature, eg list of noun phrases, adjectival phrases,
connectives as cohesion devices, verbs, other key vocabulary, etc; collecting
examples of presentation and practice related to the grammatical features of the text.
This part facilitates the students with practices.
3) Joint Construction of the Text
In this part, the students begin to contribute to the construction of whole
examples of text/ dialogue. The teacher’s contribution to text/ dialogue construction
is reduced gradually as students move closer to being able to control the text/
dialogue independently. The activities include: information gap activities to construct
a text/ dialogue, listening to a text/ dialogue together and acting on it, role play of
text/ dialogue in groups, skeleton texts/ dialogues, constructing or completing a text/
dialogue in groups, teacher questioning, discussing and editing whole class
construction (teacher acting as a scribe and prompt while class jointly creates a
written text), and as a class or in groups, editing a draft text/ dialogue.
4) Independent Construction of the Text
In this part, the students work independently with the text and the students’
performances are used for achievement assessment. The activities include: (1)
listening tasks: performing a task, sequencing pictures, answering questions, (2)
29
speaking tasks: spoken presentation to class, (3) listening & speaking tasks: role
plays, simulated or authentic dialogs, (4) writing tasks: drafting & presenting whole
texts, and (5) reading tasks: performing tasks, sequencing pictures, numbering,
answering questions.
5) Linking to Related Texts
In this part, the students investigate how what they have learnt in this
teaching/learning cycle can be related to other texts of the same kind or stages of
teaching and learning. The activities include: comparing text-types of different fields,
role-playing what happens if the same text-type is used by people with different roles
and relationships, comparing written and spoken models of the same text-type,
researching how a key language feature used in this text-type is used in other texttypes.
In creating a set of integrated materials for grade X students of the applied-fine
art department of SMKN 5 Yogyakarta, this study would only apply four stages of the
teaching-learning cycle, that are Building Knowledge of the Field, Modelling of the
Text, Joint Construction of the Text, and Independent Construction of the Text.
B. Theoretical Framework
Some steps were applied in designing a set of integrated materials for grade X
students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006
Edition of School-Based Curriculum. The designed materials are expected to give
alternative sources of materials for the teachers. The materials were designed based
on the teachers’ and the students’ needs in the classroom. Therefore, the materials
30
include all of the four skills. It was also designed based on the current curriculum
applied in the school.
In designing the materials, this study adapted Kemp’s Instructional Design
Model and Banathy’s Instructional Design Model. The reason for choosing the steps
from Kemp’s model was since this model emphasizes on three major problems,
which are objectives; activities and resources; and also evaluation. Whereas,
Banathy’s model completes Kemp’s model by emphasizing on implementation and
testing output. Furthermore, both of them have some steps needed in the study. Each
step would be discussed further below.
1. Conducting Needs Survey
This step was the basic step before designing the materials. In this step, it was
decided to whom the materials would be designed and the reason why this research
was being conducted. Through this needs survey, it was conducted to find out what
kinds of materials that would be designed and for what level. In this study, the
materials would be designed based on the curriculum applied in SMKN 5
Yogyakarta, that is, the 2006 Edition of School-Based Curriculum.
2. Reviewing the English Syllabus of SMKN 5 Yogyakarta
In this step, the English syllabus of SMKN 5 Yogyakarta would be reviewed in
order to identify whether the syllabus had already met the goals and objectives stated
in the School-Based Curriculum for Vocational High Schools. Besides, it would also
identify whether the time allocation for teaching-learning process stated in the
syllabus of SMKN 5 Yogyakarta was already suitable with the real implementation in
the classroom.
31
3. Stating the Goals, Topics and General Purposes of the Designed Materials
(Kemp’s Model)
In designing the materials, the goals, topics, and general purposes were based
on the 2006 Edition of School-Based Curriculum for Vocational High Schools.
Therefore, the designed materials would have the same topics as in the curriculum.
The general purposes included what the students should achieve toward the designed
materials.
4. Stating the Learning Objectives of the Designed Materials (Kemp’s Model
and Banathy’s Model)
The learning objectives of the 2006 Edition of School-Based Curriculum
clarified what were expected for the students to achieve through the teachinglearning activities. The activities should be based on the basic competencies and
indicators in each topic. The basic competencies and indicators referred to the
standard of competency formulated in the 2006 Edition of School-Based Curriculum
for Vocational High Schools especially for grade X students.
5. Classifying the Subject Contents of the Designed Materials (Kemp’s Model)
In this step, the subject contents would be listed in order to simplify the
learning objectives. The subject contents were adjusted with the topics in the 2006
Edition of School-Based Curriculum for Vocational High Schools.
6. Selecting the Teaching-Learning Activities and Resources of the Designed
Materials (Kemp’s Model)
The materials consisted of various teaching-learning activities in order to
motivate the students to learn. The activities in the designed materials referred to the
32
activities currently used in CLT. The materials were aimed to provide the exercises
that enable the students to work individually, in pairs, and in groups.
7. Designing the materials (Kemp’s Model and Banathy’s Model)
After selecting the teaching-learning activities and resources, the materials would
be designed based on the results of needs survey, the 2006 Edition of School-Based
Curriculum for Vocational High Schools, the principles of Instructional Design
Models, English for Specific Purpose (ESP), Communicative Language Teaching
(CLT), Communicative Tasks, and Scaffolding.
8. Conducting Materials Evaluation (Kemp’s Model and Banathy’s Model)
The designed materials were evaluated by some English teachers of SMKN 5
Yogyakarta and English Language Education lecturers of Sanata Dharma University.
From this materials evaluation, it would be gained the feedback, opinions,
comments, and suggestions toward the designed set of integrated English materials.
The designed materials would be improved and revised in order to make the
materials better and appropriate for grade X students of SMKN 5 Yogyakarta.
9. Presenting the Final Version of the Designed Materials
After revising the designed materials, the final version of the designed
materials would be ready for the operational use in the schools.
33
Conducting Needs Survey
Reviewing the English Syllabus
of SMKN 5 Yogyakarta
Stating the Goals, Topics and General
Purposes of the Designed Materials
Stating the Learning Objectives
of the Designed Materials
Feedback
&
Revision
Classifying the Subject Contents
Selecting the Teaching-Learning Activities
and Resources of the Designed Materials
Designing the Materials
Conducting Materials Evaluation
Figure 4: The Theoretical Framework
continuing to (next step)
feedback and revision
Presenting the
Final Version
of the Designed
Materials
CHAPTER III
METHODOLOGY
This chapter presents detailed discussion on the methodology used in the study.
This includes the description of the research method, the research participants, the
research instruments, data gathering technique, data analysis technique, and the
research procedure.
A. Research Method
As stated in problem formulation, this study aims to answer two research
questions. The research questions are restated as follows: 1) How is a set of
5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed?, 2)
What does the integrated materials look like? Moreover, this study intends to present
a set of integrated materials for grade X students of the applied-fine art department of
SMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum.
Therefore, a research was conducted in order to obtain the data for this study.
The method employed in this research was Educational Research and Development
method (R & D). According to Borg and Gall (1983: 772), R & D method is a
process used to develop and validate educational products, such as teaching
materials, teaching methods and teaching instructions. Borg and Gall (1983: 771)
state that the goal of R & D method is to develop the research knowledge and
34
35
incorporate it into a product that can be used in the schools by combining educational
research and educational practice rather than discover new knowledge.
The reason for choosing R & D method was since it created tested and applied
products that were ready for operational use in the school; in this context was SMKN
5 Yogyakarta. Borg and Gall (1983: 772) state that R & D method develops the
product based on the research findings and field-tests it in the setting where the
product will be used eventually, and revises it to correct the deficiencies found in the
field-testing stage. R & D method consists of a cycle where a product will be
developed, field-tested, and revised on the basis of field-test data.
Borg and Gall (1983: 775) promote ten major steps of R & D method, namely
Research and Information Collecting, Planning, Development of Preliminary Form
of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing,
Operational Product Revision, Operational Field Testing, Final Product Revision,
and Dissemination and Implementation. However, this study would only apply five
steps of R & D cycle since it conducted a cycle process of designing integrated
materials in which an educational preliminary form of product was developed,
preliminary field-tested, and revised based on the results of the preliminary field-test.
Those steps are:
1. Research and Information Collecting
It includes review of literature and classroom observation. This step describes
as specifically as possible the educational product that would be developed in this
study. This description includes (1) an overall narrative description of the proposed
36
product, (2) a tentative outline of what the product will include and how it will be
used, and (3) a specific statement of the objectives of the product.
Borg and Gall (1983: 777) state that literature review, interviews, and direct
field observations are undertaken to collect research findings and other information
related to the materials design. Nevertheless, in Research and Information Collecting,
the data would be gathered through review of literature and interview. They were
carried out to gain the information about the conditions and characteristics of the
students, the method and the activities in teaching and learning English, the
implementation of curriculum, and other information related to integrated English
materials.
2. Planning
It includes defining skills, stating objectives, and determining course sequence.
The data from Research and Information Collecting were used as the basis to
determine the learning objectives and the subject contents. The Research and
Information Collecting data were important to identify the learners’ needs as well as
the teaching-learning process. Those data would be used to develop the materials and
lesson plans.
Borg and Gall (1983: 779) identify that the most important aspect in planning is
stating the specific objectives to be achieved by the product. Furthermore, objectives
also regarded as the basis for developing materials; since the materials could be
implemented to the students until they met the objectives. In Planning, the English
syllabus of SMKN 5 Yogyakarta was reviewed in order to identify the goals and
objectives of the designed materials. Subject contents of the designed materials were
37
classified in order to select the teaching-learning activities and resources which
would be used in the designed materials.
3. Development of Preliminary Form of Product
It includes preparation of instructional materials, handbooks/ handouts, and
evaluation devices. The data from Research and Information Collecting were also
used as the basis to design the materials. The data were needed to design materials
which were appropriate for grade X students of the applied-fine art department of
SMKN 5 Yogyakarta.
In developing preliminary form of materials, the important principle is to
organize the materials and permit obtaining as much feedback as possible from the
field-test in order to be used as a basis on revising and improving the designed
materials. Thus, it would be ready for the operational use in the schools.
4. Preliminary Field Testing
It includes acquiring evaluation for the designed materials. The opinions,
comments, and suggestion toward the designed materials would be used to revise and
improve the designed materials. The designed materials would be evaluated by five
English teachers of SMKN 5 Yogyakarta and two English Language Education
lecturers of Sanata Dharma University. Questionnaire would be used to obtain the
feedback from the research participants.
5. Main Product Revision
It includes revision of designed materials as suggested by the Preliminary Field
Testing results. The revision and improvement of the designed materials would be
conducted on the basis of Preliminary Field Testing results.
38
B. Research Participants
In this study, there were two groups of research participants. The first group
was the participants for the Research and Information Collecting. They were five
English teachers of SMKN 5 Yogyakarta. They were chosen to contribute the data for
needs survey. The interviews were conducted to five English teachers of SMKN 5
Yogyakarta. The English teachers were chosen as the participants since they are
closely related to the implementation of the 2006 Edition of School-Based
Curriculum for the Vocational High Schools. They have also the competence in
conducting the materials based on the current curriculum. The English teachers were
asked to give opinions about the materials, the method, and the interesting activities
in learning English based on their experiences.
The second group was the participants for the Preliminary Field Testing on the
designed materials. They were five English teachers of SMKN 5 Yogyakarta and two
English Language Education lecturers of Sanata Dharma University. From them, it
could be gained the input for the designed set of integrated English materials for
grade X students of the applied-fine art department of SMKN 5 Yogyakarta. The
questionnaire was distributed to five English teachers who also contributed the data
for Research and Information Collecting and two English Education lecturers to gain
the feedback, opinions, comments, and suggestions toward the designed set of
integrated English materials. It was required to improve and revise the designed
materials in order to make the materials better. The English Language Education
lecturers were involved in this research because they were considered competent and
expert in the application of theories related to Instructional Design and other theories
39
used in this research. All of the research participants have more than two yearteaching experiences.
C. Research Instruments
To obtain the data for this study, some instruments employed in Research and
Information Collecting and Preliminary Field Testing. In the Research and
Information Collecting, interview was used as the instrument to gain the teachers’
needs about the materials, the method, and activities in teaching learning English.
The subjects of the interview were the English teachers of SMKN 5 Yogyakarta. The
questions of interview were in the form of open-ended questions. The questions were
around the condition of the students they teach, how they implemented the
curriculum, how far the implementation of the curriculum was relevant to the
students’ needs, the method and kind of activities that they want to have in teaching
English, and also other questions related to the materials. The interview was done
using Indonesian language in order to minimize misinterpretation about the
questions.
During the interview, MP3 was used to record the answers of the participants.
According to Quinn (1980: 247), a recording permits the researcher to be more
attentive to the participants. In addition, recording increases accuracy of data
collection. Note-taking was also conducted during the interview. It was done to help
in formulating new questions as the interviews moved along and also to check out
something that was said earlier. Note-taking was also to help pace the interview in
40
order to write down the participants’ answers that have been said conversely (Quinn,
1980: 247).
In the Preliminary Field Testing, questionnaire was used to obtain the data for
the evaluation of the designed materials. A questionnaire was chosen as the research
instruments since a questionnaire is much more efficient in which it requires less
time and less expensive. Gay (1992: 253) stated that a questionnaire permits
collection of data from a much larger sample. In this study, the questionnaire was
distributed to five English teachers of SMKN 5 Yogyakarta and two English
Language Education lecturers of Sanata Dharma University to obtain the feedback,
opinions, the comments, and suggestions toward the designed set of integrated
English materials. It was needed to revise the designed materials. The questions were
in the form of Likert scale item (close-ended questions) and open-ended questions.
According to Ary, Jacobs, and Razavieh (1990: 234), a Likert scale assesses attitudes
toward a topic by asking respondents to indicate whether they strongly agree, agree,
undecided/ doubt, disagree, or strongly disagree with each of a series of statements
about the topic. The responses in Likert scale items were indicated in numbers and
the total score of the responses represented the participant’s attitude toward certain
case.
D. Data Gathering Technique
In order to gather the data needed in this study, some techniques were applied
in Research and Information Collecting and Preliminary Field Testing. In Research
and Information Collecting, the first way was studying the relevant theories in order
41
to get some information related to the goals, the functions, the approach, and the
related topics used in teaching English at the Vocational High Schools. The theories
were about the 2006 Edition of School-Based Curriculum, integrated skills,
Instructional Design, and English instructional materials. Besides, it was used to
search literature such as books, documents, journals, articles, and web sites related to
the materials used in teaching learning English at the Vocational High Schools. From
the English literature, it would be used as the source for designing the materials. This
literature review began in April 2008. The second way was conducting interview
with five English teachers of SMKN 5 Yogyakarta in order to obtain the information
about integrated English materials, the method and the activities in teaching and
learning English. The interviews were conducted in May 3, 2008; May 6, 2008 and
May 7, 2008.
In Preliminary Field Testing, questionnaire was distributed to five English
teachers of SMKN 5 Yogyakarta and two English Language Education lecturers of
Sanata Dharma University for the materials evaluation. It was used to obtain
feedbacks, opinions, comments, and suggestions toward the designed materials.
From the materials evaluation, it would be used to revise the designed set of
integrated English materials. The materials evaluation using questionnaire was done
in July 21, 2008 until July 29, 2008.
E. Data Analysis Technique
In this study, the data were obtained from the interviews and the questionnaire.
It would be presented in the forms of narrative description and numerical data. In the
42
Research and Information Collecting, the interviews were conducted in the form of
open-ended questions to five English teachers of SMKN 5 Yogyakarta. From
Research and Information Collecting, the data gathered from five English teachers of
SMKN 5 Yogyakarta would be analyzed in the form of narrative description.
In the Preliminary Field Testing, the questionnaire was distributed in the form
of Likert scale item (close-ended questions) and open-ended questions to five
English teachers of SMKN 5 Yogyakarta and two English Language Education
lecturers of Sanata Dharma University. According to Ary, Jacobs, and Razavieh
(1990: 235), in Likert scale item (close-ended questions), the judgment of the
participants’ statements on the questionnaire uses five degree of agreement. They
are:
Table 2: Degree of Agreement
Degree of Agreement
1
2
3
4
5
Meaning
Strongly Disagree
Disagree
Doubt
Agree
Strongly Agree
From Preliminary Field Testing, the data gained from the research participants
would be analyzed to find out the central tendency of the participants’ opinions about
the designed materials. According to Ary, Jacobs, and Razavieh (1990: 127), central
tendency is regarded as the proper way of concluding the data because it represents
the whole set of measurement. The measurement of central tendency or average is
known as the mean, median, and mode. They are presented as follows:
43
Table 3: The Descriptive Statistics of Participants’ Opinions (Blank)
No.
Participant’s Opinion on ...
Frequency of the
Degree of
Agreement
1 2 3 4
5
Central Tendency
N
Mn
Mdn
Note:
N
: Number of participants
Mn
: Mean
Mdn
: Median
Md
: Mode
According to Ary, Jacobs, and Razavieh (1990: 127-132), mean is the average
point that is counted by adding all the points and divided them by the number of
questions. The median is the middle point of the odd ordered data from the smallest
point into the biggest ones or the average to the middle points from the even ordered
data. The mode is the points that frequently appear in the data.
The formulation of mean is presented below:
__
X
= X
N
where X = Mean
 = Sum of
X = Score
N = Number of participants
Md
44
For the open-ended questions, the data were analyzed in the form of narrative
description. It presented the data about teacher’s opinions and comments toward the
designed materials. Finally, some revisions and improvement toward the designed
materials could be made on the basis of the results from the materials evaluation.
In addition, from the Preliminary Field Testing, it could gain the data about the
participants’ educational background. The description of the participants was
presented in the following table:
Table 4: The Description of the Research Participants (Blank)
Group of
Participants
Sex
No
M
English teachers of
SMKN 5
Yogyakarta
English Language
Education lecturers
of Sanata Dharma
University
F
Educational
Background
S1 S2 S3
1-5
Teaching Experiences
(in years)
6-10
11-15 16-20
1.
2.
3.
4.
5.
1.
2.
Total
F. Research Procedure
This part presents the procedure in conducting the study. It adapted the
theoretical framework in Chapter II and five steps of R & D method applied in this
study. The procedure of the study would be explained in the following steps:
In Research and Information Collecting step, a needs survey was conducted in
order to gain the data needed in this study. Therefore, the interviews were carried out
>20
45
to gain the information about integrated English materials, the method and the
activities in teaching and learning English. The data gathered would be used to
analyze suitable integrated English materials for grade X students of the applied-fine
art department of SMKN 5 Yogyakarta. Besides, a review of literature was conducted
in order to find out some theories related to the study. It was carried out by searching
some relevant books, documents, journals, articles, web sites concerning with the
2006 Edition of School-based Curriculum for the tenth grade of Vocational High
School. It was to obtain the materials for the tenth grade of Vocational High School
and the goal for each material. The review of literature was also conducted by
studying some books related to integrated skills, Instructional Design, and English
instructional materials as the references to create interesting materials based on the
current curriculum.
2. Planning
In Planning step, the English Syllabus of SMKN 5 Yogyakarta was reviewed;
goals, topics, general purposes of the designed materials were stated; learning
objectives of the designed materials were also stated; subject contents of the
designed materials were classified; and teaching-learning activities and resources
were selected before designing the materials. The data from Research and
Information Collecting were used as the basis to review the English Syllabus of
SMKN 5 Yogyakarta; define the goals, topics, general purposes, learning objectives;
classify the subject contents; and select the teaching-learning activities and resources.
46
In Development of Preliminary Form of Product step, designing the materials
referred to the 2006 Edition of School-based Curriculum for Vocational High
Schools and adapted many English materials in order to make a proper designed set
of integrated English materials. The design was focused on integrative skills
(speaking, listening, reading, and writing) to facilitate the students to be able to
communicate in both written and spoken English.
In Preliminary Field Testing step, materials evaluation was conducted to obtain
the teachers and lecturers’ feedback, opinions, comments, and suggestions toward the
designed materials. The questionnaire would be distributed to five English teachers
of SMKN 5 Yogyakarta and two English Language Education lecturers of Sanata
Dharma University.
In Main Product Revision step, revising the designed materials was required to
improve the designed materials in order to make the materials better. The data
gathered from the materials evaluation contained the feedback, opinions, comments,
and suggestions from the English teachers and the English Language Education
lecturers. Thus, the data would be analyzed to find out the central tendency of the
participants’ opinions about the designed materials. Finally, the final version of the
designed materials would be ready for the operational use in the schools.
47
Research and Information
Collecting
Conducting Needs Survey
Planning
Reviewing the English Syllabus
of SMKN 5 Yogyakarta
Stating the Goals, Topics and General
Purposes of the Designed Materials
Stating the Learning Objectives
Classifying the Subject Contents
Selecting the Teaching-Learning Activities
and Resources of the Designed Materials
Development of
Preliminary Form of Product
Designing the Materials
Preliminary Field Testing
Conducting Materials Evaluation
Main Product Revision
Figure 5: The Procedural Steps in Designing the Materials
Feedback
&
Revision
Presenting the
Final Version
of the Designed
Materials
48
continuing to (next step)
providing the basis for
feedback and revision
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the results and discussion of the steps of designing a set
of integrated materials for grade X students of the applied-fine art department of
SMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum. This
chapter answers two questions elaborated in the problem formulation. The discussion
is divided into two parts. The first part discusses the result of the steps of designing
the integrated materials. The second part presents the final version of the designed
set of integrated materials.
A. The Steps of Designing a Set of Materials
This study adapted Kemp’s Instructional Design Model and Banathy’s
Instructional Design Model to design the materials. R & D cycle was employed as
the method in this study. There were five steps conducted in designing the integrated
materials. Those steps were used to answer the first question stated in the problem
formulation about how to design a set of integrated materials for grade X students of
the applied-fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of
School-Based Curriculum. The results of the steps of designing the set of integrated
materials are presented as follows:
In Research and Information Collecting step, a needs survey was conducted
before designing the materials. In this step, it was decided to whom the materials
49
50
would be designed and what kinds of materials that would be designed. It was also
important to gain the teacher’s needs about the materials, the method, and activities
in teaching learning English.
In this step, the data were obtained by interviewing five English teachers of
SMKN 5 Yogyakarta. The interviews were conducted in May 3, 2008; May 6, 2008
and May 7, 2008. From the results of the interviews, two teachers realized that
generally most of grade X students of SMKN 5 Yogyakarta were not interested in
English lesson. The students were not really enthusiastic in learning English. They
thought that English lesson was very difficult to be learned. Therefore, they
sometimes felt bored when they were following English class even if they had
English lesson in the afternoon. Besides, two teachers admitted that the students had
difficulties in receiving and understanding the English materials. As the result, the
students were not very active in following the English class.
All five teachers mentioned that grade X students of SMKN 5 Yogyakarta were
in the beginner level (Novice level). The teachers had employed several activities
and resources in the teaching-learning process. The activities conducted by the
teachers were role-play, reading a dialogue, group discussion, writing a story, and so
on. It could be concluded that the activities given by the teachers were already
various.
Based on the result of the interviews with five English teachers of SMKN 5
Yogyakarta, the general characteristics of grade X students of the applied-fine art
department of SMKN 5 Yogyakarta could be described as follows:
a. The students were in the age of 15 up to 17.
51
b. The students were in grade X of SMKN 5 Yogyakarta.
c. The students were less interested in English lesson since they had some
difficulties in receiving and understanding the lesson.
d. The student’s ability was considered in the beginner level (Novice level).
From the interviews, one teacher admitted that some students had difficulties in
understanding the materials since they did not have a good base of English when
they were in Junior High Schools.
Moreover, this study presents a set of materials which would be developed in
such a way in order to help the teachers conducting English class and make the
students interested in English. Here, the teacher also plays an important role in
presenting the materials to the students. They are demanded to be able to develop
and improve the materials as well as present the materials in order to encourage the
students to be interested in English lesson. All conclusions above were used as the
basis to design the materials.
2. Planning
The data from Research and Information Collecting were used as the basis in
Planning step. There were five parts conducted in Planning step. The first part was
reviewing the English Syllabus of SMKN 5 Yogyakarta. The second part was stating
goals, topics, and general purposes of the designed materials. The third part was
stating learning objectives of the designed materials. The fourth part was classifying
subject contents of the designed materials. The last part was selecting teaching-
52
learning activities and resources of the designed materials. Each would be discussed
further.
a. Reviewing the English Syllabus of SMKN 5 Yogyakarta
The English Syllabus of SMKN 5 Yogyakarta was reviewed in order to identify
whether the syllabus had already met the goals and objectives stated in the 2006
Edition of School-Based Curriculum for Vocational High Schools. From the results
of the review, it was identified that the topics in the syllabus was already appropriate
with the basic competency and standard competency which should be achieved by
the students. Besides, reviewing the English syllabus of SMKN 5 Yogyakarta was
intended to identify whether the time allocation for teaching-learning process stated
in the syllabus of SMKN 5 Yogyakarta had already been suitable with the real
implementation in the classroom. From some classroom observations, time allocation
stated in the syllabus was not suitable with the real implementation. For instance, the
syllabus stated that the first basic competency, that is understanding the transactional
and interpersonal discourse used in daily activities, is allocated for 9 contact hours.
However, during the classroom observations, the teaching-learning process was
conducted more than 9 contact hours. Therefore, time allocation for the teachinglearning process in the designed materials would be added in order to balance the
time and the materials which should be taught in the classroom.
b. Stating the Goals, Topics and General Purposes of the Designed Materials
The goals of designing the English materials were formulated after
conducting the needs survey and gathering the data. Hence, the goal of designing the
materials is to make the students more interested and enthusiastic in learning
53
English. Besides, the designed materials provide the students with the English
materials which are related to a certain skill. Furthermore, it prepares the students to
be able to work in many positions in the working world and industries after they
graduate from the school.
Besides, the topics of each unit were also formulated in this step. The topics
that would be presented in each unit were taken from the 2006 Edition of SchoolBased Curriculum for Vocational High Schools and the English syllabus of SMKN 5
Yogyakarta. Therefore, the materials had the same topics as which were in the
syllabus. Then, there were four units with some topics elaborated in this designed set
of materials. The units and the topics were as follows:
Table 5: The Units and the Topics in the Designed Materials
Unit
Title
1
How are you?
2
What does she look like?










3
What is his nationality?



Topics
Greetings and Leave Takings
Introducing
Thanking
Apologizing
Grammar Review:
- Personal Pronoun
- Simple Present Tense
Adjectives showing colours, quality, size,
shape, age, origin, material
Profession, Nationality
Adjectives showing physical (appearance),
non-physical (characteristic)
Nouns showing time, day, date, month,
year
Grammar Review:
- Singular-Plural Nouns
Cardinal and Ordinal Numbers
Adjectives of quality, size, shape, age,
color
Nationality, Profession
54
4










Adjectives in Series
Description of Events
Antonym/ Synonym
Expressions of Regrets and Apologies
Expressions of Sympathy
Adjectives of feelings
Adjectives ‘–ing’ vs ‘–ed’
Adjectives set expressions
Subject-Verb Agreement
Expressions of Asking and Giving
Permission
 Grammar: Modals + Auxiliary
 Expressions of Commands and Requests
 Expressions of Offering Things and
Services
Could you help me?
Furthermore, the general purposes which should be achieved by the students
towards the designed materials were also formulated in this step. The general
purposes of the whole units in the designed materials were stated as the basic
competencies in the 2006 Edition of School-Based Curriculum for Vocational High
Schools and the English syllabus of SMKN 5 Yogyakarta. The following table
presents the basic competencies of the whole units.
Table 6: the Basic Competencies
Unit
Title
1
How are you?
2
3
4
Could you help me?
Basic Competencies
Understanding
the
transactional
and
interpersonal discourse used in daily activities
Mentioning
things,
people,
and
characteristics, time, day, month, and year.
Describing things, people, and characteristics,
time, day, month, and year.
Producing interpersonal utterances used for
basic functions
55
c. Stating the Learning Objectives of the Designed Materials
Before designing the materials, it was needed to state the learning objectives.
The learning objectives of each unit in the designed materials were stated as the
indicators in the 2006 Edition of School-Based Curriculum for Vocational High
Schools and the English syllabus of SMKN 5 Yogyakarta. The indicators were listed
in order to specify the basic competency of each unit. The indicators function as the
measurement of the students’ achievement in every meeting. The indicators are
planned in the table:
Table 7: the Indicators
Unit
Title
1
How are you?
2
3
Indicators
At the end of the lesson, the students are able
to:
1.apply the expressions of greetings and
leave takings appropriately.
2.apply the expressions of introducing
yourself and other people appropriately.
3.apply the expressions of thanking
appropriately.
4.apply the expressions of apologizing
appropriately.
5.apply personal pronoun and simple present
tense appropriately.
to:
1. mention things and words to describe
things according to its colours, shape,
origin, size, materials, quality and quantity
appropriately.
2. mention words to describe people
according to the profession, nationality,
physical appearance, characteristic, quality,
and activities appropriately.
3. mention time of the day, name of day/date,
month, year appropriately.
4. apply singular-plural nouns appropriately.
to:
56
4
Could you help me?
1. use cardinal/ordinal numbers in several
contexts appropriately.
2. arrange words to describe things according
to its colours, shape, origin, size, materials,
quality and quantity appropriately.
3. arrange words to describe people according
to the profession, nationality, physical
appearance, characteristic, quality, and
activities appropriately.
4. arrange words to describe an event
according to the time of the day, name of
day/date, month, year appropriately.
5. apply antonym/ synonym appropriately.
to:
1. apply the expressions of regrets and
apologies appropriately.
2. apply the expressions of sympathy
appropriately.
3. apply the adjectives of feelings, adjectives
‘–ing’ vs ‘–ed’, and adjectives set
expressions appropriately.
4. apply
subjectverb
agreement
appropriately.
5. apply the expressions of asking for and
giving permission appropriately.
6. apply the expressions of commands and
requests appropriately.
7. apply the expressions of offering things
and services appropriately.
8. apply modal + auxiliary appropriately.
d. Classifying the Subject Contents of the Designed Materials
The contents of the designed materials were determined based on the needs
survey data, goals, topics, general purposes and learning objectives. Adapting the
concept of scaffolding in teaching-learning cycle (Feez and Joyce, 2002: 28), the
subject contents of each unit was divided into two main sections. First section is
Oracy Cycle which focuses on Listening and Speaking skills. Second section is
Literacy Cycle which focuses on Reading and Writing skills. Each cycle in the
57
designed materials consisted of four activities, namely Building Knowledge of the
Field, Modelling of the Text, Joint Construction of the Text, and Independent
Construction of the Text. It would be explained further as follows:
1) Building Knowledge of the Field
The activities involved in this part are brainstorming ideas from
images/pictures, practicing sample of dialogues, discussing some questions, and
dictating. This part is aimed to brainstorm the students’ prior knowledge toward the
topic given. It describes what the students already know about it. It enables the
students to comprehend the lesson easier. Besides, this part is aimed to give the
students deeper explanation of the topics. This part provides both oral and written
(pronunciation) exercises.
2) Modelling of the Text
In this part, the activities involved are practicing sample of dialogues and texts
which are intended to provide examples for the students to comprehend particular
topics. This part facilitates the students with oral and written practice. Besides, it is
also aimed to enable the students to do the next activities in the next part.
3) Joint Construction of the Text
The activities involved in this part are in the form of role playing, arranging
jumbled dialogue into a proper dialogue. By doing the activities, the students are
expected to practice the topics have learned. This part provides oral and written
exercises which can be done individually or in a group.
58
4) Independent Construction of the Text
In this part, the activities involved in this part are performing a task, answering
questions, and giving spoken presentation to class. It facilitates the students with oral
and written practice. The activities give chances for the students to practice the topics
given individually. This part can be used as evaluation to measure the students’
achievement toward the materials learned.
e. Selecting the Teaching-Learning Activities and Resources of the Designed
Materials
The materials were constructed with the consideration of the goals, general
purposes and learning objectives. The materials for grade X students of the appliedfine art department of SMKN 5 Yogyakarta were designed for one semester. It
consisted of four units. Each unit had one basic competency to discuss.
Each unit consisted of two main sections. First is Oracy Cycle which focuses
on Listening and Speaking skills. Second is Literacy Cycle which focuses on Reading
and Writing skills. Each cycle consisted of four main activities, namely Building
Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, and
Independent Construction of the Text.
The tasks used in the teaching-learning activities in this designed materials
would be discussed as follows:
1) Warming-up
In this task, images or photographs are used to brainstorm what the topic would
be discussed in this unit. This kind of task can be found in the beginning of each unit
of the designed materials.
59
2) Listening and Repeating
In this task, the students are asked to listen to the teacher’s pronunciation then
repeat what the teacher says. Through this task, the students are given the example of
the correct pronunciation of the words. It helps the students to practice their
pronunciation.
3) Practice
In this task, the students try to practice the dialogues with their friends (in pairs
or in a group) after they listen and repeat the teacher’s pronunciation of the
dialogues.
4) Listening Comprehension
In this task, the students are asked to listen to the spoken speech/ dialogue
spoken by the teacher then comprehend the content of the spoken speech/ dialogue in
order to answer the comprehension questions.
5) Oral presentation
In this task, the students are asked to do oral presentation independently. It can
be used to measure the student’s understanding toward the topic being discussed.
6) Role playing/ simulation
In this task, the students work in pairs or in a group to perform a dialogue, role
play toward the topic being discussed. This task encourages the students to cooperate
with their friends in performing a dialogue/ role play.
7) Ordering
In this task, the students are asked to arrange jumbled dialogues/sentences into
proper dialogues/ sentences.
60
8) Matching
In this task, the students are asked to match specific points to the correct
answer.
9) Completion
In this task, the students are asked to complete the sentences/ texts by using the
choices given or their own words.
10) Reading Comprehension
In this task, the students are asked to read the paragraphs/the dialogues then
comprehend them in order to answer the questions based on the paragraphs/the
dialogues given. Through this task, the students are enriched with some vocabularies
related to the topic being discussed.
11) Writing
In this task, the students are asked to write a dialogue/ story based on the
sequences of pictures.
In Development of Preliminary Form of Product step, the materials were
designed based on the results of Planning step. The topics in the designed materials
were taken from the 2006 Edition of School-Based Curriculum for Vocational High
Schools and the English syllabus of SMKN 5 Yogyakarta. Hence, the materials had
the same topics as which were in the syllabus. The teaching-learning activities were
selected based on the topics and the subject contents of the designed materials. In
designing the materials, several English textbooks were used as the references in
61
order to make a proper designed set of English materials. Some materials were
adapted from the English textbooks which have the same topics. The pictures in the
designed materials were taken from the internet.
In Preliminary Field Testing step, a materials evaluation was conducted in order
to know whether the materials were interesting, appropriate, and suitable for grade X
students of the applied-fine art department of SMKN 5 Yogyakarta and met the goals,
the general purposes, and learning objectives of English curriculum of Vocational
High Schools. Preliminary Field Testing was carried out to obtain the evaluation of
the designed materials by conducting a try out and distributing the questionnaire to
five English teachers of SMKN 5 Yogyakarta and two English Language Education
lecturers of Sanata Dharma University. A try out toward the designed materials was
conducted only two meetings in Unit 1 for two classes (class X Textile and X Wood)
on July 21, 2008; July 22, 2008; July 28, 2008 and July 29, 2008. The data obtained
from the questionnaire were presented as follows:
a. Descriptions of the Participants
The evaluation of the designed materials was obtained by using questionnaire.
It included three sections. The first section was the participants’ identity (name, sex,
educational background, and the length of teaching English experiences). The second
section described the teachers’ and lecturers’ opinions toward the designed materials
(the extent of degree of agreement toward the designed materials). The last section
62
was the teachers’ and lecturers’ comments, opinions, suggestions or criticism toward
the designed materials.
The participants of Preliminary Field Testing toward the designed materials
were five English teachers of SMKN 5 Yogyakarta and two English Language
Education lecturers of Sanata Dharma University. The feedbacks, opinions,
comments, suggestions obtained from the Preliminary Field Testing were used as a
basis for revising and improving the materials.
The descriptions of the participants were described as follows:
Table 8: The Description of the Research Participants
Group of
Participants
Sex
1.
2.
3.
4.
5.
1.
F






Educational
Background
S1 S2 S3






2.


No
M
English teachers of
SMKN 5
Yogyakarta
English Language
Education lecturers
of Sanata Dharma
University
Total
1-5
(in years)
6-10 11-15 16-20 >20







7
b. Data Presentation and Analysis
The data obtained from Preliminary Field Testing revealed the participants’
opinions. The judgment of the participants’ statements toward the designed materials
used five degree of agreement.
63
Table 2: Degree of Agreement
Degree of Agreement
1
2
3
4
5
Meaning
Strongly Disagree
Disagree
Doubt
Agree
Strongly Agree
The descriptive statistics of the participants’ opinions toward the designed
materials were presented as follows:
Table 9: The Descriptive Statistics of Participants’ Opinions
No.
1.
2.
3.
4.
5.
6.
7.
Participant’s Opinion on ...
The major goals of the
designed materials are well
formulated.
The designed materials are
able to meet the goals and
objectives stated in the
Curriculum at the School
Level (KTSP).
Generally, the contents of the
designed materials are wellelaborated.
The designed materials are
relevant to the students’
knowledge and skills level.
The level of difficulty of the
designed
materials
is
appropriate with what should
be given to the students.
The tasks or activities in
each unit are relevant to the
topic in each unit.
The tasks or activities in
each unit are well-elaborated
and can facilitate the students
Frequency of the
Degree of
Agreement
1 2 3 4
5
7
Central Tendency
N
7
Mn
4
Mdn
4
Md
4
1
6
7
3.8
4
4
7
7
4
4
4
7
7
4
4
4
1
6
7
3.8
4
4
2
5
7
3.7
4
4
2
5
7
3.7
4
4
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to achieve the goals and
objectives.
The instruction in each task
or activity in each unit is
clear
enough
to
be
understood by the students.
The tasks or activities are
interesting
and
various
enough to motivate students
to be more active.
The tasks and activities given
can help the students to
understand the lesson taught.
Generally,
the
pictures
provided can help the
students to understand the
lesson more.
Generally, the designed
materials will enable the
students to master both oral
and written English.
8.
9.
10.
11.
12.
1
6
7
3.8
4
4
1
6
7
3.8
4
4
2
5
7
3.7
4
4
7
7
4
4
4
4
7
3.6
4
4
3
Note:
N
: Number of participants
Mn
: Mean
Mdn
: Median
Md
: Mode
The result of the descriptive statistics indicated that the average degree of
agreement on the evaluation of the materials was 3.8 from 3.6 up to 4. From this
result, it could be concluded that the designed materials are acceptable and
appropriate to be used in the school. However, the materials were still needed to be
revised and improved as suggested by the participants of Preliminary Field Testing.
65
The participants also gave comments, opinions, suggestions and criticism about
the designed materials. The participants’ comments or opinions based on the
questionnaire were described as follows:
1. Generally, the materials were well-designed, well-formulated, and wellelaborated.
2. The pictures in the materials were interesting and could attract the students’
attention to the materials. Besides, the pictures could help the teacher to make the
students understand the material and activities easily.
3. The materials were appropriate for the students of SMKN 5 Yogyakarta.
The participants’ suggestions or criticism were described as follows:
1. It would be better to add more written exercises in order to balance between oral
and written activities.
2. For the evaluation, it would be better to add questions in the form of multiple
choice and cutting-dialogue.
3. In chapter 2, it was suggested to give examples and exercises about describing
things, not only describing people.
4. For the syllabus and lesson plans, they needed to be revised since the indicators
in the syllabus and lesson plans were still not clear. It should use measurable
verbs.
5. Some pictures in the designed materials were not well laid out.
6. It should add more ESP materials and terms related to the applied-fine art
department.
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In Main Product Revision step, the designed materials would be revised to
improve the materials in order to make the materials better. Finally, the final version
of the designed materials would be presented and ready for the operational use in the
schools.
The revisions were based on the participants’ suggestions and criticism as
follows:
1. Adding more written exercises in Literacy cycle for each unit.
For each unit, it would be added some exercises in Literacy cycle in order to
balance between Oracy cycle and Literacy cycle.
2. Adding some questions in the form of multiple choice and cutting-dialogue for
the evaluation.
For the evaluation, it would be added some questions in the form of multiple
choice and cutting-dialogue. Hopefully, it would make the students were familiar
with the Final Examination exercises.
3. Giving examples and exercises about describing things for chapter 2.
In chapter 2, it only focused on describing people. Therefore, it would be added
the examples and exercises about describing things. Hopefully, the students could
describe the things not only describing people.
4. Revising the syllabus and the lesson plans
Since the indicators in the syllabus and lesson plans were still not clear, it
needed to be revised. Therefore, the indicators would be changed into measurable
verbs.
67
5. Revising the lay out of the pictures
For the pictures in the designed materials, it would be laid out well in order to
make the materials more interesting. Hence, it could help the students to understand
the lesson more.
6. Adding more ESP materials and terms related to the applied-fine art department.
Since these materials were customized for the students of applied-fine art
department of SMKN 5 Yogyakarta, the materials would be designed related to the
field. Then, it would be added more ESP materials and some terms related to the
applied fine-art materials in order to make the designed materials more specific.
B. Presentation of the Final Version of the Designed Set of Materials
This part answers the second question formulated in the problem formulation.
After the revision and improvement of the materials, the final version of the designed
materials was presented. The full version of the designed materials can be seen in the
appendix C.
The designed materials consisted of four units as follows:
1. How are you?
2. What does she look like?
3. What is his nationality?
4. Could you help me?
Each unit consisted of two main sections. The first is Oracy Cycle which
focuses on Listening and Speaking skills. The second is Literacy Cycle which
focuses on Reading and Writing skills. Each cycle consisted of four main activities,
68
namely Building Knowledge of the Field, Modelling of the Text, Joint Construction
of the Text, and Independent Construction of the Text.
The materials were designed for one semester with the time allocation is 65
contact hours. Each contact hour lasts for 45 minutes. They were designed based on
the English syllabus of SMKN 5 Yogyakarta. Therefore, the topics in the designed
materials were the same as those in the syllabus. However, the time allocation for
teaching learning activities in the designed materials would be a little bit different
with the English syllabus of SMKN 5 Yogyakarta. Based on the try out of the
designed materials which was done with grade X students of SMKN 5 Yogyakarta, it
was noticed that the time allocation for Unit 1 was not suitable with was stated in the
syllabus of SMKN 5 Yogyakarta. Hence, the revision toward the designed materials
added the time allocation for teaching-learning activities in Unit 1 in order to balance
the time allocation and the materials.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study and the suggestions. The
conclusion part concludes the problems stated in the problem formulation. First is to
find out how a set of integrated materials for grade X students of the applied-fine art
department of SMKN 5 Yogyakarta based on the 2006 Edition of School-Based
Curriculum was designed. Second is to present the integrated materials. Besides, the
conclusion part concludes all the findings of the study. The suggestion part includes
the recommendation for the English teachers of SMKN 5 Yogyakarta, for the students
of SMKN 5 Yogyakarta, and other researchers.
A. Conclusions
As stated in problem formulation, this study aims to find out how a set of
5 Yogyakarta based on the 2006 Edition of School-Based Curriculum was designed
and to present the integrated materials. Therefore, the first question stated in problem
formulation deals with the steps of designing the materials and the second question
concerns with the presentation of the designed materials.
To answer the first question, this study adapted Kemp’s Instructional Design
Model, Banathy’s Instructional Design Model and R & D method to design the
materials. There were several step conducted in this study. The first step is Research
and Information Collecting. In this step, a needs survey was conducted in order to
69
70
gain information related to the study. The second step is Planning. In this step, the
English syllabus of SMKN 5 Yogyakarta was reviewed; the goals, topics and general
purposes of the designed materials were stated; the learning objectives of the
designed materials were also stated; the subject contents of the designed materials
were classified; and the teaching-learning activities and resources of the designed
materials were selected before the materials would be designed. The third step is
Development of Preliminary Form of Product. The materials were designed based on
the results of Planning step. The fourth step is Preliminary Field Testing. In this step,
a materials evaluation was conducted in order to gain feedback toward the designed
materials. The last step is Main Product Revision. The final version of the designed
materials would be presented and ready for the operational use in the school.
To answer the second question, the final version of the designed materials was
presented after revising and improving the materials. There were four units in the
designed materials. Each unit consisted of all four skills (listening, speaking, reading,
and writing). Besides, language components such as structure, pronunciation, and
vocabulary were included in each unit to facilitate the students with the
communicative competence. Each unit consisted of two main sections. First section
is Oracy Cycle which focuses on Listening and Speaking skills. Second section is
Literacy Cycle which focuses on Reading and Writing skills. Each cycle in the
designed materials consisted of four activities, namely: (1) Building Knowledge of
the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, and (4)
Independent Construction of the Text. The full presentation of the designed materials
is attached in the appendix C.
71
Hopefully, the designed materials motivate the students to be active learners
who have communicative abilities since the materials include four skills and
language components. The teaching-learning activities are various in order that the
students and the teacher feel enjoyable during the class. In addition, the designed
materials can be applied to avoid boredom during the class. Finally, the activities
enable the students to work individually, in pairs, and in groups.
B. Suggestions
This part provides some suggestions for the English teachers of SMKN 5
Yogyakarta, and the other researchers who are interested in a research in the same
field.
1. For the English teachers of SMKN 5 Yogyakarta
The teachers are suggested to implement the designed set of integrated
materials for grade X students of SMKN 5 Yogyakarta as an alternative source of
materials in order to encourage the students in learning English. The teachers should
create teaching-learning process as interesting as possible so that the students will be
interested in learning English and they will not get bored during the class.
2. For the other researchers
The other researchers are suggested to design other sets of English materials for
Vocational High Schools students in order to develop many English materials for
Vocational High Schools which is based on the current curriculum used in the
school. Hence, it can be used as alternative references of teaching materials for the
teachers.
BIBLIOGRAPHY
Ary, D., Jacobs, L. C. & Razavieh, A. (1990). Introduction to Research in Education
(4th Ed.). Belmont: Holt, Rinehart and Winston, Inc.
Banathy, B. H. (1968). Instructional Systems. California: Fearon Publisher, Inc.
Borg, W. R. & Gall, M. D. (1983). Educational Research: An Introduction (4th Ed.).
London: Longman.
Feez, S. & Joyce, H. (2002). Text-Based Syllabus Design. Sydney: Macquarie
University.
Gay, L. R. (1992). Educational Research: Competencies for Analysis and
Application (4th Ed). New York: Florida International University.
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A LearningCentred Approach. Cambridge: Cambridge University Press.
Kemp, J. (1977). Instructional Design: A Plan for Unit and Course Development.
California: Fearon-Pitman Publisher, Inc.
Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching.
New Jersey: Prentice-Hall, Inc.
Muslich, M. (2007) KTSP (Pembelajaran Berbasis Kompetensi dan Kontekstual;
Panduan Bagi Guru dan Pengawas Sekolah). Jakarta: PT. Bumi Aksara.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press
Quinn, M. (1980). Qualitative Evaluation Methods. California: Sage Publications,
Inc.
Richards, J. C. & Rodgers, T. S. (2001). Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press.
Robinson, P. C. (1991). ESP Today: A Practitioner’s Guide. London: Prentice Hall
International (UK) Ltd.
Yalden, J. (1987). The Communicative Syllabus: Evolution, Design, and
Implementation. London: Prentice-Hall International.
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74

Letter of Permission to the Headmaster of SMKN 5 Yogyakarta

Letter of Permission from BAPEDA

Letter of Permission from Dinas Perizinan

Letter of official statement from SMKN 5 Yogyakarta
75
76
77
78
79

List of Questions for Interview

Interview Transcription

Questionnaire for the Designed Set of Materials Evaluation

Gambaran Umum

General Description
80
List of Questions for Interview
1. Untuk kelas X di SMKN 5 Yogyakarta ini, berapa kelas yang anda ajar?
2. Apakah siswa-siswi kelas X yang anda ajar tersebut tertarik dengan pelajaran
Bahasa Inggris?
3. Jika tidak, apa alasannya?
4. Apakah solusi dari masalah tersebut?
5. Apakah siswa-siswi tersebut aktif dalam mengikuti pelajaran Bahasa Inggris?
6. Jika kurang tertarik, apa alasannya?
7. Apakah solusinya?
8. Pada umumnya, bagaimana kemampuan Bahasa Inggris siswa-siswi dari semua
kelas X yang anda ajar?
9. Apakah mereka berada pada level yang sama? (beginner, intermediate, advanced)
10. Ketika mengajar di kelas, apakah anda memperhatikan perbedaan cara belajar
siswa? Apakah mereka mempunyai cara belajar yang sama/ berbeda?
11. Apakah siswa-siswi yang anda ajar mengalami kesulitan dalam menerima dan
mengerti pelajaran Bahasa Inggris?
12. Referensi/ materi-materi apa sajakah yang anda gunakan untuk mengajar Bahasa
Inggris?
13. Strategi/ metode belajar apa sajakah yang sudah anda terapkan selama ini?
14. Media apa sajakah yang sudah anda gunakan? (pictures, video/movie, cassettes)
15. Apakah integrated materials yang bertujuan meningkatkan empat kemampuan
bahasa (berbicara, mendengarkan, membaca, dan menulis) efektif dalam
membantu siswa belajar Bahasa. Inggris?
81
16. Aktivitas dan materi seperti apakah yang diperlukan untuk meningkatkan
kompetensi siswa?
17. Menurut pendapat anda, bagaimana penerapan Kurikulum Tingkat Satuan
Pendidikan (KTSP) untuk Sekolah Menengah Kejuruan (SMK) khususnya
SMKN 5 Yogyakarta sendiri?
18. Bagaimana anda menyampaikan materi berdasarkan Kurikulum Tingkat Satuan
Pendidikan (KTSP) untuk mata pelajaran Bahasa Inggris?
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Interview Transcription
Responden 1:
Bu, sudah mengajar di SMKN 5 ini berapa tahun?
Khusus untuk mengajar di SMKN 5 baru ditempatkan tahun ini, jadi baru satu tahun.
Kalau untuk mengajar di SMK atau sekolah lain mulainya tahun 2003.
Untuk kelas sepuluh, mengajar berapa kelas bu?
Tiga kelas. Kelas Animasi, Keramik dan DKV.
Untuk murid-murid kelas sepuluh yang ibu ajar tersebut, apakah mereka
tertarik dengan pelajaran bahasa Inggris?
Maksudnya tertarik bagaimana?
Pada waktu mereka diterangkan, mereka memperhatikan, maksudnya di sini
mereka mempunyai motivasi untuk belajar bahasa Inggris dan minatnya
kelihatan.
Ya kalau seperti itu dilihat-lihat per kelas berbeda-beda karena inputnya juga
berbeda-beda, terus tergantung cara kita menyampaikan, kalau kita bisa mengikuti
aliran pikiran mereka, misalnya kalau anak muda itu harusnya seperti ini maka kita
join ke mereka, ya mereka jadi tertarik. Kalau kita mematok cara kita, ya mereka jadi
tidak tertarik. Kalau kita mau mengajar, ya kita harus bisa membuat mereka tertarik
dulu, bagaimana itu kita harus tahu dulu. Jangan mereka kita suruh ikut cara kita,
tetapi harus kita yang mengikuti mereka. Kalau kelas saya, untuk kelas DKV dan
Animasi anaknya lumayan, kalau mereka diajak ngomong bahasa Inggris ya mau,
kalau kelas Keramik harus ditranslate dulu itupun ya macam-macam, latihannya
harus pelan-pelan.
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Apa yang menyebabkan mereka kurang tertarik dengan pelajaran bahasa
Inggris?
Waduh, analisanya sulit sekali ini, harus penelitian dulu. Ini tergantung anaknya
juga, kalau saya lihat-lihat, sejak
SMP itu mereka sudah tidak senang bahasa
Inggris dulu, terus yang kedua mereka sudah merasa tidak suka ya karena bahasa
Inggris itu susah, kosakatanya susah, terus mereka menjadi malas.
Kalau untuk materi, apakah meraka kurang tertarik karena materinya kurang
menarik?
Kalau seperti itu mereka tidak pernah complain. Kalau anak-anak di sini, materi apa
yang diberikan mereka ya mengikuti, terus kalau materi tentang “to be“ tidak
tertarik, materi tentang “greetings“ tidak tertarik, tidak ada yang complain kok.
Tinggal kita yang menyampaikan bagaimana.
Apakah menurut ibu siswa-siswa di kelas ibu aktif misalnya kalau mereka
belum jelas, mereka mau bertanya atau kalau ibu memberi pertanyaan, mereka
antusias untuk menjawab?
Ya lumayan. Kalau saya sendiri, saya buat diri saya humoris, jadi saya buat masuk
ke mereka. Kalau mereka belum mengerti ya diulang lagi. Kalau aktif untuk bertanya
dan menjawab, ya mereka lumayan.
Bagaimana kemampuan bahasa Inggris siswa-siswa kelas sepuluh di sekolah
ini?
Kemampuan bahasa Inggris secara umum. Kan bahasa Inggris itu skillsnya ada
empat, terus yang susah ya speaking, mungkin karena ketika di SMP memang tidak
dibangun. Ya kalau seumpama they have to answer our question in English ya
mereka tidak mau. Kalau kelas Animasi dan DKV untuk pronunciation masih bisa,
tetapi kalau di kelas Keramik ya saya harus mengulang pelajaran SMP.
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Kalau dibuat level bu? Mereka berada di level mana? Beginner, intermediate,
atau...?
Ya beginner.
Apakah ibu memperhatikan cara belajar siswa di kelas?
Ya jelas. Ada anak yang tidur di kelas, ada yang belajar sambil melakukan apa.
Tetapi kalau mereka dipaksa duduk tenang, tidak bisa, ya sudah kalau memang itu
strategi mereka, ya itu tidak apa-apa.
Sejauh ini apakah siswa-siswi ibu mengalami kesulitan dalam menerima dan
mengerti pelajaran bahasa Inggris?
Ya bagaimana ya, seperti yang saya bilang tadi, kalau mereka dari SMP sudah
tertarik dan kosakatanya sudah cukup, ya mereka enjoy aja tetapi kalau anak yang
dari SMP tidak tertarik, kosakata bahasa Inggrisnya kurang ya seperti-seperti itu.
Referensi atau materi-materi apa sajakah yang ibu gunakan dalam mengajar
bahasa Inggris?
Wah sulit ini. Guru-guru SMK ini kesulitannya memang mencari bukunya itu sulit.
Sebenarnya memang banyak tetapi yang dijual diluaran itu kalau yang buku A
kurang ini, buku B terlalu banyak ininya jadi tidak aplikatif. Ya gayanya kita bisa
menilai, toh kalau suruh bikin ya tidak bisa, ya itu yang kita ambil. Kalau materi ini,
kita ambil dari buku ini. Kalau dari buku ini sulit, kita cari buku yang lain.
Kalau buku yang dari sekolah, buku yang ada di perpustakaan?
Buku yang di perpustakaan tidak wajib, ya boleh kalau mau pakai, kalau pas
materinya ya boleh pakai, tetapi boleh ambil dari buku lain juga.
Jadi setiap guru boleh memakai materi yang berbeda-beda?
Ya. Jadi saling melengkapi.
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Apakah selama ini ibu mengalami kesulitan selama mengajar bahasa Inggris?
Kesulitan dalam hal apa?
Mungkin dalam menyampaikan materi atau menangani kenakalan siswa?
Ya itu pandai-pandai kita. Kalau selama ini tidak begitu, kalau bilang anaknya ramai
ya itu memang masanya mereka. Itu tidak saya anggap sebagai suatu kesulitan,
paling saya tanya kenapa ramai setelah itu ya lanjut lagi ke materinya. Paling
kesulitannya ya mereka itu malas. Mau belajar ya di sekolah ini saja, sudah dikasih
catatan atau ringkasan. Pas hari itu ya ingat tetapi pas ganti hari misal besoknya,
karena di rumah mereka tidak mau buka, ya pas pertemuan berikutnya ya harus
diulang lagi. Mungkin ini masalah motivasi mereka cuma bagaimana menumbuhkan
motivasi mereka.
Strategi atau metode belajar apa saja yang sudah ibu terapkan selama ini?
Untuk materi listening?
Kalau listening tidak harus memakai tape ya. Kalau saya bicara, mereka mau
menjawab itu sudah listening, kalau saya bicara mereka menulis seperti dictation.
Kalau mau lengkap ya harus memakai tape, tetapi kendalanya kelasnya banyak harus
gantian. Pokoknya untuk listening tidak harus memakai media.
Kalau untuk role play bagaimana bu? Apakah sudah pernah menerapkannya?
Biasanya practicing dialogue, kalau untuk game mereka jadi ramai sekali. Kalau
untuk role play waktunya tidak cukup.
Untuk group discussion?
Group discussion, kalau pas translation saya buat satu kelompok tiga orang. Tetapi
itu tidak pasti, jarang.
Media-media apa saja yang pernah ibu gunakan?
Saya ini termasuk guru yang tidak kreatif, pakainya yang cuma buku-buku, kalau
mau describing ya memakai picture. Kalau mau memakai lab media itu kan giliran.
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Kadang saya ambil dari majalah, kadang kartu untuk menambah vocabulary.
Biasanya pakai kartu yang diacak, seperti kartu domino.
Apakah ”integrated materials” yang bertujuan untuk meningkatkan empat
kemampuan (listening, speaking, reading, dan writing) efektif dalam membantu
siswa mencapai kompetensinya?
Ya jelas. Menurut pendapat saya, empat skills itu tidak harus dipisah-pisah sendiri.
Hari ini listening, hari ini speaking, hari ini writing. Toh empat skills, hari itu semua
sudah kita sampaikan. “When we speak, they listen, when we speak, they write what
we talk” itu writing. Pokoknya anaknya sudah bisa dan hari itu keempat skills itu
harus bisa dicapai.
Aktivitas atau materi seperti apa yang ibu harapkan atau butuhkan?
Yang meaningful, maksudnya apa? yang bisa untuk daily activity, yang bisa dipakai
untuk bekal mereka nanti, tidak sekedar rule-rule saja.
Kalau untuk listening? Materi seperti apa yang ibu harapkan? Apakah seperti
movie atau potongan klip-klip?
Kalau listening, mungkin mereka butuh melihat percakapan orang bule yang
sesungguhnya, yang dipakai dalam komunikasi yang sesungguhnya. Ya karena
mereka tidak terbiasa terus mereka menganggap itu sulit.
Kalau untuk materi reading?
Materi-materi yang ada di buku itu sudah lumayan, itu sudah aplikatif untuk siswa
misal ada letter atau instruction. Kalau untuk past tense ya misalnya ada storynya,
ada article terus ada reading comprehensionnya.
Kalau untuk materi speaking?
Yang bermanfaat untuk mereka di dunia kerja. Kalau di SMK memang diarahkan
seperti itu misalnya telephoning, ya yang aplikatif, yang bermanfaat untuk mereka,
seperti making invitation. Jadi kalau di SMK memang sudah functional text.
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Mungkin lebih ke role play atau dialogue-dialogue?
Ya.
Menurut ibu bagaimana penerapan KTSP itu sendiri untuk SMK?
Untuk KTSP, kita benar-benar harus memahami sungguh-sungguh konsep KTSP itu
sendiri. Kurikulum yang membuat kita sendiri, yang membuat harus sekolah sendiri,
membuat materi disesuaikan dengan kondisi anak-anak kita, tetapi selama ini di kota
dan di propinsi masih rancu. Ya guru-guru SMKN 5 berusaha mengarah ke sana, ya
karena tuntutan nanti mereka di kelas tiga, mereka harus menguasai ini, ya kita
mengikuti yang sudah ada. Kita juga harus melihat kemampuan anak, latar belakang
anak. Kalau kita mau mengambil materi ini ya disesuaikan dengan kemampuan anak.
Apakah topik-topik yang ada dalam KTSP sudah mendukung kompetensi yang
harus dicapai siswa?
Sudah. Memang dibuat untuk ke sana, harus terfokus semua.
Bagaimana ibu menyampaikan materi sesuai KTSP agar bisa mencapai
kompetensi yang ada di kurikulum?
Ya kita sampaikan sesuai kompetensi yang harus dicapai siswa. Kalau sudah
mencapai standar isi yang ada. Ya kemudian lanjut ke selanjutnya.
Untuk materi saya nanti, mungkin pertama itu ada brainstorming terus exercise
ada empat skills dalam satu unit, urutannya bagaimana ya bu?
Misalnya ya kalau untuk reading dan writing ya digabung saja, nanti untuk listening
dan speaking. Toh dalam speaking mereka juga belajar listening. Intinya memang
percakapan tetapi mereka kan mendengarkan juga.
Kalau untuk jurusannya sendiri, materi untuk jurusan tertentu atau materi
untuk semua jurusan?
Sebenarnya SMK itu general English. Materinya ya untuk umum. General English
itu kan bacaannya ya yang berbeda, kalau untuk conversationnya ya yang general.
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Kalau untuk bacaannya untuk SMK itu diarahkan ke dunia kerja. Readingnya ya
yang simple. Tidak seperti anak SMA bacaannya seperti narrative, recount. Untuk
anak SMK ya mereka belum bisa. Kalau untuk mereka ya seperti letter,
announcement, advertisement. Seperti itu.
Baik bu, saya kira sudah cukup. Terima kasih.
Sama-sama.
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Responden 2:
Mengajar kelas sepuluh berapa kelas ya bu?
Sekarang, sekarang mengajar kelas sepuluhnya dua kelas. Kelas Tekstil dan Logam.
Dari siswa-siswi kelas sepuluh tekstil dan logam itu, apakah mereka tertarik
dengan pelajaran bahasa inggris?
Kalau dilihat secara garis besar, anak Tekstil dan Logam itu mungkin tertarik atau
tidaknya tidak bisa diukur atau dilihat. Kalau dibilang antusias, lebih antusias anak
Tekstil. Karena sebagian besar anak logam kan anak laki-laki, jadi mereka butuh
treatment tersendiri agar mereka involve. Kalau untuk siswa yang aktif, yang mau
involve sebagian besar anak perempuan. Cenderung siswa perempuan yang mau
aktif. Kalau yang laki-laki cenderung mereka butuh perhatian sendiri, atau cari-cari
kegiatan sendiri.
Kira-kira menurut ibu, apakah alasan mereka kurang tertarik dengan
pelajaran bahasa Inggris?
Untuk anak Tekstil kendalanya mereka tidak tahu terjemahannya apa, terus kalau
anak Logam mereka tidak tahu, belum jelas, mereka malas bertanya. Terutama anak
yang laki-laki sulit sekali diajak berkonsentrasi. Mereka berpikir, kalau aku tidak
bisa ya aku tidak bisa makanya mereka cari-cari kegiatan sendiri.
Kemudian apa solusi dari masalah tersebut?
Mungkin ada beberapa materi dimana guru harus bisa-bisanya melayani semua jenis
siswa. Karena dalam satu kelas itu banyak anak dengan karakter yang beda-beda.
Bisa-bisanya kita membuat suatu aktivitas, ketika ada materi ini agar mereka mau
berkonsentrasi dengan membuat permainan, materi yang bisa membuat mereka
berkonsentrasi. Misalnya tentang hal-hal yang ada di sekitar mereka. Misalnya kalau
membuat kalimat menggunakan nama-nama mereka, kegiatan mereka sehari-hari,
jadi mereka ingin ikut serta mendengarkan.
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Pada umumnya, bagaimana kemampuan bahasa Inggris siswa-siswa tersebut?
Lebih baik anak Tekstil. Kalau mereka belum paham, mereka bertanya, tidak disuruh
mencatat sudah berusaha mau mencatat sendiri. Sedangkan anak Logam, kalau tidak
disuruh mencatat tidak mau mencatat, itupun gurunya masih harus intensif ke
belakang satu per satu. Karena kalau tidak seperti itu ya tidak ketahuan kalau mereka
punya catatan atau tidak. Mungkin yang menjadi kendalanya kalau melayani satu per
satu ya take time. Seumpama ada anak yang sudah selesai mencatat, diberi tugas lagi
supaya mereka menikmati KBM. Mungkin ada anak yang kalau tidak disuruh,
mereka tidak akan pernah berkonsentrasi di kelas.
Kalau dibuat level, bagaimana kemampuan mereka?
Kalau menurut saya ya levelnya beginner, beginner aja beginner yang perlu
dibimbing terus. Jadi masih perlu asistan. Kalau mereka harus bergerak sendiri,
kreatif sendiri, cenderung tidak mau dan tidak bisa.
Apakah ibu memperhatikan perbedaan cara belajar siswa di kelas?
Cara belajar di kelas, itu yang seperti saya bilang tadi. Ada anak yang tidak bisa
tetapi tidak mau bertanya, mengobrol sendiri, tidak mencatat. Kalau tidak
diperhatikan guru, anak tidur di kelas sampai pelajaran selesai. Untuk karakteristik
anak yang aktif mungkin cuma ada satu atau tiga, itu sudah maksimal maksudnya
anak yang proaktif sendiri cuma satu atau tiga anak. Jadi di sini anaknya memang
seperti itu. Mereka bisa kalau didampingi terus. Banyak anak banyak karakteristik.
Mungkin bagus kalau anak dikelompokkan, anak dengan nilai berapa dikelompokkan
ke kelompok ini, tetapi kadang anak menjadi malas.
Rencana skripsi saya tentang ”integrated materials” yang bertujuan untuk
meningkatkan empat kemampuan (listening, speaking, reading, dan writing).
Apakah ini efektif dalam membantu siswa belajar bahasa Inggris?
Sebetulnya materi apapun itu tetap membantu. Bagaimana guru harus bisa
menyelami karakteristik kelasnya, integrated materials dan kemampuan guru
menyampaikannya, jadi guru harus punya kelebihan juga.
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Metode-metode apakah yang ibu gunakan dalam mengajar bahasa Inggris?
Mungkin saya kadang agak jarang memakai metode atau membawa siswa ke
multimedia. Menurut saya media itu penting, tetapi sebagus apapun media, kalau
gurunya tidak bisa membawakan ya sama saja. Kebisaan guru membawakan materi,
apakah kelas ini diberi media ini tepat. Mau tidak mau harus bisa menyampaikan
materi selain menguasai materi. Metode yang saya gunakan sejauh ini cuma
discussion, terus ceramah. Mungkin agak jarang saya untuk kelas sepuluh ini, jarang
memakai multi media. Mungkin memang kalau yang multi media, seperti yang
pernah mbak Vonny pakai dulu. Insyaallah ke depannya saya ingin membuat kelas
lebih tertarik agar anak tidak bosan di kelas.
Materi apa yang diharapkan atau dibutuhkan di SMK ini?
Untuk SMK ini materi yang bisa digunakan untuk siap menghadapi UNAS. Mungkin
ada reading dan listening yang menuntut mereka memahami bacaan reading, mau
tidak mau listening memahami suatu percakapan omong-omongan, reading
memahami suatu bacaan, suatu schedule atau menu itu dibutuhkan ke sananya,
materi yang mengacu ke materi UNAS di mana itu dibikin semenarik mungkin.
Untuk TOEIC juga ya bu?
Ya untuk itu juga yang sebagian besar mengacu ke TOEIC. UNAS pun bentuknya
potongan dialog.
Strategi belajar apa yang diterapkan selama ini?
Strategi yang membuat mereka involve, misal role play agar mereka terbiasa
bekerjasama memahami dan mengerti dialog. Dengan dia sering melakukan dialog,
itu membuat mereka sering berkomunikasi, berinteraksi.
Mengenai penggunaan media, seperti gambar, obyek-obyek?
Kemungkinan besar mempengaruhi, membuat mereka lebih mengerti, lebih masuk,
lebih aktual dan nyata. Seumpama ada sesuatu yang butuh imaginasi maka
diperlukan alat bantu dan itu membantu sekali.
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Bagaimana penerapan KTSP di SMK ini?
Kalau kita sebenarnya itu kita mengacu ke standar isi. Materi-materi yang kita pakai
itu mengacu kurikulum dari Bandung, mungkin materinya terlalu banyak. KTSP itu
kan kurikulum yang sekarang dipakai jadi materinya banyak, tetapi materi-materi itu
memang keluar di UNAS.
Bagaimana topik-topik yang terdapat di KTSP?
Topik-topik di KTSP memang English for General, jadi general English.
Kira-kira untuk materi yang akan saya buat, apa yang ibu harapkan?
Menurut saya yang general saja. Untuk unit ini topiknya di perusahaan keramik dan
untuk istilah-istilahnya mungkin istilah-istilah yang umum. Tetapi kalau itu merasa
kesulitan, bisa dimasukkan ke poin-poin bacaan, sebagai tambahan vocab di
readingnya.
Dalam satu unit ada empat skills, bagaimana urutannya?
Apa berarti reading dulu, kalau menurut saya reading dulu atau listening, sebentar...
Kalau saya biasanya enakan reading dulu. Kalau listening di kepala mereka belum
ada apa-apa atau speaking dulu. Kalau itu berarti enaknya, apa reading dulu, di
reading itu ada materi-materi tentang structure. Kemudian masuk ke listening,
membuat sendiri sebuah dialog. Untuk reading bisa bacaan atau dialog. Kalau
memungkinkan ada pertanyaan. Mereka bisa menggunakan topik-topik yang perlu
mereka pelajari seumpama greetings. Terus listening activitiesnya tentang expression
how are you today, dan sebagainya. Kemudian create their own conversation.
Mungkin begitu.
Baik, saya kira cukup. Terima kasih bu.
Ya. Sama-sama.
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Responden 3:
Bu, sudah mengajar berapa tahun di SMKN 5 ini?
Sekitar dua tahun saya mengajar di SMKN 5.
Untuk kelas sepuluh mengajar berapa kelas bu?
Kalau untuk tahun ini saya cuma mengajar satu kelas. Kelas sepuluh Kulit B.
Untuk murid-murid kelas sepuluh Kulit yang ibu ajar tersebut, apakah mereka
Ya fifty-fifty ya. Ada yang suka ada yang tidak tetapi secara keseluruhan bisa
dibilang ya.
Apakah itu murid perempuan atau laki-laki?
Ya campur.
Bagaimana kemampuan bahasa Inggris siswa-siswa kelas sepuluh yang ibu
ajar?
Ya memang karena dari beberapa anak ya bercampur ya. Ada yang pintar dan ada
yang biasa, tidak samalah, ada yang menguasasi ada yang tidak.
Untuk kelas yang ibu ajar, anak yang aktif murid laki-laki atau perempuan?
Anak yang aktif untuk kelas Kulit B, murid perempuan dan laki-laki semua aktif.
Kalau dibuat level, mereka di level apa bu?
Beginner mungkin ya.
Apakah ibu memperhatikan cara belajar siswa di kelas?
Ya. Yang pertama, cara belajar mereka di kelas, ada anak yang ketika saya
menerangkan mereka memperhatikan, terus kalau saya kasih soal mereka bisa
menjawab.
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Rencana skripsi saya ini tentang “integrated materials”, apakah ini mendukung
siswa menguasai empat kemampuan?
Kalau empat skills itu, kalau kita sabar ya itu bisa, tetapi untuk waktunya, kalau
waktunya sangat singkat ya hasilnya mungkin kurang begitu memuaskan.
Apakah “integrated materials” itu mendukung mereka membantu belajar
bahasa Inggris?
Ya mungkin bisa, mungkin kan setiap anak kemampuannya berbeda-beda.
Kalau di SMK, untuk “integrated mateials” dalam satu unit mencakup empat
skills, menurut ibu apakah ini efektif?
Ya mungkin efektif, dalam satu kali tatap muka kan dua jam. Mungkin pertama itu
reading baru setelah itu masuk ke grammar yang masih berkaitan dengan itu.
Aktifitas atau metode-metode apa yang pernah ibu gunakan?
Ya biasanya di kelas saya beri materinya dulu baru kemudian saya kasih latihan soal,
anak saya suruh mengerjakan. Baru kemudian pertemuan berikutnya saya suruh
menceritakan kembali. Satu anak atau beberapa anak saja. Jadi mereka mereview
sendiri, mungkin mereka saya suruh ke depan kelas baru kemudian kita bahas
bersama-sama.
Aktivitas atau materi seperti apa yang ibu gunakan untuk meningkatkan
kemampuan listening? Apakah ibu sering memakai lab multi media?
Karena untuk kelas sepuluh karena saya tidak mendapat jatah, jadi saya tidak
memakainya. Mungkin karena lab memang digunakan untuk kelas sebelas dan dua
belas. Dan untuk kelas sepuluh nanti kalau mereka sudah kelas sebelas.
Kalau materi reading?
Kalau menurut saya untuk reading, kalau untuk bacaan setiap anak dapat satu
kalimat. Jadi kalau bacaannya panjang, semua anak dapat bagian terus saya periksa
pronunciationnya.
95
Kalau untuk materi speaking, biasanya nanti saya kasih gambar kemudian mereka
saya suruh menceritakan atau membuat kalimat dari gambar tersebut. Jadi itu nanti
saya beri seperti question and response kemudian nanti setiap anak saya bagikan dan
mereka mencari pasangannya masing-masing.
Kalau untuk group discussion bu? Apakah ibu sudah pernah menerapkan?
Kalau group discussion ya pernah tetapi jarang, karena kalau group discussion malah
satu orang saja yang bekerja. Saya lebih sering kegiatan individu jadi mereka benarbenar mau berpikir dan berusaha sendiri.
Menurut ibu materi-materi apa yang bisa meningkatkan motivasi mereka
dalam belajar bahasa Inggris?
Yang jelas semua materi itu bisa, tergantung penyampaiannya, tetapi yang jelas
materi yang simple-simple. Ya karena mungkin mereka di sekolah pelajarannya
sudah banyak dan menganggap pelajaran bahasa Inggris itu sulit. Jadi bagaimana
membuat itu bisa menyenangkan, rileks tetapi tetap terarah.
Bagaimana pendapat ibu tentang penggunaan media itu sendiri?
Itu sangat besar pengaruhnya, bisa membuat mereka lebih tertarik daripada kita
mengajar di depan kelas terus lalu anak mengerjakan soal. Dengan adanya media
membuat mereka lebih tertantang, seperti materi yang pernah mbak Vonny berikan
ke saya, itu bisa membuat mereka lebih tertantang.
Kalau untuk listening, apakah ibu pernah menggunakan lagu?
Ya, lagu pernah. Mereka disuruh melengkapi lirik yang hilang, kita kasih lirik yang
kosong-kosong kemudian guru yang membacakan sendiri atau menggunakan kaset,
kita pakai tape. Dan itupun diulang-ulang ya, tidak cukup dua kali tetapi minimal
tiga kali.
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Jadi setelah mereka mendengarkan, apakah kemudian mereka diberi soal-soal
comprehension?
Kalau untuk soal-soal comprehension belum ya. Cukup hanya mengisi lirik-lirik saja.
Kira-kira untuk materi yang akan saya buat, apa yang ibu harapkan?
Kalau untuk reading inginnya yang jelas anak-anak suka yang singkat dan bahasanya
tidak terlalu sulit. Kalau mereka lihat bacaan yang panjang halamannya, mereka
sudah malas. Jadi kalau bisa yang pendek, terus nanti mereka mencari main idea dari
bacaan itu.
Ya itu sudah bagus karena guru lebih terjun sendiri, boleh mengembangkan sendiri,
di luar kelaspun juga boleh. Mungkin anak lebih senang karena tidak monoton.
Strategi apa yang bisa membantu siswa mencapai kompetensi mereka?
Itu bagaimana ya, yang jelas saya pasti menyampaikan materi seperti yang sudah
biasanya. Saya kasih contoh, dari sini apakah mereka sudah mengerti. Kalau mereka
belum mengerti, saya jelaskan ini materi tentang ini, kemudian setelah saya jelaskan,
saya kasih latihan soal terus mereka maju mengerjakan di depan kelas. Baru nanti
setelah beberapa kali pertemuan kita adakan ulangan. Kita lihat hasilnya, kalau
hasilnya bagus, baru nanti kita mulai ulangan yang kedua.
Apakah bahasa Inggris untuk SMK itu juga membantu mereka untuk latihan
tes TOEIC?
Ya memang untuk anak SMK ya, karena mungkin syarat-syarat di beberapa
perusahaan, mereka harus punya sertifikat TOEIC, jadi selain mereka punya keahlian
di bidangnya masing-masing, mereka juga punya kemampuan lain seperti
kemampuan bahasa Inggris.
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Untuk UAN juga ya bu?
Ya untuk UAN jelas karena termasuk salah satu dalam tiga mata pelajaran dalam
UAN.
Sama-sama.
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Responden 4:
OK. Saya mengajar di SMKN 5 ini ya kira-kira sekitar dua tahunan. Jadi mulainya
tugas mengajar saya 1 Juni 2006, jadi hampir dua tahunan.
Jadi kita di sini tidak selalu istilahnya kalau mengajar kelas sepuluh, kelas sepuluh
terus. Untuk tahun pertama itu saya lebih banyak mengajar kelas sebelas dan untuk
tahun ini saya lebih kelas sepuluh dan itu empat kelas. Kelas Jewelry, Furniture,
Desain Busana, dan Tekstil A.
Kalau misalnya kita istilahnya mengetahui ketertarikan mereka terhadap bahasa
Inggris. Awal-awal saya memberi seperti apa mereka tertarik sama bahasa Inggris
atau tidak. Kalau tertarik mengapa, kalau tidak mengapa. Pada umumnya mereka
tertarik, tetapi pada umumnya juga mereka bilang bahasa Inggris itu susah. Mereka
kadang-kadang kesusahan dengan materi. Jadi kita tidak tahu apakah mereka masih
tetap tertarik atau tidak dengan bahasa Inggris.
Apa yang menyebabkan mereka kurang tertarik?
Kalau menurut saya ini tentang metode. Murid akan tertarik kalau menyampaikan
materi jangan hanya menerangkan, jangan monoton itu-itu saja. Mungkin kadangkadang bagus kalau kita ngeset game. Tetapi saya pernah memakai game, pertamatama mereka tertarik tetapi itu membuat suasana kelas ramai, kalau bertetangga
dengan kelas lainnya, kelas yang lain itu jadi merasa terganggu. Jadi saya berusaha
memakai metode yang lebih bervariasi, film atau aktivitas luar. Itu membuat mereka
tertarik.
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Apakah menurut ibu siswa-siswa di kelas ibu aktif, misalnya kalau mereka
belum jelas, mereka bertanya, atau kalau ibu memberi pertanyaan, mereka
menjawab?
Kalau masalah keaktifan siswa, yang saya lihat, itu tergantung juga tingkat
kedekatan kita dengan siswa. Kalau seumpama kita dekat dengan mereka, mereka
tidak akan sungkan bertanya pada kita. Kalau seumpama gurunya galak, kalau
mereka tidak bisa, ya mereka malas bertanya. Menurut saya, saya cukup dekat
dengan siswa. Untuk keaktifan, menurut saya mereka cukup aktif, kalau katakanlah
ada beberapa yang tidak aktif ya itu wajar saja. Secara umum mereka aktif. Ya kalau
ada yang tidak aktif, ya saya yang mengopyak-opyak.
ini?
Di sini kemampuan bahasa Inggrisnya biasa-biasa saja, ada yang berada di level
yang benar-benar tidak tahu apa-apa, tetapi ada juga yang bisa dikatakan smart, tahu
banyak, cepat menangkapnya, tetapi itu bisa dihitung dengan jari. Kalau secara
keseluruhan ya di tengah-tengah, biasa-biasa saja, sedang.
Kalau dibuat level bu?
Ini sebenarnya yang mau menggolongkan siapa ya? Kalau yang mau menggolongkan
kelas sepuluh SMK, ya untuk kelas sepuluh SMK levelnya novice, ya beginner.
Jadi kelas yang ibu ajar di semuanya hamper di level yang sama?
Ya.
Apakah ibu memperhatikan cara belajar siswa?
Cara belajar di mana? Di kelas atau di rumah?
100
Di kelas, mungkin?
Belajar di kelas. Ya tentu saja. Kalau belajar di kelas ya pertama mereka
mendengarkan terus praktek. Kalaupun ada anak yang tidak mengerti, saya putar
kelas, tetapi sebenarnya anak yang itu-itu saja yang tidak bisa.
Sejauh ini apakah siswa-siswa mengalami kesulitan dalam menerima dan
Sebenarnya mengerti atau tidak, kadang-kadang bisa dilihat dari nilai ulangan, kalau
banyak yang jelek, mungkin akan kembali ke kita, apa kita yang tidak bisa
menerangkan. Tetapi ada juga anak yang nilainya bagus. Tetapi saya tidak bilang
kalau saya bisa menerangkan. Tetapi sejauh ini ya lumayan yang bisa paham. Tetapi
yang tidak paham itu juga ada. Kalau saya lihat ketidakpahaman itu, bukannya
mereka tidak suka bahasa Inggris tetapi menganggap bahasa Inggris itu susah.
Bukannya kalau tidak bisa, itu memperhatikan . Kalau tidak bisa, ya sudahlah. Jadi
sepertinya seperti itu.
bahasa Inggris?
Kalau saya lebih ke buku, buku-buku yang ada, yang saya punya, comot sana comot
sini atau kadang-kadang dari internet. Tetapi saya jarang memakai media yang
bervariasi. Keterbatasan saya dalam materi. Kalau untuk listening, cuma untuk
kasetnya agak kesusahan jadi saya jarang menggunakan untuk listening. Kalau untuk
listening lebih sering oral by mouth.
Apakah ibu pernah menggunakan gambar-gambar, bola, obyek-obyek yang
nyata?
Belum pernah, belum.
Kesulitan dalam hal apa?
101
Mungkin dalam menyampaikan materi atau menangani kenakalan siswa?
Mungkin kalau menyampaikan materi, saya berusaha sebisa saya, menggunakan
bahasa yang mereka pahami, tetapi kalau soal kenakalan siswa, agak seh. Tetapi
tidak bisa dibilang itu. Gimana ya, maksudnya saya menganggap kenakalan mereka
masih bisa dibilang wajar-wajar saja.
Strategi atau metode belajar apa saja yang sudah ibu terapkan selama ini? Role
play mungkin?
Role play. Belum pernah, saya jarang menggunakan, yang agak sering mungkin
rolling dialogue untuk speaking. Itupun satu kelas. Kalau role play menurut saya
ternyata wasting time. Kalau kita ingin membuat sesuatu menarik, tetapi ada efek
negatifnya.
Kalau
satu
kelompok
maju,
kelompok
yang
lain
bukannya
memperhatikan, malah asyik dengan urusannya sendiri-sendiri. Jadi kalau ingin
membuat aktivitas seperti role play. Media yang saya gunakan, jujur untuk media
saya masih sempit, sedikit. Jujur saya banyak memberi latihan.
Kalau group discussion bagaimana bu?
Group discussion. Ya saya pernah menggunakan, tetapi jarang.
kemampuan (listening, speaking, reading, writing) efektif dalam membantu
siswa belajar bahasa Inggris?
OK. Saya yakin itu sudah ada teorinya. Istilahnya integrated materials ya. Aktifitas
yang menggabungkan empat skills. Masalah efektif atau tidak, itu kembali ke siswa.
Seumpama ada siswa yang harus alon-alon sekali, jadi misalnya kalau alon-alon
sekali mungkin itu agak kesusahan. Mungkin itu agak susah di speaking dan
listeningnya, tetapi tetap bisa asalkan memang dibuat materi yang sesuai dengan
kemampuan mereka, dibuat sesederhana mungkin. Tetapi masih mungkin.
102
Rencana skripsi saya ingin membuat materi bahasa Inggris untuk SMKN 5
jurusan seni rupa, jadi mungkin untuk jurusan tekstil, keramik. Apakah itu
memungkinkan?
Kalau masalah itu sudah menyangkut ESP, kalau sebenarnya di sini skill bahasa
Inggris, English for all skills. Tetapi alangkah bagusnya memang seperti itu, tetapi
itu agak susah. Jadi kalau mbak mau buat yang seperti itu, ya bagus, kalau bisa, ya
monggo, tetapi kalau untuk SMK lebih ke general English.
Aktivitas atau materi seperti apa yang diperlukan untuk meningkatkan
kompetensi siswa misal untuk listening?
Untuk listening, soal-soal yang menyangkut UAN, TOEIC juga, tetapi listening lebih
efektif di kelas dua belas. Tetapi kalau mau mencoba membuat untuk kelas sepuluh,
ya materi yang efektif untuk kelas sepuluh, semisal materi kelas dua belas yang bisa
digunakan untuk kelas sepuluh. Materi yang tidak monoton, mungkin yang bervariasi
jadi seumpama di unit 1 lagu, di unit dua puisi.
Kalau materi reading?
Kalau untuk reading, bagusnya yang ada gambarnya. Jadi seumpama bacaan diberi
gambarnya, seumpama kacang yang bisa ngomong. Tetapi harus disesuaikan dengan
temanya atau kalau topiknya darah, ya dikasih gambar blood. Tetapi tidak usah
semuanya, itu susah.
Kalau untuk yang speaking lebih ke role play. Bagus ya. Memperagakan dialog
cuma ada ceritanya. Jadi mereka mempraktekkan role play. Mereka diberi situasi,
kemudian mereka memperagakannya. Tetapi sebelumnya diberi contoh dulu. Silakan
ini diberi dialog untuk role play, bagus-bagus saja.
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Rencana di materi saya ini meliputi empat kemampuan sekaligus, ditambah
grammar,
pronunciation.
Mungkin
pertama
brainstorming,
kemudian
expressions, lalu ke grammar, kemudian exercise.
Ya untuk exercise itu cuma evaluasi. Kalau exercise empat skills itu agak susah.
Terutama untuk listening dan speaking. Untuk UAN kan speaking tidak ada. Ya
minimal listening, reading, writing itu bisa, untuk speaking mungkin disendirikan.
Untuk role-play disendirikan.
KTSP (Kate Siape). Sebenarnya KTSP, apakah ini sudah melaksanakan KTSP atau
belum, saya tidak tahu. KTSP itu yang membuat sekolahnya sendiri-sendiri. Kita
cuma dikasih kompetensi dasar yang sudah ada. Tetapi pada pelaksanaannya, kita
harus melihat kemapuan siswa, kemauan siswa, students’ interest, students’ need,
dan sebagainya. Tetapi itu agak sulit karena mereka sendiri tidak tahu kebutuhannya
apa. Tetapi sebenarnya kita sudah punya kurikulum jadi. Menurut saya kita sudah
berdasarkan KTSP.
Menurut saya sudah amat sangat cukup sekali membuat mereka menguasai bahasa
Inggris.
Ya.
Topik-topik
itu
sudah
mendukung
siswa
dalam
mencapai
kompetensinya. Tetapi itu tergantung apakah siswa mau untuk mencapai
kompetensi-kompetensi itu sendiri.
Sama-sama.
104
Responden 5:
Lima tahun, jalan enam tahun.
Tiga kelas eh empat. Kelas Woodcraft, Logam A, Logam B, satu lagi....eh tiga kelas
berarti.
Jadi kelas-kelas tersebut mayoritasnya murid-muridnya laki-laki ya bu?
Ya, laki-laki.
Kalau ditanya tidak, tidak tertarik.
Apa yang menyebabkan mereka kurang tertarik?
Mereka pikir itu tidak ada hubungannya dengan pelajaran mereka. Nanti kalau lulus
cuma jadi tukang. Begitu mereka pikirannya. Jadi selama ini kalau ditanya ya seperti
itu kenapa to susah-susah belajar bahasa Inggris sementara kita sebenarnya tidak
penting-penting banget.
Menghadapi situasi seperti itu, apa solusinya bu?
Kalau saya jadi ingin membuat suatu materi yang menarik bagi mereka. Ternyata
belajar itu tidak susah, saya banyak pakai game, jadi mereka itu merasa tidak belajar
padahal sebenarnya belajar. Sebisa mungkin kalau terlalu tegang mereka semakin
menarik diri, makin susah, sudah susah tidak dipakai. Jadi mereka tidak mau.
Apakah ibu berusaha memotivasi mereka supaya mereka tertarik dengan
bahasa Inggris?
Ya setiap hari, setiap waktu bahwa bahasa Inggris itu penting bagi anda.
105
Apakah menurut ibu siswa-siswa di kelas ibu aktif, misalnya kalau ibu memberi
pertanyaan, mereka menjawab, kalau mereka belum jelas, mereka bertanya?
Ya. Tetapi itu juga tergantung jam berapa saya mengajar. Kalau jam 1 2 3 4 mereka
masih aktif, kalau sudah siang, pas ditanya, mereka jawab ”sudah jelas bu” ”sudah”,
karena mau pulang to. Jadi motivasinya sudah jelas bukan karena sudah jelas, tetapi
karena sudah mau pulang to.
ini?
Kalau menurut saya levelnya masih SMP kelas dua atau kelas tiga.
Kalau dibuat level bu?
Novice level atau beginner.
Jadi kelas yang ibu ajar, semuanya hampir di level yang sama?
Kalau satu kelas sih
paling
satu dua levelnya sudah tinggi, kalau dihitung
penguasaan katanya sudah 450 lebih, kalau untuk yang rata-rata ya cuma novice ini.
Ketika mengajar di kelas, apakah ibu memperhatikan cara belajar siswa?
Ya, ada yang anak bisa mendengar saja. Istilahnya dia tidak terlalu suka nulis, nulis
tidak pernah tetapi dia paham, begitu mendengar dia sudah dong mungkin
auditorynya, dengar saja sudah dong. Ada yang harus ditulis pake pola, macammacam, tidak sama satu dengan yang lain. Jadi ada anak yang seperti ini, lebih ke
drill.
Sejauh ini apakah siswa-siswa mengalami kesulitan dalam menerima dan
Sepertinya kalau itu dimotivasi dengan bagus, dipacking dengan bagus,
seumpamanya penguasaan kata kerja lampau, kalau mereka disuruh menghafalkan
dengan model konservatif, mereka cenderung tidak mau. Kalau pakai domino,
106
challengenya besar. Kalau anak-anak saya, belajar seperti tidak belajar, itu malah
masuk.
bahasa Inggris?
Sebagian besar buku yang di perpustakaan, rekomendasi dari dinas. Karena di sana
tidak ada buku-buku game saya sering mengadopsi dari buku-buku publishnya
Longman, dan lain-lain. Jadi gamenya itu seperti ini. Saya banyak juga cari dari
internet misalnya bagaimana to mengajar pronouns dalam bentuk game supaya anakanak tidak bosan. Ini ada tabel seperti ini dihafalkan, ini ada latihan soal, mereka
sudah liat, langsung jawab ”ya” tapi sebenarnya tidak dong.
Selama ini kesulitannya cuma memotivasi anak. Kadang bagaimana lagi cara
memotivasi anak, kita sudah membuat materi menurut kita menarik, menurut kita
lucu, tetapi ketika dikasih ke anak, mereka tidak melihat lucunya dimana. Kita sudah
capek-capek cari source, ini ada bacaan lucu banget, nanti kalau dibaca pasti lucu
tetapi ternyata pas dibaca tidak lucu, lucunya dimana to bu? tidak dong. Seperti itu
kan kita jadi gimana. Mungkin kita sudah berusaha maksimal tetapi karena ya
memang muridnya macam-macam, ada satu dua yang dong cuma nyengir yang
lainnya tidak dong, mau tertawa juga bingung karena tidak pada tertawa.
Strategi atau metode belajar apa saja yang sudah ibu terapkan selama ini?
Selama ini saya masih klasikal tentu, habis itu strategi paling masih memakai game.
Speakingnya masih conversation dan role play.
107
Kalau untuk materi listening?
Listening kalau saya memakai VCD atau audio visual seperti di Interchange ada
movie lima menitan, setelah ditonton, terus saya kasih pertanyaan itu mereka jawab
sendiri dari apa yang mereka tahu.
Kalau untuk lagu-lagu bu?
Untuk lagu belum pernah saya coba karena saya tidak punya kaset, untuk yang movie
kebetulan saya koleksi jadi saya sering pakai tapi itupun bukan movie yang 120
menitan.
Kalau untuk materi reading?
Untuk reading yang pemahaman, tidak pernah saya suruh baca satu kalimat tetapi
retell, saya kasih cerita ini tentang ini. Ketika mereka sudah catch meaningnya
berarti dia sementara ini sudah dong walaupun tidak detail, tetapi dia itu tahu, cari
aktornya siapa, sedang apa, ya skimming, lebih banyak mereka sekali baca dapat apa,
tidak pernah per kata saya suruh artikan. Itu take time.
Media apa saja yang sudah ibu gunakan dalam mengajar bahasa Inggris?
Movie, printed materials, pictures, card.
Kalau obyek-obyek, bu?
Obyek-obyek bukan yang tiga dimensi tetapi lebih ke picture.
kemampuan (listening, speaking, reading, writing) efektif dalam membantu
siswa mencapai kompetesinya?
Harusnya kalau selama ini, guru kalau ada materi listening speaking, ada juga yang
speaking saja tetapi kalau sudah integrated, berarti kan nyambung. Tetapi
jumpingnya juga harus manis, kalau dari listening ke speaking harus bagaimana.
108
Untuk urutannya sendiri?
Kalau selama ini writing itu terakhir, karena mencakup semua. Reading yang kedua
terakhir. Speaking yang pertama karena kita basicnya adalah communication jadi
paling tidak encourage speaking itu nomor satu baru listening atau bisa dicombine,
listening speaking jadi satu paket kan itu kan tidak bisa dipisahkan. Jadi anak lebih
tahu gunanya seperti ini.
Kalau untuk materi listening?
Yang komunikatif, jadi yang ada di dunia mereka, kita selama ini kan tahunya bukubuku luar itu kan dunianya mereka, jarang kita melihat buku-buku dari dunia kita. Ini
lho SMK itu seperti ini, apalagi buku untuk jurusan seni. Seringnya kita melihat
jurusan pariwisata, jarang misalnya buku ini untuk jurusan ini misalnya cara
membuat keramik.
Aktivitas atau materi seperti apa yang diperlukan untuk meningkatkan
kompetensi siswa misalnya untuk listening?
Yang menantang, jadi jangan hanya ada contoh, ada kalimat, kalau bikin kalimat
negatif itu seperti ini, tinggal ditambah not, tetapi jangan terlalu menantang juga,
mereka tidak suka. Mungkin incomplete sentence, jadi ada option-optionnya, yang
kedua baru mereka melengkapi incomplete sentence dengan kalimat mereka sendiri.
Kalau untuk speaking?
Kita cari tahu trendnya sekarang apa misalnya tentang fashion sekarang style ini atau
style ini, jadi ada satu yang tidak membosankan misalnya ada gambar rambut punk
terus ditempel picture di situ, mereka coba bikin kalimat dari gambar-gambar ini,
jadi lebih visual ya, meskipun mereka tidak tahu bahasa inggrisnya tetapi mereka
tahu maksudnya seperti ini, jadi mereka catch dulu meaningnya apa.
Selama KTSP ini, kita sudah membuat silabus, tetapi silabusnya juga masih model
sih dan kita pernah coba membuat sendiri tetapi ternyata dari dinas itu tidak
109
tervalidasi. Jadi kita adopsi dari kurikulum pusat. Menurut saya kalau menurut
KTSP, ya kita butuhnya anak-anak itu seperti ini kalau tidak mau seperti itu, ya
integrated skills mereka butuhnya apa? Kalau speaking and listening ya sudah kita
buat materi-materi itu.
Sejauh yang saya tahu ya. Jadi kurikulum itu harus dikuasai siswa dalam satu tahun,
kalau dalam KTSP ya siswanya itu butuh apa.
Apa harapan ibu terhadap materi yang akan saya buat ini?
Menarik, lebih visual, kalau integrated materials jumpingnya yang mulus, kalau
misalnya bisa, tiap unitnya ada evalusinya jadi seperti one stop book.
Sama-sama.
110
111
QUESTIONNAIRE
FOR ENGLISH LECTURERS AND ENGLISH TEACHERS
As a participant of this research, you are expected to state your evaluation
toward the designed materials, which are enclosed with the questionnaire.
Participant’s identity
Name
: …………………………….
Sex
: Male/ Female
Educational Background
: S1/ S2/ S3
: …. years.
You are expected to choose one of the opinions by ticking (  ) the number
which indicates your degree of agreement. The number and the degree of agreement
can be categorized as follows:
No.
1
: Strongly Disagree
2
: Disagree
3
: Doubt
4
: Agree
5
: Strongly Agree
The lecturer’s/ teacher’s evaluation on ….
Degree of Agreement
1
1.
The major goals of the designed materials are well
formulated.
2.
The designed materials are able to meet the goals
and objectives stated in the Curriculum at the
School Level (KTSP).
3.
Generally, the contents of the designed materials
are well-elaborated.
2
3
4
5
112
4.
The designed materials are relevant to the students’
knowledge and skills level.
5.
The level of difficulty of the designed materials is
appropriate with what should be given to the
students.
6.
The tasks or activities in each unit are relevant to
the topic in each unit.
7.
The tasks or activities in each unit are wellelaborated and can facilitate the students to achieve
the goals and objectives.
8.
The instruction in each task or activity in each unit
is clear enough to be understood by the students.
9.
The tasks or activities are interesting and various
enough to motivate students to be more active.
10.
The tasks and activities given can help the students
to understand the lesson taught.
11.
Generally, the pictures provided can help the
students to understand the lesson more.
12.
Generally, the designed materials will enable the
students to master both oral and written English.
Comments or opinions about the designed materials
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Suggestions and criticism
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 Thank You 
113
GAMBARAN UMUM
I. Tujuan Pengajaran
Ada dua tujuan pengajaran dari materi ini. Tujuan yang pertama adalah untuk
meningkatkan kemampuan siswa dalam berkomunikasi menggunakan bahasa Inggris
baik secara lisan maupun tertulis. Tujuan yang kedua dari penyusunan materi ini
adalah untuk memberikan pilihan materi ataupun materi tambahan bahasa Inggris
bagi guru-guru Sekolah Menengah Kejuruan (SMK).
II. Materi dan Penyusunannya
Materi ini disusun berdasarkan kurikulum yang diterapkan saat ini di SMKN 5
Yogyakarta yaitu Kurikulum Tingkat Satuan Pendidikan (KTSP) tahun 2006. Oleh
karena itu, materi ini menggunakan tema dan isi yang sesuai dengan kurikulum
tersebut. Sebagai bahan tambahan, materi ini dibuat dan disusun dari buku-buku
bahasa Inggris yang disesuaikan dengan isi materi. Materi pembelajaran bahasa
Inggris untuk siswa SMK kelas sepuluh semester satu ini terdiri dari empat unit yang
dirangkum sebagai berikut:
Unit
Judul
1
How are you?
2
3
4
Could you help me?
III.
Pemahaman Materi
Untuk membantu siswa menguasai bahasa Inggris baik secara lisan maupun
tertulis maka materi ini terbagi menjadi dua bagian. Bagian pertama yaitu Oracy
Cycle yang meliputi mendengarkan (Listening) dan berbicara (Speaking). Bagian
kedua yaitu Literacy Cycle yang meliputi membaca (Reading) dan menulis (Writing).
114
Selain itu, aktivitas-aktivitas atau tugas-tugas yang diberikan dalam materi ini
merupakan latihan-latihan yang dapat dikerjakan baik secara individu maupun
berkelompok. Aktivitas-aktivitas tersebut antara lain sebagai berikut:
a. Building Knowledge of the Field
Ada beberapa bentuk aktivitas dari bagian ini, yaitu gambar-gambar, contoh
dialog, pertanyaan untuk diskusi, dan pendiktean. Bagian ini bertujuan untuk
memancing daya ingat siswa akan materi atau topik yang akan diberikan
(brainstorming) sehingga memudahkan siswa memahami materi yang akan
diajarkan. Selain itu, bagian ini memberikan penjelasan yang mendalam dari topiktopik yang diberikan dengan dilengkapi latihan-latihan baik secara lisan (melatih
pelafalan) maupun tertulis.
b. Modelling of the Text
Dalam bagian ini, aktivitas yang diberikan berupa contoh-contoh dialog dan
bacaan yang merupakan pemberian contoh bagi siswa dalam memahami suatu topik
tertentu. Bagian ini memfasilitasi siswa dengan latihan-latihan secara lisan maupun
tertulis. Hal ini dimaksudkan untuk mempermudah siswa mengerjakan aktivitas
selanjutnya.
c. Joint Construction of the Text
Ada beberapa aktivitas dalam bagian ini, yaitu role playing, menyusun kalimatkalimat atau dialog yang masih acak menjadi sebuah dialog yang tepat. Melalui
aktivitas tersebut, siswa diharapakan dapat mempraktekkan langsung materi yang
sudah diajarkan. Bagian ini menyediakan latihan-latihan yang dapat dikerjakan siswa
baik secara individu maupun berkelompok.
d. Independent Construction of the Text
Dalam bagian ini, aktivitas yang diberikan meliputi mempertunjukkan tugas
yang diberikan, menjawab pertanyaan, dan presentasi di depan kelas. Aktivitasaktivitas yang diberikan memberikan kesempatan bagi siswa mempraktekan materi
yang diajarkan secara individu. Bagian ini dapat dijadikan evaluasi untuk mengukur
kemampuan siswa akan materi yang dapat mereka kuasai.
115
GENERAL DESCRIPTION
I. Objectives of the Study
There are two objectives in this study. The first is to increase students’ ability
in communicating both in spoken and written English. The second is to present
another source of materials as references for the teachers of Vocational High
Schools.
II. Subject Content
The materials were designed based on the current curriculum applied in SMKN
5 Yogyakarta that is the 2006 Edition of School-Based Curriculum. Therefore, the
materials have the same content and theme as which were in the curriculum. As
additional sources, the materials were arranged by adapting some English textbooks
which were suitable with the content of the materials itself. This English material for
the students of the tenth grade of Vocational High Schools in the first semester
consists of four units as follows:
Unit
Judul
1
How are you?
2
3
4
Could you help me?
III.
Materials Description
To help students in mastering both oral and written English therefore these
materials were divided into two main sections. First section is Oracy Cycle which
focuses on Listening and Speaking skills. Second section is Literacy Cycle which
focuses on Reading and Writing skills. Besides, the activities and tasks given in the
116
materials are in the form of exercises which can be done individually or in a group.
The activities are as follows:
a. Building Knowledge of the Field
The activities involved in this part are in the form of images, sample of
dialogues, some questions to discuss, and dictation. This part is aimed to brainstorm
the students’ prior knowledge toward the topic given. It describes what the students
already know about it. It enables the students to comprehend the lesson easier.
Besides, this part is aimed to give the students deeper explanation of the topics. This
part provides both oral and written (pronunciation) exercises.
b. Modelling of the Text
In this part, the activities involved are sample of dialogues and texts which are
intended to provide examples for the students to comprehend particular topics. This
part facilitates the students with oral and written practice. Besides, it is also aimed to
enable the students to do the next activities in the next part.
c. Joint Construction of the Text
The activities involved in this part are in the form of role playing, arranging
jumbled dialogue into a proper dialogue. By doing the activities, the students are
expected to practice the topics learned. This part provides exercises which can be
done individually or in a group.
d. Independent Construction of the Text
In this part, the activities involved in this part are performing a task, answering
questions, and spoken presentation to class. The activities give chances for the
students to practice the topics given individually. This part can be used as evaluation
to measure the students’ achievement toward the materials learned.
117

Syllabus of SMKN 5 Yogyakarta

Lesson Plan

The Designed Set of Materials
118
SYLLABUS
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS OF THE APPLIED-FINE ART DEPARTMENT
OF SMKN 5 YOGYAKARTA BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
School
: SMK Negeri 5 Yogyakarta
Subject
: English
Grade
:X
Semester
:1
Standard Competence
: The students are able to communicate using English in Level Novice.
Contact hours/meeting
: 65 x 45’
119
Unit
: 1. How are you?
BASIC
INDICATORS
MATERIALS
COMPETENCE
EVALUATION
ACTIVITIES
1.1
At the end of the  Greetings and
Understanding
lesson, the students are
the
TEACHING-LEARNING
leave takings.
 Introducing
transactional able to:
and interpersonal - apply the expressions  Thanking
discourse used in
of
daily activities.
leave
and  Apologizing
takings  Grammar Review
greetings
appropriately.
- apply the expressions
of
introducing
yourself and other
people appropriately.
of
thanking
appropriately.
- Personal Pronoun
- Simple Present
Tense
ALLOCATION
 Listening
- About
 Written test:
greetings,
leave
takings,
introducing,
thanking,
apologizing
information
sentences
- Arranging
for
information
jumbled
dialogues
- Dictation
 Speaking
- Practicing dialogues
about
greetings,
leave
takings,
introducing,
thanking,
- Listening for
- Completing
and
- Listening
TIME
and
10 x 45’
120
of
apologizing
appropriately.
-
apply
apologizing
- Role
playing
personal
dialogues
about
pronoun and simple
greetings,
leave
present
takings, introducing,
tense
appropriately.
thanking,
and
apologizing
- Telling oneself
 Reading
-
Reading
for
information
- Short passages
- Dialogues
 Writing
- Completing passages
- Making stories
121
Unit
: 2. What does she look like?
BASIC
INDICATORS
MATERIALS
TEACHING-LEARNING
COMPETENCE
EVALUATION
ACTIVITIES
1.2
At the end of the lesson,  Adjectives
Mentioning
the students are able to:
- Dictation
things, people and - mention things and
quality,
size,
- Listening
characteristics,
shape,
age,
words
to
describe
time, day, month,
origin, material
and year.
things according to its
 Profession,
colours, shape, origin,
Nationality
size, materials, quality  Adjectives
showing physical
and
quantity
(appearance),
appropriately.
non-physical
-
mention
words
describe
according
to
people
to
the
(characteristic)
 Nouns
ALLOCATION
 Listening
showing colours,
showing
 Written test:
- Listening for
for
information
quality
sentences
objects,
of
and
objects
persons,
nationalities,
and
time of the day.
- Role playing
- Reading
- Matching
word
- Describing
people and
professions,
time, day, date,  Reading
month, year
information
- Completing
 Speaking
- Naming
TIME
for
things
12 x 45’
122
profession, nationality,  Grammar
physical
appearance,
characteristic, quality,
and
activities
information
Review:
- Short passages
- Singular-Plural
- Dialogues
Nouns
 Writing
with suitable words
appropriately.
- Arranging
- mention time of the
day, name of day/date,
month,
year
appropriately.
- apply singular-plural
nouns appropriately.
jumbled
dialogues
- Making stories
123
Unit
: 3. What is his nationality?
BASIC
INDICATORS
MATERIALS
COMPETENCE
Describing things, lesson, the students are
people,
time, day, month,
Ordinal Numbers
 Adjectives of
and able to:
characteristics,
EVALUATION
ACTIVITIES
At the end of the  Cardinal and
1.3
TEACHING-LEARNING
- use cardinal/ordinal
numbers in several
and year.
Quality, Size,
Shape, Age,
Colour
contexts
 Nationality,
appropriately.
- arrange
describe
Profession
words
to  Adjective in Series
things
 Description of
Events
according
colours,
to
its  Antonym/
shape,
Synonym.
ALLOCATION
 Listening
 Written test:
- Dictation
- Listening for
- Listening
for
information
people,
sentences
things,
profession,
- Telling
responding
questions
numbers,
to
about
size,
appearance.
jumbled
- Describing
event
-Matching
words
numbers
- Discussing
- Arranging
words
and nationalities
things
based on physical
origin,
information
- Completing
 Speaking
- Describing
TIME
21 x 45’
124
materials,
quality
and
quantity
- Role
playing
dialogues
appropriately.
- arrange
- Retelling stories
words
describe
to
people
 Reading
- Understanding
and
discussing passages.
according
to
the
profession,
- Short passages
- Dialogues
nationality, physical
 Writing
- Describing things
appearance,
- Arranging jumbled
characteristic,
quality,
paragraphs.
and
- Writing
paragraphs
based on pictures.
activities
appropriately.
- arrange
words
with suitable words
to
- Matching words
125
describe
an
event
according to the time
of the day, name of
day/date,
month,
year appropriately.
- apply
antonym/
synonym
appropriately.
126
Unit
: 4. Could you help me?
BASIC
INDICATORS
MATERIALS
COMPETENCE
TEACHING-LEARNING
ACTIVITIES
1.4
At the end of the lesson,  Expressions of
Producing
the students are able to:
Regrets and
- Dictation
interpersonal
Apologies
- Listening
utterances
used
for
basic
functions.
EVALUATION
of
regrets
and  Expressions of
Sympathy
apologies
 Adjectives of
appropriately.
Feelings
- apply the expressions  Adjectives ‘–
ing’ vs ‘–ed’
of
sympathy
 Adjectives Set
appropriately.
Expressions
- apply the adjectives of  Subject-Verb
feelings, adjectives ‘–
ing’ vs
‘–ed’,
and
Agreement
 Expressions of
Asking and
ALLOCATION
 Listening
 Written test:
- Listening for
for
information
information
- Completing
 Speaking
dialogues/
sentences
- Pronunciation
- Arranging
practice
- Dialogue practice
jumbled
- In pairs, creating and
dialogues
practicing dialogues
- Identifying
dealing with regret
incorrect
and
words
apologies,
sympathy, asking for
and
TIME
giving
information, offering
22 x 45’
127
adjectives
set
Giving
Permission
expressions
 Grammar:
appropriately.
- apply
Modals +
subject-
verb
Auxiliary
 Expressions of
agreement
Commands and
appropriately.
Request
- apply the expressions  Expressions of
of
asking
for
and
Offering Things
and Services
giving
permission
appropriately.
commands
- Role playing
- Expressing feelings
about certain events
 Reading
- Reading
and
requests appropriately.
for
information
- Dialogues
 Writing
- Completing
dialogues
- Rearranging jumbled
dialogues
of
things and services.
128
of offering things and
services appropriately.
- apply
modal
auxiliary
appropriately.
+
129
LESSON PLAN
Unit
: 1. How are you?
Topic
:
 Greetings and Leave Takings
 Introducing
 Thanking
 Apologizing
 Grammar Review:
- Personal Pronoun
- Simple Present Tense
Time Allocation
: 10 x 45’
Basic Competence
: Understanding the transactional and interpersonal discourse used in daily activities.
Indicators
: At the end of the lesson, the students are able to:
1. apply the expressions of greetings and leave takings appropriately.
2. apply the expressions of introducing yourself and other people appropriately.
3. apply the expressions of thanking appropriately.
4. apply the expressions of apologizing appropriately.
5. apply personal pronoun and simple present tense appropriately.
130
Learning Strategy
:
Meeting 1
Time Allocation
: 2 x 45’
Learning Strategy
Teacher’s Activities
Time
Students’ Activities
Allocation
Pre-Activity:
Pre-Activity:
1. Greeting the students.
1.
Greeting the teacher.
1’
2. Reviewing previous materials.
2.
Answering the teacher’s questions.
3’
ORACY CYCLE
ORACY CYCLE
3. Introducing and defining the new topic by giving 3.
Discussing some questions (TASK 1).
2’
warming-up (TASK 1).
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Greetings and Leave 4.
Listening to the teacher’s explanation.
7’
Repeating the teacher’s pronunciation.
7’
7’
Takings.
5. Giving correct pronunciation of some expressions 5.
used in Greetings and Leave Takings.
6. Giving explanation about Introducing Yourself and 6.
131
Other People.
7’
Repeating the teacher’s example (TASK 2).
9’
Practicing the dialogues in TASK 2 in groups.
9’
used in Introducing Yourself and Other People.
8. Reading the dialogues in TASK 2.
8.
9. Monitoring the students while practicing the 9.
dialogues in TASK 2 in groups.
10. Giving explanation about Thanking.
10. Listening to the teacher’s explanation.
7’
11. Giving correct pronunciation of some expressions 11. Repeating the teacher’s pronunciation.
7’
used in Thanking.
12. Repeating the teacher’s example (TASK 3).
9’
13. Monitoring the students while practicing the 13. Practicing the dialogues in TASK 3 in pairs.
9’
dialogues in TASK 3 in pairs.
Post-Activity:
Post-Activity:
14. Concluding today’s activities.
14. Answering the teacher’s questions.
3’
15. Giving homework.
1’
16. Previewing the next meeting’s materials.
1’
17. Closing.
17. Closing.
1’
132
Meeting 2
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1. Greeting the teacher.
1’
3’
3. Previewing today’s materials.
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Apologizing.
4.
7’
7’
6.
Repeating the teacher’s example (TASK 4).
4’
Practicing the dialogue in TASK 4 in pairs.
4’
used in Apologizing.
6. Reading the dialogue in TASK 4.
dialogue in TASK 4 in pairs.
8.
Listening to the teacher’s example (TASK 5).
9’
Practicing the dialogues in TASK 5 in groups.
9’
133
dialogue in TASK 5 in groups.
10. Playing the recording in TASK 6 three times.
10. Listening to the recording in TASK 6 carefully and
(The script of the listening can be seen in the
5’
making some notes what the speaker says.
Teacher’s Manual)
11. Asking some questions based on the recording in
11. Answering the questions in TASK 6.
3’
TASK 6.
12. Monitoring the students while doing TASK 7 in
12. Doing TASK 7 in pairs.
15’
13. Performing TASK 7 in front of the class.
15’
pairs.
13. Selecting who will perform TASK 7 in front of the
class and giving brief feedback toward the students’
performances
Post-Activity:
Post-Activity:
14.
3’
15.
1’
16.
1’
17. Closing.
17.
Closing.
1’
134
Meeting 3
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1.
Greeting the teacher.
1’
2.
3’
3.
2’
Whilst-Activity:
Whilst-Activity:
4. Monitoring the students while doing TASK 8
4. Doing TASK 8 individually.
8’
8’
individually.
performances.
LITERACY CYCLE
LITERACY CYCLE
6. Giving explanation about Simple Present Tense.
14’
135
7. Monitoring the students while doing TASK 1.
6’
8. Discussing TASK 1 in the class.
8. Discussing TASK 1.
6’
9. Giving explanation about Personal Pronouns.
20’
8’
8’
Post-Activity:
Post-Activity:
12. Concluding today’s materials.
3’
1’
14. Previewing the next meeting.
1’
15. Closing.
15. Closing.
1’
136
Meeting 4
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Asking the students to read the paragraph in TASK 3 4. Reading the paragraph in TASK 3 and underlining
and underline the verbs of Simple Present Tense.
15’
the verbs of Simple Present Tense.
5. Asking some questions based on the paragraph in 5. Answering the questions in TASK 3.
8’
TASK 3.
6. Discussing the questions in TASK 3 in the class.
6. Discussing the questions in TASK 3
7. Monitoring the students while doing TASK 4 7. Doing TASK 4 individually.
individually.
8’
15’
137
8. Asking the students to share their work with their 8. Sharing their work with their friends.
10’
friends.
10’
individually.
10. Asking the students to share their work with their 10. Sharing their work with their friends.
10’
friends.
Post-Activity:
Post-Activity:
11. Concluding the whole materials in Unit 1.
5’
1’
1’
14. Closing.
14. Closing.
1’
138
Meeting 5
Evaluation (Test)
Time Allocation
: 2 x 45’
139
Unit
: 2. What does she look like?
Topic
:

Adjectives showing colours, quality, size, shape, age, origin, material

Profession, Nationality

Adjectives showing physical (appearance), non-physical (characteristic)

Nouns showing time, day, date, month, year

Grammar Review:
- Singular-Plural Nouns
Time Allocation
: 12 x 45’
Basic Competence
: Mentioning things, people and characteristics, time, day, month, and year.
Indicators
1. mention things and words to describe things according to its colours, shape, origin, size, materials,
quality and quantity appropriately.
2. mention words to describe people according to the profession, nationality, physical appearance,
characteristic, quality, and activities appropriately.
3. mention time of the day, name of day/date, month, year appropriately.
4. apply singular-plural nouns appropriately.
140
Learning Strategy
:
Meeting 1
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
ORACY CYCLE
ORACY CYCLE
3.Introducing and defining the new topic by giving 3. Describing the picture in TASK 1.
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Describing People: physical 4. Listening to the teacher’s explanation.
15’
(appearance), non-physical (characteristic).
5. Giving correct pronunciation of some words used in 5. Repeating the teacher’s pronunciation.
15’
Describing People.
6’
141
6’
10’
making some notes what the speaker says.
Teacher’s Manual).
9. Asking some questions based on the recording in 9. Answering the questions in TASK 3.
6’
TASK 3.
10. Doing TASK 4.
10’
10’
Post-Activity:
Post-Activity:
3’
1’
1’
15. Closing.
15. Closing.
1’
142
Meeting 2
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Nationalities.
10’
5. Giving correct pronunciation of the countries, people 5. Repeating the teacher’s pronunciation.
10’
and their languages.
6. Monitoring the students while doing TASK 5 in pairs.
15’
9’
8. Monitoring the students while practicing the dialogue 8. Practicing the dialogues in TASK 6 in pairs.
9’
in TASK 6 in pairs.
9. Asking some questions based on the dialogue in 9. Answering the questions in TASK 6.
5’
143
TASK 6.
10. Monitoring the students while doing TASK 7 in
10’
10’
pairs.
performances.
Post-Activity:
Post-Activity:
3’
1’
1’
15. Closing.
15. Closing.
1’
144
Meeting 3
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
8’
8’
individually.
performances.
LITERACY CYCLE
LITERACY CYCLE
6. Giving explanation about Adjectives.
6’
145
7. Reading the words in TASK 1 and discussing TASK
1 in the class.
7. Repeating the teacher’s example and discussing
8’
TASK 1.
10’
10’
10. Giving explanation about Describing Things.
10’
11. Doing TASK 3.
9’
9’
Post-Activity:
Post-Activity:
3’
1’
1’
16. Closing.
16. Closing.
1’
146
Meeting 4
Time Allocation
: 2 x 45’
Learning Strategy
Pre-Activity:
Time
Allocation
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving Explanation about Professions.
5’
5. Doing TASK 4.
5’
5’
7. Doing TASK 5.
5’
5’
9. Giving explanation about Time, Day, and Month.
5’
10. Doing TASK 6.
3’
3’
4’
13. Monitoring the students while practicing the
13. Practicing the dialogue in TASK 7 in pairs.
4’
147
14. Doing TASK 8.
4’
15. Discussing the questions in TASK 8.
4’
16. Giving explanation about Singular-Plural Nouns.
20’
17. Doing TASK 9.
3’
3’
Post-Activity:
Post-Activity:
3’
1’
1’
22. Closing.
22. Closing.
1’
148
Meeting 5
Time Allocation
: 2 x 45’
Learning Strategy
Pre-Activity:
Time
Allocation
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving correct pronunciation of Singular-Plural Nouns.
4. Repeating the teacher’s example.
10’
5. Doing TASK 10.
10’
8’
7. Asking the students to read the paragraph in TASK 11.
7. Reading the paragraph in TASK 11.
10’
8. Asking some questions based on the paragraph in TASK
5’
5’
11.
149
10. Monitoring
the
students
while
doing
TASK
12 10. Doing TASK 12 individually.
8’
individually.
11. Asking the students to share their work with their friends.
11. Sharing their work with their friends.
12. Monitoring
10’
the
students
while
doing
TASK
5’
13 12. Doing TASK 13 individually.
5’
individually.
Post-Activity:
Post-Activity:
5’
1’
1’
17. Closing.
17. Closing.
1’
150
Meeting 6
Evaluation (Test)
Time Allocation
: 2 x 45’
151
Unit
: 3. What is his nationality?
Topic
:
 Cardinal and Ordinal Numbers
 Adjectives of Quality, Size, Shape, Age, Colour
 Nationality, Profession
 Adjectives in Series
 Description of Events
 Antonym/ Synonym
Time Allocation
: 21 x 45’
Basic Competence
: Describing things, people, and characteristics, time, day, month, and year.
Indicators
1. use cardinal/ordinal numbers in several contexts appropriately.
2. arrange words to describe things according to its colours, shape, origin, size, materials, quality and quantity
appropriately.
3. arrange words to describe people according to the profession, nationality, physical appearance, characteristic,
quality, and activities appropriately.
152
4. arrange words to describe an event according to the time of the day, name of day/date, month, year
appropriately.
5. apply antonym/ synonym appropriately.
Learning Strategy
:
Meeting 1
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
ORACY CYCLE
ORACY CYCLE
3. Introducing and defining the new topic by giving 3. Describing the picture in TASK 1.
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Cardinal Numbers.
10’
153
5. Giving correct pronunciation of Cardinal Numbers.
5. Repeating the teacher’s pronunciation.
10’
6. Playing the recording in TASK 2.
9’
writing the numbers down.
Teacher’s Manual)
9’
8. Playing the recording in TASK 3.
5’
circling the numbers in the box.
Teacher’s Manual)
5’
10. Giving explanation in TASK 4.
10’
11. Monitoring the students while answering the 11. Answering the questions in TASK 4.
10’
questions in TASK 4.
10’
Post-Activity:
Post-Activity:
3’
1’
1’
16. Closing.
16. Closing.
1’
154
Meeting 2
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Ordinal Numbers.
10’
5. Giving correct pronunciation of Ordinal Numbers.
10’
6. Monitoring the students while answering the 6.Answering the questions in TASK 5
10’
questions in TASK 5.
10’
8. Reviewing the lesson about Nationality in Unit 2.
6’
9. Giving explanation about Nationality.
10’
8’
11. Monitoring the students while practicing the 11. Practicing the dialogue in TASK 6 in pairs.
8’
155
12. Asking some questions based on the dialogue in 12. Answering the questions in TASK 6.
6’
TASK 6.
Post-Activity:
Post-Activity:
3’
1’
1’
16. Closing.
16. Closing.
1’
156
Meeting 3
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Description of Events.
10’
15’
6. Monitoring the students while practicing the dialogue
15’
15’
10’
9. Practicing the dialogues in TASK 9 in pairs.
10’
8’
in TASK 7 in pairs.
in TASK 9 in pairs.
10. Asking some questions based on the dialogue in
TASK 9.
157
Post-Activity:
Post-Activity:
3’
1’
1’
14. Closing.
14. Closing.
1’
158
Meeting 4
Time Allocation
: 2 x 45’
Learning Strategy
Pre-Activity:
Time
Allocation
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
5. Monitoring the students while practicing the dialogue 5. Practicing the dialogue in TASK 10.
15’
15’
in TASK 10 in pairs.
6.Monitoring the students while doing TASK 11 in
25’
23’
pairs.
7.Selecting who will perform TASK 11 in front of the
159
performances.
Post-Activity:
Post-Activity:
3’
9. Giving homework.
1’
1’
11. Closing.
11. Closing.
1’
160
Meeting 5
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
15’
individually.
5. Selecting who will perform TASK 12 in front of the 5. Performing TASK 12 in front of the class.
15’
performances.
LITERACY CYCLE
LITERACY CYCLE
18’
15’
6. Giving explanation about Simple Past Tense.
15’
161
7.
Doing TASK 1 individually.
Post-Activity:
Post-Activity:
3’
1’
1’
12. Closing.
12. Closing.
1’
162
Meeting 6
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Reviewing the lesson about Professions in Unit 2.
7’
5. Reading the words in TASK 2.
8’
15’
12’
8’
8’
7’
11. Monitoring the students while practicing the dialogue in
7’
6’
TASK 4 in pairs.
163
Post-Activity:
Post-Activity:
3’
1’
1’
16. Closing.
16. Closing.
1’
164
Meeting 7
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Antonym.
10’
5. Doing TASK 5.
14’
15’
7. Giving explanation about Synonym.
10’
8. Doing TASK 6.
14’
15’
Post-Activity:
Post-Activity:
3’
1’
165
1’
13. Closing.
13. Closing.
1’
166
Meeting 8
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4.Giving explanation about Adjectives in Series.
30’
5.Monitoring the students while doing TASK 7.
20’
6.Discussing TASK 7 in the class.
15’
7.Monitoring the students while doing TASK 8.
13’
Post-Activity:
Post-Activity:
3’
9. Giving homework.
1’
1’
11. Closing.
11. Closing.
1’
167
Meeting 9
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
5. Asking the students to read the paragraph in TASK 9 and
5. Reading the paragraph in TASK 9 and
underline the verbs of Simple Past Tense.
10’
15’
underlining the verbs of Simple Past Tense.
10’
8’
8. Asking the students to fill in the blanks, and underline the
8. Filling the blanks and underlining the verbs of
15’
9.
verbs of Simple Past Tense.
Simple Past Tense.
168
10’
10. Asking the students to read the paragraph in TASK 10.
10. Reading the paragraph in TASK 10.
10’
Post-Activity:
Post-Activity:
3’
1’
1’
14. Closing.
14. Closing.
1’
169
Meeting 10
Time Allocation
: 1 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
12’
individually.
5.
Asking the students to share their work with their 5. Sharing their work with their friends.
8’
friends.
6’
individually.
5’
170
Post-Activity:
Post-Activity:
5’
9. Giving homework.
1’
1’
11. Closing.
11. Closing.
1’
171
Meeting 11
Evaluation (Test)
Time Allocation
: 2 x 45’
172
Unit
: 4. Could you help me?
Topic
:

Expressions of Regrets and Apologies

Expressions of Sympathy

Adjectives of feelings

Adjectives ‘–ing’ vs ‘–ed’

Adjectives set expressions

Subject-Verb Agreement

Expressions of Asking and Giving Permission

Grammar: Modals + Auxiliary

Expressions of Commands and Requests

Expressions of Offering Things and Services
Time Allocation
: 22 x 45’
Basic Competence
: Producing interpersonal utterances used for basic functions.
Indicators
1. apply the expressions of regrets and apologies appropriately.
2. apply the expressions of sympathy appropriately.
3. apply the adjectives of feelings, adjectives ‘–ing’ vs ‘–ed’, and adjectives set expressions appropriately.
173
4. apply subject- verb agreement appropriately.
5. apply the expressions of asking for and giving permission appropriately.
6. apply the expressions of commands and requests appropriately.
7. apply the expressions of offering things and services appropriately.
8. apply modal + auxiliary appropriately.
Learning Strategy
:
Meeting 1
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
ORACY CYCLE
ORACY CYCLE
3. Introducing and defining the new topic by giving 3. Describing the picture in TASK 1.
2’
174
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Regret and Apologies.
10’
10’
used in Regret and Apologies.
10’
10’
8. Giving explanation about Sympathy.
9’
9’
used in Sympathy.
10’
10’
Post-Activity:
Post-Activity:
3’
1’
1’
15. Closing.
15. Closing.
1’
175
Meeting 2
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Asking For and Giving
10’
10’
6. Reading the dialogue in TASK 4
9’
9’
8. Giving explanation about Commands and Requests.
10’
9. Giving correct pronunciation of some expressions
10’
Permission.
5. Giving correct pronunciation of some expressions
used in Asking For and Giving Permission.
in TASK 4 in pairs.
used in Commands and Requests.
176
10’
11. Monitoring the students while practicing the
10’
Post-Activity:
Post-Activity:
3’
13 Listening to the teacher’s explanation.
1’
1’
15. Closing.
15. Closing.
1’
177
Meeting 3
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4.Giving explanation about Offering Things and
10’
5.Giving correct pronunciation of some expressions 5. Repeating the teacher’s pronunciation.
10’
Services
used in Offering Things and Services
13’
7. Monitoring the students while practicing the dialogue 7. Practicing the dialogue in TASK 6 in pairs.
13’
in TASK 6 in pairs.
Teacher’s Manual)
8. Listening to the recording carefully and filling the
table in TASK 7.
16’
178
16’
Post-Activity:
Post-Activity:
3’
1’
1’
13. Closing.
13. Closing.
1’
179
Meeting 4
Time Allocation
: 2 x 45’
Learning Strategy
Pre-Activity:
Time
Allocation
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
15’
5. Monitoring the students while practicing the dialogue 5. Practicing the dialogues in TASK 8 in pairs.
15’
in TASK 8 in pairs.
30’
7.Performing TASK 9 in front of the class.
18’
performances.
180
Post-Activity:
Post-Activity:
3’
9. Giving homework.
1’
1’
11. Closing.
11. Closing.
1’
181
Meeting 5
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
10’
8’
individually.
performances
LITERACY CYCLE
LITERACY CYCLE
6. Giving explanation about Adjectives.
10’
182
7. Reading the words in TASK 1 and discussing TASK 1 in 7. Repeating the teacher’s example (TASK 1) and
the class.
10’
discussing TASK 1.
15’
10’
10. Giving explanation about Adjectives of Feelings.
15’
Post-Activity:
Post-Activity:
3’
1’
1’
14. Closing.
14. Closing.
1’
183
Meeting 6
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
15’
13’
6. Giving explanation about Adjectives –ing vs, -ed.
20’
15’
15’
Post-Activity:
Post-Activity:
3’
1’
1’
184
12. Closing.
12. Closing.
1’
185
Meeting 7
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Adjectives Set Expressions.
25’
15’
14’
12’
12’
Post-Activity:
Post-Activity:
3’
1’
1’
186
12. Closing.
12. Closing.
1’
187
Meeting 8
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Modal Auxiliaries.
18’
15’
15’
7. Giving explanation about Subject-Verb Agreement.
30’
Post-Activity:
Post-Activity:
3’
9. Giving homework.
1’
1’
11. Closing.
11. Closing.
1’
188
Meeting 9
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
4. Giving explanation about Subject-Verb Agreement.
15’
15’
12’
7. Asking the students to read the paragraph in TASK 9 and
7.Reading the paragraph in TASK 9and underlining
underline the sentences that express someone’s feelings.
20’
the sentences that express someone’s feelings
8’
8’
9.
189
Post-Activity:
Post-Activity:
3’
1’
1’
13. Closing.
13. Closing.
1’
190
Meeting 10
Time Allocation
: 2 x 45’
Learning Strategy
Time
Allocation
Pre-Activity:
Pre-Activity:
1’
3’
2’
Whilst-Activity:
Whilst-Activity:
10’
individually.
6. Selecting who will perform TASK 10 in front of the class 6. Performing TASK 10 in front of the class.
and
giving
brief
feedback
toward
the
10’
15’
students’
performances
15’
191
individually.
15’
Post-Activity:
Post-Activity:
9. Concluding the whole materials in Unit 1- 4.
15’
1’
2’
12. Closing.
12. Closing.
1’
192
Meeting 11
Evaluation (Test)
Time Allocation
: 2 x 45’
COMMUNICATIVE ENGLISH
FOR GRADE X STUDENTS
OF THE APPLIED-FINE ART DEPARTMENT
OF SMKN 5 YOGYAKARTA
VONNY INDRIAWATI
PREFACE
This book was designed for grade X students of the applied-fine art department
of SMKN 5 Yogyakarta. The materials in this book are intended to increase students’
ability in communicating using English and to present another source of materials as
references for the English teachers of SMKN 5 Yogyakarta. The materials were
designed based on the 2006 Edition of School-Based Curriculum.
This book is divided into two parts- student’s book and evaluation. In the
student’s book, the materials consist of four units. Each unit is divided into two main
sections. First section is Oracy Cycle which focuses on Listening and Speaking skills.
Second section is Literacy Cycle which focuses on Reading and Writing skills. Each
cycle consists of four main activities: 1) Building Knowledge of the Field. It is
aimed to brainstorm the students’ prior knowledge toward the topic given. It
describes what the students already know about it. It enables the students to
comprehend the lesson easier. Besides, this part is aimed to give the students deeper
explanation of the topics. 2) Modelling of the Text. It is intended to provide examples
for the students to comprehend particular topics. Besides, it is also aimed to enable
the students to do the next activities in the next part. 3) Joint Construction of the
Text. This part enables the students to practice the topics learned. 4) Independent
Construction of the Text. It gives chances for the students to practice the topics given
individually. This part can be used as evaluation to measure the students’
achievement toward the materials learned. Besides, the evaluation provides the
measurement toward the students’ achievement for each unit in this book.
I hope you enjoy applying the exercises and activities in this book. I would be
happy to receive any comments that you might like to share with me.
Vonny Indriawati
TABLE OF CONTENTS
PREFACE ……………………………………………………………
i
STUDENT’S BOOK
UNIT 1: HOW ARE YOU? ....……………………………..….……. 1
UNIT 2: WHAT DOES SHE LOOK LIKE? …………...……………. 16
UNIT 3: WHAT IS HIS NATIONALITY? ….. ……...……………… 38
UNIT 4: COULD YOU HELP ME? ..……………………………….. 60
EVALUATION
UNIT 1: HOW ARE YOU? .…....………………………….……….... 81
UNIT 2: WHAT DOES SHE LOOK LIKE? ………………………… 84
UNIT 3: WHAT IS HIS NATIONALITY? ….. ……...……………… 88
UNIT 4: COULD YOU HELP ME? ..……………………………….. 91
TEACHER’S MANUAL ……………………………………………. 96
BIBLIOGRAPHY …………………….……………………….........134
1
TASK 1
Look at the picture and then answer the questions.
Questions:
2. What are they doing?
3. Do you think they know each other?
4. What do you think they say to each other?
Picture is taken from Clip Art.
GREETINGS
What would you say to greet someone?
Listen to your teacher. Repeat after him/her.
Practice your pronunciation.
GREETINGS
RESPONSES
Good morning/ afternoon/ evening.
Good morning/ afternoon/ evening.
Hi, Bill.
Hi, Mary.
Hello, Sam.
Hello, Jim.
How are you?
Fine, thanks.
How is life?
Pretty well, thanks.
How are you doing?
Not bad.
1
LEAVE TAKINGS
What would you say to leave someone?
LEAVE TAKINGS
RESPONSES
Goodbye, Kevin.
Goodbye, Steve.
I’m afraid I have to leave.
Thank you for coming.
This is fun, but I must go now.
See you again.
I’ve really got to go.
OK. See you.
See you later.
See you.
Time and expressions:
+
Good morning
(0:00 p.m. until 12:00 a.m.)
Good night
(9:00 p.m. until 0:00 p.m.)
+
Good afternoon
(12:00 a.m. until 6:00 p.m.)
Good night (time to go bed)
Good evening
(6:00 p.m. until 9:00 p.m.)
Good bye (departing)
Pictures are taken from http://images.search.yahoo.com//
2
INTRODUCING YOURSELF
What would you say to introduce yourself?
RESPONSES
I’d like to introduce myself. My name is Valen.
Nice to meet you. I’m Christi.
Let me introduce myself. My name is Zee.
Glad to meet you. I’m Wiby.
Allow me to introduce myself. I’m Sonia.
Nice to meet you. I’m Dandy.
May I introduce my name? I’m Reina.
Pleased to meet you. I’m Joy.
Hello. I’m Shelomita.
How do you do? I’m Ferly.
Hi. I’m Hyacintha. What’s your name?
Hi. I’m Clarinta.
INTRODUCING OTHER PEOPLE
What would you say to introduce other people?
RESPONSE A
RESPONSE B
I’d like to introduce Sandra Kirana.
Nice to meet you.
Nice to meet you.
I’d like you to meet Angelia.
Pleased to meet you. Pleased to meet you.
I’d like you to meet Ludwina.
Glad to meet you.
The pleasure is mine.
Please meet Rosita Mayasari.
How do you do?
How do you do?
This is Robert Juan.
Hi.
Hi.
3
TASK 2
Practice the dialogues with your friends.
Dialogue 1
Marshel
: Hi, I’m Marshel. Nice to meet you.
Bernard
: Hi, Marshel. Nice to meet you too.
Marshel
: What’s your name?
Bernard
: I’m Bernard.
Marshel
: How do you spell it?
Bernard
: B E R N A R D.
Marshel
: Where are you from, Bernard?
Bernard
: I’m from Magelang. And you?
Marshel
: I’m native.
Bernard
: I see.
Dialogue 2
Sandra
: Hi Ted, I’d like to introduce Angelia.
Angelia, this is Teddy.
Teddy
: Pleased to meet you, Angel.
Angelia
: Pleased to meet you too, Ted.
Teddy
: Where do you come from?
Angelia
: I come from Sumatra.
Sandra
: This is fun, but we must go now. Bye.
Teddy
: Bye. See you.
4
THANKING
What would you say to thank someone?
THANKING
RESPONSES
Thank you.
You’re welcome.
Thanks a lot.
Don’t mention it.
Thanks.
Forget it.
Thanks a million.
Sure.
Thank you very much.
It was my pleasure.
Thank you so much for helping me.
Don’t worry about it.
I’m very grateful for lending me a computer.
Thank you just the same.
In general, people thank someone:
for a gift
for a compliment and a wish of success
for a favor
for an invitation
for an offer of help
for services
TASK 3
Practice the dialogues with your friend.
Dialogue 1
Peter
: Happy Birthday, Bella!
Bella
: Thank you for coming.
Peter
: And….this is for you. I hope you like it.
Bella
: Wow….it’s beautiful! Thank you very much, indeed!
Peter
: You’re welcome.
5
Dialogue 2
Willy
: Hi, Rona. You look so busy.
Rona
: Yes, you’re right. I have to move these tables and chairs.
Willy
: May I help you?
Rona
: Sure, thanks.
Dialogue 3
Agung
: Can you come over for dinner on Saturday?
Nila
: Oh, I’d love to, but I’ve got an appointment at seven. Sorry.
Agung
: It’s okay. We’ll do it some other time.
Nila
: Thanks.
APOLOGIZING
What would you say to apologize?
APOLOGIZING
RESPONSES
I’m sorry for disturbing you.
That’s OK.
Sorry for disturbing you.
That’s quite all right.
I apologize for my being late.
I’d like to apologize for my being late.
No problem.
Please accept my apologies for disturbing you.
Forget it.
I’m terribly sorry about that.
No big deal.
Please forgive me.
It’s OK.
6
TASK 4
Practice the dialogue with your friend.
Andri
: Good morning, Sir.
Mr. Luki
: Good morning, Andri.
Andri
: I’m sorry for my being late, Sir.
Mr. Luki
: Why did you come late today?
Andri
: I got up late this morning.
Mr. Luki
: OK. That’s all right for this time. But, starting tomorrow, you
mustn’t be late.
Andri
2
: I won’t, Sir.
TASK 5
Close your book and listen to your teacher.
Then open your book and practice the dialogues with your friends.
Mind your pronunciation and intonation.
Dialogue 1
Bagus
: Hi. I’m Bagus.
Marin
: Hi, Bagus. I’m Marin.
Bagus
: Are you from Jakarta?
Marin
: Yes, I am. And you?
Bagus
: I am from Semarang.
7
Dialogue 2
Suzanne
Mr. Heru
: Good morning. I’m Mr. Heru. What’s your name?
Suzanne
: I’m Suzanne, Sir.
Mr. Heru
: S U S A N, right?
Suzanne
: No, Sir. SUZANNE.
Mr. Heru
: Oh! Nice to meet you, Suzanne.
Suzanne
: Nice to meet you too, Mr. Heru.
Dialogue 3
Albert
: Suzanne, meet Marin, my sister.
Marin, this is my new friend, Suzanne.
Suzanne
: Hi, Marin. Pleased to meet you.
Marin
: Hi, Suzanne. Pleased to meet you too.
TASK 6
Listen to the recording carefully. Make some notes, and then answer the questions.
The recording will be played three times.
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
8
Questions:
1. What is the name of the speaker?
2. What is the speaker’s nick name?
3. How old is the speaker?
4. Where does the speaker live?
5. What is the speaker’s occupation?
3
TASK 7
Work in pairs. Read the situations below. Make dialogues based on the situations.
Then perform the dialogues in front of the class.
1. You meet your headmaster at 7.00 a.m.
What would you say to greet him/ her?
2. You want to go to bed at night.
What would you say to your parents?
3. You have a new classmate.
How would you introduce yourself to him/her?
4. You have a new friend. You want to introduce your friend to your mother.
What would you say?
5. You lost your money in the schoolyard.
One of your friends found it and returned it to you.
What would you say? How would your friend respond to it?
4
TASK 8
Introduce yourself in front of the class.
Then, introduce your friend sitting next to you to the class.
9
1
SIMPLE PRESENT TENSE
Let’s study the Simple Present Tense.
Understand the pattern and the explanation.
Read the examples.
1. I go to school at 6.30 o’ clock.
2. She does not like coffee.
3. Do they come to your house?
Functions:
1. To express activities or situations that occurs now.
2. To express habitual action (routine).
3. To express general truth (facts).
Pattern:
1. Positive form
Pattern A
Pattern B
S + to be (am/ is/ are) + ……..
I
am
You
We
S + V1 (s/ es) + ……..
I
You
are
We
They
They
He
He
She
It
is
V1
She
It
10
V1 (s/ es)
2. Negative form
Pattern A
S + to be (am/ is/ are) + not + …..
Pattern B
S + do/ does + not + V1 + …
3. Interrogative form
Pattern A
To be (am/ is/ are) + S + …..?
Pattern B
Do/ Does + S + V1 +…?
Time signal:
always, generally, usually, often, regularly, sometimes, nowadays,
every ……
TASK 1
Complete the sentences using simple present tense of the verbs in brackets.
1. I _________ tea for breakfast. (usually, drink)
2. Nora _________ a TV in the evening. (watch)
3. The sun _________ in the east. (rise)
4. They _________ farmers. (be, not)
5. _________ Marshel and Mischa happy? (be)
6. Dina _________ lunch with her family every day. (usually, have)
7. Mrs. Sally _________ a teacher. (be)
8. _________ your grandfather angry? (be)
9. She _________ to the bank every Monday. (always, go)
10. Ferdy _________ a singer. (be, not)
11
PERSONAL PRONOUNS
A pronoun is used in place of a noun. It refers to a noun. I, he, she, it, we, you,
and they are personal pronouns as subject pronouns.
Now, read the sentences below.
1. Hi, I am Bagas. This is my sister, Dina. She is a student.
2. This is Krisna. He is my cousin.
3. Look at those girls! They are my classmates.
4. We are students of SMK Negeri 5 Yogyakarta.
Me, him, her, it, us, you, and them are personal pronouns as object pronouns.
5. My grandmother gives me some money.
6. We choose you as a leader.
7. Mrs. Sinta told you to go to the library.
8. Look at Tika! Her parents love her so much.
9. Mr. Burhan is a wise man. I like him.
10. My father buys a hamster. He puts it in a cage.
11. We love basketball. Dedy wants us to join his team.
12. The students are in the laboratory. Mr. Seto asks them to do an experiment.
12
My, his, her, its, our, your, and their are personal pronouns as possessive
adjectives. Possessive adjectives are followed immediately by a noun. They do
not stand alone.
Mine, his, hers, its, ours, yours, and theirs are personal pronouns as
possessive pronouns. Possessive pronouns are not followed immediately by a
noun. They stand alone.
13. This is my bag. This is mine.
14. I borrow your pen. I will return yours tomorrow.
15. It is his dictionary. I use his to do my homework.
16. It is her pencil case. She forgot to bring hers.
17. These are our motorcycles. We park ours in the parking area.
18. These are their balls. They save theirs in the box.
TASK 2
Complete the text with the correct personal pronouns.
Hello, friends. I’d like to introduce myself. (1) ________ name is Leny
Setyawati. But you can call (2) ________ Leny. (3) ________ was born in Klaten on
August 4, 1992. I am sixteen years old. I live at Jalan Cendrawasih number eleven. I
live with my parents. (4) ________ are Mr. and Mrs. Eddy. (5) _______ father is an
architect and my mother is a singer. I have a sister. (6) ________ name is Anisa. (7)
________ likes cooking. I also have a brother. (8) ________ name is Dendy. (9)
________ has a pet. (10) ________ is a cute dog.
13
2
TASK 3
Read the paragraph in the box and then underline the verbs of Simple Present Tense.
Then, answer the questions.
Mr. Farid is a school bus driver. Every day he gets up at 5:00 a.m. and
prepares for his day. He showers, eats his breakfast, and puts on his uniform. His
wife drives him to the station where he checks in with his supervisor. Then, he gets
on Bus #10 and starts the engine. He pulls out of the parking lot and begins his
route. At his first stop, he picks up a boy, who lives in a red house on the corner of
Sudirman Street. At the next stop, the twins get on the bus. They attend class at
Kanisius Elementary. More children get on at the next three stops, and they ride
until the bus reaches their school. Mr. Farid enjoys seeing the kids every day and is
happy to see them again in the afternoon when he drives them safely back home.
Vocabulary:
school bus driver
: sopir bis sekolah
shower
: mandi
put on
: memakai, mengenakan
supervisor
: pengawas
pull out
: mengeluarkan
pick up
: menjemput
14
Questions:
1. Who is Mr. Farid?
2. What time does he usually get up?
3. Who does Mr. Farid pick up at the first stop?
4. Where will the children go?
5. Does Mr. Farid enjoy his job? Why?
3
TASK 4
Look at the pictures. Make a story based on the situations using Simple Present
Tense. Then, share it with your friends.
1
2
4
5
3
Pictures are taken from http://images.search.yahoo.com// and Clip Art.
4
TASK 5
Make 5 sentences using Simple Present Tense.
Then, share it with your friends.
15
1
TASK 1
Look at the picture. Can you describe the woman in the picture?
Picture is taken from http://images.search.yahoo.com//
DESCRIBING PEOPLE
PHYSICAL (APPEARANCE)
 Height: tall, short, medium height
 Build: slim, thin, fat, skinny, well-built, frail, stocky, plump, slender
 Age: young, elderly, middle-aged, teenager, in 20s, 30s, 40s
 Face: round, oval, square, with scares, wrinkles, freckles, sun-tanned, pale
 Eyes: big, round, blue eyes, large, small, bright, narrow
 Hair: bald, straight, curly, spiky, wavy
 Complexion: light-brown, fair, tanned, pale, dark
16
NON-PHYSICAL (CHARACTERISTIC)
careful, hard-working, cheerful, broad-minded, active, curious, aggressive, tough,
careless, practical, sensible, independent, strong-minded, stupid, generous, loyal,
moody, trusting, modest, tolerant, friendly, dull, boring, imaginative, ambitious,
sensitive, gentle, energetic, confident, selfish, shy, stubborn, reliable, intelligent.
Look at the pictures. Listen to your teacher. Read the words below the pictures aloud
using proper pronunciation.
Height
Build
He is tall He is short He is medium height
She is skinny
She is thin
She is slim
She is slender
She is fat
She is overweight
She is plump
She is stocky
Type of hair
She has long, straight, black hair.
She has medium length, straight, blonde
hair.
She has short, straight, black hair.
She has medium length, wavy, red hair.
She wears glasses.
17
He has no hair.
She has short, curly, blonde hair.
Type of complexion
He is Asian. He has light-brown skin.
She is white. She has slightly tanned skin.
She is black. She has dark skin.
She is white. She has very pale skin.
He is white. He has fair skin.
Other features
moustache
beard
chin
lips
forehead
cheeks
teeth
nostrils
eyebrows
Pictures are taken from www.eslgold.com
18
TASK 2
What would you say to describe people?
Marta
: Do you come here alone?
Nana
: No, I don’t. I come with my father and my sister.
Marta
: Which one is your father?
Nana
: He’s the one with short, curly, black hair. And he has beard.
Marta
: And…what does your sister look like?
Nana
: She has long, straight, black hair.
Marta
: I see.
TASK 3
Listen to the recording carefully. Make some notes, and then answer the questions.
The recording will be played three times.
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………
Questions:
1. What does Anita look like?
2. What is Anita wearing?
3. Why do Anita’s friends like her?
19
TASK 4
Look at the pictures below.
Describe their appearances and then share it with your friend.
Pictures are taken from http://images.google.co.id//
NATIONALITIES
Study the countries, people, and their languages.
Say them using proper pronunciation.
COUNTRY
NATIONALITY
LANGUAGE
Australia
Australian
English
Austria
Austrian
German
Brazil
Brazilian
Portuguese
Canada
Canadian
French, English
England
Englishman
English
Indonesia
Indonesian
Indonesian
Italy
Italian
Italian
Japan
Japanese
Japanese
Korea
Korean
Korean
Malaysia
Malaysian
Malay
Norway
Norwegian
Norwegian
Philippines
Filipino
English
Portugal
Portuguese
Portuguese
Russia
Russian
Russian
20
Saudi Arabia
Saudi Arabian
Arabic
Scotland
Scottish
English
Thailand
Thai
Thai
Singapore
Singaporean
Malay, English
Spain
Spanish
Spanish
Sweden
Swede
Swedish
Switzerland
Swiss
French
USA
American
English
Taken from Multi-Purpose English for Vocational School Students pg.10
TASK 5
Work in pairs. Make dialogues based on the pictures below.
Then practice them with your friend.
Look at the example.
Example:
Hi, Andi. I’m Michael.
Call me Mike.
Hi. I’m Andi.
Right. I’m from England.
I’m Englishman.
You’re the famous
football player from
England, right?
Nice to meet you too, Andi.
Nice to meet you, Mike.
Pictures are taken from Clip Art.
21
1
Suzanne - Brazil
Joko
2
Jordan – USA
Farhan
3
Briggita – Scotland
Donny
22
2
TASK 6
Close your book and listen to your teacher. Answer the questions.
Then open your book and perform the dialogue with your friend.
Siska
: Do you have brothers or sisters?
Heri
: Yes, I only have one brother.
Siska
: Could you tell me about your brother?
Heri
: Sure, my brother is older than me. He studies in Sanata Dharma
University.
Siska
: What does your brother look like?
Heri
: He is tall and well-built. He has oval face and curly hair. He also has
big eyes and pointed nose. He wears eyeglasses.
Siska
: How about his character?
Heri
: He is very hard-working and sociable.
Siska
: I see.
Questions:
1. How many brothers and sisters does Heri have?
2. What does Heri’s brother look like?
3. Is Heri’s brother wearing eyeglasses?
4. What kind of person is Heri’s brother?
23
3
TASK 7
Work in pairs. Arrange the sentences into a proper dialogue. Then perform the
dialogue in front of the class.
Santi
Johan
Does she have wavy hair?
O, gosh. Can’t you remember her?
She was our friend in elementary
school. She is cute and beautiful.
I see.
Yes, that’s right.
Hmm ….Has she got small eyes
and an oval face?
Not bad. Yesterday I met Rika.
Who is she?
Yes, she does.
She likes writing poems, doesn’t she?
You’re right.
Hi! How are you?
4
TASK 8
1. Tell about the people in your family in front of the class.
Describe their personality and appearance.
2. Describe your friend’s personality and appearance sitting next to you.
24
1
ADJECTIVES
Adjectives are used to describe nouns. They give more details or information about
the nouns they are associated with.
TASK 1
Read the words on the box aloud. What do the words mean?
ambitious
crazy
horrible
lazy
bad
fat
impatient
ugly
beautiful
friendly
intelligent
dizzy
big
handsome
kind
miserable
TASK 2
Match the definition in column A with the correct words in column B.
A
B
1. He always says ‘Please’ and ‘Thank you’. He is a very a. impatient
________ child.
b. happy
2. He starts work at 6:00 every day and often works overtime or c. beautiful
at weekends. He is really _______.
d. intelligent
3. She finds it very easy to learn things and has passed all his e. hard-working
exams. He is extremely _______.
f. shy
4. She never smiles on her face and always looks unhappy. She g. stupid
is so _______.
h. lazy
5. He hates working and would prefer to stay at home all day in i. miserable
front of the television. He is so _______.
j. ambitious
6. He hates waiting for people or trains and can’t stand it when k. polite
things don’t happen immediately. He is very _______.
25
l. generous
7. The man has a lot of money. He always gives charities to
poor people. He is so _______.
8. She doesn’t like meeting strange people and usually feels
nervous and uncomfortable at parties. She is extremely
_______.
9. She always smiles and thinks life is wonderful. She seems to
be really _______.
10. She works as a model. When she walks into a room, every
man turns and stares at her. She is really _______.
DESCRIBING THINGS
 Size: big, gigantic, huge, large, long, short, wide, narrow.
 Shape: crooked, curved, deep, flat, round, square, circular, oval, triangular.
 Age: ancient, modern, old, new.
 Color: red, black, blue, white, pink, grey, black, green.
 Origin: Italian, English, Thai, French, Greek, American, Japanese, Chinese.
 Material: wooden, silk, silver, plastic, ceramic, paper, iron, cotton, metal.
Look at the pictures. Read the words below the pictures aloud using proper
pronunciation.
It is a big brown Thai elephant
It is a new black Japanese car.
26
TASK 3
Look at the pictures below. Then, describe the things.
PROFESSIONS
TASK 4
What do these people do?
Match the pictures with the names of the jobs.
Describe each person’s job. Then, share your work with your friend.
Example: I am a sales clerk. I work in a store. I serve customers.
1
2
3
4
5
6
27
7
8
9
a chef
a sales clerk
a mechanic
a journalist
a secretary
a teacher
a surgeon
a baker
a computer programmer
in a store
for the International News
at the Seafood Restaurant
in a bakery
in a workshop
in a hospital
in a company
in a school
in an office
write for the newspaper
teach students
handle paperworks
cook the meals
serve customers
perform medical operation
make programs for computers
make cakes
repairs cars
TASK 5
Match the pictures with the names of the jobs. Then, complete the sentences with the
words in the box.
1
policeman/ policewoman
bricklayer
waiter/ waitress
dustman
architect
plumber
travel agent
vet
electrician
2
3
28
4
7
5
6
8
9
1. A ____________ helps you book a journey or a holiday.
2. An ___________ designs new buildings.
3. A ____________ collects people’s rubbish which is usually in a garbage can.
4. A ____________ is a doctor who treats sick or injured animals.
5. An ___________ repairs the electricity.
6. A ____________ builds houses, etc.
7. A ____________ tries to stop people breaking the law.
8. A ____________ serves you in a restaurant.
9. A ____________ repairs the pipe.
29
TIME
Morning
Afternoon
(0:00 p.m. - 12:00 a.m.)
(12:00 a.m. - 6:00 p.m.)
Evening
Night
(6:00 p.m. - 9:00 p.m.)
(9:00 p.m. - 0:00 p.m.)
Look at these clocks. Read the sentences.
What time is it?
What time is it?
It is twelve o’clock.
It is twelve fifteen or quarter past
twelve.
What time is it?
What time is it?
It is twelve thirty or half past twelve.
It is twelve forty-five or quarter to
one.
30
TASK 6
Complete the sentences based on the clocks.
1.
3.
Terry : What time do you get up?
Aldo : What time do you arrive at home?
Rido
Bella : At ……
: At …..
2.
Denis : What time does your school begin?
Nanda : At …..
DAY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
MONTH
January
February
March
April
May
June
July
August
September
October
November
December
31
TASK 7
Perform the dialogue with your friend.
Felix : When is your birthday?
Marta : My birthday is in June.
Felix : When were you born?
Marta : I was born on the fourteenth of June nineteen ninety-one.
Felix : So, how old are you now?
Marta : I am seventeen years old.
TASK 8
Look at Kartika’s plan and answer the questions.
2008
Sunday
Thursday
June 1st, 2008
My uncle’s wedding party.
Friday
June 27th, 2008
Monday
Go to the seminar
June 9th, 2008
Math Exam
Saturday
June 14th, 2005
Tuesday
Go and see the movie
32
Wednesday
June 4th, 2008
Wash the motorcycle
Questions:
1. When will Kartika go and see the movie?
2. When will Kartika’s uncle hold the wedding party?
3. When does Kartika have a Math exam?
4. When must Kartika wash the motorcycle?
5. When will Kartika go to the seminar?
SINGULAR-PLURAL NOUNS
Let’s study about singular-plural nouns.
Understand the pattern and the explanation. Read the examples below.
SINGULAR
PLURAL
One bird
Two birds
To make plural nouns, add –s.
One street
Two streets
One rose
Two roses
One dish
Two dishes
One match
Two matches
One class
Two classes
One box
Two boxes
One baby
Two babies
If a noun ends in consonant –y, change ‘y’ to ‘i’ and add –es.
One city
Two cities
If –y is preceded by a vowel, add only –s: boys, days, keys, etc
One knife
Two knives
If a noun ends in –fe or –f, change the ending to –ves.
One shelf
Two shelves
Exceptions: beliefs, chiefs, roofs, cuffs.
Add –es to nouns ending in –sh, -ch, -ss, -x.
33
One tomato
Two tomatoes
The plural form of nouns that end in –o is sometimes –oes and
One zoo
Two zoos
sometimes –os.
One zero
Two zeros
-oes: tomatoes, potatoes, heroes, echoes, mosquitoes.
-os: zoos, radios, studios, pianos, photos.
-oes or –os: volcanoes/ volcanos.
One child
Two children
Some nouns have irregular plural forms.
One foot
Two feet
One goose
Two geese
One mouse
Two mice
One tooth
Two teeth
One woman
Two women
One deer
Two deer
The plural form of some nouns is the same as the singular
One fish
Two fish
form.
One sheep
Two sheep
Taken from Multi-Purpose English for Vocational School Students pg. 53
TASK 9
Change into plural forms.
1. one chair, two ….
2. one glass, five ….
3. a wife, four ….
4. an orange, some ….
5. one watch, three ….
Listen to your teacher. Repeat after him/ her.
s = /z/
s = /s/
s = /iz/
bag
bags
clerk
clerks
dress
dresses
pencil
pencils
cook
cooks
actress
actresses
shoe
shoes
student
students
watch
watches
34
TASK 10
Pronounce these plural nouns. Then classify them in the correct column.
iz
candles
desserts
slices
glasses
doughnuts
oranges
eggs
vegetables
chickens
snacks
noodles
sandwiches
cups
chips
2
z
s
TASK 11
Read the paragraph below and then answer the questions.
My cousin is a sales clerk of a big supermarket. I think that she is a very
interesting girl. She is friendly so she has many friends. Now, she is in an
appropriate position. She is very busy because she has many tasks. She must serve
customers in a polite and friendly helpful manner. She also writes down customer
orders if necessary. Beside she helps serving counter area clean and tidy at all
times. She also checks stock delivery details, ensuring correct stock has been
delivered, price up and put stock on shelves in stockroom.
Taken from Multi-Purpose English for Vocational School Students pg. 27
35
Vocabulary:
cousin
: saudara sepupu
sales clerk
: penjaga toko, pramuniaga.
customer
: pelanggan
order
: pesanan
stock
: persediaan barang.
Questions:
1. What is the main idea of the paragraph above?
2. What is the profession of the writer’s cousin?
3. Why does she have many friends?
4. What are her duties?
5. How does she serve customers?
3
TASK 12
Describe your daily activities based on the clocks below. What do you usually do
from 5 a.m. until 10 p.m.?
1.
2.
3.
4.
5.
6.
7.
8.
36
4
TASK 13
Find other examples of singular-plural nouns as much as possible and then share it
with your friend.
37
1
TASK 1
Look at the picture below. Describe the picture according to the size, colour, and
function.
CARDINAL NUMBERS
Cardinal numbers express quantity.
Read these cardinal numbers aloud.
0
1
2
3
4
5
6
7
8
9
10
zero
one
two
three
four
five
six
seven
eight
nine
ten
11
12
13
14
15
16
17
18
19
20
21
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
twentyone
22
30
40
50
60
70
80
90
100
101
1000
twentytwo
thirty
forty
fifty
sixty
seventy
eighty
ninety
one
hundred
one
hundred
and one
one
thousand
TASK 2
Listen to the recording carefully. There will be pairs of two different numbers.
Write them down.
38
TASK 3
Listen to the recording carefully. There will be 15 numbers mentioned in the
recording. Circle those numbers.
18
2
108
669
59
95
86
171
53
665
8
13
95
24
50
34
1
752
16
212
23
10
37
68
416
TASK 4
Read the explanation, and then answer the questions.
Addition
14 + 5 = 19 (fourteen plus five is nineteen)
56 + 2 = 58 (fifty-six plus two equal to fifty-eight)
Subtraction
25 – 4 = 21 (twenty-five minus four is twenty-one).
34 – 7 = 27 (thirty-four minus seven equal to twenty-seven).
Multiplication
10 x 5 = 50 (ten times five is fifty)
7 x 3 = 21 (seven times three equal to twenty-one)
Division
30 : 3 = 10 (thirty is divided by three is ten)
24 : 8 = 3 (twenty-four is divided by eight equal to three)
39
Questions:
1. Koko’s father gave Koko five marbles. Then, his brother bought him seven
marbles. So how many marbles does Koko have?
2. Mr. Fahri has 35 hens. Yesterday 8 hens were dead. So how many hens does Mr.
Fahri have now?
3. Mrs. Wirda buys some stationery for her children. She buys 5 pens for Rudi and
3 pens for Dira. Each pen is Rp 1,500.00. She also buys 10 books. It’s Rp
3,000.00 each. How much does she spend to buy those stationeries?
4. Mrs. Indah has a cake. She has three children. She cuts it into 15 pieces. How
many pieces of cake does each child get?
5. Yuni has 15 balloons. A few minutes ago Yuni lose her 9 balloons. So how many
balloons does Yuni have now?
ORDINAL NUMBERS
Ordinal numbers indicate order or rank.
The article "the" normally goes in front of an ordinal number.
Read these ordinal numbers aloud.
1st = first
2nd = second
3rd = third
4th = fourth
5th = fifth
6th = sixth
7th = seventh
8th = eighth
9th = ninth
10th = tenth
11th = eleventh
12th = twelfth
15th = fifteenth
20th = twentieth
21st = twenty first
22nd = twenty second
23rd = twenty third
30th = thirtieth
35th = thirty fifth
40th = fortieth
40
50th = fiftieth
60th = sixtieth
70th = seventieth
80th = eightieth
90th = ninetieth
100th = one hundredth
1000th = one thousandth
TASK 5
Pronounce the ordinal numbers using proper pronunciation.
1. 3rd floor
6.
June 14, 1986
2. 2nd building
7.
December 10, 1950
3. 8th book
8.
August 17, 1945
4. April 19
9.
King Henry IV
5. February 28
10. Queen Elizabeth II
NATIONALITY
Review your lesson in Unit 2.
Look at the pictures. Read the explanation below the pictures.
It is Napoleon. His name is Napoleon Bonaparte. He comes from France. He is dead.
He is French.
They are 'The Beatles'. Their names are John Lennon, Paul McCartney, Ringo Starr
and George Harrison. They come from England. They' are British. John Lennon and
George Harrison are dead. Paul lives in England and Ringo lives in Monte Carlo.
Pictures are taken from www.eslgold.com
41
Here’s the pattern when we ask about someone’s nationality.
Question
Short answer
"What's your name?"
"Where do
"It's Lynne Hand."
you come "From England."
Long answer
"My name is Lynne Hand."
"I come from England."
from?"
"Where are you from?"
"From England."
"What country do you "From England."
come from?"
"Where do you live?"
"What
nationality
"In London."
are "I'm English."
you?"
TASK 6
Receptionist
: What’s your name, please?
Guest
: I’m Mr. Bean.
Receptionist
: Do you come from London?
Guest
: No, I come from Derby.
Receptionist
: Do you live in Derby?
Guest
: No, I live in London.
Receptionist
: Are you English?
Guest
: Yes, I am.
Receptionist
: Thank you.
Guest
: You’re welcome.
42
"I live in London."
"My nationality is English."
Questions:
1. What is the guest’s name?
2. Where does he come from?
3. Where does he live?
4. What is Mr. Bean’s nationality?
DESCRIPTION OF EVENTS
Description of events includes the time of the day (day, date, month, and year).
TASK 7
Bagus
: Hi, Rudy! What are you doing?
Rudy
: Hi, Bagus! I am reading a newspaper. By the way, do you still
remember natural disaster that hit Bantul a few years ago?
Bagus
: Do you mean earthquake that hit Bantul?
Rudy
: Yes. I still remember it happened on May 27, 2006.
Bagus
: What do you think about that?
Rudy
: Very terrible. I have never seen such a horrifying disaster before.
Bagus
: I think this is one of the big disasters in our country.
Rudy
: You’re right. Many people died and became the victims.
Bagus
: Indonesia is crying. There have been so many natural disasters
recently in our country.
Rudy
: Right. Flood happened in some area, while storm and landslide hit
other areas.
Bagus
: But we can’t blame nature.
43
Rudy
: You’re right. We human beings are responsible for the most parts of
disaster.
Bagus
: I see.
TASK 8
Underline the sentences in the dialogue above that describe an event. Then retell the
dialogue above using your own words. Share it with your friend.
TASK 9
Practice the dialogue with your friend. Then, answer the questions.
Rindra
: Hi, Ben. How was your holiday?
Benny
: Oh, really good. I went to Jakarta.
Rindra
: What did you do there?
Benny
: On Sunday, the 8th of June, 2008, my family and I went to see Deddy
Corbuzier’s show.
Rindra
: The magician?
Benny
: That’s right. Have you ever seen him?
Rindra
: Yes, I have. But, I just saw his show in the television. He is amazing.
Benny
: Yeah. He did some incredible things during the show. How about
you? What did you do during the holiday?
Rindra
: I just stayed at home for about two weeks.
Benny
: Oh. Perhaps you should have a vacation next holiday.
44
Questions:
1. How was Benny’s holiday?
2. When did Benny and his family see Deddy Corbuzer’s show?
3. Have Rindra ever seen Deddy Corbuzer?
4. How was Rindra’s holiday?
5. What does Benny suggest to Rindra about next holiday?
2
TASK 10
Listen to your teacher. Repeat after him/ her. Then practice the dialogue with your
friend. Mind your pronunciation and intonation.
Receptionist
: Good afternoon, Madam.
Mrs. Smith
: Good afternoon. I want two rooms, please.
Receptionist
: Very well, Madam. What’s your name, please?
Mrs. Smith
: Mrs. Jean Smith. And this is Mrs. White- Mrs. Barbara White.
Receptionist
: What’s your address, please?
Mrs. Smith
: My address is 3 Ward Street, Tasmania, Australia. And Mrs.
Barbara’s address is 9 Sesame Street, Victoria, Australia.
Receptionist
: Thank you, Madam. What’s your nationality, please?
Mts. Smith
: I’m Australian, and Mrs. Barbara is Australian too.
Receptionist
: Thank you, Madam.
Mrs. Smith
: Here’s my luggage.
Receptionist
: One, two, three, four suit-cases.
Mrs. Smith
: And here’s Mrs. Barbara’s luggage.
Receptionist
: One, two, three, four, five suit-cases. Here’s your key, Mrs. Smith.
Room number 10.
45
Mrs. Smith
: Thank you.
Receptionist
: And here’s Mrs. Barbara’s key. Room number 11.
Mrs. Smith
: Thank you very much.
Receptionist
: And here’s a porter. He’s carrying your luggage now.
(Adapted from Situational English Part I: Students’ Book pg. 25-26)
3
TASK 11
Work in pairs. Read the situations below and then make dialogues talking about
these situations. You should include the time of the day (day, date, month, and year).
You can use your imagination.
Then, perform the dialogues in front of the class.
 A robber stole some money from the Central Asia Bank yesterday.
 Last weekend, your family visited Gembiraloka Zoo.
 Last night, a car accident happened in Adi Sucipto Street.
4
TASK 12
Describe your favourite foreign singers’ nationalities in front of the class.
46
1
SIMPLE PAST TENSE
Let’s study the Simple Past Tense.
Understand the pattern and the explanation.
Read the examples:
1. I went to my grandfather’s house yesterday.
2. She did not go to school two weeks ago.
3. Did they visit you last week?
Functions:
To express activities or situations that occurs in the past.
Pattern:
1. Positive form
Pattern A
Pattern B
S + to be (was/ were) + ……..
I
was
You
We
S + V2 + ……..
I
You
were
We
They
They
He
He
She
It
was
She
It
47
V2
2. Negative form
Pattern A
S + to be (was/ were) + not + …..
Pattern B
S + did + not + V1 + …
3. Interrogative form
Pattern A
to be (was/ were) + S + …..?
Pattern B
Did + S + V1 +…?
Time signal:
yesterday, last ….., ….. ago, the day before yesterday.
TASK 1
Complete the sentences using simple past tense of the verbs in brackets.
1. They _________ a car accident yesterday. (see)
2. Siska _________ a television last night. (watch)
3. My family and I _________ in Bali last week. (be)
4. The robber _________ some money from the bank two days ago. (steal)
5. We _________ happy yesterday night. (be, not)
6. She _________ in the classroom a few minutes ago. (eat)
7. You _________ pizza for lunch this afternoon. (have)
8. That famous singer _________ a love song on the stage yesterday. (sing)
9. My mother _________ some chocolate cakes this morning. (make)
10. I _________ well last night. (do, not, sleep)
48
PROFESSION
Review your lesson in Unit 2.
TASK 2
Read the words in the box aloud. What do the words mean? Then describe each
person’s job. Then, share your work with your friend.
policeman
taxi driver
postman
mechanic
housewife
nurse
doctor
barber
typist
engineer
teacher
lawyer
actor
actress
secretary
shopkeeper
TASK 3
Read the following sentences and underline the word that doesn’t fit. Then, write the
correct word.
Example
: She is a doctor. She works in a restaurant. She makes cakes.
Correct answer: chef
1. Kevin is a barber. He works in a salon. He cooks food.
Correct answer
: ____________________
2. Tita is an actress. She sells vegetables and fruits. She works in a market.
Correct answer
: ____________________
3. Willy works for a travel agency. He is a teacher. He takes people on tours.
Correct answer
: ____________________
4. Mr. Burhan delivers mails. He is a postman. He works in the school.
Correct answer
: ____________________
5. Mrs. Tya is a doctor. She works in an office. She answers the phone.
Correct answer
: ____________________
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TASK 4
Practice the dialogue with your friend. Then, answer the questions.
Inspector Jones
: Good morning, Mrs. Green.
Mrs. Green
: Good morning, inspector. Can I help you?
Inspector Jones
: Yes, you can. I am looking for a good book.
Mrs. Green
: This is a good book, inspector.
Inspector Jones
: What is it?
Mrs. Green
: It’s a detective story.
Inspector Jones
: Good! I like detective stories. What’s the murderer’s name?
Mrs. Green
: I can’t tell you that, inspector. I am a librarian. I’m not a
detective.
(Adapted from Question and Answer pg.10)
Questions:
1. What is the Inspector’s name?
2. What is the librarian’s name?
3. What does the Inspector want?
4. Can Mrs. Green help the Inspector?
5. What does the Inspector like?
6. Can Mrs. Green tell the Inspector the murderer’s name? Why?
ANTONYM
An antonym is a word that has the opposite meaning as another word.
Antonyms can be nouns, verbs, adverbs, adjectives, or prepositions, but both words
must be of the same part of speech. It means only a noun can be an antonym of
another noun, only a verb can be an antonym of another verb, and so on.
50
Examples:
dead and alive (adjective)
old and new (adjective)
big and small (adjective)
near and far (adjective)
child and adult (noun)
student and teacher (noun)
war and peace (noun)
in and out (preposition)
slowly and fastly (adverb)
increase and decrease (verb)
TASK 5
Match each word in column A with its antonym in column B. Then find the meaning
of each word.
A
B
1. strong
a. departure
2. cheap
b. solid
3. rich
c. to harvest
4. rough
d. enemy
5. narrow
e. to empty
6. friend
f. seller
7. arrival
g. expensive
8. liquid
h. poor
9. joy
i. to forbid
10. customer
j. wide
11. to attack
k. to add
12. to plant
l. weak
13. to fill
m. smooth
14. to omit
n. to defend
15. to permit
o. sorrow
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SYNONYM
A synonym is a word that has the same (or almost the same) meaning as another
word.
Synonyms can be nouns, verbs, adverbs or adjectives, but both words must be of the
same part of speech. It means only a noun can be a synonym of another noun, only a
verb can be a synonym of another verb, and so on.
Examples:
car and automobile (noun)
child and kid (noun)
baby and infant (noun)
student and pupil (noun)
freedom and liberty (noun)
buy and purchase (verb)
sick and ill (adjective)
quickly and speedily (adverb)
on and upon (preposition)
pretty and attractive (adjective)
TASK 6
Match each word in column A with its synonym in column B. Then find the meaning
of each word.
A
B
1. adoration
a. to aply
2. world
b. modest
3. imagination
c. to reply.
4. ship
d. heritage
5. safety
e. conscious
6. inheritance
f. worship
7. marriage
g. earth
8. aware
h. to alter
9. foolish
i. security
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10. humble
j. to test
11. to change
k. boat
12. to divide
l. to distribute
13. to examine
m. fancy
14. to use
n. silly
15. to answer
o. wedding
ADJECTIVES IN SERIES (NOUN PHRASE)
In English, it is common to use more than one adjective before a noun - for example:
"He is a silly young man," or "She is a smart and energetic woman."
When we use more than one adjective, we have to put them in the right order,
according to type.
Here is the correct order of adjective in Noun Phrase:
1. Determiner/ Article
Determiner or Article precedes other attributive adjectives.
Example:
Determiner: this, that, these, those, my, mine, your, yours, him, his, her, hers,
they, Willy’s.
Article
: a, an, the.
2. Opinion
An opinion adjective explains what people think about something.
Example: expensive, beautiful, busy, clever, crazy, dead, bad, alive, silly,
difficult, polite, fun, cute.
3. Size
A size adjective explains how big or small something is.
53
Example: big, enormous, little, fat, gigantic, great, huge, large, massive, long,
short, small, tall, tiny, high, low, wide, narrow, thin, slim.
4. Shape
A shape adjective describes the shape of something.
Example: crooked, curved, deep, flat, round, square, straight, circular, oval,
triangular.
5. Age
An age adjective explains how young or old something or someone is.
Example: ancient, modern, old, new, young, old-fashioned, teenage, middleaged.
6. Colour
A colour adjective describes the colour of something.
Example: red, black, blue, white, pink, grey, black, light blue, bright green, warm
yellow.
7. Origin
An origin adjective describes where something comes from.
Example: Italian, English, Thai, French, Greek, American, Japanese, Chinese.
8. Material
A material adjective describes what something is made from.
Example: wooden, silk, silver, plastic, ceramic, paper, iron, cotton, metal.
9. Purpose
A purpose adjective describes what something is used for. These adjectives often
end with “-ing”.
Example: touring, hunting, sleeping, roasting.
10. NOUN
Noun is something that the adjectives are describing.
Example: car, house, mirror, table, book, woman, man, girl, boy.
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Example of Noun Phrase:
Determiner/
Opinion
Size
Shape
a
huge
round
a
small
Age
Colour
Origin
Material Purpose
NOUN
Article
a
silly
a
beautiful
metal
red
young
big
English
long
your
expensive
my
beautiful
straight
house
American
girl
black
hair
Italian
new
silver
silk
TASK 7
Correct the order of the adjectives and nouns in the following sentences.
1. desk- office- big- ugly- an- wooden- brown.
2. hair- long- black- straight- my sister's.
3. photograph- black- white- and- oval- a- family- historic.
4. vase- beautiful- a- antique- little- green.
5. small- sleeping- a- red- bag.
6. lamp- round- small- reading.
7. German- car- old- car.
8. huge- sailing- ship- wooden.
9. physics- teacher- old- teacher.
10. slim- Canadian- handsome- snowboarder.
TASK 8
Choose the correct order of adjectives in these following sentences.
1. He invited the ______________ woman to dinner.
a. young beautiful.
b. beautiful young.
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bag
man
wooden
black
a
sleeping
modern
a
bowl
bracelet
wedding
dress
2. These are ______________ products.
a. excellent agricultural.
b. agricultural excellent.
3. You are wearing ______________ dress tonight.
a. pink silk.
b. silk pink.
4. The boys need ______________ balls.
a. ten cotton small.
b. ten small cotton.
5. I have booked that ______________ table on the corner.
a. big square.
b. square big.
6. My uncle gave me a ______________.
a. porcelain French.
b. French porcelain.
7. He broke my ______________ coffee cup.
a. green old.
b. old green.
8. There are three ______________ dresses in the wardrobe.
a. beautiful red.
b. red beautiful.
9. She sells ______________ cookies.
a. delicious chocolate.
b. chocolate delicious.
10. The room was decorated with ______________ balloons.
a. red big.
b. big red.
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2
TASK 9
Read the paragraph in the box and then underline the verbs of Simple Past Tense.
Then, answer the questions.
Last week I was on holiday in Magelang. I went for a days outing to
Borobudur. Borobudur is an ancient temple near Yogyakarta. It is about an hour
from Yogyakarta. I went to Borobudur with my family. I got up at 6 o’clock. We
prepared everything together. We left about 7.30 a.m. by car. After an hour we
arrived at a small town near Borobudur. We arrived at the entrance to the temple
at around 9 o’clock. We bought some tickets and walked up to the temple. We
looked at the beautiful carvings around the temple. At the top of the temple we
can see the surroundings countryside. We spent about an hour on the temple, and
took lots of photographs. Then we climbed down. We bought some souvenirs. At
eleven we came back to Yogyakarta. We were all tired, but we were happy.
Adapted from Multi-Purpose English for Vocational School Students pg. 85
Vocabulary:
ancient
: kuno, purbakala
temple
: candi
entrance
: pintu masuk
carving
: ukiran
countryside
: daerah pedalaman, luar kota.
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Questions:
1. Where did the writer go on holiday in Magelang last week?
2. How long does it take to get to Borobudur temple from Yogyakarta?
3. What did the writer and his family see at Borobudur temple?
4. What does Borobudur temple look like?
5. “It is about an hour from Yogyakarta.” What does the word “it” refers to?
TASK 10
Read the paragraph below. Fill in the blanks with the suitable words in the box. Then
underline the verbs of Simple Past Tense.
inn
suitcases
room boy
tourist objects
motel
crowded
shuttle bus
My family and I went to Bali last holiday. We visited many (1) ________
such as Kuta beach, Tanah Lot, Sangeh, Besakih Temple and many other places. We
went there by plane. We leave about 6.00 a.m. and we arrived in Bali around 10:00
a.m. A (2) ________ had waited for us when we stepped our feet in Ngurah Rai
Airport. This bus took us to the hotel. Actually, we wanted to stay in an (3)
________ or a (4) ________, but they were fully booked. Luckily, our hotel was not
far from Kuta beach. When we arrived at the hotel, a (5) ________ took our (6)
________ to the rooms. Then, we decided to go to Kuta beach. On the holiday, the
beach was very (7) ________. It was amazing. I knew why people love to go there.
(Adapted from Multi-Purpose English for Vocational School Students pg. 66)
58
3
TASK 11
Look at the pictures. Make a story based on the situations using Simple Past Tense.
Then, share it with your friends.
1
2
4
5
3
Pictures are taken from http://images.search.yahoo.com// and Clip Art.
4
TASK 12
Make 5 sentences using the order of adjectives (Noun Phrase). Then, share it with
your friend.
59
1
TASK 1
Look at the picture. What does this man feel?
REGRETS & APOLOGIES
What would you say to express regrets and apologies?
REGRETS & APOLOGIES
RESPONSES
I’m sorry. I don’t know.
That’s quite all right.
I’m terribly sorry.
I do apologize.
It’s OK.
What a pity.
Forget it.
That’s a shame.
No problem.
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TASK 2
Dialogue 1
Agus
: I’d like some chocolate ice cream, please.
Waiter
: I’m sorry. We haven’t got any chocolate left.
Agus
: Then I’ll have some strawberry, please.
Waiter
: I’m afraid we haven’t got any strawberry either.
Agus
: What have you got then?
Waiter
: Only vanilla and orange.
Agus
: I’ll have orange, please.
Dialogue 2
Sandy
: Here is your orange juice. Oh goodness! …..
Helen
: It’s all over my shoes.
Sandy
: I’m really sorry.
Helen
: It’s OK.
Sandy
: I will get a towel and some water to clean it.
Helen
: Thank you.
SYMPATHY
What would you say to express sympathy?
SYMPATHY
RESPONSES
I’m sorry to hear that.
Thanks.
Sorry to hear that.
Thank you.
I’m so sorry. Please extend my deepest condolences.
Thanks a lot.
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TASK 3
Dialogue 1
Sari
: What happens to you, Sari? You look so sad.
Eko
: My mother has been ill for two days, but I don’t have enough money
to take her to a doctor.
Sari
: Oh, I’m sorry to hear that. Can I help you? I have some money in
my savings. You can use it to take your mother to the doctor.
Eko
: Thanks for your help, Sari.
Sari
: Don’t mention it. Hope she’ll get better soon.
Eko
: Thank you.
Dialogue 2
Kiki
: Hai, Anisa! How are you?
Anisa
: Hai, Kiki! I’m not well.
Kiki
: What’s wrong with you?
Anisa
: I think I failed the English examination.
Kiki
: Oh, sorry to hear that. I know you must be very upset. But… don’t
be so sad. Just study harder for the next examination.
Anisa
: You’re right. Thank you.
62
ASKING FOR AND GIVING PERMISSION
What would you say to ask for and give permission?
ASKING PERMISSION
GIVING PERMISSION
May I open the window?
Sure.
Can I move this table?
Of course.
Could I use this mobile telephone?
Certainly.
Do you mind if I come to your house?
Sure.
Would you mind if I pick you up?
Certainly.
TASK 4
Keke
: What are you cooking, Mom?
Mrs. Fika
: Fried rice.
Keke
: Um…. it must be delicious. By the way may I go after this lunch,
Mom?
Mrs. Fika
: Sure. But, where will you go?
Keke
: I will go to Hana’s house. I have an appointment with her to do our
home assignment together in her house.
Mrs. Fika
: All right, then. You may go. But, you must go home before six
because we will attend your cousin’s birthday party tonight.
Keke
: Yes, I will.
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COMMANDS AND REQUESTS
COMMANDS
What would you say to express commands?
COMMANDS
RESPONSES
Open your book!
All right.
Wait here!
Of course, I will.
Be careful!
Okay, I will.
Be patient!
Okay, I will.
Don’t make a noise!
Sure, I will.
Don’t come late!
Certainly, I will.
Don’t be lazy!
Sure, I will.
REQUESTS
What would you say to express requests?
REQUESTS
RESPONSES
Please sit down!
Sure.
Come in, please!
Okay.
Would you come to my party tonight?
Sure, I will.
Will you go with me?
Okay, I will.
Would you mind lending me your car?
Sure, I will.
Would you mind not smoking here?
Certainly, I will.
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TASK 5
Teacher
: Good morning, class.
Students
Teacher
: Is there any home assignment?
Students
: Yes, Sir.
Teacher
: Please hand in your assignment. Well, we are going to learn lesson
5. Open your books to page twenty.
Students
: All right, Sir.
Teacher
: Tita, read the first paragraph, please.
Tita
: I will, Sir.
Teacher
: Do you understand?
Students
: Yes, Sir.
Teacher
: Excellent. And as home assignment, do exercise three and submit it
next week.
Students
: We will, Sir.
OFFERING THINGS AND SERVICES
What would you say to express offers things and services?
OFFERING THINGS & SERVICES
RESPONSES
May I help you?
Oh, thank you.
Can I get you something to drink?
Sure.
Could I get you a dictionary?
All right.
Shall I get you a ruler?
Sure.
Would you like something to eat?
No, thank you.
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TASK 6
Mr. Jodi
: Good afternoon. Do you still have a table for two, please?
Waiter
: Yes, Sir. Please come this way. Please have your seat.
Mr. Jodi
: Thank you.
Waiter
: Would you like to order, Sir?
Mr. Jodi
: Yes, please. I’ll have fried rice.
Waiter
: And what will you have, Madam?
Mrs. Jodi
: I’ll have chicken soup.
Waiter
: And what would you like to drink?
Mr. Jodi
: Can you tell me what the special drink in this restaurant?
Waiter
: Well, we have banana juice for the special drink. Would you like to
have some?
Mr. Jodi
: I’ll have two glasses of banana juice, please.
Waiter
: All right, Sir.
TASK 7
Listen to the dialogues in the recording carefully.
What do the people want? What does the receptionist offer?
Complete the table below.
Wants
Is offered
Person 1
Person 2
Person 3
Person 4
Person 5
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2
TASK 8
Close your book and listen to your teacher.
Then, open your book and practice the dialogues with your friend.
Craftsman
: Good morning. Welcome to Cemerlang Art Gallery. What can I do
for you?
Mr. George
: Good morning. I’d like to see handicrafts and souvenirs in this
gallery.
Craftsman
: All right. We have some handicrafts from pottery, leather, wood, and
textile.
Mr. George
: I see.
Craftsman
: And this one is pottery and here we call it as ‘gerabah’. Our gallery
produces household products such as plates, bowls, Gucci made of
clay.
Mr. George
: It’s more unique rather than I’ve ever seen before in other countries.
Craftsman
: You may also enjoy the making process of the pottery, Sir. Beside
pottery, we also have leather products such as jackets, shoes, bag,
and belt as well as various accessories made of leather like pictures
frames.
Mr. George
: And, what is this?
Craftsman
: It’s ‘batik’, a craft made of textile. ‘Batik’ is a kind of Javanese
original garment drawn with certain styles. Here, we have table
clothes and kebaya from ‘batik’.
Mr. George
: How about this one… Is it made of wood?
Craftsman
: Yes, you’re right. Here, we have wood crafts such as statues, wall
ornaments, ashtrays, and furniture like table, chair, and cupboard.
Mr. George
: May I know the price for those products, please?
Craftsman
: The prices of the products are relatively cheap, Sir.
67
Mr. George
: All right. I want to buy a Gucci, two jackets, a bag, and three statues.
Craftsman
: May I have your name, please?
Mr. George
: Sure. My name is George Smith.
Craftsman
: It costs Rp. 4.500.000, 00 for all.
Mr. George
: Here you are.
Craftsman
: Thank you very much.
Mr. George
: You’re welcome.
3
TASK 9
Work in pairs. Read the situations below. Make dialogues based on the situations.
Then perform the dialogues in front of the class.
1. You went to your friend’s house with your little brother.
Unfortunately, he broke a vase on the table.
What would you say? How did your friend respond?
2. Your friend lost in a speech contest. You know that he/she was very
disappointed.
What would you say? How would your friend respond to it?
3. You want to borrow your sister’s calculator. Your brother does not let you
because he is using it.
What would you say? How would your brother reply?
4. You ask your brother to help you move the big cupboard.
What would you say? How would your brother reply?
5. You go to school by bus. The bus is very crowded.
There is an old woman standing among the crowd.
You offer her to sit on your seat.
What would you say? How would the old woman reply?
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4
TASK 10
1. Make 5 expressions used to express commands.
2. Make 5 expressions used to express requests.
Then, perform them in front of the class.
69
1
ADJECTIVES
TASK 1
Read the words on the box using proper pronunciation. What do the words mean?
happy
sad
angry
worried
amused
scared
surprised
annoyed
bored
ashamed
excited
exhausted
sleepy
tired
nervous
TASK 2
How would you feel in the following situations?
Choose the suitable words in the box.
a. scared
b. bored
c. angry
d. sad
e. nervous
f. annoyed
g. jealous
h. worried
i. happy
j. embarrassed
1. You heard a bad news. Your father got a serious accident.
2. You read a novel, but you found the story was uninteresting.
3. It’s getting dark. Your sister hasn’t come home yet.
4. You will hold a birthday party tonight.
5. Your friend said that your sister is more beautiful than you.
6. This morning, you will make a speech. This will be your first performance in
public.
7. Tomorrow you will have a math test. Now, you are preparing yourself. But your
brother turns on the radio too loud.
8. You go to school in a hurry. You wear different colours of socks. One is black
and the other is red.
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9. You are alone at home. You heard strange sounds from the back part of the
house.
10. You and your friend make an appointment to study together at 5 o’clock. You
have been waiting for an hour, but he has not shown up.
ADJECTIVES OF FEELINGS
Study the pattern. Read the examples.
How do you express your feelings about something?
Subject + be + (adverb) + adjective + to infinitive + object
Here are some examples.
Subject
Be
(Adverb)
Adjective
To
Object
Infinitive
I
am
(really)
happy
to win
this contest
glad
to meet
his aunt
pretty
to wear
that gown
nice
to have
a trip to the mountain
sad
to fail
in the final exam
scared
to stay
alone at home
to perform
the dance
He
She
is
It
(truly)
We
They
You
are
(certainly)
energetic
TASK 3
Make sentences using the words below.
Compare your sentences with your friend.
Example: I’m surprised to listen to that story.
jealous
bored
sad
worried
happy
sleepy
confused
nervous
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ADJECTIVES –ing vs. –ed
Let’s study about adjectives ended in –ing and –ed.
Read the examples below.
1. I read a boring story.
2. I have an exciting vacation for holiday.
3. Tiara always shows a smiling face.
4. Riana is a beautiful girl. She has a charming smile.
Words like boring, exciting, smiling, and charming are present participles.
Many present participles can be used as adjectives. Present participles used as
adjectives refer to actions being performed by the things being described.
5. I felt so hungry so I decided to buy a fried chicken.
6. Riko often complains about everything. He is really a disappointed person.
7. There are classified advertisements in that newspaper.
8. The computer company has made satisfied customers.
Words like fried, disappointed, classified, and satisfied are past participles of the
regular verbs of fry, disappoint, classify, and satisfy. Many past participles are
used as adjectives. Past participles used as adjectives refer to actions which have
been performed on the things being described.
TASK 4
Complete the sentences using the words in the box.
a. boring
b. bored
e. interesting f. interested
1. Kemal
Satria
c. surprising
d. surprised
g. disappointing
h. disappointed
: We’ll go surfing. Will you join us?
: No, I’m not _______ in surfing.
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2. Lexi
: Aren’t you well?
Sukma
: Yes, I’m very _______ because I have much housework to do.
3. Rafi
: Have you ever been to Kuta Beach.
Santi
: Yes, I have. It is an _______ place.
4. Monic
: What do you feel to win the award?
Lidya
: I don’t know what to say. It was a very _______ experience.
5. Marko
: Happy birthday! And….this is for you. I hope you like it.
Cantika
: Wow! This is really a _______ present, Marko. Thanks.
6. Maya
: Why did you leave before the show ended?
Susan
: It was a _______ show.
7. Mr. Adi
: Why did you fire your secretary?
Mr. Agung : Well, she was a _______ person.
8. Fajar
: What’s wrong with Melani?
Dimas
: She is a _______ person because her friend didn’t invite her to the
party.
ADJECTIVES SET EXPRESSIONS
Linking Verb is a verb that is followed by an adjective. It is usually used to describe
someone’s feelings or condition.
Study the patterns and sentences.
1. How do you describe someone’s feelings or condition?
Subject + linking verb + adjective
Subject
Linking verb
Adjective
Alex
feels
sad
Mira
seems
pale
He
looks
angry
She
gets
confused
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I
become
healthy
You
look
worried
We
turn
red
They
appear
beautiful
Riko and Tina
get
scared
2. How do you deny the description of someone’s feelings or condition?
Subject + do/ does not + linking verb + adjective
Subject
Do/ Does not
Linking verb
Adjective
Alex
feel
sad
Mira
seem
pale
look
angry
She
get
confused
I
become
healthy
look
worried
We
turn
red
They
appear
beautiful
Riko and Tina
get
scared
He
does not
You
do not
3. How do you ask about someone’s feelings or condition?
How + do/ does + subject + linking verb?
How
How
Do/ Does
does
Subject
Linking verb
Alex
feel
Mira
seem
he
look
she
get
74
?
?
How
do
I
become
you
look
we
turn
they
appear
Riko and Tina
get
?
TASK 5
Make questions and answers based on the words given.
Look at the example.
Example: worried – heard bad news
A: You look worried. Is something wrong?
B: Yeah. I just heard bad news.
1. bored – read uninteresting novel
2. embarrassing – wear different colors of socks.
3. interested – learn English
4. nervous – have a speech in public
5. exhausted – run for about 10 kilometers.
TASK 6
How would you respond to these following situations?
Example:
Situation
: Your grandparents will come tomorrow.
Your response
: I feel happy to hear that.
1. You want to have a new bag, but your father doesn’t have enough money.
2. You read a title of a book. It sounds interesting.
3. This is the first time you join the singing contest. In 10 minutes, you’ll be on
stage.
4. Tomorrow you’ll have an English test. You have some difficulties in English.
Your friend invites you to have dinner together at a café.
75
MODAL AUXILIARIES
Let’s study modal auxiliaries.
Understand the explanation.
People use may I, could I, and can I to ask polite questions. They are used
to ask for someone’s permission.
Please can come at the end of the question.
Example: May I borrow your bag, please?
Please can be omitted from the question.
Example: May I borrow your bag?
May I, could I, and can I are some expressions to offer something.
TASK 7
Complete the dialogues using the words in the box.
Would you like
I’d like
Could I use
Shall I get you
Can I speak
Could I have
1. Yani
Eka
2. Marta
Mrs. Uti
3. Winda
: ________ your magazine?
: Sure.
: ________ your handphone, Mom? My battery is low.
: Of course.
: Hello?
Karin
: Hello. ________ to Hani, please?
Winda
: Oh, I’m sorry. He is not at home.
Karin
: I see.
4. Handoko : ________ something to drink?
Galih
May I read
: Yes, please. ________ orange juice.
Handoko : Right. Wait a minute.
76
5. Fani
: ________ some medicine?
Tita
: Yes, please. ________ an aspirin?
Fani
: Sure.
SUBJECT – VERB AGREEMENT
Let’s study about subject- verb agreement.
Understand the explanation.
1. When the following words are used as subjects, they are always singular. Some
of these words are plural in meaning, but they always require singular verbs.
Examples: 1. Everyone is here.
2. Neither of these tables is very new.
2. When each or every comes before singular subjects joined by and, a singular
verb is required.
Examples: 1. Every man and woman is eligible to vote.
2. Each student and teacher has a locker.
3. Introductory “it” is singular and always followed by a singular verb.
Example: It is his grades that worry him.
4. Words that come between a subject and its verb do not change the number of the
subject.
Examples: 1. The man together with his children is leaving soon.
2. The teacher along with her students is viewing a video.
5. Subjects joined by and or both … and …. take a plural verb.
Examples: 1. A black truck and a yellow car are parked outside the garage.
2. Both tigers and elephants are becoming extinct.
6. When subjects are joined by the following structures, the verb must agree with
the closer subject.
Examples: 1. Neither the students nor the teacher is allowed to smoke.
2. Either the teacher or the students have your books.
3. Not only the nurses but also the doctor is coming soon.
(Taken from Multi-Purpose English for Vocational School Students pg. 83)
77
TASK 8
Which of the underlined word is NOT correct?
1. A father together with his children are watching a televison.
A
B
C
D
2. Toni but not Sammy have gone to play soccer at the park.
A
B
C
D
3. Everyone were required to write a poem.
A
B
C
D
4. There are a pair of socks lying on the chair.
A
B
C
D
5. A motorcycle and a taxi is parked in the parking lot.
A
2
B
C
D
TASK 9
Read the paragraph below. Underline the sentences that express someone’s feeling.
Then answer the questions.
Yesterday I was so happy and really enjoyed the day. My family and I went
to the beach. My father prepared the car and my mother prepared food. They
looked enthused. My sister and I helped her. We went there early in the morning.
After parking our car, we walked along the beach. We looked for a place to enjoy
the scenery. My sister and I built a sand castle. Many children swam on the beach.
They seem cheerful. Then, we had a lunch together. After that, we went home in
the evening.
Adapted from Multi-Purpose English for Vocational School Students pg. 81
78
Vocabulary:
prepare
: mempersiapkan
enthused
: bersemangat
scenery
: pemandangan
sand castle
: istana pasir
cheerful
: ceria
Questions:
1. What did the speaker feel yesterday?
2. Where did the speaker and her family go yesterday?
3. What did they do on the beach?
4. What are the children’s feelings when they were swimming?
5. When did they come back home?
3
TASK 10
Work in pairs. Arrange these jumbled dialogues and fill in the blanks with the
appropriate words in the box. Then, share your work with your friend. Finally,
perform this dialogue in front of the class.
Who is speaking?
Will you leave?
Thank you.
Can I
Can I speak
I’m sorry
79
Secretary
Mr. Yadi
You’re welcome.
No, thanks. I’ll him later. ________
Good Afternoon. Cahaya Gemilang
Company. What ________ do for you?
Oh. .this is Mr. Yudi, Mr. Iwan’s old
friend
________ a message?
Oh, ________ He is not at the office
right now. He is attending a seminar
at Garuda Hotel. ________
Good afternoon. ________ to Mr. Iwan?
4
TASK 11
Example: boring – bored
The story is boring, so we are bored to watch that movie.
1. embarrassing- embarrassed
2. tiring – tired
3. amazing – amazed
4. interesting – interested
5. disturbing – disturbed
Then, share your work with your friend.
80
A. GREETINGS & LEAVE TAKINGS
Listen to the dialogue in the recording carefully, and then mention some expressions
of greetings and leave-takings used in the dialogue. (The recording will be played
three times).
Some expressions of greetings and leave-takings used in the dialogue:
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………....
B. INTRODUCING YOURSELF
Listen to the dialogue in the recording carefully, and then mention some expressions
of introducing yourself used in the dialogue. (The recording will be played three
times).
Some expressions of introducing yourself used in the dialogue:
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………....
C. THANKING
Arrange this jumbled dialogue into a proper dialogue, and then mention some
expressions of thanking used in the dialogue.
( …….) Linda : Oh, hi, welcome back, Janet! Have a nice trip?
( …….) Janet : Don’t mention it. What are friends for?
( …….) Linda : Come on in. I have got the coffeepot on.
( …….) Janet : Yes, it was fantastic. Fresh air and sunshine everyday.
81
( …….) Linda : Oh, thank you. It’s beautiful! I don’t have any plants like this. But
you shouldn’t have to.
( …….) Janet : Thanks, but I have got a ton of laundry to do. I have something for
you.
( …….) Linda : You’re welcome.
( …….) Janet : Oh, it’s a nice T-shirt. Thanks a lot.
( …….) Linda : Thank you, Jan. By the way, I have also something for you. Here
you are.
Some expressions of thanking used in the dialogue:
…………………………………………………………………………………………
…………………………………………………………………………………………
D. APOLOGIZING
Arrange this jumbled dialogue into a proper dialogue, and then mention some
expressions of apologizing used in the dialogue.
( …….) Luky
( …….) Teacher
: OK. That’s all right for this time. But, starting tomorrow, you
mustn’t be late.
( …….) Luky
: I won’t, Sir.
( …….) Teacher
: Good morning, Luky.
( …….) Luky
: Thank you, Sir.
( …….) Teacher
: Why did you come late, Luky?
( …….) Luky
: I’m sorry for my being late, Sir.
( …….) Teacher
: You’re welcome.
( …….) Teacher
: Have a seat, please.
( …….) Luky
: This morning my mother is sick and I have to take her to
hospital first.
Some expressions of apologizing used in the dialogue:
…………………………………………………………………………………………
…………………………………………………………………………………………
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E. PERSONAL PRONOUN
Complete the sentences by choosing the correct option.
1. After reading the newspaper, Koko put ________ on the table.
a. it.
c. him.
b. them.
d. her.
2. The students are doing the test. The teacher asks ________ to do the test by
themselves.
a. him.
c. them.
b. her.
d. it.
3. I feel happy now. My grandmother gives ________ some cakes.
a. them.
c. it.
b. him.
d. me.
4. These are their books. They save ________ in the shelf.
a. theirs.
c. mine.
b. ours.
d. yours.
5. It is her mirror. She forgot to bring ________.
a. his.
c. mine.
b. hers.
d. theirs.
F. SIMPLE PRESENT TENSE
Complete the sentences using simple present tense of the verbs in brackets.
1. My father _________ to the office at 7 o’clock. (go)
2. I _________ at 5 in the morning. (usually, wake up)
3. You _________ a teacher. (be, not)
4. Mirta _________ like soft drink. (do, not)
5. _________ Hendra _________ to Klaten twice a week? (do, go)
GOOD LUCK
83
A. NATIONALITIES
Listen to the recording carefully. Then, fill in the blanks with their nationalities and
languages according to the country they come from. (The recording will be played
three times).
1. Hi, I’m from …………….…... I’m …………………… I speak ……….…..…
2. Hi, I’m from ……………..….. I’m …………………… I speak ……………...
3. Hi, I’m from ………….……... I’m …………………… I speak ……...………
4. Hi, I’m from ……….....……... I’m ……………….…... I speak ………...……
5. Hi, I’m from ……………….... I’m ………………...…. I speak …………...…
B. ADJECTIVES
Match the words in column A with its meaning in column B.
A
1.
B
glad
(…….)
a. kejam
2. quick
(…….)
b. kosong
3. cruel
(…….)
c. mentah
4. noisy
(…….)
d. gembira
5. ripe
(…….)
e. budiman
6. patient
(…….)
f. sabar
7. empty
(…….)
g. sangat besar
8. generous
(…….)
h. cepat
9. huge
(…….)
i. keras
10. alive
(…….)
j. gaduh
k. hidup
l. masak
84
C. PROFESSIONS
What do these people do? Describe each person’s job.
1. Teacher
………………………………………………………………………
2. Postman
……………………………………………....………………………
3. Dentist
………………………………………………………………………
4. Carpenter ………………………………………………………………………
5. Potter
………………………………………………………………………
D. DESCRIBING PEOPLE
Look at the pictures below. Describe their appearances.
A
B
C
D
(A)
………………………………………………………………………………………..
………………………………………………………………………………………..
(B)
…………………………………………………………………………………………
…………………………………………………………………………………………
(C)
…………………………………………………………………………………………
…………………………………………………………………………………………
85
(D)
…………………………………………………………………………………………
…………………………………………………………………………………………
E. DESCRIBING THINGS
Look at the pictures below. Describe the things.
A
B
(A)
…………………………………………………………………………………………
………………………………………………………………………………………
(B)
…………………………………………………………………………………………
…………………………………………………………………………………………
F. TIME
Draw the clocks that show the time given.
1.
2.
What time is it?
What time is it?
It’s quarter to three.
It’s half past eleven
86
3.
4.
What time is it?
What time is it?
It’s ten forty-five.
It’s twelve o’clock.
G. SINGULAR-PLURAL NOUNS
Change into plural forms.
1. one tooth, ten …………..
2. one bus, five ……………
3. one fox, four ………..….
4. a sheep, ten ……………..
5. one potato, three ………..
GOOD LUCK
87
A.
CARDINAL NUMBERS
Listen to the recording carefully. There will be 15 numbers mentioned in the
recording. Circle those numbers. (The recording will be played twice).
B.
25
42
44
99
664
41
82
725
37
875
7
1
100
28
54
39
89
447
58
610
63
47
33
21
20
225
55
10
56
4
ORDINAL NUMBERS
Write these ordinal numbers.
1. 13th floor
…………………………………………………
2. 1st building
…………………………………………………
3. October 25, 2008
…………………………………………………
4. King Arthur IX
…………………………………………………
5. Queen Elisabeth I
…………………………………………………
88
C.
ANTONYM
Match each word in column A with its antonym in column B.
A
B
1. wet
(…….)
a. to buy
2. far
(…….)
b. different
3. brave
(…….)
c. passive
4. active
(…….)
d. dry
5. same
(…….)
e. absence
6. refusal
(…….)
f. coward
7. presence (…….)
g. to laugh
8. to cry
h. acceptance
(…….)
9. to build (…….)
i. near
10. to sell
j. to break
(…….)
k. surrender
D. SYNONYM
Match each word in column A with its synonym in column B.
A
B
1. aid
(…….)
a. to invent
2. couple
(…….)
b. whole
3. profit
(…….)
c. ground
4. discourse
(…….)
d. benefit
5. soil
(…….)
e. marvellous
6. wonderful
(……)
f. to embody
7. entire
(…....)
g. conversation
8. to talk about (……)
h. help
9. to connect
i. to discuss
(…....)
10. to discover (…....)
j. pair
k. to link
89
E. ADJECTIVES IN SERIES (NOUN PHRASE)
Correct the order of the adjectives and nouns in the following sentences.
1. small -lady -Canadian -a -thin
…………………………………………………………………………………
2. an -old -table –wooden -square
…………………………………………………………………………………
3. brown -a -jacket –leather
…………………………………………………………………………………
4. French -band -new -an -exciting
…………………………………………………………………………………
5. tie -cotton dirty -a -old
…………………………………………………………………………………
F.
SIMPLE PAST TENSE
Complete the sentences using simple past tense of the verbs in brackets.
1. Yeny _________ two glasses of orange juice this morning. (drink)
2. I _________ the fried rice in this restaurant a week ago. (eat)
3. You _________ go to the library yesterday. (do, not)
4. My family _________ a nice trip last holiday. (have)
5. _________ Mila _________ a new pair of shoes last week? (do, buy)
G. DESCRIPTION OF EVENTS
Describe an event that you experienced when you were a child using the time of the
day (day, date, month, and year). ( 5 sentences at least).
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
GOOD LUCK
90
A. MODAL AUXILIARIES
Listen to the dialogues in the recording carefully. Complete the blanks using modal
auxiliaries mentioned in the recording. (The recording will be played twice).
1. Tita
: Hello?
Gita
: Hello. __________ to Riris?
Tita
: She is not at home right now. __________ a message?
Gita
: No, thanks. I’ll call her later.
2. Waitress
: __________ to eat?
Danti
: Um…those cakes look delicious. I’ll have a piece of them, please.
Waitress
: And __________ to drink?
Danti
: Yes, please. I’d like vanilla juice.
Waitress
: All right.
B. REGRETS AND APOLOGIES
If you are in the following situations, what will you say to express regrets and
apologies?
1. Customer
: You gave me the wrong change.
Cashier
: …………………………………
2. Director
Secretary
3. Agus
Vani
4. Jojo
Yuyun
: You made some mistakes in this letter.
: Did I? ………………………… Let me fix it then.
: I spilt coffee on my new skirt.
: ………………………………….
: I think I’ve lost my wallet.
: ………………………………….
91
C. SYMPATHY
Arrange these jumbled dialogues into proper dialogues, and then mention the
expressions of sympathy used in the dialogues.
Dialogue 1
( …….) Witri : I am sorry to hear that. Hope she’ll get better soon.
( …….) Sinta : My father is sick. I had to take care him all night.
( …….) Witri : You look horrible. What’s wrong?
( …….) Sinta : Thank you, Wit.
The expressions of sympathy used in the dialogue:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
Dialogue 2
( …….) Aan : I am so sorry. Please extend my deepest condolences to your family.
( …….) Rinto : My father passed away yesterday.
( …….) Aan : Why do you look sad?
( …….) Rinto : Thank you.
The expressions of sympathy used in the dialogue:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
92
D. ASKING FOR AND GIVING PERMISSION
If you are in the following situations, what will you say to give permissions?
1. Secretary
: Can I come late tomorrow, Mr. Hary? I have to see the dentist at 8
o’clock.
Director
2. Sandi
Yuke
3. Tourist
: …………………………………
: May I go and see my old friend after this lunch?
: …………………………………
: May I take my room key?
Receptionist: …………………………………
4. Sasa
: I’m so hungry. Do you mind if we go to the restaurant to get some
food?
Tita
: …………………………………
E. COMMANDS AND REQUESTS
Underline the expressions of commands and requests in the following dialogue and
then answer the questions.
Resa
: Hi, Ayu. Can I help you?
Ayu
: Sure. I’m making baked potatoes.
Resa
: So, what should I do?
Ayu
: Easy! Can you take a large potato?
Resa
: OK. Here you are. Then?
Ayu
: Wash it.
Resa
: And after that?
Ayu
: Well, now bake it in the oven until it’s soft.
Resa
: Does it take a long time?
Ayu
: Until it’s soft. And then cut it open and serve it with the butter.
Resa
: Yummy….yummy!
93
Questions:
1. What are Ayu and Resa talking about?
………………………………………………………
2. Where does the conversation take place?
………………………………………………………
3. How long the potatoes bake in the oven?
………………………………………………………
F. OFFERING THINGS AND SERVICES
Make questions that express offers based on the answers below.
1. Iwan
Santi
2. Aldi
Risa
: …………………………………
: Yes, please. I’d like orange juice.
: …………………………………
: Sure. I’ll have pizza and hamburger.
G. ADJECTIVES OF FEELINGS
How would you feel in the following situations?
1. You will have National Examination tomorrow.
…………………………………………………………………………………
2. You have been chosen to represent your school in a singing contest.
…………………………………………………………………………………
3. Your boyfriend/girlfriend has an affair with other people.
…………………………………………………………………………………
H. ADJECTIVES –ing vs. –ed
1. frustrating – frustrated
…………………………………………………………………………………
2. confusing - confused
…………………………………………………………………………………
94
I. ADJECTIVES SET EXPRESSIONS
1. feel
…………………………………………………………………………………
2. look
…………………………………………………………………………………
3. turn
…………………………………………………………………………………
J. SUBJECT – VERB AGREEMENT
Which of the underlined word is NOT correct?
1. A book and a pen is thrown into the garbage can.
A
B
C
D
2. Everyone were asked to submit an article.
A
B
C
D
3. There are a pair of shoes lying on the chair.
A
B
C
D
4. Koko but not Andre have walked into the meeting room.
A
B
C
D
5. A baby-sitter together with her baby are walking in the park.
A
B
C
D
GOOD LUCK
95
PREFACE
This part provides the steps which the teacher should conduct in each unit of
this book. Each unit is divided into two main sections. First section is Oracy Cycle
which focuses on Listening and Speaking skills. Second section is Literacy Cycle
which focuses on Reading and Writing skills. Each cycle consists of four main
activities: 1) Building Knowledge of the Field. In this part, the teacher helps the
students to recall their prior knowledge by asking some questions based on the
picture given. Besides, it is aimed to give the students deeper explanation of the
topics. 2) Modelling of the Text. In this part, the teacher provides the pronunciation
drilling and the exercises which enable the students to comprehend the particular
topics. 3) Joint Construction of the Text. In this part, the teacher monitors the
students while they are accomplishing the tasks. Then, the teacher gives the students
feedback toward their performances. 4) Independent Construction of the Text. This
part is intended to measure the students’ achievement related to the materials learned.
1
TASK 1
This task presents a warming up which helps the students to recall their prior
knowledge. It also helps them to brainstorm what the unit is about.
Tell the students to look at the picture carefully. Then ask them to answer the
questions based on the picture.
GREETINGS
Ask the students some questions of how to greet others.
This part will help the students to practice their pronunciation.
Tell the students to listen to you and repeat your dictation. Give further explanation
about some expressions of greeting.
LEAVE TAKINGS
Ask the students some questions of how to leave others.
about some expressions of leave takings.
Time and expressions:
This part presents expressions used in a particular time. Give the students some
explanation about time and expressions.
96
Tell the students to look at the pictures that show particular time including the
expressions.
Ask some questions of how to introduce yourself.
about some expressions of introducing yourself.
Ask some questions of how to introduce people.
about some expressions of introducing people.
TASK 2
This task will help the students to practice their listening skill and pronunciation.
Tell the students to listen to you and repeat your dictation. Then, ask them to practice
the dialogue in pairs.
THANKING
Ask some questions of how to thank someone.
about some expressions of thanking.
TASK 3
This exercise will help the students to practice their listening skill and pronunciation.
97
APOLOGIZING
Ask some questions of how to apologize.
about some expressions of apologizing.
TASK 4
2
TASK 5
Tell the students to close the book and listen to you. Then, ask them to open the book
and practice the dialogue in pairs. Do not let the students to open the book first while
you are reading the conversation.
TASK 6
This task will help the students to practice their listening skill.
Tell the students to listen to the recording carefully. You will play the recording three
times. Tell the students to focus their attention to the recording. While they are
listening to the recording, they should make some notes. Then, ask the students to
answer the questions.
The script of listening:
Hello, everyone. I’d like to introduce myself. My name is Agnes Simatupang.
But you can call me Agnes. I was born in Yogyakarta on January eleventh. I am
98
sixteen years old. I live at Jalan Legi number twenty one. I am a student of
vocational high school. Now, I’m in grade ten. Thank you.
3
TASK 7
This task will help the students to practice their speaking skill.
Tell the students to work in pairs and read the situations. They should make
dialogues based on the situations. Then, ask some students to perform the dialogues
in front of the class. You can ask volunteers or choose the group who will perform
the dialogues in front of the class. Then, you can give them brief feedback toward
their performances.
4
TASK 8
Tell the students to introduce themselves using expression of introducing yourself
they’ve learned. They should also introduce their friend sitting next to them using
expression of introducing other people.
Then, ask some students to perform it in front of the class. You can ask volunteers or
choose some students to perform it in front of the class. Then, you can give them
brief feedback toward their performances.
99
1
SIMPLE PRESENT TENSE
This part presents a grammar focus related to the Simple Present Tense.
Tell the students to read the examples provided. Tell them to understand the
functions and the pattern of the Simple Present Tense. Give further explanation.
TASK 1
This task will help the students to understand the use of Simple Present Tense.
Tell the students to complete the sentences using simple present tense of the verbs in
brackets. Then discuss the answers in the class.
PERSONAL PRONOUNS
This part presents a grammar focus related to Personal Pronouns.
Tell the students to read the examples of personal pronouns. Give further explanation
related to the use of personal pronouns.
TASK 2
This task will help the students to understand the use of Personal Pronouns.
Tell the students to complete the text with the correct personal pronouns. Then
discuss the answers in the class.
2
TASK 3
This task will help the students to practice their reading skill and vocabulary.
100
Tell the students to read the paragraph in the box and then underline the verbs of
Simple Present Tense. Then, ask them to answer the questions. Ask them to pay
attention to the difficult vocabularies given in the paragraph. Discuss the answers in
the class.
3
TASK 4
This task will help the students to practice their writing skill.
Tell the students to look at the pictures and make a story based on the situations
using Simple Present Tense. Then, ask them to share their work with friends.
4
TASK 5
Tell the students to make five sentences using Simple Present Tense. Then, ask them
to share their work with friends.
101
1
TASK 1
Tell the students to look at the picture carefully. Then ask them to describe the
picture.
DESCRIBING PEOPLE
This part presents how to describe people.
Tell the students to read the explanation about describing people. Tell them to
understand some features used to describe people. Give further explanation.
Then, ask the students to look at the pictures. This part will help the students to
practice their pronunciation. Tell the students to listen to you and repeat your
dictation. Give further explanation about some features to describe people.
TASK 2
TASK 3
102
Tell the students to listen to the recording carefully. You will play the recording three
times. Tell the students to focus their attention to the recording. While they are
listening to the recording, they should make some notes. Then, ask the students to
answer the questions.
Good morning everyone. I have a sister. Her name is Anita. She is beautiful
but she is a simple girl. She has straight black hair, a pointed nose and small eyes.
She has an oval face and white skin. She likes to wear a blouse and a skirt. She
always smiles. She looks happy. Her friends like her. She is sociable.
TASK 4
Tell the students to look at the pictures. Then, ask them to describe the people in the
pictures using some features they have learned. Afterwards, ask them to share their
work with friends.
NATIONALITIES
This task will help the students to practice their pronunciation.
Tell the students to study the countries, the nationalities, and their languages in the
table. Then, ask them to pronounce the words in the table using proper
pronunciation.
TASK 5
Tell the students to work in pairs. Ask them to look at the example first. Then, ask
the students to make dialogues based on the pictures given. After that, practice the
dialogues in pairs.
103
2
TASK 6
Tell the students to close the book and listen to you. Then, ask the students to answer
some questions based on the conversation. Afterwards, tell them to open the book
and practice the dialogue in pairs. Do not let the students to open the book while you
are reading the conversation.
3
TASK 7
Tell the students to work in pairs and arrange the jumbled sentences into a proper
dialogue. Then, ask some students to perform the dialogues in front of the class. You
can ask volunteers or choose the group who will perform the dialogues in front of the
class. Then, you can give them brief feedback toward their performances.
4
TASK 8
Tell the students to tell about the people in their family. They should describe their
family including the personality and appearance. Afterwards, they should also
describe their friend sitting next to them using some features of describing people.
Then, ask some students to perform it in front of the class. You can ask volunteers or
choose some students to perform it in front of the class. Then, you can give them
brief feedback toward their performances.
104
1
ADJECTIVES
This part presents adjectives used to describe nouns.
Tell the students to study the explanations provided. Give further explanation about
adjectives.
TASK 1
This task will help the students to improve their vocabularies.
Tell the students to read the words in the box. Then, ask them to find the meaning of
those words. After that, discuss the answers in the class.
TASK 2
Tell the students to match the definition of adjectives in column A with the correct
adjectives in column B. Then, discuss the answers in the class.
DESCRIBING THINGS
This part presents how to describe things.
Ask the students to read the explanation about describing things. Tell them to
understand some features used to describe things. Give further explanation.
Then, ask the students to look at the pictures. This part will help the students to
practice their pronunciation. Tell the students to read the words below the pictures
using proper pronunciation. Give further explanation about some features to describe
things.
105
TASK 3
Tell the students to look at the pictures. Then, ask them to describe the things in the
pictures using some features they have learned. Afterwards, ask them to share their
work with friends.
PROFESSIONS
TASK 4
This task will help the students to understand about Professions.
Tell the students to match the pictures with the names of the jobs. Then, describe
each person’s job by matching the person with the place and the duty. Afterwards,
ask them to share their answers with their friends.
TASK 5
This task will help the students to understand more about Professions.
Tell the students to match the pictures with the names of the jobs. Then, complete the
sentences with the words in the box. Afterwards, ask them to share their answers
with their friends.
TIME
This part presents explanation about Time.
Tell the students to look at the pictures of clocks and read the sentences below the
pictures. Give further information.
TASK 6
This task will help the students to understand about Time.
Tell the students to complete the sentences based on the clocks. Then, discuss the
answers in the class.
106
DAY AND MONTH
This part presents explanation about Day and Month.
Tell the students to study the explanation provided in the boxes. Give further
explanation.
TASK 7
This task will help the students to practice their listening and speaking skill.
Tell the students to listen to you and repeat after you. Then, ask them to practice the
dialogue with their friend.
TASK 8
This task will help the students to understand more about Day and Month.
Tell the students to look at the table first and answer the questions based on the
explanation in the table. Then, discuss the answer in the class.
SINGULAR-PLURAL NOUNS
This part presents explanation about Singular- Plural Nouns.
Tell the students to understand the pattern and the explanation in the table. Ask them
to read the examples provided. Give further explanation.
TASK 9
This task will help the students to understand about Singular- Plural Nouns.
Tell the students to change the words into plural forms. Then, discuss the answer in
the class.
Tell the students to listen to you carefully and repeat after you. Give the students
some further explanation. Then, choose some students to pronounce the words to the
class.
107
TASK 10
This task will help the students to understand more about Singular- Plural Nouns.
Tell the students to pronounce some plural nouns in the box. Then, ask them to
classify the words in the correct column. After that, discuss the answer in the class.
2
TASK 11
Tell the students to read the paragraph in the box. Then, ask them to answer the
questions. Ask them to pay attention to the difficult vocabularies given in the
paragraph. Discuss the answers in the class.
3
TASK 12
Tell the students to look at the pictures of the clocks. Then, ask them to describe their
daily activities based on the clocks given. Afterwards, ask them to share their work
with friends.
4
TASK 13
Tell the students to find other examples of singular-plural nouns as much as possible.
Then, ask them to share their work with friends.
108
1
TASK 1
Tell the students to look at the picture carefully. Then ask them to describe the
picture using their own words.
CARDINAL NUMBERS
This part presents explanation about Cardinal Numbers.
Tell the students to read the cardinal numbers in the box. Give further explanation.
TASK 2
Tell the students to listen to the recording carefully. The speaker is going to say pairs
of two different numbers. Tell the students to focus their attention to the recording.
While they are listening to the recording, they should write the numbers down. Then,
discuss the answers in the class.
1. thirteen – thirty.
2. fourteen – forty.
3. sixteen – sixty.
4. eighteen – eighty.
109
5. nineteen – ninety.
6. fifteen – fifty.
7. seventeen-seventy.
TASK 3
Tell the students to listen to the recording carefully. The speaker will say 15
numbers. Tell the students to focus their attention to the recording. While they are
listening the recording, they should circle the numbers in the box. Then, discuss the
answers in the class.
53
86
416
1
8
665
23
108
18
212
37
68
16
95
669
TASK 4
This task will help the students to practice Cardinal Numbers.
Give further explanation about Cardinal Numbers including addition, subtraction,
multiplication, and division. Tell the students to understand the explanation. Then,
ask them to answer the questions. Discuss the answer in the class.
ORDINAL NUMBERS
This part presents explanation about Ordinal Numbers.
Tell the students to read the ordinal numbers in the box. Give further explanation.
TASK 5
This task will help the students to practice their pronunciation.
Tell the students to pronounce the ordinal numbers using proper pronunciation. Then,
ask some students to pronounce them in the class.
110
NATIONALITY
Tell the students to review the lesson about Nationality in Unit 2.
Ask the students to look at the pictures and read the explanation below the pictures.
Give further explanation about the pattern how to ask someone’s nationality. Tell the
students to understand the explanation in the table.
TASK 6
This task will help the students to practice their listening and pronunciation skill.
Tell the students to listen to you carefully and repeat after you. Then, ask them to
practice the dialogue with their friend. After that, tell the student to answer the
questions based on the dialogue.
DESCRIPTION OF EVENTS
This part presents explanation about description of events.
Give further explanation how to describe an event.
TASK 7
practice the dialogue with their friend.
TASK 8
Tell the students to underline the sentences in the dialogue in TASK 7 which
describe event. Then, ask them to retell the dialogue using their own words. Share
their work with friends.
TASK 9
111
practice the dialogue with their friend. After that, tell the student to answer the
questions based on the dialogue.
2
TASK 10
Tell the students to listen to you and repeat after you. Then, ask them to practice the
dialogue in pairs. Tell them to mind their pronunciation and intonation.
3
TASK 11
Tell the students to work in pairs and read the situations given, then make dialogues
talking about those situations. They should include the time of the day (day, date,
month, and year). They can use their imagination.
Then, ask some groups to perform the dialogues in front of the class. You can ask
volunteers or choose the group who will perform the dialogues in front of the class.
Then, you can give them brief feedback toward their performances.
4
TASK 12
112
Tell the students to describe their favourite foreign singers’ nationalities. Then, ask
some students to perform it in front of the class. You can ask volunteers or choose
some students to perform it in front of the class. Then, you can give them brief
feedback toward their performances.
113
1
SIMPLE PAST TENSE
This part presents a grammar focus related to the Simple Past Tense.
Tell the students to read the examples provided. Tell them to understand the
functions and the pattern of the Simple Past Tense. Give further explanation.
TASK 1
This task will help the students to understand the use of Simple Past Tense.
Tell the students to complete the sentences using simple past tense of the verbs in
brackets. Then discuss the answers in the class.
PROFESSION
Tell the students to review the lesson about Profession in Unit 2.
TASK 2
Tell the students to read the words in the box and find the meaning of each word.
Then, ask them to describe each person’s job. Afterwards, tell the students to share
their work with friend.
TASK 3
Tell the students to read the sentences and underline the word that doesn’t fit. Then,
write the correct word. Afterwards, discuss the answer in the class.
114
TASK 4
This task will help the students to understand about Professions.
Tell the students to listen to you carefully and repeat after you. Then, ask the students
to practice the dialogue with their friend. After that, tell them to answer the questions
based on the conversation. Discuss the answer in the class.
ANTONYM
This part presents explanation about Antonym.
Tell the students to study the explanation and the examples of antonym. Give further
explanation.
TASK 5
This task will help the students to understand more about Antonym.
Tell the students to match each word in column A with its antonym in column B.
Then find the meaning of each word. Then, discuss the answer in the class.
SYNONYM
This part presents explanation about Synonym.
Tell the students to study the explanation and the examples of synonym. Give further
explanation.
TASK 6
This task will help the students to understand more about Synonym.
Tell the students to match each word in column A with its synonym in column B.
Then find the meaning of each word. Then, discuss the answer in the class.
115
ADJECTIVES IN SERIES (NOUN PHRASE)
This part presents explanation about Adjectives in Series (Noun Phrase).
Give further explanation about adjectives in series including the order of adjective in
noun phrase. Give some examples of noun phrase.
TASK 7
This task will help the students to practice about Noun Phrase.
Tell the students to correct the order of the adjectives and nouns in the sentences.
Then, discuss the answer in the class.
TASK 8
This task will help the students to practice more about Noun Phrase.
Tell the students to choose the correct order of adjectives in the sentences. Then,
discuss the answer in the class.
2
TASK 9
Tell the students to read the paragraph in the box and then underline the verbs of
Simple Past Tense. Then, ask them to answer the questions. Ask them to pay
attention to the difficult vocabularies given in the paragraph. Discuss the answers in
the class.
TASK 10
Tell the students to read the paragraph and fill in the blanks with the suitable words
in the box. Then underline the verbs of Simple Past Tense.
116
3
TASK 11
Tell the students to look at the pictures and make a story based on the situations
using Simple Past Tense. Then, ask them to share their work with friends.
4
TASK 12
Tell the students to make five sentences using the order of adjectives (Noun Phrase).
Then, ask them to share their work with friends.
117
1
TASK 1
Tell the students to look at the picture carefully. Then ask them to describe what the
man feels.
REGRETS & APOLOGIES
Ask the students some questions of how to express regret and apologies.
about some expressions of regret and apologies.
TASK 2
the dialogues in pairs.
SYMPATHY
Ask some questions of how to express sympathy.
about some expressions of sympathy.
118
TASK 3
This exercise will help the students to practice their listening skill and pronunciation.
the dialogues in pairs.
ASKING FOR AND GIVING PERMISSION
Ask some questions of how to ask for and give permission.
about some expressions of asking for and giving permission.
TASK 4
COMMANDS AND REQUESTS
Ask some questions of how to express commands and requests.
about some expressions of commands and requests.
TASK 5
OFFERING THINGS AND SERVICES
Ask some questions of how to offer things and services.
119
about some expressions of offering things and services.
TASK 6
TASK 7
Tell the students to listen to the dialogues in the recording carefully. The recording
will be played three times. Tell the students to focus their attention to the recording.
While they are listening to the recording, they should complete the table.
1. A : I’d like a room with a view of the beach.
B : Certainly, Madam. We have a very nice room overlooking the beach. Would
you like to see it?
A : Yes, please.
2. A : Do you have a family room, for two adults and two children?
B : I’m afraid we don’t have a family room available. But we can offer you twin
rooms.
A : Mm. No, the rooms won’t be suitable.
3. A : Could I have a luxury suite for two nights, please?
B : I’m afraid we don’t have a suite available. But we can give you a studio.
4. A : I’d like a double room for three nights, please.
B : Certainly, Madam. I can give you a nice double room on the second floor.
5. A : Do you have accommodation for non-smokers?
B : Yes. We have non-smoking rooms on the third floor. Will you reserve one?
120
2
TASK 8
Tell the students to close the book and listen to you. Then, ask them to open the book
and practice the dialogue in pairs. Do not let the students to open the book first while
you are reading the conversation.
3
TASK 9
Tell the students to work in pairs and read the situations. They should make
dialogues based on the situations. Then, ask some students to perform the dialogues
in front of the class. You can ask volunteers or choose the group who will perform
the dialogues in front of the class. Then, you can give them brief feedback toward
their performances.
4
TASK 10
Tell the students to make five expressions used to express commands and five
expressions used to express request. Then, ask some students to perform it in front of
the class. You can ask volunteers or choose some students to perform it in front of
the class. Then, you can give them brief feedback toward their performances.
121
1
ADJECTIVES
TASK 1
Tell the students to read the words in the box using proper pronunciation. Then, ask
them to find the meaning of those words. After that, discuss the answers in the class.
TASK 2
Tell the students to describe someone’s feeling in the particular situations by
choosing the suitable words in the box. Then, discuss the answers in the class.
ADJECTIVES OF FEELINGS
This part presents explanation about adjectives of feelings.
Tell the students to study the pattern how to express feelings and the examples. Give
further explanation.
TASK 3
This task will help the students to improve their writing skill.
Tell the students to make sentences using the words in the box. Then, compare their
work with their friend. Discuss the answers in the class.
ADJECTIVES –ing vs. –ed
This part presents explanation about adjectives –ing vs. –ed.
Tell the students to study the explanation in the box and the examples. Give further
explanation.
122
TASK 4
This task will help the students to practice about adjectives –ing vs. –ed.
Tell the students to complete the sentences using the words in the box. Then,
compare their work with their friend. Discuss the answers in the class.
ADJECTIVES SET EXPRESSIONS
This part presents explanation about adjectives set expressions.
Tell the students to study the pattern and examples of adjectives set expressions.
Give further explanation.
TASK 5
This task will help the students to practice about adjectives set expressions.
Tell the students to make questions and answers based on the words given. Then,
TASK 6
This task will help the students to practice more about adjectives set expressions.
Tell the students to make response toward the particular situations. Then, compare
their work with their friend. Discuss the answers in the class.
MODAL AUXILIARIES
This part presents explanation about Modal Auxiliaries.
Tell the students to study the explanation and examples of modal auxiliaries. Give
further explanation.
TASK 7
This task will help the students to practice about modal auxiliaries.
Tell the students to complete the dialogues using the words in the box. Then,
123
SUBJECT – VERB AGREEMENT
This part presents explanation about Subject-Verb Agreement.
Tell the students to study the explanation and examples of subject-verb agreement.
Give further explanation.
TASK 8
This task will help the students to practice about subject-verb agreement.
Tell the students to decide the incorrect word in the sentence. Then, compare their
work with their friend. Discuss the answers in the class.
2
TASK 9
Tell the students to read the paragraph in the box and then underline the sentences
that express someone’s feeling. Then, ask them to answer the questions. Ask them to
pay attention to the difficult vocabularies given in the paragraph. Discuss the answers
in the class.
3
TASK 10
Tell the students to work in pairs. Ask the students to arrange the jumbled dialogue
and fill in the blanks with the appropriate words in the box. Then, ask them to share
their work with friends. Afterwards, ask some groups to perform the dialogues in
front of the class. You can ask volunteers or choose the group who will perform the
124
dialogues in front of the class. Then, you can give them brief feedback toward their
performances.
4
TASK 11
Tell the students to make sentences using the words provided. Then, ask them to
share their work with friends. Discuss the answers in the class.
125
PREFACE
This part provides the steps which the teacher should conduct in evaluation.
The evaluation can be used as the measurement toward the students’ achievement for
each unit of this book. The evaluation includes each topic discussed in each unit. The
evaluation is divided into several sections. In the listening section, the teacher should
read a dialogue or sentences to facilitate the students with listening skill. The other
sections, they measure the student’s comprehension toward particular topics they
have learned in the book.
A. GREETINGS & LEAVE TAKINGS
In this part, tell the students to listen to the dialogue in the recording carefully. Ask
them to mention some expressions of greetings and leave-takings used in the
dialogue. The recording will be played three times.
Lisa
: Hi, Flo. Haven’t seen you for ages. How are you doing?
Flo
: Lisa! Hi. I’m fine.
Lisa
: Flo, we haven’t been each other for a long time.
Flo
: Yeah, it must be close to four years.
Lisa
: By the way, how is your family?
Flo
: We are pretty well. Thanks. Why don’t you come to my house
tonight? We’ll be very pleased to meet you.
Lisa
: OK. I’ll be there around seven.
Flo
: Alright. See you then.
Lisa
: Alright. Bye, Flo.
Flo
: Bye.
B. INTRODUCING YOURSELF
In this part, tell the students to listen to the dialogue in the recording carefully. Ask
them to mention some expressions of introducing yourself used in the dialogue. The
recording will be played three times.
Susi
: This seat taken?
Rita
: No, help yourself. Haven’t seen you before. Are you a new student?
Susi
: Yes, my name is Susi Anggraini. But everybody calls me Susi.
126
Rita
: Nice to meet you, Susi. My name is Rita Purnamasari. Just call me
Rita. By the way, where did you study before?
Susi
: At SMU 3 Jakarta
Rita
: Oh, I see. Why did you move to Yogyakarta?
Susi
: Because my father was appointed as a branch manager here.
Rita
: The bell is ringing. Let’s go into the class.
Susi
: OK.
C. THANKING
In this part, the students are asked to arrange a jumbled dialogue into a proper
dialogue, and then mention some expressions of thanking used in the dialogue.
D. APOLOGIZING
In this part, the students are asked to arrange a jumbled dialogue into a proper
dialogue, and then mention some expressions of apologizing used in the dialogue.
E. PERSONAL PRONOUN
In this part, the students are asked to complete the sentences by choosing the correct
option.
F. SIMPLE PRESENT TENSE
In this part, the students are asked to complete the sentences using simple present
tense of the verbs in brackets.
127
A. NATIONALITIES
In this part, tell the students to listen to the recording carefully. Then, ask them to fill
in the blanks with their nationalities and languages according to the country they
come from. The recording will be played three times.
1. Hi, I’m from Scotland. I’m Scottish. I speak English.
2. Hi, I’m from Malaysia. I’m Malaysian. I speak Malay.
3. Hi, I’m from Norway. I’m Norwegian. I speak Norwegian.
4. Hi, I’m from Italy. I’m Italian. I speak Italian.
5. Hi, I’m from Saudi Arabia. I’m Saudi Arabian. I speak Arabic.
B. ADJECTIVES
In this part, the students are asked to match the words in column A with its meaning
in column B.
C. PROFESSIONS
In this part, the students are asked to describe each person’s job.
D. DESCRIBING PEOPLE
In this part, the students are asked to look at the pictures and describe their
appearances.
E. DESCRIBING THINGS
In this part, the students are asked to look at the pictures and describe the things.
128
F. TIME
In this part, the students are asked to draw the clocks that show the time given.
G. SINGULAR-PLURAL NOUNS
In this part, the students are asked to change the singular forms into plural forms.
129
A.
CARDINAL NUMBERS
In this part, tell the students to listen to the recording carefully. The speaker is going
to say 15 numbers. Then, ask them to circle those numbers. The recording will be
played twice.
B.
99
89
21
7
610
447
28
42
725
63
25
4
10
1
875
ORDINAL NUMBERS
In this part, the students are asked to write the ordinal numbers.
C.
ANTONYM
In this part, the students are asked to match each word in column A with its antonym
in column B.
D. SYNONYM
In this part, the students are asked to match each word in column A with its synonym
in column B.
E. ADJECTIVES IN SERIES (NOUN PHRASE)
In this part, the students are asked to correct the order of the adjectives and nouns in
the sentences.
130
F.
SIMPLE PAST TENSE
In this part, the students are asked to complete the sentences using simple past tense
of the verbs in brackets.
G. DESCRIPTION OF EVENTS
In this part, the students are asked to describe an event that they experienced when
they were a child using the time of the day (day, date, month, and year). They should
make 5 sentences at least.
131
A. MODAL AUXILIARIES
In this part, tell the students to listen to the dialogues in the recording carefully.
Then, ask them to complete the blanks using modal auxiliaries mentioned in the
dialogues. The recording will be played twice.
1. Tita
: Hello?
Gita
: Hello. Can I speak to Riris?
Tita
: She is not at home right now. Will you leave a message?
Gita
: No, thanks. I’ll call her later.
2. Waitress
Danti
: Can I get you something to eat?
: Um…those cakes look delicious. I’ll have a piece of them,
please.
Waitress
: And would you like something to drink?
Danti
: Yes, please. I’d like vanilla juice.
Waitress
: All right.
B. REGRETS AND APOLOGIES
In this part, the students are asked to express regret and apologies toward the
situations given.
C. SYMPATHY
In this part, the students are asked to arrange the jumbled dialogues into proper
dialogues, and then mention the expressions of sympathy used in the dialogues.
132
D. ASKING FOR AND GIVING PERMISSION
In this part, the students are asked to make expressions of giving permissions toward
the situations given.
E. COMMANDS AND REQUESTS
In this part, the students are asked to underline the expressions of commands and
requests in the dialogue and then answer the questions.
F. OFFERING THINGS AND SERVICES
In this part, the students are asked to make questions that express offers based on the
answers given.
G. ADJECTIVES OF FEELINGS
In this part, the students are asked to express feeling toward the situations given.
H. ADJECTIVES –ing vs. –ed
In this part, the students are asked to make sentences using the words given.
I. ADJECTIVES SET EXPRESSIONS
In this part, the students are asked to make sentences using the words given.
J. SUBJECT – VERB AGREEMENT
In this part, the students are asked to decide incorrect word in the sentence given
133
BIBLIOGRAPHY
Alexander, L. G. (1977). Question and Answer: Graded Oral Comprehension
Exercises. London: Longman Group Ltd.
Purwati, M. (2007). Multi-Purpose English for Vocational Schools Students. Klaten:
PT. Macanan Jaya Cemerlang.
The Commonwealth Office of Education, Sydney, Australia. (1965). Situational
English Part I Students’ Book. London: Longman Group Ltd.
Internet Sources:
http: //www.eslgold.com//. Accessed on July 9, 2008.
http: //images.google.co.id//. Accessed on July 9, 2008.
http: //images.search.yahoo.com//. Accessed on September 29, 2008.

i A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS

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