A SET OF INTEGRATED MATERIALS FOR GRADE X … · x ABSTRAK Indriawati , Vonny. 2008. A Set of...

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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 Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Vonny Indriawati

Student Number: 041214072

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A Thesis on




By

Vonny Indriawati


Approved by

Sponsor

Carla Sih Prabandari, S.Pd., M.Hum. December 1, 2008


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A Thesis on




By

Vonny Indriawati


Defended before the Board of Examinerson 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


vii

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.


viii

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 theApplied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition ofSchool-Based Curriculum. Yogyakarta: English Language Education Study Program,Sanata Dharma University.

English has been taught as a compulsory subject at Vocational High School inIndonesia. As stated in the 2006 Edition of School-Based Curriculum, the four skillsare taught in integrated way to facilitate the students to achieve their English masteryand ability in communicating using English. From the observations, it was found thatSMKN 5 Yogyakarta does not have enough integrated materials based on the currentcurriculum. Therefore, this study aimed to design a set of integrated materials forgrade X students of the applied-fine art department of SMKN 5 Yogyakarta. Thisstudy was concerned with two research questions, which are, 1) How is a set ofintegrated materials for grade X students of the applied-fine art department of SMKN5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed? and2) What does the integrated materials look like?

In answering the first research question, this study adapted Kemp’s andBanathy’s Instructional Design Model and employed R & D (Research andDevelopment 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 ofthe designed materials were applied in this step. Besides, this step was also aimed toclassify subject contents of the designed materials and select teaching-learningactivities and resources of the designed materials. (3) Development of PreliminaryForm of Product. In this step, the materials were designed based on the results ofPlanning. (4) Preliminary Field Testing. A try out toward the designed materials wascarried out and the questionnaire was distributed to English teachers of SMKN 5Yogyakarta and English Language Education lecturers of Sanata Dharma University.(5) Main Product Revision. The data gathered from Preliminary Field Testing wereanalyzed. The results of the analysis indicated that the mean was 3.8 ranged from 3.6up to 4 on five-point scale. It is concluded that the designed materials are suitableand acceptable to be used in the school.

In answering the second research question, this study presented the finalversion of the designed materials. It consists of four units. Each unit in the designedmaterials 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) IndependentConstruction of the Text.

Hopefully, the designed materials can be applied in the school to facilitate thestudents to improve their abilities in communicating using English as well as toprepare 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 theApplied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition ofSchool-Based Curriculum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,Universitas Sanata Dharma.

Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib diSekolah Menengah Kejuruan di Indonesia. Seperti dinyatakan dalam KurikulumTingkat Satuan Pendidikan edisi tahun 2006, empat keahlian diajarkan secaraterintegrasi untuk memfasilitasi siswa-siswa dalam mencapai kemampuan danpenguasaan berkomunikasi menggunakan bahasa Inggris. Dari pengamatan yangdilakukan, diketahui bahwa SMKN 5 Yogyakarta belum memiliki cukup materibahasa Inggris terintegrasi berdasarkan kurikulum yang diterapkan saat ini. Olehkarena itu, studi ini bertujuan untuk merancang seperangkat materi bahasa Inggristerintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta.Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimanaseperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluhjurusan seni rupa SMKN 5 Yogyakarta berdasarkan Kurikulum Tingkat SatuanPendidikan edisi tahun 2006 dirancang? dan 2) Bagaimanakah bentuk materi bahasaInggris terintegrasi tersebut?

Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasimodel 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. Surveikebutuhan dilakukan dalam tahap ini. (2) Perencanaan. Peninjauan kembali silabusbahasa Inggris SMKN 5 Yogyakarta; penentuan tujuan khusus, topik dan tujuanumum dari materi; penentuan tujuan-tujuan belajar dilakukan dalam tahap ini. Selainitu, tahap ini ditujukan untuk merinci isi materi dan memilih kegiatan pembelajarandan sumber-sumbernya. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini,materi dirancang berdasarkan hasil dari Perencanaan. (4) Pengujian Awal diLapangan. Uji coba terhadap materi dilakukan dan kuesioner dibagikan kepadabeberapa guru bahasa Inggris SMKN 5 Yogyakarta dan dosen Pendidikan BahasaInggris Universitas Sanata Dharma. (5) Perbaikan Utama Produk. Data-data yangterkumpul dari Pengujian Awal di Lapangan dianalisa. Hasil analisa menunjukkanbahwa nilai rata-ratanya 3.8 berkisar antara 3.6 sampai 4 pada skala 5. Dari hasil inidapat disimpulkan bahwa materi dapat diterima dan digunakan di sekolah.

Dalam menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasilakhir dari materi. Materi terdiri dari empat unit. Setiap unit terbagi menjadi duabagian utama yaitu Oracy Cycle dan Literacy Cycle. Setiap bagian meliputi empataktivitas, 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 siswa-siswa dalam meningkatkan kemampuan mereka berkomunikasi menggunakan bahasaInggris dan juga mempersiapkan mereka dalam menghadapi dunia kerja yangsesungguhnya.


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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


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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


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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


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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


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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


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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


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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


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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.


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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 applied-

fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of School-

Based 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.


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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 Applied-

Fine 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 applied-

fine 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.


8

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.


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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.

Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 9)

Revise

Goals,Topics, and

GeneralPurposes

LearnerCharacterist

ics

LearningObjectives

SubjectContent

Pre-Assessment

Teaching/Learning

Activities,Resources

SupportServices

Evaluation


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.

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).

IFormulate

SystemObjectives

IIIAnalyzeLearning

Tasks

IVDesignSystem

VImplementand TestOutput

VIChange toImprove

IIDevelop Test


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 School-

Based 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 Competency-

Based 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 Learners’ role

Activities 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

TASKS


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 extra-

linguistic 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 theobject of learning- emerges from and interacts with the role of joint negotiatorwithin the group and within the classroom procedures and activities which thegroup undertakes. The implication for the learner is that he should contribute asmuch 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 LITERACY CYCLE Building Knowledge of the Field Modelling of the Text Joint Construction of the Text Independent Construction of the Text (Linking to related texts)

Building Knowledge of the Field Modelling of the Text Joint Construction of the Text Independent Construction of the Text (Linking to related texts)

According to Feez and Joyce (2002: 28), each of the five stages of the teaching-

learning 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 text-

types.

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 teaching-

learning 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

Figure 4: The Theoretical Framework

continuing to (next step)

feedback and revision

Conducting Needs Survey

Reviewing the English Syllabusof SMKN 5 Yogyakarta

Stating the Goals, Topics and GeneralPurposes of the Designed Materials

Stating the Learning Objectivesof the Designed Materials

Classifying the Subject Contentsof the Designed Materials

Selecting the Teaching-Learning Activitiesand Resources of the Designed Materials

Designing the Materials

Conducting Materials Evaluation

Feedback&

Revision

Presenting theFinal Version

of the DesignedMaterials


34

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

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? 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


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 year-

teaching 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 Meaning1 Strongly Disagree2 Disagree3 Doubt4 Agree5 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)

Frequency of theDegree of

Agreement

Central TendencyNo. Participant’s Opinion on ...

1 2 3 4 5 N Mn Mdn Md

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:

where X = Mean

= Sum of

X = Score

N = Number of participants

__X = X

N


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)

Sex EducationalBackground

Teaching Experiences(in years)

Group ofParticipants No

M F S1 S2 S3 1-5 6-10 11-15 16-20 >201.2.3.4.

English teachers ofSMKN 5Yogyakarta

5.1.English Language

Education lecturersof Sanata DharmaUniversity

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


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

Figure 5: The Procedural Steps in Designing the Materials

Conducting Needs Survey

Reviewing the English Syllabusof SMKN 5 Yogyakarta

Stating the Goals, Topics and GeneralPurposes of the Designed Materials

Stating the Learning Objectivesof the Designed Materials

Classifying the Subject Contentsof the Designed Materials

Selecting the Teaching-Learning Activitiesand Resources of the Designed Materials

Designing the Materials

Conducting Materials Evaluation

Feedback&

Revision

Presenting theFinal Version

of the DesignedMaterials

Research and InformationCollecting

Planning

Development ofPreliminary Form of Product

Preliminary Field Testing

Main Product Revision


48

continuing to (next step)

providing the basis for

feedback and revision


49

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


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 teaching-

learning 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 School-

Based 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 Topics1 How are you? Greetings and Leave Takings

Introducing Thanking Apologizing Grammar Review:

- Personal Pronoun- Simple Present Tense

2 What does she look like? 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 Nouns3 What is his nationality? Cardinal and Ordinal Numbers

Adjectives of quality, size, shape, age,color

Nationality, Profession


54

Adjectives in Series Description of Events Antonym/ Synonym

4 Could you help me? 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

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 Basic Competencies1 How are you? Understanding the transactional and

interpersonal discourse used in daily activities2 What does she look like? Mentioning things, people, and

characteristics, time, day, month, and year.3 What is his nationality? Describing things, people, and characteristics,

time, day, month, and year.4 Could you help me? 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 Indicators1 How are you? 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.2 What does she look like? At the end of the lesson, the students are able

to:1. mention things and words to describe

things according to its colours, shape,origin, size, materials, quality and quantityappropriately.

2. mention words to describe peopleaccording 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.3 What is his nationality? At the end of the lesson, the students are able

to:


56

1. use cardinal/ordinal numbers in severalcontexts appropriately.

2. arrange words to describe things accordingto its colours, shape, origin, size, materials,quality and quantity appropriately.

3. arrange words to describe people accordingto the profession, nationality, physicalappearance, characteristic, quality, andactivities appropriately.

4. arrange words to describe an eventaccording to the time of the day, name ofday/date, month, year appropriately.

5. apply antonym/ synonym appropriately.4 Could you help me? At the end of the lesson, the students are able

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 setexpressions appropriately.

4. apply subject- verb agreementappropriately.

5. apply the expressions of asking for andgiving permission appropriately.

6. apply the expressions of commands andrequests appropriately.

7. apply the expressions of offering thingsand 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 applied-

fine 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.


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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


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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


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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

Sex EducationalBackground

Teaching Experiences(in years)

Group ofParticipants No

M F S1 S2 S3 1-5 6-10 11-15 16-20 >201. 2. 3. 4.

English teachers ofSMKN 5Yogyakarta

5. 1. English Language

Education lecturersof Sanata DharmaUniversity

2.

Total 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.


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Table 2: Degree of Agreement

Degree of Agreement Meaning1 Strongly Disagree2 Disagree3 Doubt4 Agree5 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

Frequency of theDegree of

Agreement

Central TendencyNo. Participant’s Opinion on ...

1 2 3 4 5 N Mn Mdn Md1. The major goals of the

designed materials are wellformulated.

7 7 4 4 4

2. The designed materials areable to meet the goals andobjectives stated in theCurriculum at the SchoolLevel (KTSP).

1 6 7 3.8 4 4

3. Generally, the contents of thedesigned materials are well-elaborated.

7 7 4 4 4

4. The designed materials arerelevant to the students’knowledge and skills level.

7 7 4 4 4

5. The level of difficulty of thedesigned materials isappropriate with what shouldbe given to the students.

1 6 7 3.8 4 4

6. The tasks or activities ineach unit are relevant to thetopic in each unit.

2 5 7 3.7 4 4

7. The tasks or activities ineach unit are well-elaboratedand can facilitate the students

2 5 7 3.7 4 4


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to achieve the goals andobjectives.

8. The instruction in each taskor activity in each unit isclear enough to beunderstood by the students.

1 6 7 3.8 4 4

9. The tasks or activities areinteresting and variousenough to motivate studentsto be more active.

1 6 7 3.8 4 4

10. The tasks and activities givencan help the students tounderstand the lesson taught.

2 5 7 3.7 4 4

11. Generally, the picturesprovided can help thestudents to understand thelesson more.

7 7 4 4 4

12. Generally, the designedmaterials will enable thestudents to master both oraland written English.

3 4 7 3.6 4 4

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.


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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 well-

elaborated.

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.


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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,


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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.


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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

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

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


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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.


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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.


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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: MacquarieUniversity.

Gay, L. R. (1992). Educational Research: Competencies for Analysis andApplication (4th Ed). New York: Florida International University.

Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning-Centred 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 LanguageTeaching. Cambridge: Cambridge University Press.

Robinson, P. C. (1991). ESP Today: A Practitioner’s Guide. London: Prentice HallInternational (UK) Ltd.

Yalden, J. (1987). The Communicative Syllabus: Evolution, Design, andImplementation. 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


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76


77


78


79

List of Questions for Interview

Interview Transcription

Questionnaire for the Designed Set of Materials Evaluation

Gambaran Umum

General Description


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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?


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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.


87

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.


89

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.


90

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.


91

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.


92

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.


93

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.


94

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 benar-

benar 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.


96

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.


97

Untuk UAN juga ya bu?

Ya untuk UAN jelas karena termasuk salah satu dalam tiga mata pelajaran dalam

UAN.


Sama-sama.


98

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 kadang-

kadang bagus kalau kita ngeset game. Tetapi saya pernah memakai game, pertama-

tama 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.


99

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.


103

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, macam-

macam, 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 anak-

anak 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 buku-

buku 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

Teaching Experiences : …. 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:

1 : Strongly Disagree

2 : Disagree

3 : Doubt

4 : Agree

5 : Strongly Agree

Degree of AgreementNo. The lecturer’s/ teacher’s evaluation on ….

1 2 3 4 5

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.


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 well-

elaborated 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 What does she look like?

3 What is his nationality?

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 topik-

topik 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 kalimat-

kalimat 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. Aktivitas-

aktivitas 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 What does she look like?

3 What is his nationality?

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

COMPETENCE

INDICATORS MATERIALS TEACHING-LEARNING

ACTIVITIES

EVALUATION TIME

ALLOCATION

1.1

Understanding

the transactional

and interpersonal

discourse used in

daily activities.

At the end of the

lesson, the students are

able to:

- apply the expressions

of greetings and

leave takings

appropriately.


of introducing

yourself and other

people appropriately.


of thanking

appropriately.


Greetings and

leave takings.

Introducing

Thanking

Apologizing

Grammar Review

- Personal Pronoun

- Simple Present

Tense

Listening

- About greetings,

leave takings,

introducing,

thanking, and

apologizing

- Listening for

information

- Dictation

Speaking

- Practicing dialogues

about greetings,

leave takings,

introducing,

thanking, and

Written test:

- Listening for

information

- Completing

sentences

- Arranging

jumbled

dialogues

10 x 45’


120

of apologizing

appropriately.

- apply personal

pronoun and simple

present tense

appropriately.

apologizing

- Role playing

dialogues about

greetings, leave

takings, introducing,

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

COMPETENCE


ACTIVITIES

EVALUATION TIME

ALLOCATION

1.2

Mentioning

things, people and

characteristics,

time, day, month,

and year.

At the end of the lesson,

the students are able to:

- mention things and

words to describe

things according to its

colours, shape, origin,

size, materials, quality

and quantity

appropriately.

- mention words to

describe people

according to the

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

Listening

- Dictation

- Listening for

information

Speaking

- Naming objects,

quality of objects

and persons,

professions,

nationalities, and

time of the day.


- Role playing

Reading

- Reading for

Written test:

- Listening for

information

- Completing

sentences

- Matching

word

- Describing

people and

things

12 x 45’


122

profession, nationality,

physical appearance,

characteristic, quality,

and activities

appropriately.

- mention time of the

day, name of day/date,

month, year

appropriately.

- apply singular-plural

nouns appropriately.

Grammar

Review:

- Singular-Plural

Nouns

information

- Short passages

- Dialogues

Writing


with suitable words

- Arranging jumbled

dialogues

- Making stories


123

Unit : 3. What is his nationality?

BASIC

COMPETENCE


ACTIVITIES

EVALUATION TIME

ALLOCATION

1.3

Describing things,

people, and

characteristics,

time, day, month,

and year.

At the end of the

lesson, the students are

able to:

- use cardinal/ordinal

numbers in several

contexts

appropriately.

- arrange words to

describe things

according to its

colours, shape,

origin, size,

Cardinal and

Ordinal Numbers

Adjectives of

Quality, Size,

Shape, Age,

Colour

Nationality,

Profession

Adjective in Series

Description of

Events

Antonym/

Synonym.

Listening

- Dictation

- Listening for

information

Speaking

- Describing things,

people, profession,

and nationalities

- Telling numbers,

responding to

questions about

numbers

- Discussing things

based on physical

appearance.

Written test:

- Listening for

information

- Completing

sentences

- Arranging

jumbled

words

- Describing

event

-Matching

words

21 x 45’


124

materials, quality

and quantity

appropriately.

- arrange words to

describe people

according to the

profession,

nationality, physical

appearance,

characteristic,

quality, and

activities

appropriately.

- arrange words to

- Role playing

dialogues


- Retelling stories

Reading

- Understanding and

discussing passages.

- Short passages

- Dialogues

Writing

- Describing things

- Arranging jumbled

paragraphs.

- Writing paragraphs

based on pictures.


with suitable words

- 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

COMPETENCE


ACTIVITIES

EVALUATION TIME

ALLOCATION

1.4

Producing

interpersonal

utterances used

for basic

functions.

At the end of the lesson,

the students are able to:


of regrets and

apologies

appropriately.


of sympathy

appropriately.

- apply the adjectives of

feelings, adjectives ‘–

ing’ vs ‘–ed’, and

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

Listening

- Dictation

- Listening for

information

Speaking

- Pronunciation

practice

- Dialogue practice

- In pairs, creating and

practicing dialogues

dealing with regret

and apologies,

sympathy, asking for

and giving

information, offering

Written test:

- Listening for

information

- Completing

dialogues/

sentences

- Arranging

jumbled

dialogues

- Identifying

incorrect

words

22 x 45’


127

adjectives set

expressions

appropriately.

- apply subject- verb

agreement

appropriately.


of asking for and

giving permission

appropriately.


of commands and

requests appropriately.


Giving

Permission

Grammar:

Modals +

Auxiliary

Expressions of

Commands and

Request

Expressions of

Offering Things

and Services

things and services.

- Role playing

- Expressing feelings

about certain events

Reading

- Reading for

information

- Dialogues

Writing

- Completing

dialogues

- Rearranging jumbled

dialogues


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


Learning Strategy

Teacher’s Activities Students’ Activities

Time

Allocation

Pre-Activity:

1. Greeting the students.

2. Reviewing previous materials.

ORACY CYCLE

Building Knowledge of the Field

3. Introducing and defining the new topic by giving

warming-up (TASK 1).

Pre-Activity:

1. Greeting the teacher.

2. Answering the teacher’s questions.

ORACY CYCLE


3. Discussing some questions (TASK 1).

1’

3’

2’

Whilst-Activity:

4. Giving explanation about Greetings and Leave

Takings.

5. Giving correct pronunciation of some expressions

used in Greetings and Leave Takings.

6. Giving explanation about Introducing Yourself and

Whilst-Activity:

4. Listening to the teacher’s explanation.

5. Repeating the teacher’s pronunciation.


7’

7’

7’


131

Other People.


used in Introducing Yourself and Other People.

8. Reading the dialogues in TASK 2.

9. Monitoring the students while practicing the

dialogues in TASK 2 in groups.

10. Giving explanation about Thanking.


used in Thanking.



dialogues in TASK 3 in pairs.


8. Repeating the teacher’s example (TASK 2).

9. Practicing the dialogues in TASK 2 in groups.




13. Practicing the dialogues in TASK 3 in pairs.

7’

9’

9’

7’

7’

9’

9’

Post-Activity:

14. Concluding today’s activities.

15. Giving homework.

16. Previewing the next meeting’s materials.

17. Closing.

Post-Activity:




17. Closing.

3’

1’

1’

1’


132

Meeting 2


Learning Strategy


Time

Allocation

Pre-Activity:



3. Previewing today’s materials.

Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Apologizing.


used in Apologizing.

6. Reading the dialogue in TASK 4.


dialogue in TASK 4 in pairs.

Modelling of the Text



Whilst-Activity:




7. Practicing the dialogue in TASK 4 in pairs.


8. Listening to the teacher’s example (TASK 5).

9. Practicing the dialogues in TASK 5 in groups.

7’

7’

4’

4’

9’

9’


133

dialogue in TASK 5 in groups.

10. Playing the recording in TASK 6 three times.

(The script of the listening can be seen in the

Teacher’s Manual)

11. Asking some questions based on the recording in

TASK 6.

Joint Construction of the Text

12. Monitoring the students while doing TASK 7 in

pairs.

13. Selecting who will perform TASK 7 in front of the

class and giving brief feedback toward the students’

performances

10. Listening to the recording in TASK 6 carefully and

making some notes what the speaker says.

11. Answering the questions in TASK 6.


12. Doing TASK 7 in pairs.

13. Performing TASK 7 in front of the class.

5’

3’

15’

15’

Post-Activity:




17. Closing.

Post-Activity:




17. Closing.

3’

1’

1’

1’


134

Meeting 3


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

Independent Construction of the Text

4. Monitoring the students while doing TASK 8

individually.



performances.

LITERACY CYCLE


6. Giving explanation about Simple Present Tense.

Whilst-Activity:


4. Doing TASK 8 individually.


LITERACY CYCLE



8’

8’

14’


135

7. Monitoring the students while doing TASK 1.

8. Discussing TASK 1 in the class.

9. Giving explanation about Personal Pronouns.




8. Discussing TASK 1.




6’

6’

20’

8’

8’

Post-Activity:

12. Concluding today’s materials.


14. Previewing the next meeting.

15. Closing.

Post-Activity:




15. Closing.

3’

1’

1’

1’


136

Meeting 4


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:


4. Asking the students to read the paragraph in TASK 3

and underline the verbs of Simple Present Tense.

5. Asking some questions based on the paragraph in

TASK 3.

6. Discussing the questions in TASK 3 in the class.



individually.

Whilst-Activity:


4. Reading the paragraph in TASK 3 and underlining

the verbs of Simple Present Tense.


6. Discussing the questions in TASK 3



15’

8’

8’

15’


137

8. Asking the students to share their work with their

friends.



individually.


friends.

8. Sharing their work with their friends.




10’

10’

10’

Post-Activity:

11. Concluding the whole materials in Unit 1.



14. Closing.

Post-Activity:




14. Closing.

5’

1’

1’

1’


138

Meeting 5

Evaluation (Test)



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


Basic Competence : Mentioning things, people and characteristics, time, day, month, and year.


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


Learning Strategy


Time

Allocation

Pre-Activity:



ORACY CYCLE


3.Introducing and defining the new topic by giving


Pre-Activity:



ORACY CYCLE


3. Describing the picture in TASK 1.

1’

3’

2’

Whilst-Activity:

4. Giving explanation about Describing People: physical

(appearance), non-physical (characteristic).

5. Giving correct pronunciation of some words used in

Describing People.


Whilst-Activity:




15’

15’

6’


141





Teacher’s Manual).

9. Asking some questions based on the recording in

TASK 3.





making some notes what the speaker says.


10. Doing TASK 4.


6’

10’

6’

10’

10’

Post-Activity:




15. Closing.

Post-Activity:




15. Closing.

3’

1’

1’

1’


142

Meeting 2


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Nationalities.

5. Giving correct pronunciation of the countries, people

and their languages.

6. Monitoring the students while doing TASK 5 in pairs.



8. Monitoring the students while practicing the dialogue

in TASK 6 in pairs.

9. Asking some questions based on the dialogue in

Whilst-Activity:








10’

10’

15’

9’

9’

5’


143

TASK 6.


10. Monitoring the students while doing TASK 7 in

pairs.



performances.




10’

10’

Post-Activity:




15. Closing.

Post-Activity:




15. Closing.

3’

1’

1’

1’


144

Meeting 3


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



individually.



performances.

LITERACY CYCLE


6. Giving explanation about Adjectives.

Whilst-Activity:




LITERACY CYCLE



8’

8’

6’


145

7. Reading the words in TASK 1 and discussing TASK

1 in the class.



10. Giving explanation about Describing Things.



7. Repeating the teacher’s example and discussing

TASK 1.




11. Doing TASK 3.


8’

10’

10’

10’

9’

9’

Post-Activity:




16. Closing.

Post-Activity:




16. Closing.

3’

1’

1’

1’


146

Meeting 4


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving Explanation about Professions.





9. Giving explanation about Time, Day, and Month.





Whilst-Activity:


5. Doing TASK 4.


7. Doing TASK 5.



10. Doing TASK 6.




5’

5’

5’

5’

5’

5’

3’

3’

4’

4’


147




16. Giving explanation about Singular-Plural Nouns.



14. Doing TASK 8.

15. Discussing the questions in TASK 8.


17. Doing TASK 9.


4’

4’

20’

3’

3’

Post-Activity:




22. Closing.

Post-Activity:




22. Closing.

3’

1’

1’

1’


148

Meeting 5


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving correct pronunciation of Singular-Plural Nouns.




7. Asking the students to read the paragraph in TASK 11.

8. Asking some questions based on the paragraph in TASK

11.


Whilst-Activity:

4. Repeating the teacher’s example.

5. Doing TASK 10.



7. Reading the paragraph in TASK 11.



10’

10’

8’

10’

5’

5’


149



individually.

11. Asking the students to share their work with their friends.



individually.








10’

8’

5’

5’

Post-Activity:




17. Closing.

Post-Activity:




17. Closing.

5’

1’

1’

1’


150

Meeting 6

Evaluation (Test)



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


Basic Competence : Describing things, people, and characteristics, time, day, month, and year.


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


Learning Strategy


Time

Allocation

Pre-Activity:



ORACY CYCLE




Pre-Activity:



ORACY CYCLE



1’

3’

2’

Whilst-Activity:

4. Giving explanation about Cardinal Numbers.

Whilst-Activity:

4. Listening to the teacher’s explanation. 10’


153

5. Giving correct pronunciation of Cardinal Numbers.

6. Playing the recording in TASK 2.


Teacher’s Manual)


8. Playing the recording in TASK 3.


Teacher’s Manual)


10. Giving explanation in TASK 4.

11. Monitoring the students while answering the

questions in TASK 4.




writing the numbers down.



circling the numbers in the box.





10’

9’

9’

5’

5’

10’

10’

10’

Post-Activity:




16. Closing.

Post-Activity:




16. Closing.

3’

1’

1’

1’


154

Meeting 2


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Ordinal Numbers.

5. Giving correct pronunciation of Ordinal Numbers.

6. Monitoring the students while answering the

questions in TASK 5.


8. Reviewing the lesson about Nationality in Unit 2.

9. Giving explanation about Nationality.




Whilst-Activity:



6.Answering the questions in TASK 5






10’

10’

10’

10’

6’

10’

8’

8’


155


TASK 6.

12. Answering the questions in TASK 6. 6’

Post-Activity:




16. Closing.

Post-Activity:




16. Closing.

3’

1’

1’

1’


156

Meeting 3


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Description of Events.



in TASK 7 in pairs.




in TASK 9 in pairs.


TASK 9.

Whilst-Activity:








10’

15’

15’

15’

10’

10’

8’


157

Post-Activity:




14. Closing.

Post-Activity:




14. Closing.

3’

1’

1’

1’


158

Meeting 4


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:




in TASK 10 in pairs.


6.Monitoring the students while doing TASK 11 in

pairs.

7.Selecting who will perform TASK 11 in front of the


Whilst-Activity:



5. Practicing the dialogue in TASK 10.




15’

15’

25’

23’


159

performances.

Post-Activity:


9. Giving homework.


11. Closing.

Post-Activity:




11. Closing.

3’

1’

1’

1’


160

Meeting 5


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



individually.



performances.

LITERACY CYCLE


6. Giving explanation about Simple Past Tense.

Whilst-Activity:




LITERACY CYCLE



15’

15’

18’

15’

15’


161





Post-Activity:




12. Closing.

Post-Activity:




12. Closing.

3’

1’

1’

1’


162

Meeting 6


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Reviewing the lesson about Professions in Unit 2.

5. Reading the words in TASK 2.






11. Monitoring the students while practicing the dialogue in

TASK 4 in pairs.


Whilst-Activity:










7’

8’

15’

12’

8’

8’

7’

7’

6’


163

Post-Activity:




16. Closing.

Post-Activity:




16. Closing.

3’

1’

1’

1’


164

Meeting 7


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Antonym.



7. Giving explanation about Synonym.



Whilst-Activity:


5. Doing TASK 5.



8. Doing TASK 6.


10’

14’

15’

10’

14’

15’

Post-Activity:



Post-Activity:



3’

1’


165


13. Closing.


13. Closing.

1’

1’


166

Meeting 8


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4.Giving explanation about Adjectives in Series.

5.Monitoring the students while doing TASK 7.

6.Discussing TASK 7 in the class.

7.Monitoring the students while doing TASK 8.

Whilst-Activity:





30’

20’

15’

13’

Post-Activity:


9. Giving homework.


11. Closing.

Post-Activity:




11. Closing.

3’

1’

1’

1’


167

Meeting 9


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



5. Asking the students to read the paragraph in TASK 9 and

underline the verbs of Simple Past Tense.


9.


8. Asking the students to fill in the blanks, and underline the

verbs of Simple Past Tense.

Whilst-Activity:



5. Reading the paragraph in TASK 9 and

underlining the verbs of Simple Past Tense.



8. Filling the blanks and underlining the verbs of

Simple Past Tense.

10’

15’

10’

8’

15’


168


10. Asking the students to read the paragraph in TASK 10.


10. Reading the paragraph in TASK 10.

10’

10’

Post-Activity:




14. Closing.

Post-Activity:




14. Closing.

3’

1’

1’

1’


169

Meeting 10


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



individually.


friends.



individually.


Whilst-Activity:







12’

8’

6’

5’


170

Post-Activity:


9. Giving homework.


11. Closing.

Post-Activity:




11. Closing.

5’

1’

1’

1’


171

Meeting 11

Evaluation (Test)



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


Basic Competence : Producing interpersonal utterances used for basic functions.


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


Learning Strategy


Time

Allocation

Pre-Activity:



ORACY CYCLE



Pre-Activity:



ORACY CYCLE



1’

3’

2’


174


Whilst-Activity:

4. Giving explanation about Regret and Apologies.


used in Regret and Apologies.




8. Giving explanation about Sympathy.


used in Sympathy.




Whilst-Activity:









10’

10’

10’

10’

9’

9’

10’

10’

Post-Activity:




15. Closing.

Post-Activity:




15. Closing.

3’

1’

1’

1’


175

Meeting 2


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Asking For and Giving

Permission.


used in Asking For and Giving Permission.

6. Reading the dialogue in TASK 4


in TASK 4 in pairs.

8. Giving explanation about Commands and Requests.


used in Commands and Requests.

Whilst-Activity:







10’

10’

9’

9’

10’

10’


176






10’

10’

Post-Activity:




15. Closing.

Post-Activity:


13 Listening to the teacher’s explanation.


15. Closing.

3’

1’

1’

1’


177

Meeting 3


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4.Giving explanation about Offering Things and

Services

5.Giving correct pronunciation of some expressions

used in Offering Things and Services



in TASK 6 in pairs.



Teacher’s Manual)

Whilst-Activity:





8. Listening to the recording carefully and filling the

table in TASK 7.

10’

10’

13’

13’

16’


178

9. Discussing TASK 7 in the class. 9. Discussing TASK 7. 16’

Post-Activity:




13. Closing.

Post-Activity:




13. Closing.

3’

1’

1’

1’


179

Meeting 4


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:




in TASK 8 in pairs.





performances.

Whilst-Activity:






7.Performing TASK 9 in front of the class.

15’

15’

30’

18’


180

Post-Activity:


9. Giving homework.


11. Closing.

Post-Activity:




11. Closing.

3’

1’

1’

1’


181

Meeting 5


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



individually.



performances

LITERACY CYCLE


6. Giving explanation about Adjectives.

Whilst-Activity:




LITERACY CYCLE



10’

8’

10’


182

7. Reading the words in TASK 1 and discussing TASK 1 in

the class.



10. Giving explanation about Adjectives of Feelings.

7. Repeating the teacher’s example (TASK 1) and

discussing TASK 1.




10’

15’

10’

15’

Post-Activity:




14. Closing.

Post-Activity:




14. Closing.

3’

1’

1’

1’


183

Meeting 6


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



6. Giving explanation about Adjectives –ing vs, -ed.



Whilst-Activity:






15’

13’

20’

15’

15’

Post-Activity:




Post-Activity:




3’

1’

1’


184

12. Closing. 12. Closing. 1’


185

Meeting 7


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Adjectives Set Expressions.





Whilst-Activity:






25’

15’

14’

12’

12’

Post-Activity:




Post-Activity:




3’

1’

1’


186

12. Closing. 12. Closing. 1’


187

Meeting 8


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Modal Auxiliaries.



7. Giving explanation about Subject-Verb Agreement.

Whilst-Activity:





18’

15’

15’

30’

Post-Activity:


9. Giving homework.


11. Closing.

Post-Activity:




11. Closing.

3’

1’

1’

1’


188

Meeting 9


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:

4. Giving explanation about Subject-Verb Agreement.




7. Asking the students to read the paragraph in TASK 9 and

underline the sentences that express someone’s feelings.


9.


Whilst-Activity:





7.Reading the paragraph in TASK 9and underlining

the sentences that express someone’s feelings



15’

15’

12’

20’

8’

8’


189

Post-Activity:




13. Closing.

Post-Activity:




13. Closing.

3’

1’

1’

1’


190

Meeting 10


Learning Strategy


Time

Allocation

Pre-Activity:




Pre-Activity:




1’

3’

2’

Whilst-Activity:



individually.


6. Selecting who will perform TASK 10 in front of the class

and giving brief feedback toward the students’

performances



Whilst-Activity:







10’

10’

15’

15’


191

individually.

8. Asking the students to share their work with their friends. 8. Sharing their work with their friends. 15’

Post-Activity:

9. Concluding the whole materials in Unit 1- 4.



12. Closing.

Post-Activity:




12. Closing.

15’

1’

2’

1’


192

Meeting 11

Evaluation (Test)



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.

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

Questions:2. What are they doing?3. Do you think they know each other?4. What do you think they say to each other?


2

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 afternoon

(12:00 a.m. until 6:00 p.m.)

Good evening

(6:00 p.m. until 9:00 p.m.)

+

Good night

(9:00 p.m. until 0:00 p.m.)

+

Good night (time to go bed)

Good bye (departing)

Pictures are taken from http://images.search.yahoo.com//


3

INTRODUCING YOURSELF

What would you say to introduce yourself?



INTRODUCING 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?



INTRODUCING 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.


4

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.


5

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.

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.

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


6

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. Don’t worry about it.

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.


7

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 : 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.

2


8

Dialogue 2

Suzanne : Good morning, Sir.

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.


……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


9


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?


TASK 8

Introduce yourself in front of the class.

Then, introduce your friend sitting next to you to the class.

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

4


10


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

S + to be (am/ is/ are) + ……..

Pattern B

S + V1 (s/ es) + ……..

I am

You

We are

They

He

She is

It

I

You V1

We

They

He

She V1 (s/ es)

It

1


11

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 +…?

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)

Time signal:

always, generally, usually, often, regularly, sometimes, nowadays,

every ……


12

PERSONAL 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.


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.

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.

Me, him, her, it, us, you, and them are personal pronouns as object pronouns.


13


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.

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.


14


TASK 3

Read the paragraph in the box and then underline the verbs of Simple Present Tense.

Then, answer the questions.

Vocabulary:

school bus driver : sopir bis sekolah

shower : mandi

put on : memakai, mengenakan

supervisor : pengawas

pull out : mengeluarkan

pick up : menjemput

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.

2


15


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 3

4 5

Pictures are taken from http://images.search.yahoo.com// and Clip Art.


TASK 5

Make 5 sentences using Simple Present Tense.

Then, share it with your friends.

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

4


16


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

1


17

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 heightShe is skinny She is fatShe is thin She is overweightShe is slim She is plumpShe is slender She is stocky

Type of hair

She has long, straight, black hair. She has medium length, straight, blondehair.

She has short, straight, black hair. She has medium length, wavy, red hair.She wears glasses.


18

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 forehead nostrilslips cheeks eyebrows

teeth

Pictures are taken from www.eslgold.com


19

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?


20

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

Austria

Brazil

Canada

England

Indonesia

Italy

Japan

Korea

Malaysia

Norway

Philippines

Portugal

Russia

Australian

Austrian

Brazilian

Canadian

Englishman

Indonesian

Italian

Japanese

Korean

Malaysian

Norwegian

Filipino

Portuguese

Russian

English

German

Portuguese

French, English

English

Indonesian

Italian

Japanese

Korean

Malay

Norwegian

English

Portuguese

Russian


21

Saudi Arabia

Scotland

Thailand

Singapore

Spain

Sweden

Switzerland

USA

Saudi Arabian

Scottish

Thai

Singaporean

Spanish

Swede

Swiss

American

Arabic

English

Thai

Malay, English

Spanish

Swedish

French

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:

Pictures are taken from Clip Art.

Hi. I’m Andi.

Hi, Andi. I’m Michael.Call me Mike.

You’re the famousfootball player fromEngland, right?

Right. I’m from England.I’m Englishman.

Nice to meet you too, Andi.

Nice to meet you, Mike.


22


Suzanne - Brazil Joko

1

Jordan – USA Farhan

Briggita – Scotland Donny

2

3


23


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?

2


24


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 elementaryschool. She is cute and beautiful.

I see.Yes, that’s right.

Hmm ….Has she got small eyesand 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?


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.

3

4


25


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?

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

________ child.

2. He starts work at 6:00 every day and often works overtime or

at weekends. He is really _______.

3. She finds it very easy to learn things and has passed all his

exams. He is extremely _______.

4. She never smiles on her face and always looks unhappy. She

is so _______.

5. He hates working and would prefer to stay at home all day in

front of the television. He is so _______.

6. He hates waiting for people or trains and can’t stand it when

things don’t happen immediately. He is very _______.

a. impatient

b. happy

c. beautiful

d. intelligent

e. hard-working

f. shy

g. stupid

h. lazy

i. miserable

j. ambitious

k. polite

l. generous

ambitious bad beautiful bigcrazy fat friendly handsomehorrible impatient intelligent kindlazy ugly dizzy miserable

1


26

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.


27

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


28

7 8 9


TASK 5

Match the pictures with the names of the jobs. Then, complete the sentences with the

words in the box.

1 2 3

a chef in a store write for the newspapera sales clerk for the International News teach studentsa mechanic at the Seafood Restaurant handle paperworksa journalist in a bakery cook the mealsa secretary in a workshop serve customersa teacher in a hospital perform medical operationa surgeon in a company make programs for computersa baker in a school make cakesa computer programmer in an office repairs cars

policeman/ policewoman bricklayer waiter/ waitress

dustman architect plumber

travel agent vet electrician


29

4 5 6

7 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.


30

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.


It is twelve thirty or half past twelve. It is twelve forty-five or quarter to

one.


31

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 : At ….. Bella : At ……

2.

Denis : What time does your school begin?

Nanda : At …..

DAY MONTH

SundayMondayTuesdayWednesdayThursdayFridaySaturday

January February March April

May June July August

September October November December


32

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.

2008Sunday

June 1st, 2008

My uncle’s wedding party.

Monday

June 9th, 2008

Math Exam

Tuesday

Thursday

Friday

June 27th, 2008

Go to the seminar

Saturday

June 14th, 2005

Go and see the movie


33

Wednesday

June 4th, 2008

Wash the motorcycle

SINGULAR-PLURAL NOUNS

Let’s study about singular-plural nouns.

Understand the pattern and the explanation. Read the examples below.

SINGULAR PLURAL

One bird

One street

One rose

Two birds

Two streets

Two roses

To make plural nouns, add –s.

One dish

One match

One class

One box

Two dishes

Two matches

Two classes

Two boxes

Add –es to nouns ending in –sh, -ch, -ss, -x.

One baby

One city

Two babies

Two cities

If a noun ends in consonant –y, change ‘y’ to ‘i’ and add –es.

If –y is preceded by a vowel, add only –s: boys, days, keys, etc

One knife

One shelf

Two knives

Two shelves

If a noun ends in –fe or –f, change the ending to –ves.

Exceptions: beliefs, chiefs, roofs, cuffs.

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?


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One tomato

One zoo

One zero

Two tomatoes

Two zoos

Two zeros

The plural form of nouns that end in –o is sometimes –oes and

sometimes –os.

-oes: tomatoes, potatoes, heroes, echoes, mosquitoes.

-os: zoos, radios, studios, pianos, photos.

-oes or –os: volcanoes/ volcanos.

One child

One foot

One goose

One mouse

One tooth

One woman

Two children

Two feet

Two geese

Two mice

Two teeth

Two women

Some nouns have irregular plural forms.

One deer

One fish

One sheep

Two deer

Two fish

Two sheep

The plural form of some nouns is the same as the singular

form.

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


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TASK 10

Pronounce these plural nouns. Then classify them in the correct column.

iz z s

candles desserts

slices glasses

doughnuts oranges

eggs vegetables

chickens snacks

noodles sandwiches

cups chips


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

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Vocabulary:

cousin : saudara sepupu

sales clerk : penjaga toko, pramuniaga.

customer : pelanggan

order : pesanan

stock : persediaan barang.


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.

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?

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TASK 13

Find other examples of singular-plural nouns as much as possible and then share it

with your friend.

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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.

0zero

1one

2two

3three

4four

5five

6six

7seven

8eight

9nine

10ten

11eleven

12twelve

13thirteen

14fourteen

15fifteen

16sixteen

17seventeen

18eighteen

19nineteen

20twenty

21twenty-

one

22twenty-

two

30thirty

40forty

50fifty

60sixty

70seventy

80eighty

90ninety

100one

hundred

101one

hundredand one

1000one

thousand

TASK 2

Listen to the recording carefully. There will be pairs of two different numbers.

Write them down.

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TASK 3

Listen to the recording carefully. There will be 15 numbers mentioned in the

recording. Circle those numbers.

TASK 4

Read the explanation, and then answer the questions.

Addition14 + 5 = 19 (fourteen plus five is nineteen)56 + 2 = 58 (fifty-six plus two equal to fifty-eight)

Subtraction25 – 4 = 21 (twenty-five minus four is twenty-one).34 – 7 = 27 (thirty-four minus seven equal to twenty-seven).

Multiplication10 x 5 = 50 (ten times five is fifty)7 x 3 = 21 (seven times three equal to twenty-one)

Division30 : 3 = 10 (thirty is divided by three is ten)24 : 8 = 3 (twenty-four is divided by eight equal to three)

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


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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 11th = eleventh 50th = fiftieth2nd = second 12th = twelfth 60th = sixtieth3rd = third 15th = fifteenth 70th = seventieth4th = fourth 20th = twentieth 80th = eightieth5th = fifth 21st = twenty first 90th = ninetieth6th = sixth 22nd = twenty second 100th = one hundredth7th = seventh 23rd = twenty third 1000th = one thousandth8th = eighth 30th = thirtieth9th = ninth 35th = thirty fifth10th = tenth 40th = fortieth


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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


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Here’s the pattern when we ask about someone’s nationality.

Question Short answer Long answer

"What's your name?" "It's Lynne Hand." "My name is Lynne Hand."

"Where do you come

from?"

"From England." "I come from England."

"Where are you from?" "From England." "I come from England."

"What country do you

come from?"

"From England." "I come from England."

"Where do you live?" "In London." "I live in London."

"What nationality are

you?"

"I'm English." "My nationality is English."

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.


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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.

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?


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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.


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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.

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?

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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)


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.


TASK 12

Describe your favourite foreign singers’ nationalities in front of the class.

3

4


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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

S + to be (was/ were) + ……..

Pattern B

S + V2 + ……..

I was

You

We were

They

He

She was

It

I

You

We

They V2

He

She

It

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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 +…?

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)

Time signal:

yesterday, last ….., ….. ago, the day before yesterday.


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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.

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 : ____________________

policeman taxi driver postman mechanic

housewife nurse doctor barber

typist engineer teacher lawyer

actor actress secretary shopkeeper


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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)

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.

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?


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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

2. cheap

3. rich

4. rough

5. narrow

6. friend

7. arrival

8. liquid

9. joy

10. customer

11. to attack

12. to plant

13. to fill

14. to omit

15. to permit

a. departure

b. solid

c. to harvest

d. enemy

e. to empty

f. seller

g. expensive

h. poor

i. to forbid

j. wide

k. to add

l. weak

m. smooth

n. to defend

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

2. world

3. imagination

4. ship

5. safety

6. inheritance

7. marriage

8. aware

9. foolish

a. to aply

b. modest

c. to reply.

d. heritage

e. conscious

f. worship

g. earth

h. to alter

i. security


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10. humble

11. to change

12. to divide

13. to examine

14. to use

15. to answer

j. to test

k. boat

l. to distribute

m. fancy

n. silly

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.


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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, middle-

aged.

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/

Article

Opinion Size Shape Age Colour Origin Material Purpose NOUN

a huge round metal bowl

a small red sleeping bag

a silly young English man

a beautiful big modern wooden house

a black American girl

a long straight black hair

your expensive Italian silver bracelet

my beautiful new silk wedding dress

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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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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TASK 9

Read the paragraph in the box and then underline the verbs of Simple Past Tense.

Then, answer the questions.

Vocabulary:

ancient : kuno, purbakala

temple : candi

entrance : pintu masuk

carving : ukiran

countryside : daerah pedalaman, luar kota.

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

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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.

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)

inn suitcases

room boy tourist objects

motel crowded

shuttle bus

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?


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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 3

4 5

Pictures are taken from http://images.search.yahoo.com// and Clip Art.


TASK 12

Make 5 sentences using the order of adjectives (Noun Phrase). Then, share it with

your friend.

3

4


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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. Don’t worry about it.

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.


63

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.


64

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.


65

TASK 5



Teacher : Good morning, class.

Students : Good morning, Sir.

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.


66

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


67


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.

2


68

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.


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?

3


69


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.

4


70


ADJECTIVES

TASK 1

Read the words on the box using proper pronunciation. What do the words mean?

TASK 2

How would you feel in the following situations?

Choose the suitable words in the box.

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.

happy sad angry worried amused

scared surprised annoyed bored ashamed

excited exhausted sleepy tired nervous

a. scared b. bored c. angry d. sad e. nervous

f. annoyed g. jealous h. worried i. happy j. embarrassed

1


71

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?

Here are some examples.

Subject Be (Adverb) Adjective To

Infinitive

Object

I am (really) happy to win this contest

He glad to meet his aunt

She pretty to wear that gown

It

is

(truly) nice to have a trip to the mountain

We sad to fail in the final exam

They scared to stay alone at home

You

are

(certainly) energetic to perform the dance

TASK 3

Make sentences using the words below.

Compare your sentences with your friend.

Example: I’m surprised to listen to that story.

Subject + be + (adverb) + adjective + to infinitive + object

jealous bored sad worried

happy sleepy confused nervous


72

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.


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.

TASK 4

Complete the sentences using the words in the box.

1. Kemal : We’ll go surfing. Will you join us?

Satria : No, I’m not _______ in surfing.

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.

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.

a. boring b. bored c. surprising d. surprised

e. interesting f. interested g. disappointing h. disappointed


73

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

Alex

Mira

He

She

feels

seems

looks

gets

sad

pale

angry

confused

Subject + linking verb + adjective


74

I

You

We

They

Riko and Tina

become

look

turn

appear

get

healthy

worried

red

beautiful

scared

2. How do you deny the description of someone’s feelings or condition?

Subject Do/ Does not Linking verb Adjective

Alex

Mira

He

She

does not

feel

seem

look

get

sad

pale

angry

confused

I

You

We

They

Riko and Tina

do not

become

look

turn

appear

get

healthy

worried

red

beautiful

scared

3. How do you ask about someone’s feelings or condition?

How Do/ Does Subject Linking verb ?

How does

Alex

Mira

he

she

feel

seem

look

get

?

Subject + do/ does not + linking verb + adjective

How + do/ does + subject + linking verb?


75

How do

I

you

we

they

Riko and Tina

become

look

turn

appear

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.


76

MODAL AUXILIARIES

Let’s study modal auxiliaries.

Understand the explanation.

TASK 7

Complete the dialogues using the words in the box.

1. Yani : ________ your magazine?

Eka : Sure.

2. Marta : ________ your handphone, Mom? My battery is low.

Mrs. Uti : Of course.

3. Winda : 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 : Yes, please. ________ orange juice.

Handoko : Right. Wait a minute.

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.

Would you like I’d like Could I use May I read

Shall I get you Can I speak Could I have


77

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)


78

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 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

2


79

Vocabulary:

prepare : mempersiapkan

enthused : bersemangat

scenery : pemandangan

sand castle : istana pasir

cheerful : ceria


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

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


80

Secretary Mr. Yadi

You’re welcome. No, thanks. I’ll him later. ________

Good Afternoon. Cahaya Gemilang Oh. .this is Mr. Yudi, Mr. Iwan’s oldCompany. What ________ do for you? friend

________ a message? Good afternoon. ________ to Mr. Iwan?Oh, ________ He is not at the officeright now. He is attending a seminarat Garuda Hotel. ________


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.

4



81

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.


82

( …….) 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 : Good morning, Sir.

( …….) 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:

…………………………………………………………………………………………

…………………………………………………………………………………………


83

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


84

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 B

1. glad (…….)

2. quick (…….)

3. cruel (…….)

4. noisy (…….)

5. ripe (…….)

6. patient (…….)

7. empty (…….)

8. generous (…….)

9. huge (…….)

10. alive (…….)

a. kejam

b. kosong

c. mentah

d. gembira

e. budiman

f. sabar

g. sangat besar

h. cepat

i. keras

j. gaduh

k. hidup

l. masak


85

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)

…………………………………………………………………………………………

…………………………………………………………………………………………


86

(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.


It’s quarter to three. It’s half past eleven


87

3. 4.


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


88

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. ORDINAL NUMBERS

Write these ordinal numbers.

1. 13th floor …………………………………………………

2. 1st building …………………………………………………

3. October 25, 2008 …………………………………………………

4. King Arthur IX …………………………………………………

5. Queen Elisabeth I …………………………………………………

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


89

C. ANTONYM

Match each word in column A with its antonym in column B.

A B

1. wet (…….)

2. far (…….)

3. brave (…….)

4. active (…….)

5. same (…….)

6. refusal (…….)

7. presence (…….)

8. to cry (…….)

9. to build (…….)

10. to sell (…….)

a. to buy

b. different

c. passive

d. dry

e. absence

f. coward

g. to laugh

h. acceptance

i. near

j. to break

k. surrender

D. SYNONYM

Match each word in column A with its synonym in column B.

A B

1. aid (…….)

2. couple (…….)

3. profit (…….)

4. discourse (…….)

5. soil (…….)

6. wonderful (……)

7. entire (…....)

8. to talk about (……)

9. to connect (…....)

10. to discover (…....)

a. to invent

b. whole

c. ground

d. benefit

e. marvellous

f. to embody

g. conversation

h. help

i. to discuss

j. pair

k. to link


90

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


91

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 : You made some mistakes in this letter.

Secretary : Did I? ………………………… Let me fix it then.

3. Agus : I spilt coffee on my new skirt.

Vani : ………………………………….

4. Jojo : I think I’ve lost my wallet.

Yuyun : ………………………………….


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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:

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………


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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 : May I go and see my old friend after this lunch?

Yuke : …………………………………

3. Tourist : 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!


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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 : Yes, please. I’d like orange juice.

2. Aldi : …………………………………

Risa : 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

…………………………………………………………………………………


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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



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.


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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.

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Tell the students to look at the pictures that show particular time including the

expressions.

INTRODUCING YOURSELF

Ask some questions of how to introduce yourself.



about some expressions of introducing yourself.

INTRODUCING OTHER PEOPLE

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.




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APOLOGIZING

Ask some questions of how to apologize.



about some expressions of apologizing.

TASK 4





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

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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.


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.


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.

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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.


TASK 3

This task will help the students to practice their reading skill and vocabulary.

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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.


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.


TASK 5


Tell the students to make five sentences using Simple Present Tense. Then, ask them

to share their work with friends.

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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


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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.


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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.


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.


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.

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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.

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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.


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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.


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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.


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.


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.


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.

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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.

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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.


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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



112


practice the dialogue with their friend. After that, tell the student to answer the

questions based on the dialogue.


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.


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.


TASK 12


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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.


114


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.

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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.


116

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.


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.

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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.


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.

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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.

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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.



120


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?


121


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.


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.


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.

2

3

4


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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.

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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,



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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.


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.


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

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dialogues in front of the class. Then, you can give them brief feedback toward their

performances.


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.

4


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.


126

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.


127

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.


128

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.


129

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.


130

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.


99 89 21 7 610

447 28 42 725 63

25 4 10 1 875

B. 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.


131

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.


132

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 : Can I get you something to eat?

Danti : 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.


133

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


BIBLIOGRAPHY

Alexander, L. G. (1977). Question and Answer: Graded Oral ComprehensionExercises. 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). SituationalEnglish 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.


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