THE MASTERY OF MICROTEACHING CLASS STUDENTS IN FORMULATING LEARNING OBJECTIVES IN LESSON PLANS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MASTERY OF MICROTEACHING CLASS STUDENTS

  IN FORMULATING LEARNING OBJECTIVES IN LESSON PLANS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  In His time, God has made all things beautiful In His time, In His own time

  Ecclesiastes 3: 11

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  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Mutiara, Leonie Irina. 2011. The Mastery of Microteaching Class Students in

Formulating Learning Objectives in Lesson Plans . Yogyakarta: Sanata Dharma

University.

  This research aimed to figure out how well Microteaching class students

formulated learning objectives in lesson plans as well as to find out what

problems might occur in their formulation. There were two research questions

presented in this study: (1) How is the students’ mastery in formulating learning

objectives? (2) What problems might occur in students’ learning objective

formulation?

  To answer the research questions, the researcher conducted document

analysis. The documents analyzed were students’ lesson plans which were used

for their teaching practice in Microteaching class in 2010/2011 academic year.

Then, the learning objectives which were found in those lesson plans were

categorized based on some requirements of good learning objectives and were

judged how well they were. Furthermore, the researcher would also discuss

problems that might occur in the learning objectives.

  From the analysis, the researcher concluded that students’ mastery in

formulating learning objective was various depending on the requirements.

Participants’ mastery was good (76.25%) in audience element and insufficient

(61.25%) in behaviour element. However, participants did not master learning

objective formulation dealing with condition (7.50%) and degree element

(27.50%). In another side, their mastery was very good (93.75%) in formulating

learning objectives which were derived from the Basic Competence, very good

(86.25%) in formulating learning objectives which were relevant with the

activities, very good (96.25%) in formulating learning objectives which were

relevant with the materials, and good (78.75%) in formulating learning objectives

which were relevant with the assessments. Then, the researcher also found some

problems in the learning objectives. The formulation was not clear, complete, and

well-ordered. Other problems were also caused by the irrelevancy between the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Mutiara, Leonie Irina. 2011. The Mastery of Microteaching Class Students in

Formulating Learning Objectives in Lesson Plans . Yogyakarta: Universitas

Sanata Dharma.

  Penelitian ini bertujuan untuk mengetahui seberapa baik mahasiswa kelas

Pengajaran Mikro merumuskan objektif pembelajaran dalam RPP mereka dan

untuk menemukan masalah yang mungkin terjadi dalam rumusan tersebut. Ada

dua pertanyaan dalam penelitian ini: (1) Seberapa baik penguasaan mahasiswa

dalam merumuskan objektif pembelajaran? (2) Masalah apa yang mungkin terjadi

dalam rumusan objektif pembelajaran mahasiswa?

  Untuk mejawab pertanyaan-pertanyaan tersebut, peneliti mengadakan

analisis dokumen. Dokumen yang dianalisis adalah RPP mahasiswa yang

digunakan untuk praktek mengajar mereka di kelas Pengajaran Mikro tahun ajaran

2010/2011. Lalu, rumusan objektif pembelajaran yang ditemukan dalam RPP

tersebut dikategorikan berdasarkan beberapa syarat objektif pembelajaran yang

baik dan dinilai seberapa baik objektif pembelajaran tersebut. Selanjutnya,

peneliti juga mendiskusikan masalah-masalah yang mungkin ditemukan dalam

objektif pembelajaran tersebut.

  Dari hasil analisis, peneliti menyimpulkan bahwa penguasaan mahasiswa

dalam merumuskan objektif pembelajaran berbeda-beda, tergantung syaratnya.

Penguasaan peserta bagus (76.25%) dalam elemen audience dan tidak cukup

(61.25%) dalam elemen behaviour. Tetapi, peserta tidak menguasai objektif

pembelajaran yang berhubungan dengan elemen condition (7.50%) dan degree

(27.50%). Di sisi lain, penguasaan mereka sangat bagus (93.75%) dalam

merumuskan objektif pembelajaran yang diturunkan dari Kompetensi Dasar,

sangat bagus dalam merumuskan objektif pembelajaran yang relevan dengan

aktifitas (86.25%) dan materi (96.25%), dan bagus (78.75%) dalam merumuskan

objektif pembelajaran yang relevan dengan penilaiannya. Lalu peneliti juga

menemukan beberapa masalah dengan objektif pembelajaran. Rumusannya tidak

jelas, komplit, dan urut. Masalah lainnya juga disebabkan oleh ketidakrelevanan

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to the Almighty

God for always guiding and blessing me. He always gives everything I need. I

believe a bright future is prepared for me. Without Him, I will be nothing.

  My sincere appreciation goes to my sponsor, Caecilia Tutyandari, S.Pd.,

M.Pd., for guiding, giving suggestions, and supporting me during my finishing

this thesis. I would like also to express my gratefulness to Microteaching

lecturers, Ag. Hardi Prasetyo, S.Pd., M.A., Caecilia Tutyandari, S.Pd., M.Pd.,

Carla Sih Prabandari, S.Pd., M.Hum., Made Frida Yulia, S.Pd., M.Pd., Christina

Kristiyani, S.Pd., M.Pd., and V. Triprihatmini, S.Pd., M.Hum., M.A., for giving

permission to access the data I needed. Moreover, I thank Microteaching class

students of 2010/2011 academic year for their willingness to help me copy their

lesson plans.

  Sincere love and gratitude is also expressed to my parents, Bapak Drs.

Wardani Sugiyanto, M.Pd. and Ibu Dra. Listyawati Sri Rahayuningsih, for their

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Ernesa Novita, Widya Warasita, Lusia Ping, and Kudus Martha Uli for being my

friends and work partner in Nuswantara English Course.

  At last, my deepest appreciation also goes for many other names whose

names cannot be mentioned one by one. I thank them for helping and supporting

me in finishing my thesis. May God bless us.

  Leonie Irina Mutiara

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TABLE OF CONTENTS

Page

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

  

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

DEDICATION PAGE …………………………………………………………... iv

STATEMENT OF WORK’S ORIGINALITY ………………………………….. v

ABSTRACT …………………………………………………………………….. vi

ABSTRAK …………………………………………………………………….… vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ……………………... viii

ACKNOWLEDGEMENTS …………………………………………………….. ix

TABLE OF CONTENTS ……………………………………………………….. xi

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

LIST OF FIGURES ………………………………………………………….... xiv

LIST OF APPENDICES ……………………………………………………….. xv

CHAPTER I.

  INTRODUCTION

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

  B. Problem Formulation ………………………………... 3

  C. Problem Limitation ………………………………..… 3

  D. Research Objectives …………………………………. 3

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  6. Organizing the Course ………………………..… 19

  7. Developing Materials …………………………... 20

  8. Adapting a Textbook …………………………… 22

  9. Designing an Assessment Plan ………………..... 23

B. Theoretical Framework …………………………….. 24

  CHAPTER III. METHODOLOGY A. Research Methods ………………………………….. 26 B. Research Participants ………………………………. 26 C. Research Instruments ………………………………. 27 D. Data Gathering Technique …………………………. 29 E. Data Analysis Technique …………………………... 29 F. Research Procedure ………………………………… 33 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Microteaching Students’ Mastery ………………….. 34 B. Problems that Might Occur in Students’ Learning Objective Formulation ……… 41

  CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ……………………………………...…. 50

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LIST OF TABLES

Table

  Page

2.1: Factors to Consider in Defining the Context ……...……………...……...…. 8

2.2: Categories of Cognitive Domain …………….………………...………..…. 16

3.1: Domain and Level of Difficulty ……………………………………..…….. 30

3.2: Audience, Behaviour, Condition, Degree, and Order ……………….....….. 30

3.3: Basic Competence …………...………………………………………..…… 31

3.4: Activities …………...…………………………………………………….... 31

3.5: Material ...……………………………………………………………..….... 32

3.6: Assessment ……...……………………………...……………………..…… 32

4.1: Number of Learning Objectives ……………………………………..…….. 35

4.2: Domain and Level Distribution of Learning Objectives ……………..….… 35

4.3: Formulation of Learning Objectives …………………………………..…... 37

4.4: Set of Learning Objectives …………………………………………...….… 39

4.5: Ordered Set of Learning Objectives ………………………………….….... 39

4.6: Relevancy with Basic Competence, Activities, Materials, and Assessment………………………………………………….. 40

4.7: The Classifications of Problems ……………………………......…………. 41

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES Figure

  Page 2.1: A Framework of Course Development Processes ………………….............. 7 2.2: Goals, Topics, General Purposes, Objectives ………...………………...…. 16 2.3: Five Aspects of Organizing a Course …………………………………...… 20

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF APPENDICES Appendix

  Page

  1. Surat Permohonan Ijin Penelitian …………………………………...…….. 55

2. The Category of Learning Objectives ……………………………………… 62

   

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CHAPTER I INTRODUCTION This chapter consists of six major sections. They are research background,

  

problem formulation, problem limitation, research objectives, research benefits,

and definitions of terms.

A. Research Background

  English Language Education is a study program under Teachers Training

and Education Faculty in Sanata Dharma University. This study program, English

Language Education Study Program (ELESP), which is known as Program Studi

Pendidikan Bahasa Inggris (PBI), aims to prepare future English teachers who

have four competences; professional, pedagogic, personal, and social (Panduan

Akademik Program Studi PBI , 2007). The students are expected not only to use

the language itself, but also to teach the language to others. They are trained and

educated to be English teachers. They have to acquire the language and learn how

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English. Some of the courses are Approaches, Methods, and Techniques (AMT),

Language Teaching Media (LTM), Instructional Design (ID), and Curriculum and

Material Development (CMD).

  However, theories will not be enough for good English teachers. They

need to apply what they have learnt. Thus, in the sixth semester, the study

program offers a course called Microteaching. It is a class for students to practice

teaching and apply what they have learned in the prior semesters.

  In that class, Microteaching students have to develop lesson plans for their

teaching practice. They are expected to be able to apply the theories that they have

learnt, especially on how to develop lesson plans well. In a lesson plan, a teacher

should state one or more learning objectives, which are derived from general

purposes (Kemp, 1977). In School-based Curriculum, they are called Basic

Competence. Learning objectives, in this research referring to learning objectives

themselves and learning indicators stated in lesson plans, are learning outcomes or

something that students are able to demonstrate at the end of instruction to show

that the learning expectation is reached (Gronlund, 1991: 3). They are to measure

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  Since learning objective is important to measure learning achievement, it

must be formulated well. However, some mistakes are still found. Thus, the study

of Microteaching students’ mastery on the formulation of learning objectives is

conducted to know how well they master the theories to formulate good learning

objectives, which is expressed through their learning objectives formulation and

its relevancy with the general purpose, activities, materials, and assessment.

B. Problem Formulation

  The formulation of the problems can be stated as follows:

  1. How is the students’ mastery in formulating learning objectives?

  2. What problems might occur in students’ learning objective formulation?

C. Problem Limitation

  In this study, the writer analyzes the learning objectives formulated by

Microteaching class students, which are represented by 18 students. The data are

taken from their lesson plans. Any mistake in grammar, spelling, and punctuation

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2. To find out problems that may occur in students’ learning objective formulation.

  E. Research Benefits This research is expected to give benefits to both students and lecturers.

  

For the students, the research shows them how well their mastery in formulating

learning objectives so that they know which part should be improved. It also lets

them know some common problems that may occur in their learning objectives. It

is expected that by learning from their problems, students will be more careful in

formulating objectives and make some improvements on it later.

  Also, by knowing which part of students’ difficulties in formulating

learning objectives, lecturers would find it easier to teach them based on their

needs and weaknesses.

  F. Definitions of Terms It is important to define some terms used in this study to avoid

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general purpose, activities, materials, and assessments stated in their lesson plans

that they make for teaching practice in Microteaching class. Thus, students master

learning objectives if they can show the relevancy between their learning

objectives and the general purpose, activities, materials, and assessments in their

lesson plans.

2. Learning Objectives The next term which is important to define is ‘learning objectives’.

  

Gronlund (1991: 3) states that learning objectives, usually called as instructional

objectives, are intended learning outcomes or something that students are able to

demonstrate at the end of instruction to show that the learning expectation is

reached. In this research, learning objectives refer to learning objectives

themselves and learning indicators, which are considered as learning expectation

or learning outcome stated in lesson plan for Microteaching class students’

teaching purpose.

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classroom teaching situation through Program Pengalaman Lapangan (PPL),

which is either in Junior, Senior, or Vocational High School.

   

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CHAPTER II LITERATURE REVIEW In this chapter, the writer discusses all theories proposed by some experts dealing with lesson plans, which in a bigger scope lesson plans construct a course. There are two major parts called theoretical description and theoretical framework. Those become the basis to answer the research problem formulation. A. Theoretical Description This research is about Microteaching class students’ mastery in

  

formulating learning objectives in lesson plans. Hornby (2005: 944) states that

someone masters something if he has great knowledge about it or understanding

of it. There are nine main parts to discuss in this part. They are parts of the stage

of course development processes proposed by Graves (2000) as seen in figure 2.1.

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  There is no sequence or hierarchy in the processes. Teachers may start the process anywhere in the framework as long as it is reasonable. It depends on teachers’ beliefs and understanding, articulated or not, and the reality of the context and teachers’ knowledge about their students. However, articulating beliefs and defining the context are put on the bottom as the foundation for other processes.

1. Defining the Context

  Before sketching a course design, teachers need to define the context of the learners. Designing a course requires them to define all possible information about the context as much as they can to make decisions about the course itself (Graves, 2000: 13). Furthermore, Graves proposes various aspects of context that needs to be defined. They are people, time, physical setting, teaching resources, and nature of the course and institution.

  

People Physical Setting Time

students location of school: how many hours how many, age, gender, convenience, total over what culture(s), other language(s), setting span of time

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  Those aspects mentioned above are used by teachers as resources and

constraints to consider their decisions. It can be seen as part of pre-course needs

assessment. More information about the context enables teachers to decide and

plan an effective course easier. Furthermore, Richards (2001: 90) talks about the

diversity of the contexts for language programs. The success of a program is often

determined by the particular variables found in every specific situation.

  A teacher wants to design a course, for example. Before he decides the

content, objectives, and so on, he needs to know how long the course will be, who

the students are, what is their backgrounds knowledge, what the purpose is, where

it is conducted, etc. Those are the context that helps and support the teacher in

designing a course.

  During the observation of the context, Graves (2000: 21) says that

challenges may be found. Furthermore, Graves states that more challenges are

found when teachers have more information about the context. The challenges

may include teacher’s lack of experience, too small class, different level of each

learner, and so on. This is called problematizing. Problematizing concerns with

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(Graves 2000: 26). As cited by Graves (2000), Stern proposes four concepts in

articulating teachers’ beliefs. They are view of language, view of the social

context of the language, view of learning and learners, and view of teaching.

a. Beliefs about Language

  Teachers’ views of a language lead them to a way how they teach or how

the language should be learned and what they teach (Graves 2000: 28). According

to Hutchinson and Waters (1987), there are six main stages of development of

language descriptions. i. Classical or Traditional Grammar Classical or traditional grammar view believes that all languages are

descended from Greek and Latin. Thus, the grammar of the languages should be

based on the grammars of those two languages. ii. Structural Linguistics According to this stage, language is about fundamental propositions

(statement, interrogative, negative, imperative, etc) and notions (time, number,

gender, etc) which are carried by the syntagmatic structures. It means that

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the rules enabling people to produce the surface structures from the deep level of

meaning. iv. Language Variation and Register Analysis Language varies depending on the context. So the kind of language

dealing with a specific context, such as an area of knowledge (medical English,

business English, scientific English) can be identified through the language used

itself then. v. Functional/Notional Grammar This view of language sees language as a mean of communication which

conveys social function and people’s attention. Function deals with social

behaviour and speaker’s/writer’s intention, like advising, warning, describing, etc.

vi. Discourse/Rhetorical Analysis The meaning of a language is concluded from the context of the sentences.

  Different context causes different meaning in the same sentence.

b. Beliefs about the Social Context of Language

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  ii. Sociocultural Issues Language use is associated with understanding of each language user’s

dimensions of culture. They include social values, attitudes, norms, customs, and

“products” (e.g. literature, art). iii. Sociopolitical Issues Those issues are concerned with how language used affects one’s relation

with other community or social group. Language teaching deals with teach

learners how to participate in the community and get access to social systems.

c. Beliefs about Learning and Learners

  Hutchinson and Waters (1987) divide theories of learning into five main stages of development. i. Behaviourism Language learning is seen as changing behaviour. It is a mechanical

process of habit formation in which the basic exercise technique is pattern

practice, particularly drills.

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  iii. Cognitive Code It is often called as constructivism learning. Learners construct their own

knowledge from their experience together with other people through making sense

of data. Teachers’ role is as facilitator to provide learners experience. iv. The Affective Factor Language learning will be well-done if learners have motivation since it

is an emotional experience. They must ‘want to think about something’ that they

will learn. v. Learning and Acquisition According to Krashen (1981) as cited by Graves (2000), learning and

acquisition are two different things. Learning is a conscious process, whereas

acquisition is an unconscious one.

d. Beliefs about Teaching

  Teaching can be viewed in some different things. It can be as knowledge

transmission from teachers to learners, knowledge and skills and methods of

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3. Conceptualizing Content

  Conceptualizing content is about making choices. It is a process involving

thinking about what teachers want their students to learn, deciding what to

include, and organizing the content in a such way that the various elements on it

are related each other. The result of the conceptualizing content is in a form of

syllabus.

  According to Hutchinson and Waters (1987), syllabus can be defined in several different ways. They are: a. Evaluation Syllabus

  Evaluation Syllabus states what learners should know by the end of the

course in order to be successful. Thus, a syllabus designer should understand first

what his view of language actually is.

  b. Organisational Syllabus This syllabus tells about the order of what should be learnt. The nature of language and of learning is stated implicitly here.

  c. Materials Syllabus

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  e. Classroom Syllabus Sometimes what is planned goes differently with what really happens in a

lesson. What is meant by classroom syllabus is what actually happens in the real

class during the lesson.

  f. Learner Syllabus Learner syllabus may be different in each learner. This syllabus takes

place in each learner’s mind during the lesson. It is about knowledge developing

in learners’ brain and enabling them to comprehend and store the later knowledge.

4. Formulating Goals and Objectives

  Goals are statements of the main purpose and intended outcomes of a

course. According to Kemp (1977), goals can be created from three sources,

which are society, students, and subject areas. Goals related to society involve

philosophical and ethical considerations. Goals related to students deal with

students’ skill or behaviour concerning their preparation to face the working

world. Goals related to subject areas have relation with competencies that enable

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  and observed. Those are called objectives. Thus, objectives must be related to goals, topics, and general purposes.

  Figure 2.2: Goals, Topics, General Purposes, Objectives

According to Kemp (1977), objectives indicate what teachers’ want to

teach and whether the objectives are accomplished or not. There are three categories of objectives:

a. Cognitive Domain

  

Cognitive domain includes some objectives dealing with knowledge or

information, thinking, recognizing, predicting, etc. The stage is from simple knowledge to higher levels of mental activity. They are remember, understand, apply, analyze, evaluate, and create (Anderson et al. (Eds), 2001). The details are

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  Categories Cognitive Processes Alternative Names Comparing Contrasting, mapping, matching Explaining Constructing models Apply Executing Carrying out Implementing Using Analyze Differentiating Discriminating, distinguishing, focusing, selecting Organizing Finding coherence, intergrating, outlining, parsing, structuring

  Attributing Deconstructing

Evaluate Checking Coordinating, detecting,

monitoring, testing

Critiquing Judging

  Create Generating Hypothesizing Planning Designing Producing Constructing

  Table 2.2: Categories of Cognitive Domain

b. Psychomotor Domain

  It is about skills dealing with physical activities. Usually, this domain is easy to observe. The taxonomy includes gross bodily movements, finely coordinated movements, nonverbal communication, and speech behaviour. However, it is not a sequential taxonomy.

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complex. Furthermore, Kemp states that a learning objective can involve one or

more domains.

  Furthermore, a good formulation of learning objective should include four

elements which are known as ABCD. A stands for audience, which indicates who

will do the behaviour. B stands for behaviour, defining what audience should be

able to do. C stands for condition, telling under what condition the audience

should be able to do the behaviour. D stands for degree, indicating standard of

how well the audience should be able to do the behaviour (“Developing Course

Objectives,” May 20, 2011).

5. Assessing Needs

  Needs assessment is a process in which teachers collecting information

about learners’ needs and preferences, interpreting the information, and deciding

how the course will be in order to meet the needs. Assessing needs can be done

before the start of a course to help teachers design the course (pre-course needs

assessment), during the beginning stage of a course (initial needs assessment), or

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  i. Necessities Necessities, or target proficiency, are something that learners need to master in order to act effectively in the target situation. ii. Lacks All that learners cannot do are called lacks. They are the gap between the target proficiency and the existing proficiency. iii. Wants Target needs are only seen without learners’ perspective, whereas wants are needs from the learners’ perspective.

b. Learning needs

  Having known all the target needs, including the necessities, lacks, and

wants, a course needs a tool to reach the target needs. It is needed a way how to

start from the beginning until the target needs are achieved. This is called learning

needs. In other words, learning needs are all that are needed to achieve the target

needs.

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Figure 2.3: Five Aspects of Organizing a Course

Organizing a course is done depending on some factors. The factors are

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enabling them to achieve the goals. There are some considerations in developing

materials proposed by Graves (2000). Activities should relate with learners’

experience or current situation and be relevant to them and focus on their needs

outside class. Activities should also increase learners’ confidence and involve

learners in solving, discovering, and analyzing problem. Besides, activities are

expected to develop learners’ specific skills and strategies and learners’ specific

language and skills for their authentic communication need. They can be

integration of speaking, listening, reading, and writing.

  Activities should help learners understand how a text is produced. They

may involve cross cultural understanding, so learners can improve their social

awareness. They should be as authentic as possible (texts or realia, if it is

possible) and have variation of roles and groupings. They are also expected to

have various types and purposes and include various materials.

  However, the way how teachers develop materials differs each other. It is

based on their own beliefs, understandings, and experience. It also depends on

their goals and objectives, the way the content is conceptualized, the way the

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8. Adapting a Textbook

  Adapting a book needs context and type of learners, teachers’ experience,

beliefs and understanding, and type of textbook used before as considerations.

  

What is considered as an advantage may be considered as disadvantage by others.

  A textbook is like a stimulus or instrument for teaching and learning. It

can be adapted by changing, supplementing, eliminating, or re-sequencing the

material in it.

  a. Adapting the Activity Level It involves changing, supplementing, or eliminating activities. According

to Simone, as cited in Graves (2000), activities, in some ways, sometimes needs to

personalize so that they will be relevant to the students.

  b. Adapting the Unit Level It involves adapting textbook at the unit level. The sequence depends on

many things, for example teacher’s beliefs and understanding about how learners

learn, their views of what language learners need to know, views of how the four

language skills interact , and views how activities support one another.

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9. Designing an Assessment Plan

  Assessment, or evaluation, is aimed to see improvement of a course

(formative evaluation), to get a deeper understanding about the teaching learning

process (illuminative evaluation), and to find out the effectiveness and efficiency

of a program (summative evaluation) (Richards, 2001). It is in line with what

Graves (2000) says about the roles of assessment, which are to assess needs,

assess learners’ learning, and evaluate the course itself.

  According to Brown (2004), there are various kinds of language assessment.

  a. Informal and Formal Assessment Informal assessment refers to incidental, unplanned feedback to the

students; including comments and responses followed by coaching, whereas

formal assessment refers to systematic, planned, specifically designed exercise or

procedure to measure students’ achievement.

  b. Formative and Summative Assessment Formative assessments are those which evaluate students’ progress in the

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B. Theoretical Framework

  Learning objectives, in this research referring to learning objectives

themselves and learning indicators stated in lesson plans, are intended learning

outcomes or something that students are able to demonstrate at the end of

instruction to show that the learning expectation is reached (Gronlund, 1991: 3).

  

There are three categories of learning objectives; cognitive domain, psychomotor

domain, and affective domain.

  Learning objectives have important roles in designing a course. Before

teachers select learning activities, they need to formulate the learning objectives to

define what to be taught (Kemp, 1977: 23-24). Thus, all activities during a course

should refer to those objectives. Besides, teachers also need to know the strengths

and weaknesses of certain materials in order to match the students’ characteristics,

needs, and the objectives formulated. Furthermore, Kemp states that learning

objectives also let students know what goals they must accomplish, what ideas

and skills will be covered in the next instruction, and what types of behaviour

students should perform during evaluation. Thus, seeing the importance of

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  Anderson et al. (Eds) (2001) develops a sequenced taxonomy in cognitive

domain to categorize objective into six levels, namely remember, understand,

apply, analyze, evaluate, and create. In psychomotor domain, the taxonomy

includes gross bodily movements, finely coordinated movements, nonverbal

communication, and speech behaviour (Kemp, 1977), whereas according to

Krathwohl (1964) as cited by Kemp (1977), the affective domain is categorized

into five sequenced levels; receiving, responding, valuing, organizing, and

characterizing by a value complex. Each objective should be unambiguous,

meaning that everyone should have the same interpretation about it, measurable,

and observable.

  Furthermore, another theory about learning objective proposes that good

learning objective formulation includes four components which become

characteristics to tell the intent (“Developing Course Objectives,” May 20, 2011).

The first component is audience, which indicates who will do the behaviour. The

second is behaviour, defining what audience should be able to do. The third is

condition, telling under what condition the audience should be able to do the

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CHAPTER III METHODOLOGY This chapter presents the research methodology covering the research

  

method, the research participants, the research instruments, and the data analysis

technique.

A. Research Methods

  In particular, this research was a document analysis. Ary, Jacobs, and

Sorensen (2010: 457) stated that document analysis aimed to identify specified

characteristics of written or visual materials. It was used to obtain data which was

analyzed.

  In this research, the researcher used primary sources since the documents

were written by participants who had the firsthand experience with the lesson plan

development and teaching practice, especially in the learning objective

formulation. The documents analyzed were participants’ lesson plans used for

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fulfilled the prerequisite courses; Instructional Design (ID), Approach, Method,

and Technique (AMT), and Curriculum and Material Development (CMD) class

as the prerequisite courses (Panduan Akademik Program Studi PBI, 2007). As

they had taken those classes, they were expected to have sufficient knowledge in

developing lesson plans for their teaching.

C. Research Instruments

  To obtain in-depth analysis and interpretation about this research, the

researcher used two types of instruments, namely documents and interviews.

  

Other instruments used were the researcher herself as the investigator and a

proofreader.

  1. Participants’ lesson plans This research used participants’ lesson plans as the documents which were

analyzed. They were taken random, to avoid bias, but purposively, which

provided complete data including general purpose (Basic Competence), indicators

or objectives, material, activities, and assessment. The lesson plans did not need to

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  2. Interview Questions Questions were delivered in forms of interviews. Interviews were done

after analyzing the documents. Interviews provided in-depth data rather quickly,

including participants’ perspectives and clarification of their responses. They were

also used to collect data about participants’ opinions, beliefs, and feelings about

particular phenomena (Ary et al., 2010). These interviews were semi-structured.

  

The questions delivered varied according to what information the interviewer

wanted to dig from the participants’ lesson plans. Specifically, these interviews

were used to cross check researcher’s understanding about the lesson plans with

the participants as the writers

3. Human as Instrument

  a. The researcher Lincoln and Guba (1985) proposed a concept of human-as-instrument in

which qualitative researcher played a unique role to capture the complexity of the

human experience (as cited in Ary, 2010). The researcher herself obtained data

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  D. Data Gathering Technique To answer the first problem, the researcher obtained the data from the

lesson plans developed by Microteaching students in the even semester of the

academic year 2010/2011. The researcher gathered the learning objectives, Basic

Competence, activities, materials, and assessments stated in each lesson plan.

  To answer the second problem, the researcher studied more on the lesson

plans, dealing with problems that occurred in participants’ learning objectives.

  

Some questions were delivered to the participants through interviews to cross

check.

  E. Data Analysis Technique The writer analyzed the learning objectives based on theories stated in the

theoretical framework in chapter 2. Based on those theories, the requirements for

good learning objectives in this research were possessed. The learning objectives

were analyzed then. Spelling and grammatical errors were disregarded.

  First of all, the researcher made six tables. The first table was about the

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  Domain Learning

  Participant Cognitive Psychomotor Affective Objectives 1 2 3 4 5 6 1 2 3 4 1 2 3 4 5

  Comment: Comment:

  

Table 3.1: Domain and Level of Difficulty

The researcher put the learning objectives formulated by each participant

in the second column. Each number in the ‘domain’ column represented a level of

difficulty of learning objective. The sequence was like what she had stated in

  chapter 2. Then, she ticked ( √) which domain and level of difficulty that the

learning objective belonged to, except for the psychomotor domain there was no

sequence level for learning objective.

  The second table (table 3.2) was about audience, behaviour, condition,

degree, and order. Every learning objective was put in the second column. If it

contained a subject, the researcher put it on the next table and gave a tick ( √) on

the small column inside it. The same rule also applied for the behaviour,

condition, and degree column. The researcher might also give a tick (

  √) in ‘order’

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  The third table (table 3.3) was about Basic Competence. Skill, Basic

Competence, and learning objectives listed in every lesson plan were put in this

table.   The researcher gave a tick ( √) in the fifth column if the learning objectives

were relevant with the skill and Basic Competence. She might write any comment

in the last column.

  Relevant Basic Learning

  Participant Skill with Basic Comment Competence Objectives

  Competence

Table 3.3 Basic Competence

  The fourth table (table 3.4) was about activities. The learning objectives

were put in the second column. Then, the third column was to put the activities

listed in the lesson plans. A small column inside ‘activities’ column might be

ticked (

  √) if the activities were relevant with the learning objectives. Comment

could be written in the last column. The same rule also applied for table 3.5 about

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  Participant Learning Objectives Material Comment

Table 3.5 Material

  Participant Learning Objectives Assessment Comment

Table 3.6 Assessment

  Participants’ mastery was regarded as very good if it reached 81 percent

above, while it was determined as good if it reached 71-80 percent. It was

regarded as sufficient if it ranged from 61 to 70 percent, insufficient for 51 to 60

percent, and poor for 41 to 50 percent. Moreover, it could be said that students

did not master learning objectives if the percentage was 40 percent below. The

table containing the least mistakes was the one which the participants mastered

most. While the table containing the most mistakes was the one which the

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learning objectives; formulation, Basic Competence, materials, activities, and

assessment. Then, those problems were discussed.

F. Research Procedure

  The researcher asked for permission to some lecturers teaching

Microteaching class to conduct a research in their classes. Having been given

permission, she asked for permission to the students in the classes to copy their

lesson plans and make them as her instruments in her research. Then, she once

more asked three students of each class, whose lesson plans were selected as the

research instruments, to be interviewed later.

  The learning objectives were put into the table made by the researcher

based on some requirements; what domain they belonged to, whether audience,

behaviour, condition, and degree element were found, whether they were ordered

from the easiest level, whether they related with the general purposes (Basic

Competence), and whether they matched with the activities, materials, and

assessments. Then, the researcher analyzed the data based on some theories

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter consists of two major sections. The first section (A) is to

  

answer the first problem formulation, which deals with Microteaching students’

mastery in formulating learning objectives. The second section (B) concerns

problems that might occur in students’ learning objective formulation, which

answer the second problem formulation. Each section includes both data

presentation and discussion of the research findings.

A. Microteaching Students’ Mastery

  As stated in chapter 2, learning objective is important to define what

learners are able to do in the end of an instruction and to indicate that the learning

expectation is reached (Gronlund, 1991: 3). Thus, learning objective, which is

derived from general purposes (Basic Competence), is also important to determine

what should be taught in a meeting (materials), how to teach it (activities), and

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  Learning Objectives Number of Indicators Number of Objectives 44 36 Total: 80

  Table 4.1: Number of Learning Objectives

From the lesson plans that participants made, there were 80 learning

objectives. They consisted of 44 indicators and 36 objectives. The distribution of domain and level of difficulties of those learning objectives are shown in table 4.2 below.

  Learning Objectives* Percentage Domain Level Number of Number of Total (%) Indicator Objective 1 28 24 52 65.00% 2 6 4

  10 12.50% 3 4 6 10 12.50% Cognitive 4 - - - - 5 - - - -

  2 2 4 5.00%

  6 1 - - - - 2 - - - -

  Psychomotor 3 - - - - 4 11 10 21 26.25%

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learning objectives belonging to this level. Most participants still focused their

learning objective formulation on the easiest level, such as mengidentifikasi,

menemukan , and menyebutkan. Under the first level of cognitive domain, there

were 21 learning objectives or 26.25% of the total learning objectives which

belonged to psychomotor domain. Those learning objectives related with speech

behaviour, such as menirukan and merespon ungkapan.

  The second and third level of cognitive domain included 10 learning

objectives each or 12.50% of the total learning objectives. The second level of

cognitive domain deals with the level of understanding. Verbs that were usually

used were menjelaskan, menyebutkan contoh, etc. The third level of cognitive

domain is about understanding. Menggunakan ekspresi and merespon ungkapan

were some of the verbs that were used to indicate this level. The least learning

objectives were in the last level or the sixth level of cognitive domain. It included

four learning objectives or 5.00% of the total learning objective formulation. This

level is the most difficult one in cognitive domain. Verbs which were used were

and menyampaikan monolog secara lisan. membuat cerita secara lisan

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  While all levels in the affective domain were not covered by any leaning objective at all.

  

Moreover, good learning objective formulation is indicated by the

presence of the four elements. They are audience (indicating who will do the behaviour), behaviour (defining what audience should be able to do), condition (telling under what condition the audience should be able to do the behaviour), and degree (indicating standard of how well the audience should be able to do the behaviour) (“Developing Course Objectives,” May 20, 2011).

  

The analysis of participants’ learning objective formulation is shown in

table 4.3 below.

  Learning Objectives Percentage Formulation Number of Number of Total (%) Indicators Objectives

Audience 30 31 61 76.25%

Behaviour 29 20 49 61.25%

Condition 4 2 6 7.50%

Degree 10 12 22 27.50%

  Table 4.3: Formulation of Learning Objectives

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participants in formulating behaviour within learning objective formulation was

insufficient.

  Then the condition element was found in only six learning objectives or

7.50% of the total formulation. Condition tells in under what circumstance

students should able to do the behaviour (“Developing Course Objectives,” May

20, 2011). Some of the examples were dalam konteks role playing and

berdasarkan rekaman yang telah didengar. Since it was only 7.50% from the total

number, it can be said that the participants did not master learning objective

formulation dealing with condition element.

  Moreover, a good learning objective formulation should also include

degree of accuracy, such as dengan tepat dan lancar, that students should reach in

performing certain behaviour. Twenty two learning objectives or 27.50% of the

total number contained this degree element. It means that the participants did not

master learning objective formulation dealing with degree element.

  The next is about the order of those learning objective formulation.

According to Kemp (1977) learning objectives should be stated from simple to

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  From the total set of learning objectives, which was 36, there were 25 sets which did not need to order. So there were only 11 sets of learning objectives to order. The table is shown in table 4.4 below.

  Learning Objectives Indicator Objective No Need to Order No Need to Order Number (containing single Number (containing single of Sets indicator or belong to of Sets objective belong to different domain) different domain) 18 12 18

  13 Total Set of Learning Objectives to Order: 11 Table 4.4: Set of Learning Objectives

  There were six ordered-sets of learning objectives or 54.55% of the total set of learning objectives to order. It means that participants’ mastery in ordering learning objectives within one set was insufficient, as seen in table 4.5 below.

  Sets of Learning Objectives Percentage Number of Ordered Number of Ordered Total (%) Sets of Indicator Sets of Objective 3 3 6 54.55%

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  learning objective should also have relevancy with the materials, activities, and assessment. The percentage of the relevancy of participants’ learning objectives with Basic Competence, activities, materials, and assessment is shown in table 4.6 below.

  Learning Objectives Percentage Relevancy Number of Number of Total (%) Indicators Objectives Basic Competence 41 34 75 93.75% Activities 38 31

  69 86.25% Materials 42 35 77 96.25% Assessments 34 29

  63 78.75% Table 4.6: Relevancy with Basic Competence, Activities, Materials, and Assessment

  From the total learning objective formulation, 75 of them or 93.75% were relevant with the Basic Competence. The formulation was derived from the Basic Competence. Thus, participants’ mastery in formulating learning objectives which were relevant with Basic Competence was very good.

  Moreover, participants’ mastery in formulating learning objectives having relevancy with activities was also very good. Sixty nine learning objectives were

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B. Problems that might Occur in Students’ Learning Objective Formulation

  After knowing participants’ mastery and their strengths and weaknesses in formulating learning objectives, it will also be important to study the problems that occured in students’ learning objective formulation more and their relevancy with the Basic Competence, activities, materials, and assessments. The researcher, then, analyzed the learning objectives which were considered having problem before. From the analysis, the researcher found some different kinds of problem in those learning objectives. The problems are presented in table 4.7 below.

  No Problems Number of Problems Percentage (%) Formulation

  1. The formulation did not mention the condition.

  74 32.31% 2. The formulation did not mention the degree. 58 25.33%

  3. The formulation did not mention the audience.

  19 8.30%

  4. There were more than one kinds of behaviour in one formulation.

  17 7.42%

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  Materials 1. The formulation had irrelevant materials.

  3 1.31% Assessments 1. The formulation had no assessment.

  11 4.80% 2. The formulation had irrelevant assessment. 5 2.18%

Table 4.7: The Classifications of Problems

1. Formulation

  The most problem which was found in the learning objectives was that the

formulation did not mention the condition element. There were 74 problems or

32.31% of the total problem. Most of the formulation did not mention under what

condition audience should be able to do the behaviour within the formulation. One

of the examples is ‘ Siswa dapat menyusun paragraf acak secara urut’ . The

formulation only includes the audience, which is siswa, the behaviour, which is

menyusun paragraf acak secara urut, and the degree, which is secara urut. To be

a good learning objective, certain condition should be applied, for example

dengan cara berpasangan .

  Under the problem about the existence of condition element, there was

also problem about degree element. It was found that 58 learning objectives did

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tawaran/ajakan/undangan, in a certain condition, which is dalam konteks

kehidupan sehari-hari. However, the formulation does not mention how well or

minimum requirement of performance the audience should perform the behaviour

in order to determine that the learning objective formulation is reached.

  Another problem came from the existence of audience element in learning

objective formulation. Nineteen problems of not mentioning audience in learning

objective formulation were found. It was about 8.30% of the total problem.

Audience is needed to tell who should perform certain behaviour in a learning

objective, for example in the formulation ‘Menggunakan ekspresi-ekspresi dalam

menerima undangan dengan intonasi yang tepat dalam konteks role playing’ , the

audience is not stated. It is not clear who are expected to perform the behaviour,

menggunakan ekspresi-ekspresi dalam menerima undangan.

  Besides that, to be a good learning objective, it should have one

formulation of behaviour, which contains a verb which can be seen or heard to

indicate what the audience will be able to do after in the end of a lesson

(“Developing Course Objectives,” May 20, 2011). However, there were some

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objective has one action verb in a formulation, it includes two kinds of behaviour,

which are ‘Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam

undangan resmi’ and ‘Mengidentifikasi perbendaharaan kosakata sulit yang

terdapat dalam undangan tak resmi’. It is better to separate it into two learning

objectives since undangan resmi and undangan tak resmi are something different.

    In another side, the statements of behaviour within participants’ learning

objective formulation were sometimes not in accordance with what they meant. It

did not represent what participants meant the audience to do in a formulation, for

example in the formulation ‘Siswa dapat menganalisa topik yang terdapat dalam

rekaman yang telah didengar’ , menganalisa was not something like examining

the nature of a topic deeply. Menganalisa in that formulation referred to

mentioning the topic of a text after listening to the recording.

  “…….Jadi intinya lebih ke ide pokok secara -- surat undangan ide pokoknya apa sih, teks ini tentang apa.” (P6) (…….So the essence is on the main idea like -- what is the main idea of the invitation, what is the text about).

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learning objective consisting of ‘Siswa dapat membedakan cara menerima dan

membatalkan janji’, ‘Siswa dapat menyebutkan contoh kalimat menerima dan

membatalkan janji’, and ‘Siswa dapat menemukan informasi penting dalam

dialog menerima dan membatalkan janji’ needs to order since they are not in

different domain and belong to different level of cognitive domain. The first

formulation belongs to the second level, the second formulation belongs to the

second level, and the third formulation belongs to the first level. So, the third

formulation should be put on the first order.

  The least problem came from not mentioning competence or skill in the

behaviour formulation. Although an action verb was stated in the behaviour, it

was neither competence nor skill that audience should achieve. It was a kind of a

way to measure that competence or skill. The formulation ‘Siswa mampu

menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks

recount’ was not appropriate since menjawab pertanyaan did not represent certain

competence. It should be clarified to determine what competence audience had

been able to do if they could menjawab pertanyaan, for example the behaviour

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  2. Basic Competence Besides in the formulation itself, problem was also found in the relevancy

between learning objectives related and the Basic Competence. Some learning

objectives did not relevant with the Basic Competence in which they derived

from. One of the examples was ‘Merespon makna dalam teks monolog sederhana

dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima

dalam berbagai konteks kehidupan sehari-hari dalam teks: recount’ as the Basic

Competence. The formulation ‘Siswa dapat mengidentifikasi main idea dari

rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount’

was not appropriate with the Basic Competence since the formulation dealt with

teks fungsional pendek’ and ‘teks monolog sederhana berbentuk recount’,

whereas the Basic Competence only dealt with ‘teks monolog sederhana teks:

recount’. This problem totaled 5 or 2.18% of the total problems.  

  3. Activities Activities are needed to provide audience chances to learn and experience

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  form titled How to make fruit salad”. That formulation did not clearly mention an observable, measurable action verb which had certain measurement.

   …….Respond tu ya -- maksudnya ngerti dan tau maksudnya isi teksnya itu.” (P11)

(…….Respond is -- is to know and to understand the content of the text).

  According to participant 11, ‘To respond a dialogue’ was to know and to understand what it was in a text. If that so, there was no clear statement of behaviour to determine whether audience knew and understood the text or not. The formulation still had many interpretations about how to measure if the audience knew or understood the text and what kind of ‘respond’ it was. It could be ‘identify the meaning of difficult words’, ‘identify the main idea of the dialogue’, ‘identify the steps of making fruit salad’, ‘produce another dialogue to continue the previous dialogue’, or many other alternatives. This kind of problem totaled 5 or 2.18% of the total problem.

  The same amount of problem also transpired for not well-ordered learning objectives problem. It was 2.18% of the total problem. A set of learning objectives

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objectives, which were about reading comprehension. This problem totaled 5 or

2.18% of the total problems.

  The same amount of problem also happened to the relevancy of learning

objectives with the activities. Five problems of their irrelevancy were found. It

was about 2.18% of the total problem. The formulation ‘Siswa dapat menyebutkan

lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman

yang didengar’ (see appendix 2 table 3.4 point 8.o.b) was categorized in this kind

of problem since the activity stated was about discussion of text meaning which

dealt with listening comprehension. There was no statement of activity for the

behaviour ‘menyebutkan lima contoh kalimat menerima dan membatalkan janji’.

4. Materials

  Besides activities, materials are also needed to enable audience to achieve

learning objectives through some sequenced activities. However, problem was

also found in the relevancy of learning objectives with the materials. There were

three problems of their irrelevancy or 1.31% of the total problem. One of the

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5. Assessments

  The next problem came from the absence of assessment for learning

objective formulation. This problem totaled 11 or 4.80% of the total problem. The

formulation ‘Menganalisa topik yang terdapat dalam rekaman yang telah

didengar’ (see appendix 2 table 3.6 point 9.i.a) did not have any assessment to

measure how well it was accomplished. Assessment should exist to assess

audience’s learning and later to help them accomplish the learning objective.

  In addition, most learning objectives had had their own assessment, but

they were irrelevant. The formulation ‘The students are able to respond and give

information’ was irrelevant with the assessment since the assessment was about

greeting. Greeting does not have any connection with responding to nor giving

information. This problem totaled 5 or 2.18% of the total problem.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS This chapter consists of two sections, which are conclusions and

  

suggestions. The first section includes research findings which answer the

problem formulation of this research. The second section gives suggestion for

other parties who may be interested in this topic of research.

A. Conclusions

  To answer the problem formulation, the researcher analyzed the lesson

plans made by the participants, especially the learning objectives. In accordance

with the first problem formulation, it was found that participants’ mastery in

formulating learning objectives was various depending on some requirements.

  

Participants’ mastery was good (76.25%) in audience element and insufficient

(61.25%) in behaviour element. The degree of insufficient was also acceptable for

participants’ mastery in ordering a set of learning objectives (54.55%). However,

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  Then, to answer the second problem formulation, the researcher analyzed

the lesson plans deeper to find out what kinds of problems existing in the learning

objectives. From the analysis, it was found that problems were found in every

requirement of good learning objectives. From the elements of learning objective

formulation itself, there were some problems.

  1. The formulation did not mention the condition.

  2. The formulation did not mention the degree.

  3. The formulation did not mention the audience.

  4. There were more than one kinds of behaviour in one formulation.

  5. The behaviour was not appropriate with what participants’ meant.

  6. The behaviour had many interpretations.

  7. The learning objectives were not well-ordered.

  

8. The behaviour did not include competence or skill students should

achieve.

  Other problems came from the irrelevancy between the learning objectives

and the Basic Competence, the learning objectives and the activities, the learning

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and completeness of the components of good learning objective formulation. In

brief, participants were ready to be future English teachers in term of their

teaching planning and preparation.

B. Suggestions

  Based on the research findings, the researcher suggests some suggestions for lecturers, students, and future researchers.

  1. For lecturers Knowing that some problems were still found in participants’ lesson plans,

lecturers should pay more attention to every participant’s lesson plan and give

useful, deep feedback for students dealing with their weaknesses in their learning

objectives. Revision can also be done many times based on every student’s needs

in order to improve his/her formulation. It aims to provide students chance not

only to understand theories of good learning objectives, but also to practice

formulating good learning objectives.

  In a bigger scope, lesson plans are very important since it deals with

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learning objectives more. It should also be better for them to read examples of

lesson plans containing good learning objectives. After that, to have better

understanding, practice should be done. The researcher suggests them to have

lesson plan consultation with their lecturers. Knowing some problems may occur

in their lesson plans, they can revise it in order to have good learning objectives.

  Peer evaluation can also be done to evaluate other lesson plans. By doing

peer evaluation, students are expected to have more knowledge and experience on

good learning objectives. They can also learn from others’ strengths and

weaknesses. By doing so, they are expected to be able to prepare their teaching

performance better.

  3. For future researchers Since this research only deals with learning objectives stated in lesson

plans as the planning and preparation of an instructional design, the researcher

recommends other scholars to conduct researches about relevancy of learning

objectives with the activities, materials, and assessments in a teaching and

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APENDIX 2

The Category of Learning Objectives

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. Merespon makna dalam teks recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

  b. Siswa dapat menyusun paragraf acak secara urut.

  c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang sudah disusun dengan benar.

  d. Siswa dapat menemukan contoh adverb of time and place, chronological

  conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar.

  √ √ √

  √ Comment: According to participant 1, menjelaskan means giving definition and being able to explain the sequence of the rhetorical step.

  2 i. Indicator:

  √ o. Objective:

  √ √ √

  a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%.

  b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut.

  √ √

  Comment: According to participant 2, merespon makna means to be able to answer questions.

  3 i. Indicator:

  a. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan.

  √

  √ o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut.

  Participant Learning Objectives Domain

  Cognitive Psychomotor Affective

  2

  1

  2

  3

  4

  5

  6

  1

  3

  c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount.

  4

  1

  2

  3

  4

  5

  1 i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount.

  b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya.

  d. Siswa dapat menemukan contoh language features dalam teks recount.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  c. Menggunakan ekspresi-ekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing √

  a. Merespon ungkapan mengundang/menawarkan

  b. Merespon ungkapan menyetujui ajakan/tawaran/undangan √ √

  √ √

  Comment: According to participant 3, merespon means giving answer when somebody invites or offers.

  4 i. Indicator:

  a. Menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/undangan b. Merespon tawaran/ajakan/undangan dalam konteks role playing

  √ √

  d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan- ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar.

  √ √ √ o. Objective:

  a. Siswa dapat menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/undangan b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari c. Siswa dapat menggunakan ekspresi-ekspresi menerima undangan/ajakan/tawaran dalam kehidupan sehari-hari

  √ √ √

  √ √ √

  Comment: According to participant 4, merespon means to be able to give answer when someone invites or offers.

  5 i. Indicator:

  a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional √

  √ √ √ o. Objective:

  Participant Learning Objectives Domain

  Cognitive Psychomotor Affective

  1

  1

  2

  3

  4

  5

  6

  2

  b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan.

  3

  4

  1

  2

  3

  4

  5

  c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan- ungkapan yang digunakan dalam mengundang/menawarkan berdasarkan rekaman yang telah didengar.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  √ o. Objective:

  √ √

  b. Siswa mampu membuat cerita recount secara lisan dari gambar yang √

  a. Siswa mampu mengidentifikasi generic structure dari teks recount dengan benar.

  7 i. Indicator:

  Comment: According to participant 6, menganalisa means to search for and identify main idea and important information.

  √ √ √

  a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi

  c. Menganalisa informasi penting yang terdapat dalam undangan tertulis √ √ √ o. Objective:

  a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis b. Menganalisa ide pokok yang terdapat dalam undangan tertulis

  6 i. Indicator:

  Comment: According to participant 5, a student can give respond if he can answer questions.

  √ √

  b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

  a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount.

  Participant Learning Objectives Domain

  Cognitive Psychomotor Affective

  1

  1

  2

  3

  4

  5

  6

  2

  5 pendek dan teks monolog sederhana berbentuk recount.

  3

  4

  1

  2

  3

  4

  b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  c. Siswa dapat menemukan informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat.

  i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji.

  b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji.

  c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji.

  √ √ √ o. Objective:

  a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar.

  b. Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar.

  √ √ √

  √ √ √

  Comment:

  i. Indicator:

  a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar

  b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar √ √ o. Objective:

  a. Siswa dapat menganalisa topik yang terdapat dalam rekaman

  b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman √ √

  Comment:

  Comment:

  b. Membuat cerita recount secara lisan dari gambar yang disediakan.

  Participant Learning Objectives Domain

  6

  Cognitive Psychomotor Affective

  1

  2

  3

  4

  5

  1

  5 disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar.

  2

  3

  4

  1

  2

  3

  4

  • 8
  • 9

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  a. Students are able to read a descriptive text aloud with 10% error in pronunciation, stress, and intonation.

  √ Comment: According to participant 11, respond means understanding the meaning of text in recording.

  a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad.

  √ √ √ o. Objective:

  d. To identify the steps in making fruit salad.

  c. To identify the ingredients which are used in making fruit salad.

  a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage.

  11 i. Indicator:

  √ √ Comment: Participant 10 makes mistake in typing the learning objectives. She means descriptive, not narrative (indicator d and objective a). She also states that what she means by analyze is identify or recognize.

  a. The students are able to read a descriptive text aloud with good pronunciation and analyze the main idea(s) of a descriptive text.

  √ o. Objective:

  √ √ √

  d. Students are able to identify the main idea(s) of a descriptive text by answering the questions about the texts correctly with less than 10% error.

  c. Students are able to identify the antonym of words by matching the words with the antonym.

  b. Students are able to identify the meaning of difficult words found in texts by matching the words with the pictures illustrating them.

  Participant Learning Objectives Domain

  Cognitive Psychomotor Affective

  1

  1

  2

  3

  4

  5

  6

  2

  5 According to participant 9, menganalisa means to be able to identify.

  3

  4

  1

  2

  3

  4

  10 i. Indicator:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Recount .

  b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount.

  c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount .

  d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

  √ √ √ √ o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount.

  b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount.

  c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks

  d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

  Comment: According to participant 12, respond means giving answer when somebody greets.

  √ √ √ √

  Comment: According to participant 13, menjelaskan in indicator a and objective a means to identify meaning.

  14 i. Indicator:

  a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar.

  √ o. Objective:

  a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar.

  √ Comment:

  13 i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount.

  Participant Learning Objectives Domain

  Cognitive Psychomotor Affective

  2

  1

  2

  3

  4

  5

  6

  1

  3

  √ √ o. Objective:

  4

  1

  2

  3

  4

  5

  12 i. Indicator: a. The students are able to respond and give information.

  a. Students can respond the greeting of friend and stranger √ √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  √ √ o. Objective:

  √ √ o. Objective:

  a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

  √ √ Comment:

  i. Indicator:

  a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis.

  b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis.

  a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan.

  i. Indicator:

  √ Comment:

  i. Indicator:

  a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru

  b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan

  √ √

  √ √ o. Objective:

  a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

  5

  Participant Learning Objectives Domain

  6

  Cognitive Psychomotor Affective

  1

  2

  3

  4

  5

  1

  4

  2

  3

  4

  1

  2

  3

  • 15
  • 16
  • 17

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  2

  5

  4

  3

  2

  1

  4

  3

  1

  Comment:

  6

  5

  4

  3

  2

  1

  Cognitive Psychomotor Affective

  Participant Learning Objectives Domain

  a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas √ √

  • 18

  i. Indicator: a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

  • Table 3.1 Domain and Level of Difficulty

  c. siswa √ √ √

  a. They are in the same level and indicator a is the most difficult.

  The indicators are not well- ordered. Indicators b, c and d are easier than indicators

  c. - x √ x x

  b. sesuai dengan langkah retorikany a

  c. - x x x a. -

  b. -

  a. -

  √ √ √

  a. menjelaskan langkah retorika dalam teks berbentuk recount b. mengurutkan paragraf acak c. mengidentifikasi

  a. siswa

  b. siswa

  √ o. Objective:

  c. Siswa dapat

  b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya.

  a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount.

  1 i. Indicator:

  Comment Audience Behaviour Condition Degree Order

  Participant Learning Objectives Formulation

  Comment:

  √ √

  b. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan.

  a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undangan dalam rekaman yang diperdengarkan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  c. -

  b. menyusun paragraf acak c. mengidentifikasi langkah retorika dalam paragraf yang sudah disusun d. menemukan contoh

  adverb of time and place, chronological conjunction, dan simple past tense

  dalam teks recount berjudul “Joining the Traditional Dance Competition”

  √ √ √ √

  a. -

  b. -

  d. - x x x x

  d. siswa √ √ √ √

  a. secara urut

  b. secara urut

  c. dengan benar d. dengan benar

  √ √ √ √ x

  The objectives are not well- ordered. Objective b, c and d are easier than objective

  a. They are in the same level and objective a is the most difficult.

  2 i. Indicator: There is only

  a. menjelaskan langkah retorika teks recount

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order mengidentifikasi langkah retorika dalam teks recount.

  d. - x

  d. Siswa dapat menemukan contoh

  language features dalam teks recount.

  d. siswa √ langkah retorika dalam teks recount

  d. menemukan contoh

  language features

  dalam teks recount √

  d. - x o. Objective:

  b. siswa

  a. Siswa dapat menjelaskan langkah retorika teks recount secara urut.

  b. Siswa dapat menyusun paragraf acak secara urut.

  c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang sudah disusun dengan benar.

  d. Siswa dapat menemukan contoh

  adverb of time and place, chronological conjunction, dan simple past tense dalam teks

  recount berjudul “Joining the Traditional Dance Competition” dengan benar.

  a. siswa

  c. siswa

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount b. menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut x

  a. - x - Indicator a and b belong to

  a. - x

  a. menyebutkan ungkapan- √

  √

  a. Siswa dapat menyebutkan a. siswa

  3 i. Indicator:

  Objective a is easier than objective b. However, objective a doesn’t tell what skill students should show.

  √ The objectives are well- ordered.

  b. - √ x

  a. dengan akurasi 70%

  b. - x x

  a. -

  √

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order

  a. siswa

  menjawab pertanyaan yang berhubungan dengan simple past tense tersebut.

  recount dengan

  b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks

  a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%.

  o. Objective:

  makna is to give answer.

  No need to order. However, participant 2 makes mistake in putting his idea into word. What he means by merespon

  a. - x - one formulation.

  a. - x

  a. merespon makna dalam teks recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut x

  a. - x

  a. Merespon makna dalam teks recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

  b. siswa √ √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  d. berdasarkan rekaman yang telah didengar x

  a. - x

  a. - x

  a. merespon ungkapan √

  a. - x

  a. Merespon ungkapan

  √ √ different domain with indicators c and d. However, indicators a and b do not need to be ordered since they are in the same level, so are indicators c and d. o. Objective:

  d. dengan tepat dan lancar x

  c. dengan tepat dan lancar

  b. -

  √ √

  c. berdasarkan rekaman yang telah didengar

  Participant Learning Objectives Formulation

  b. -

  √ √ √

  c. menirukan kembali ungkapan- ungkapan yang digunakan dalam mengundang/mena warkan d. menirukan kembali ungkapan- ungkapan yang digunakan dalam menyetujui ajakan/tawaran/und angan

  b. menyebutkan ungkapan- ungkapan yang digunakan dalam menyetujui ajakan/tawaran/und angan

  d. siswa √ √ √ ungkapan yang digunakan dalam mengundang/mena warkan

  c. siswa

  b. siswa

  d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan- ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undang an berdasarkan rekaman yang telah didengar.

  c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan- ungkapan yang digunakan dalam mengundang/menawark an berdasarkan rekaman yang telah didengar.

  b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undang an.

  Comment Audience Behaviour Condition Degree Order ungkapan-ungkapan yang digunakan dalam mengundang/menawark an.

  • The objectives are in the same

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  b. merespon tawaran/ajakan/und angan

  √ √

  The objectives are well- ordered. o. Objective:

  a. Siswa dapat menyebutkan ekspresi- ekspresi dalam menerima tawaran/ajakan/undang an b. Siswa dapat merespon tawaran/ajakan/undang an dalam konteks

  a. siswa

  b. siswa √ √

  a. menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/und angan

  √ √

  b. -

  a. -

  b. dalam konteks kehidupan sehari-hari x

  √

  a. -

  b. - x x

  √ The objectives are well- ordered.

  c. dengan intonasi yang tepat x x

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order mengundang/menawark an

  a. Menyebutkan ekspresi- ekspresi dalam menerima tawaran/ajakan/undang an

  b. Merespon ungkapan menyetujui ajakan/tawaran/undang an b. - x mengundang/mena warkan

  b. merespon ungkapan menyetujui ajakan/tawaran/und angan

  √

  b. - x

  b. - x level and domain. They don’t need to be ordered.

  4 i. Indicator:

  b. Merespon tawaran/ajakan/undang an dalam konteks role playing c. Menggunakan ekspresi- ekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing a. -

  b. dalam konteks role playing c. dalam konteks role playing x √ √

  b. -

  c. - x x x a. menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/und angan

  b. merespon tawaran/ajakan/und angan

  c. menggunakan ekspresi-ekspresi dalam menerima undangan

  √ √ √

  a. -

  a. -

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  fungsional pendek dan teks monolog a. siswa

  b. - x x

  a. -

  b. - x x

  makna is to give answer.

  o. Objective:

  a. Siswa mampu mengidentifikasi main

  idea dari rekaman teks

  √

  b. merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut

  a. mengidentifikasi

  main idea dari

  rekaman teks fungsional pendek dan teks monolog

  √

  a. - x

  a. - x

  makna is to give answer.

  √ x a. -

  rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount

  c. - x

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order kehidupan sehari-hari c. Siswa dapat menggunakan ekspresi- ekspresi menerima undangan/ajakan/tawar an dalam kehidupan sehari-hari c. siswa

  √

  c. menggunakan ekspresi-ekspresi menerima undangan/ajakan/ta waran

  √

  c. dalam kehidupan sehari-hari

  √

  • Participant 5 makes mistake in putting his idea into word. What he means by merespon

  5 i. Indicator:

  main idea dari

  a. Siswa dapat mengidentifikasi main

  idea dari rekaman teks

  fungsional pendek dan teks monolog sederhana berbentuk recount .

  b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

  a. siswa

  b. siswa √ √

  a. mengidentifikasi

  • Participant 5 What he means by merespon

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  √ x x

  a. - x -

  a. - x

  √

  a. mengidentifikasi perbendaharaan kosakata sulit yang

  a. siswa √

  a. Siswa dapat mengidentifikasi perbendaharaan

  (difficult vocabulary) in the first formulation cannot be judged as the same for one another. Each student has his own measurement. A vocabulary may be difficult for a student, but easy for another. o. Objective:

  kosakata sulit

  c. - x x x

  b. -

  c. - x x x a. -

  b. -

  a. -

  b. menganalisa ide pokok yang terdapat dalam undangan tertulis c. menganalisa informasi penting yang terdapat dalam undangan tertulis

  Participant Learning Objectives Formulation

  c. - x x x a. mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis

  b. -

  a. -

  c. Menganalisa informasi penting yang terdapat dalam undangan tertulis

  b. Menganalisa ide pokok yang terdapat dalam undangan tertulis

  a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis

  6 i. Indicator:

  b. - x

  b. merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut x b. - x

  b. siswa √ sederhana berbentuk recount

  b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

  recount .

  Comment Audience Behaviour Condition Degree Order sederhana berbentuk

  • The terms

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. -

  b. - x x

  a. dengan benar b. -

  √ x √

  The learning objectives are formulated well. It begins with the easiest one then moves to the more difficult one. o. Objective:

  a. Mengidentifikasi

  generic structure dari

  teks recount dengan benar.

  b. Membuat cerita recount secara lisan dari gambar yang

  b. - x x

  √ √

  a. mengidentifikasi

  generic structure

  dari teks recount

  b. membuat cerita recount secara lisan dari gambar yang

  √ √

  a. -

  b. - x x

  a. dengan benar b. -

  √ x √

  a. -

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order kosakata sulit yang terdapat dalam undangan resmi dan tak resmi

  c. - x x

  b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi

  c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi

  b. siswa

  c. siswa √ √ terdapat dalam undangan resmi dan tak resmi b. menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi

  c. menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi x x

  b. -

  c. - x x

  b. -

  Moreover, participant 6 makes mistake in putting his idea into word. What he means is identify, but he writes it as analyze.

  dari teks recount

  7 i. Indicator:

  a. Siswa mampu mengidentifikasi

  generic structure dari

  teks recount dengan benar.

  b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan.

  a. siswa

  b. siswa √ √

  a. mengidentifikasi

  generic structure

  b. membuat cerita recount secara lisan dari gambar yang disediakan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order disediakan. disediakan i. Indicator:

  a. Siswa dapat

  a. siswa

  a. membedakan cara x

  a. - x

  a. - x √ membedakan cara menerima dan menerima dan membatalkan janji membatalkan janji.

  b. Siswa dapat

  b. siswa

  b. menyebutkan

  b. - x

  b. - x The indicators √ √ menyebutkan contoh contoh kalimat are not ordered x kalimat menerima dan menerima dan well. Indicator membatalkan janji. membatalkan janji c is the easiest.

  c. Siswa dapat

  c. siswa

  c. menemukan

  c. - x

  c. - x √ √ menemukan informasi informasi penting penting dalam dialog dalam dialog menerima dan menerima dan membatalkan janji. membatalkan janji o. Objective:

  8

  a. Siswa dapat

  a. siswa

  a. membedakan cara

  a. - x

  a. dengan √ √

  √ membedakan cara menerima dan tepat menerima dan membatalkan janji membatalkan janji dalam rekaman

  The objectives dengan tepat dalam yang didengar are not ordered rekaman yang didengar. well. Objective

  b. Siswa dapat

  b. siswa

  b. menyebutkan lima

  b. - x

  b. dengan c is the easiest √ √

  √ x menyebutkan lima contoh kalimat benar and objective a contoh kalimat menerima dan is the most menerima dan membatalkan janji difficult. membatalkan janji rekaman yang

  Objective b is dengan benar rekaman didengar between them. yang didengar.

  c. Siswa dapat

  c. siswa

  c. menemukan

  c. - x

  c. dengan √ √

  √ menemukan informasi informasi penting tepat penting dalam dialog dalam dialog dalam

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order dalam rekaman rekaman menerima menerima dan dan membatalkan membatalkan janji janji dengan tepat. i. Indicator:

  a. Menganalisa topik yang

  a. - x

  a. Menganalisa topik x

  a. - x

  a. - x The learning terdapat dalam rekaman yang terdapat objectives are yang telah didengar dalam rekaman in the same yang telah didengar level and

  • b. Menganalisa informasi

  b. - x

  b. Menganalisa x

  b. - x

  b. - x domain. No penting yang terdapat informasi penting need to order. dalam rekaman yang yang terdapat

  However, telah didengar dalam rekaman participant 9

  9 yang telah didengar makes mistake in putting his o. Objective: idea into word.

  a. Siswa dapat

  a. siswa

  a. menganalisa topik x

  a. - x

  a. - x √ menganalisa topik yang yang terdapat

  What he means terdapat dalam rekaman dalam rekaman is identify or

  • b. Siswa dapat

  b. siswa

  b. menganalisa x

  b. - x

  b. - x recognize, but √ menganalisa informasi informasi penting he writes it as penting yang terdapat yang terdapat

  menganalisa .

  dalam rekaman dalam rekaman i. Indicator:

  Indicator a

  a. Students are able to

  a. studen

  a. read a descriptive

  a. - x

  a. with 10% belongs to √ √

  √ read a descriptive text ts text aloud error in different aloud with 10% error in pronunciat domain with 10 pronunciation, stress, ion, stress, x indicator a, b, and intonation. and and c. intonation However, the

  b. Students are able to

  b. studen

  b. identify the

  b. - x

  b. - x order of √ √ identify the meaning of ts meaning of difficult indicator a, b,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  c. -

  √

  a. with good pronunciat ion

  a. read a descriptive text aloud and analyze the main idea(s) of a narrative text x a. - x

  √

  a. the studen ts

  a. The students are able to read a descriptive text aloud with good pronunciation and analyze the main idea(s) of a narrative text.

  Indicator c is the easiest of those three. o. Objective:

  d. correctly with less than 10% error x √ and c is wrong.

  d. - x x

  Participant Learning Objectives Formulation

  c. -

  √ √

  d. identify the main idea(s) of a descriptive text by answering the questions about the texts

  √ √ words found in texts by matching the words with the pictures illustrating them c. identify the antonym of words by matching the words with the antonym

  c. studen ts d. studen ts

  d. Students are able to identify the main idea(s) of a descriptive text by answering the questions about the texts correctly with less than 10% error.

  c. Students are able to identify the antonym of words by matching the words with the antonym.

  Comment Audience Behaviour Condition Degree Order difficult words found in texts by matching the words with the pictures illustrating them.

  • This objective contains more two action verbs. It needs to be separated into two objectives containing an action verb each. Moreover, participant 10 makes mistake in putting his

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order idea into word.

  What he means is identify or recognize, but he writes it as analyze. However, there is no need to order it since there is only one objective. i. Indicator:

  No need to

  a. To respond a dialogue

  a. - x

  a. respond a dialogue x

  a. - x

  a. appropriat order. They are √ in procedural form in procedural form ely in the same titled “How to make titled “How to level. However, fruit salad” make fruit salad” participant 11 appropriately makes mistake

  b. To complete the

  b. - x

  b. complete the x

  b. - x

  b. - x in formulating missing words in the missing words in indicator a. procedure text “How to the procedure text

  What he means make fruit salad” by “How to make fruit by respond is to

  11 salad” by listening - listening the passage. understand. So, the passage there is no

  c. To identify the

  c. - x

  c. identify the

  c. - x

  c. - x assessment to √ ingredients which are ingredients which measure used in making fruit are used in making whether salad. fruit salad students can

  d. To identify the steps in

  d. - x

  d. identify the steps in

  d. - x

  d. - x respond and √ making fruit salad. making fruit salad understand or not. And for indicator b, participant 11

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order does not mention what skill students should show. o. Objective:

  This objective

  a. In the end of the lesson

  a. the

  a. complete the x

  a. - x

  a. - x contains more √ the students are able to studen procedure text than one action complete the procedure ts “How to make fruit verb. It should text “How to make fruit salad” and to be separated salad” and to identify identify the into two the ingredients and ingredients and objectives steps in making fruit steps in making containing one salad. fruit salad action verb each. However,

  • there is no need to order it since there is only one objective. And for indicator b, participant 11 does not mention what skill students should show.

  i. Indicator:

  a. The students are able to

  a. the

  a. respond and give x

  a. - x

  a. - x This indicator √ respond and give studen information contains two 12 information.

  • ts

  action verbs. It should be separated into two indicators

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order containing one action verb each.

  Moreover, participant 12 makes mistake in formulating indicator a. What he means by respond is to answer greeting. However, there is no need to order it since there is only one indicator.

    o. Objective:

  There is only

  a. Students can respond

  a. studen

  a. respond the

  a. - x

  a. - x one √ √ the greeting of friend

  • ts greeting of friend formulation.

  and stranger and stranger No need to order. i. Indicator:

  Participant 13

  a. Siswa mampu

  a. siswa

  a. menjelaskan makna x

  a. - x

  a. - x makes mistake √ menjelaskan makna kosakata dalam teks in formulating kosakata dalam teks Recount indicator a, d Recount . and objective a,

  13

  • b. Siswa mampu

  b. siswa

  b. menemukan

  b. - x

  b. yang tepat

  d. What he √ √

  √ menemukan persamaan persamaan kata dari means by kata yang tepat dari kosakata dalam teks

  menjelaskan is

  kosakata dalam teks Recount to identify Recount . meaning.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. Siswa mampu menjelaskan makna kosakata dalam teks

  a. menjelaskan makna kosakata dalam teks

  Recount

  x √ √ x a. -

  b. siswa

  a. siswa

  b. -

  a. -

  b. yang tepat

  b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks

  Recount .

  d. - x x o. Objective:

  b. menemukan persamaan kata dari kosakata dalam teks

  c. -

  d. - x x

  √ x c. -

  Recount

  c. menyebutkan informasi penting yang terdapat dalam teks Recount d. menjelaskan ide pokok dalam teks

  d. siswa √ √

  c. siswa

  d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

  c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount.

  Comment Audience Behaviour Condition Degree Order

  Participant Learning Objectives Formulation

  Recount

  • 14

  d. siswa √ √ √ √

  d. - x √ x x

  a. - x

  a. mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar x a. - x

  a. siswa √

  recount yang didengar.

  a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks

  i. Indicator:

  c. -

  c. menyebutkan informasi penting yang terdapat dalam teks Recount d. menjelaskan ide pokok dalam teks

  Recount .

  c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount.

  d. - x x x x

  c. -

  d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

  Recount

  c. siswa

  • There is only one formulation. No need to order. However, the indicator

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order should be separated into two since it contains two different things;

  informasi umum dan spesifik .

  o. Objective:

  a. Di akhir proses

  a. siswa

  a. mengidentifikasi x

  a. - x

  a. - x There is only √ pembelajaran, siswa informasi umum one diharapkan dapat dan spesifik dari formulation. mengidentifikasi teks recount

  No need to informasi umum dan berjudul “Visiting order. spesifik dari teks Bali” yang telah

  However, the

  recount berjudul didengar

  objective

  • “Visiting Bali” yang

  should be telah didengar. separated into two since it contains two different things;

  informasi umum dan spesifik .

  i. Indicator:

  a. Siswa dapat

  a. siswa

  a. menyampaikan teks

  a. - x

  a. dengan There is only √ √

  √ menyampaikan teks monolog secara akurat one

  15

  • monolog secara lisan lisan berbentuk sesuai formulation. berbentuk recount recount

  dengan No need to dengan akurat sesuai struktur order.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Formulation Participant Learning Objectives

  Comment Audience Behaviour Condition Degree Order dengan struktur yang yang benar, pemilihan kata benar, yang tepat, ucapan atau pemilihan lafal yang benar, dan kata yang ekspresi yang sesuai. tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai o. Objective:

  a. Siswa dapat

  a. siswa

  a. menyampaikan teks

  a. - x

  a. dengan √ √

  √ menyampaikan teks monolog secara akurat monolog secara lisan lisan berbentuk sesuai berbentuk recount recount dengan dengan akurat sesuai struktur dengan struktur yang yang benar, pemilihan kata benar, There is only yang tepat, ucapan atau pemilihan one

  • lafal yang benar, dan kata yang formulation.

  ekspresi yang sesuai. tepat, No need to ucapan order. atau lafal yang benar, dan ekspresi yang sesuai i. Indicator:

  What

  16

  • a. Siswa mampu

  a. siswa

  a. menyebutkan

  a. - x

  a. - x participant √ √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. - x

  √ The objectives are formulated well. It begins with the easiest one then moves to the more difficult one.

  b. - x x

  a. -

  b. - x x

  a. -

  √ √

  b. menggunakan ekspresi menyetujui ajakan/ tawaran/

  a. menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru

  b. siswa √ √

  a. siswa

  a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. Siswa mampu menggunakan ekspresi menyetujui ajakan/

  17 i. Indicator:

  a. - x

  Participant Learning Objectives Formulation

  √

  a. menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan

  a. siswa √

  a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan.

  o. Objective:

  ungkapan is vocabulary.

  b. - x means by

  b. - x

  √

  b. siswa √ ungkapan yang digunakan dalam undangan tertulis b. menyebutkan informasi yang terdapat dalam undangan tertulis

  b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis.

  Comment Audience Behaviour Condition Degree Order menyebutkan ungkapan yang digunakan dalam undangan tertulis.

  • There is only one formulation. No need to order.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. - x

  a. - x

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan undangan dalam percakapan dengan cara mempraktikkan secara berpasangan o. Objective:

  a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas a. - x

  a. menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan

  • There is only one formulation. No need to order.

  di dalam kelas √

  • There is only one formulation. No need to order.

  b. Siswa mampu

  b. - x x

  a. -

  b. - x x

  a. -

  √ √

  a. menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/und angan dalam rekaman yang diperdengarkan b. menemukan

  b. siswa √ √

  a. siswa

  a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undang an dalam rekaman yang diperdengarkan

  partner

  o. Objective:

  a. - x

  a. - x

  a. menemukan informasi penting dari teks yang diperdengarkan

  a. - x

  a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

  18 i. Indicator:

  √

  • The objectives are formulated well. It begins with the easiest one then moves to the more difficult one.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  d. Siswa dapat menemukan contoh language features dalam teks recount.

  √ √ √ √

  time and place, chronological conjunction,

  d. Siswa dapat menemukan contoh adverb of

  c. Siswa dapat mengidentifikasi langkah retorika dalam paragraph yang sudah disusun dengan benar.

  b. Siswa dapat menyusun paragraf acak secara urut.

  a. Siswa dapat menjelaskan langkah retorika teks recount secara urut.

  The learning objectives are relevant with the Basic Competence. o. Objective:

  √ √ √ √

  Participant Learning Objectives Formulation

  Comment Audience Behaviour Condition Degree Order menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan. informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan

  b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya.

  a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount.

  1 Membaca Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari- hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount. i. Indicator:

  Comment

  Relevant with Basic Competence

  Basic Competence Learning Objectives

    Participant Skill

Table 3.2 Audience, Behaviour, Condition, Degree, and Order

  c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  mengundang/menawarkan, menyetujui ajakan/tawaran/undangan

  The learning objectives are relevant with the Basic Competence.

  √ √ √ √

  d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan

  c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan berdasarkan rekaman yang telah didengar.

  b. Siswa dapat menyebutkan ungkapan- ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan.

  a. Siswa dapat menyebutkan ungkapan- ungkapan yang digunakan dalam mengundang/menawarkan.

  i. Indicator:

  Participant Skill Basic Competence

  Learning Objectives Relevant with

  √ √

  b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut.

  a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%.

  √ Simple past tense is used in recount text. So the learning objectives are relevant with the Basic Competence. o. Objective:

  a. Merespon makna dalam teks recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut.

  2 Membaca Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari- hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure i. Indicator:

  Basic Competence Comment dan simple past tense, dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar.

  3 Mendengarka n Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatnkan tindak tutur:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  c. Siswa dapat menggunakan ekspresi- ekspresi menerima undangan/ajakan/tawaran dalam kehidupan sehari-hari

  teks fungsional pendek is not

  , whereas

  fungsional pendek

  The learning objective formulation includes teks

  a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk x

  5 Mendengarka n Merespon makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan i. Indicator:

  √ √ √

  Participant Skill Basic Competence

  Learning Objectives Relevant with

  a. Siswa dapat menyebutkan ekspresi- ekspresi dalam menerima tawaran/ajakan/undangan

  The learning objectives are relevant with the Basic Competence. o. Objective:

  √ √ √

  a. Menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/undangan b. Merespon tawaran/ajakan/undangan dalam konteks role playing c. Menggunakan ekspresi-ekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing

  4 Berbicara Mengungkapkan makna dalam percakapan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancer dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari- hari dan melibatkan tindak tutur: menyetujui ajakan/tawaran/undangan i. Indicator:

  √ √

  a. Merespon ungkapan mengundang/menawarkan b. Merespon ungkapan menyetujui ajakan/tawaran/undangan

  Basic Competence Comment rekaman yang telah didengar. o. Objective:

  b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Basic Competence Relevant with

  Participant Skill Learning Objectives

  Comment Basic Competence berterima dalam berbagai konteks . discussed in the Basic

  recount

  kehidupan sehari-hari dalam teks: b. Siswa dapat merespon makna dari teks x Competence stated.

  recount. fungsional pendek dan teks monolog

  sederhana berbentuk recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. o. Objective:

  a. Siswa mampu mengidentifikasi main idea x dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount .

  b. Siswa mampu merespon makna dari teks x fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. i. Indicator:

  a. Mengidentifikasi perbendaharaan kosakata √ sulit yang terdapat dalam undangan tertulis b. Menganalisa ide pokok yang terdapat

  √ dalam undangan tertulis Merespon makna dalam teks tulis

  c. Menganalisa informasi penting yang √ fungsional pendek dalam bentuk terdapat dalam undangan tertulis undangan resmi dan tak resmi

  The learning objectives are o. Objective:

  6 Membaca secara akurat, lancar dan relevant with the Basic

  a. Siswa dapat mengidentifikasi √ berterima dalam konteks

  Competence. perbendaharaan kosakata sulit yang kehidupan sehari-hari dan untuk terdapat dalam undangan resmi dan tak mengakses ilmu pengetahuan. resmi

  b. Siswa dapat menganalisa ide pokok yang √ terdapat dalam undangan resmi dan tak resmi

  c. Siswa dapat menganalisa informasi penting √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Basic Competence Relevant with

  Participant Skill Learning Objectives

  Comment Basic Competence yang terdapat dalam undangan resmi dan tak resmi i. Indicator:

  a. Siswa mampu mengidentifikasi generic

  Mengungkapkan makna dalam dari teks recount dengan benar.

  structure

  teks monolog sederhana dengan

  b. Siswa mampu membuat cerita recount √ menggunakan ragam bahasa lisan

  The learning objectives are secara lisan dari gambar yang disediakan.

  7 Berbicara secara akurat, lancar dan relevant with the Basic o. Objective: berterima dalam berbagai konteks

  Competence.

  a. Mengidentifikasi generic structure dari √ kehidupan sehari-hari dalam teks teks recount dengan benar. berbentuk: recount.

  b. Membuat cerita recount secara lisan dari √ gambar yang disediakan. i. Indicator:

  a. Siswa dapat membedakan cara menerima √

  Merespon makna yang terdapat dan membatalkan janji. dalam percakapan transaksional

  b. Siswa dapat menyebutkan contoh kalimat √

  (to get things done) dan menerima dan membatalkan janji. interpersonal (bersosialisasi)

  c. Siswa dapat menemukan informasi penting √ resmi dan tak resmi yang dalam dialog menerima dan membatalkan menggunakan ragam bahasa lisan janji. sederhana secara akurat, lancer

  The learning objectives are Mendengarka o. Objective: 8 dan berterima dalam konteks relevant with the Basic n a. Siswa dapat membedakan cara menerima

  √ kehidupan sehari-hari dan Competence. dan membatalkan janji dengan tepat dalam melibatkan tindak tutur: rekaman yang didengar. berkenalan, bertemu/berpisah,

  b. Siswa dapat menyebutkan lima contoh √ menyetujui kalimat menerima dan membatalkan janji ajakan/tawaran/undangan, dengan benar rekaman yang didengar. menerima janji, dan membatalkan

  c. Siswa dapat menemukan informasi penting √ janji. dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Basic Competence Relevant with

  Participant Skill Learning Objectives

  Comment Basic Competence i. Indicator:

  a. Menganalisa topik yang terdapat dalam √ rekaman yang telah didengar

  Merespon makna dalam teks monolog sederhana yang b. Menganalisa informasi penting yang

  √ menggunakan ragam bahasa lisan terdapat dalam rekaman yang telah The learning objectives are Mendengarka 9 secara akurat, lancar dan didengar relevant with the Basic n berterima dalam berbagai konteks o. Objective: Competence. kehidupan sehari-hari dalam teks

  a. Siswa dapat menganalisa topik yang √ berbentuk: recount. terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting

  √ yang terdapat dalam rekaman i. Indicator:

  a. Students are able to read a descriptive text √ aloud with 10% error in pronunciation, a. Students are able to read stress, and intonation. aloud simple essays in

  b. Students are able to identify the meaning √ form of descriptive text of difficult words found in texts by that is related to the matching the words with the pictures context of daily life with illustrating them. acceptable pronunciation,

  c. Students are able to identify the antonym √ stress, and intonation.

  The learning objectives are of words by matching the words with the

  10 Membaca

  b. Students are able to relevant with the Basic antonym. respond to rhetoric Competence.

  d. Students are able to identify the main √ meaning and step in short idea(s) of a descriptive text by answering simple essays accurately, the questions about the texts correctly with fluently, and acceptably less than 10% error. related to the context of o. Objective: daily life in form of a. The students are able to read a descriptive

  √ descriptive text. text aloud with good pronunciation and analyze the main idea(s) of a descriptive text.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad.

  Greeting is included in functional text. The objective is relevant with the Basic Competence.

  a. Students can respond the greeting of friend and stranger √

  The indicator is not relevant with the Basic Competence. The Basic Competence is not talking about giving and responding to information. Moreover, it is not stated clear enough what kind of information students should respond and give. However, participant 12 states that information means greeting. o. Objective:

  a. The students are able to respond and give information. x

  b. To respond idea’s meaning in the functional verbal text which acceptable to the other. i. Indicator:

  12 Mendengarka n a. To respond the meaning in speaking of transactional (to get things done) and interpersonal (socializing) simple with accurately, fluently, and acceptable to interact to the environment with speaking; asking and giving the truth and also revealing and responding the doubt.

  √

  Participant Skill Basic Competence

  Learning Objectives Relevant with

  √ √ √ √

  d. To identify the steps in making fruit salad.

  c. To identify the ingredients which are used in making fruit salad.

  b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage.

  a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately

  11 Mendengarka n Responding the meaning in a simple short dialogue, using oral language accurately, fluently, and acceptable to interact with the closest environment in form of procedure texts. i. Indicator:

  Basic Competence Comment

  The learning objectives are relevant with the Basic Competence. o. Objective:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount.

  √

  recount berjudul “Visiting Bali” yang telah didengar.

  a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks

  √ The learning objectives are relevant with the Basic Competence. o. Objective:

  a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar.

  i. Indicator:

  recount .

  14 Mendengarka n Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks:

  √ √ √ √

  d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

  Participant Skill Basic Competence

  Learning Objectives Relevant with

  b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks

  a. Siswa mampu menjelaskan makna kosakata dalam teks Recount.

  The learning objectives are relevant with the Basic Competence. o. Objective:

  √ √ √ √

  d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

  c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount.

  Recount .

  b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks

  a. Siswa mampu menjelaskan makna kosakata dalam teks Recount.

  13 Membaca Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari- hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount. i. Indicator:

  Basic Competence Comment

  Recount .

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  The learning objectives are relevant with the Basic Competence. o. Objective:

  The learning objectives are relevant with the Basic Competence.

  √ √

  b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara

  a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru

  (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dan sederhana dalam konteks kehidupan sehari- hari dan melibatkan tindak tutur: i. Indicator:

  things done ) dan interpersonal

  17 Berbicara Mengungkap makna dalam percakapan transaksional (to get

  √

  a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan.

  Participant Skill Basic Competence

  Learning Objectives Relevant with

  b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis.

  a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis.

  16 Membaca Merespon makna dalam teks fungsional pendek misalnya undangan resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari. i. Indicator:

  √

  a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

  √ The learning objectives are relevant with the Basic Competence. o. Objective:

  a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

  15 Berbicara Mengungkapkan makna dalam konteks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount. i. Indicator:

  Basic Competence Comment

  √ √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Basic Competence Relevant with

  Participant Skill Learning Objectives

  Comment Basic Competence mempraktikkan secara berpasangan

  mengundang/ menawarkan, menyetujui ajakan/ tawaran/ undangan .

  o. Objective:

  a. Menggunakan ekspresi menyetujui ajakan/ √ tawaran/ undangan dalam percakapan dengan partner di dalam kelas i. Indicator:

  Merespon makna yang terdapat

  a. Mampu menemukan informasi penting dari √ dalam percakapan transaksional teks yang diperdengarkan.

  (to get things done) dan interpersonal (bersosialisasi) o. Objective: resmi dan tak resmi yang a. Siswa mampu menemukan informasi dari

  √ menggunakan ragam bahasa lisan The learning objectives are teks yang diperdengarkan dengan mencari

  Mendengarka 18 sederhana secara akurat, lancar relevant with the Basic ekspresi menyetujui n dan berterima dalam konteks

  Competence. ajakan/tawaran/undangan dalam rekaman kehidupan sehari-hari dan yang diperdengarkan melibatkan tindak tutur: b. Siswa mampu menemukan informasi dari

  √

  mengundang/menawarkan,

  teks yang diperdengarkan dengan

  menyutujui

  melengkapi tabel sesuai rekaman yang ajakan/tawaran/undangan . diperdengarkan.

Table 3.3 Basic Competence

    Participant Learning Objectives

  Activities Comment i. Indicator:

  a. Siswa dapat menjelaskan

  a. - Guru membagikan handout yang berisi penjelasan langkah retorika √

  The activities are relevant 1 langkah retorika dalam teks dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in with the learning objectives. berbentuk recount. Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh.

  • Guru menjelaskan langkah retorika dalam teks recount dan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment memberikan contoh dari teks recount berjudul “My Holiday in Bali”.

  • Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok).
  • Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

  b. Siswa dapat mengurutkan

  b. - Guru membagikan handout yang berisi penjelasan langkah retorika √ paragraf acak sesuai dengan dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in langkah retorikanya. Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh.

  • Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”.
  • Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok).
  • Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

  c. Siswa dapat mengidentifikasi

  c. - Guru membagikan handout yang berisi penjelasan langkah retorika √ langkah retorika dalam teks dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in recount. Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh.

  • Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”.
  • Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok).
  • Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment

  d. Siswa dapat menemukan

  d. - Guru membagikan handout yang berisi penjelasan langkah retorika √ contoh language features dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in dalam teks recount. Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh.

  • Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

  o. Objective:

  a. Siswa dapat menjelaskan

  a. - Guru membagikan handout yang berisi penjelasan langkah retorika √ langkah retorika teks recount dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in secara urut. Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh.

  • Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”.
  • Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok).
  • Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

  b. Siswa dapat menyusun

  b. - Guru membagikan handout yang berisi penjelasan langkah retorika √ paragraf acak secara urut. dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in

  Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh.

  • Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”.
  • Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok).
  • Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment

  c. Siswa dapat mengidentifikasi

  c. - Guru membagikan handout yang berisi penjelasan langkah retorika √ langkah retorika dalam dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in paragraf yang sudah disusun Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. dengan benar. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”.

  • Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok).
  • Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya.
  • Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

  d. Siswa dapat menemukan

  d. - Guru membagikan handout yang berisi penjelasan langkah retorika √ contoh adverb of time and dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in

  place, chronological Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. conjunction, dan simple past - Guru menjelaskan langkah retorika dalam teks recount dan tense dalam teks recount memberikan contoh dari teks recount berjudul “My Holiday in Bali”.

  berjudul “Joining the - Guru memimpin diskusi untuk mengecek jawaban siswa dengan Traditional Dance melakukan tanya jawab langsung. Competition” dengan benar. i. Indicator:

  a. Merespon makna dalam teks a. - Guru membagikan contoh teks recount kepada siswa.

  √ dengan menjawab - Guru meminta siswa secara bergiliran untuk membacakan paragraf

  recount pertanyaan-pertanyaan yang demi paragraf yang ada dalam teks tersebut.

  berhubungan dengan teks - Guru meminta siswa untuk menjawab pertanyaan (merespon makna) The activities are relevant tersebut. sehubungan dengan teks recount. with the learning objective.

  2 - Guru memberi satu contoh lain dari teks recount.

  • Guru meminta siswa untuk menjawab pertanyaan (merespon makna) sehubungan dengan teks recount secara tertulis.
  • Guru bersama siswa mendiskusikan jawaban dari pertanyaan. o. Objective:

  There is no activity for

  a. Siswa mampu menjawab a. - Guru membagikan contoh teks recount kepada siswa. objective b.

  √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment pertanyaan yang berhubungan - Guru meminta siswa secara bergiliran untuk membacakan paragraf dengan makna dalam suatu demi paragraf yang ada dalam teks tersebut. teks recount dengan akurasi - Guru meminta siswa untuk menjawab pertanyaan (merespon makna) 70%. sehubungan dengan teks recount.

  • Guru memberi satu contoh lain dari teks recount.
  • Guru meminta siswa untuk menjawab pertanyaan (merespon makna) sehubungan dengan teks recount secara tertulis.
  • Guru bersama siswa mendiskusikan jawaban dari pertanyaan.

  b. Siswa mampu menunjukkan

  b. - x penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator:

  a. Siswa dapat menyebutkan

  a. - Guru membagikan dialog teks pendek yang memuat kompetensi √ ungkapan-ungkapan yang dasar mengundang/menawarkan, menyetujui digunakan dalam ajakan/tawaran/undangan. mengundang/menawarkan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas.

  • Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar. The activities are relevant

  3

  b. Siswa dapat menyebutkan b. - Guru membagikan dialog teks pendek yang memuat kompetensi with the learning objectives.

  √ ungkapan-ungkapan yang dasar mengundang/menawarkan, menyetujui digunakan dalam menyetujui ajakan/tawaran/undangan. ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas.

  • Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar.

  c. Siswa dapat menirukan

  c. - Guru membagikan dialog teks pendek yang memuat kompetensi √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment kembali dengan tepat dan dasar mengundang/menawarkan, menyetujui lancar ungkapan-ungkapan ajakan/tawaran/undangan. yang digunakan dalam - Guru meminta dua orang siswa untuk menjadi model membaca mengundang/menawarkan dialog di depan kelas. berdasarkan rekaman yang - Guru menjelaskan tentang bagaimana cara telah didengar. mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar.

  • Guru membagikan kertas soal untuk menguji pemahaman siswa terhadap materi yang dijelaskan.
  • Guru menginstruksikan kepada murid untuk mendengarkan rekaman untuk kemudian menjawab soal yang telah diberikan

  d. Siswa dapat menirukan

  d. - Guru membagikan dialog teks pendek yang memuat kompetensi kembali dengan tepat dan dasar mengundang/menawarkan, menyetujui √ lancar ungkapan-ungkapan ajakan/tawaran/undangan. yang digunakan dalam - Guru meminta dua orang siswa untuk menjadi model membaca menyetujui dialog di depan kelas. ajakan/tawaran/undangan - Guru menjelaskan tentang bagaimana cara berdasarkan rekaman yang mengundang/menawarkan, menyetujui ajakan/tawaran/undangan telah didengar. dengan kalimat dan kosakata yang benar.

  • Guru membagikan kertas soal untuk menguji pemahaman siswa terhadap materi yang dijelaskan.
  • Guru menginstruksikan kepada murid untuk mendengarkan rekaman untuk kemudian menjawab soal yang telah diberikan.

  o. Objective:

  a. Merespon ungkapan

  a. - Guru membagikan dialog teks pendek yang memuat kompetensi √ mengundang/menawarkan dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan.

  • Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas.
  • Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment

  b. Merespon ungkapan

  b. - Guru membagikan dialog teks pendek yang memuat kompetensi √ menyetujui dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan ajakan/tawaran/undangan.

  • Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas.
  • Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar.

  i. Indicator:

  a. Menyebutkan ekspresi- a. - Guru memberikan model of conversation.

  √ ekspresi dalam menerima - Guru menjelaskan model of conversation tawaran/ajakan/undangan - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan.

  • Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan.

  b. Merespon b. - Guru memberikan model of conversation.

  √ tawaran/ajakan/undangan - Guru menjelaskan model of conversation dalam konteks role playing - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan.

  • Siswa berlatih menggunakan ekspresi dalam menerima dan The activities are relevant

  4 merespon tawaran/ajakan/undangan with the learning objectives.

  • Siswa menampilkan role playing.

  c. Menggunakan ekspresi- c. - Guru memberikan model of conversation.

  √ ekspresi dalam menerima - Guru menjelaskan model of conversation undangan dengan intonasi - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa yang tepat dalam konteks role digunakan dalam menerima tawaran/ajakan/undangan. playing - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan

  • Siswa menampilkan role playing. o. Objective:

  a. Siswa dapat menyebutkan a. - Guru memberikan model of conversation.

  √ ekspresi-ekspresi dalam - Guru menjelaskan model of conversation

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment menerima - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa tawaran/ajakan/undangan digunakan dalam menerima tawaran/ajakan/undangan.

  • Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan.

  b. Siswa dapat merespon b. - Guru memberikan model of conversation.

  √ tawaran/ajakan/undangan - Guru menjelaskan model of conversation dalam konteks kehidupan - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa sehari-hari digunakan dalam menerima tawaran/ajakan/undangan.

  • Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan - Siswa menampilkan role playing.

  c. Siswa dapat menggunakan c. - Guru memberikan model of conversation.

  √ ekspresi-ekspresi menerima - Guru menjelaskan model of conversation undangan/ajakan/tawaran - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa dalam kehidupan sehari-hari digunakan dalam menerima tawaran/ajakan/undangan.

  • Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan - Siswa menampilkan role playing.

  i. Indicator:

  a. Siswa dapat mengidentifikasi

  a. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika √ main idea dari rekaman teks dibutuhkan. fungsional pendek dan teks - Mengingatkan siswa untuk membuat catatan dari rekaman teks monolog sederhana berbentuk di balik lembar latihan jika diperlukan.

  recount recount . - Meminta siswa mengerjakan tugas yang diberikan pada lembar

  latihan, siswa boleh berdiskusi. The activities are relevant

  5 - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan with the learning objectives. tugas pada lembar latihan sambil membuka sesi konsultasi.

  b. Siswa dapat merespon makna

  b. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika √ dari teks fungsional pendek dibutuhkan. dan teks monolog sederhana - Mengingatkan siswa untuk membuat catatan dari rekaman teks berbentuk recount dengan recount di balik lembar latihan jika diperlukan. menjawab pertanyaan- - Meminta siswa mengerjakan tugas yang diberikan pada lembar

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment pertanyaan yang berhubungan latihan, siswa boleh berdiskusi. dengan teks tersebut. - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi. o. Objective:

  a. Siswa mampu

  a. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika √ mengidentifikasi main idea dibutuhkan. dari rekaman teks fungsional - Mengingatkan siswa untuk membuat catatan dari rekaman teks pendek dan teks monolog recount di balik lembar latihan jika diperlukan. sederhana berbentuk recount. - Meminta siswa mengerjakan tugas yang diberikan pada lembar latihan, siswa boleh berdiskusi.

  • Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi.

  b. Siswa mampu merespon

  b. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika √ makna dari teks fungsional dibutuhkan. pendek dan teks monolog - Mengingatkan siswa untuk membuat catatan dari rekaman teks sederhana berbentuk recount recount di balik lembar latihan jika diperlukan. dengan menjawab pertanyaan- - Meminta siswa mengerjakan tugas yang diberikan pada lembar pertanyaan yang berhubungan latihan, siswa boleh berdiskusi. dengan teks tersebut. - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi. i. Indicator:

  a. Mengidentifikasi

  a. - Guru membagi siswa dalam kelompok. Masing-masing kelompok √ perbendaharaan kosakata sulit terdiri dari 2 orang. yang terdapat dalam undangan - Guru membagikan handout pertama tentang “formal and informal tertulis invitation letter” kepada masing-masing siswa.

  • Guru memulai diskusi terbuka untuk membahas handout pertama The activities are relevant

  6 tentang “formal and informal invitation letter”. with the learning objectives.

  • Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa.
  • Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”.
  • Guru membahas hasil pekerjaan siswa mengenai “exercise on

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment formal and informal invitation letter” dalam diskusi terbuka.

  b. Menganalisa ide pokok yang

  b. - Guru membagi siswa dalam kelompok. Masing-masing kelompok √ terdapat dalam undangan terdiri dari 2 orang. tertulis - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa.

  • Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”.
  • Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa.
  • Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”.
  • Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka.

  c. Menganalisa informasi penting

  c. - Guru membagi siswa dalam kelompok. Masing-masing kelompok √ yang terdapat dalam undangan terdiri dari 2 orang. tertulis - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa.

  • Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”.
  • Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa.
  • Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”.
  • Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka.

  o. Objective:

  a. Siswa dapat mengidentifikasi

  a. - Guru membagi siswa dalam kelompok. Masing-masing kelompok √ perbendaharaan kosakata sulit terdiri dari 2 orang. yang terdapat dalam undangan - Guru membagikan handout pertama tentang “formal and informal resmi dan tak resmi invitation letter” kepada masing-masing siswa.

  • Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment

  • Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa.
  • Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”.
  • Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka.

  b. Siswa dapat menganalisa ide

  b. - Guru membagi siswa dalam kelompok. Masing-masing kelompok √ pokok yang terdapat dalam terdiri dari 2 orang. undangan resmi dan tak resmi - Guru membagikan handout pertama tentang “formal and informal

invitation letter” kepada masing-masing siswa.

  • Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”.
  • Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa.
  • Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”.
  • Guru membahas hasil pekerjaan siswa mengenai “exercise on dalam diskusi terbuka.

  formal and informal invitation letter”

  c. Siswa dapat menganalisa

  c. - Guru membagi siswa dalam kelompok. Masing-masing kelompok √ informasi penting yang terdiri dari 2 orang. terdapat dalam undangan - Guru membagikan handout pertama tentang “formal and informal resmi dan tak resmi invitation letter” kepada masing-masing siswa.

  • Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”.
  • Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa.
  • Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”.
  • Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka.

  i. Indicator: There is no activity for

  7

  a. Siswa mampu

  a. - x indicator a and objective a.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  b. - Guru membagi siswa dalam kelompok yang masing-masing terdiri dari dua siswa.

  √ o. Objective:

  Participant Learning Objectives Activities

  Comment mengidentifikasi generic

  structure dari teks recount dengan benar.

  b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan.

  • Guru meminta tiap siswa di dalam kelompok menceritakan secara lisan cerita recount dari gambar yang telah disediakan

  • Guru meminta tiap siswa di dalam kelompok menceritakan secara lisan cerita recount dari gambar yang telah disediakan x √

  a. - Guru memutar rekaman tentang menerima janji (recording-task 1).

  • Guru memimpin diskusi mengenai isi rekaman yang telah diputar.
  • Guru memutar rekaman tentang menolak janji (recording-task 2).
  • Guru memimpin diskusi mengenai isi rekaman yang telah diputar.
  • Guru memimpin diskusi mengenai isi rekaman yang telah diputar.
  • Guru memutar rekaman tentang menolak janji (recording-task 2).
  • Guru memimpin diskusi mengenai isi rekaman yang telah diputar.
  • Guru memimpin diskusi mengenai isi rekaman yang telah diputar.
  • Guru memimpin diskusi mengenai isi rekaman yang telah diputar.

  √

  a. Siswa dapat membedakan cara menerima dan membatalkan a. - Guru memutar rekaman tentang menerima janji (recording-task 1).

  The activities for indicator b and objective b are not relevant. o. Objective:

  √ x √

  c. - Guru memutar rekaman tentang menolak janji (recording-task 3).

  b. - Guru memutar rekaman tentang menerima janji (recording-task 1).

  c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji.

  a. Mengidentifikasi generic

  b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji.

  a. Siswa dapat membedakan cara menerima dan membatalkan janji.

  8 i. Indicator:

  a. -

  b. Membuat cerita recount secara lisan dari gambar yang disediakan.

  structure dari teks recount dengan benar.

  b. - Guru membagi siswa dalam kelompok yang masing-masing terdiri dari dua siswa.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment janji dengan tepat dalam - Guru memutar rekaman tentang menolak janji (recording-task 2). rekaman yang didengar. - Guru memimpin diskusi mengenai isi rekaman yang telah diputar.

  b. Siswa dapat menyebutkan lima

  b. - Guru memutar rekaman tentang menerima janji (recording-task 1). x contoh kalimat menerima dan - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. membatalkan janji dengan - Guru memutar rekaman tentang menolak janji (recording-task 2). benar rekaman yang didengar. - Guru memimpin diskusi mengenai isi rekaman yang telah diputar.

  c. Siswa dapat menemukan c. - Guru memutar rekaman tentang menolak janji (recording-task 3).

  √ informasi penting dalam - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. dialog dalam rekaman menerima dan membatalkan janji dengan tepat. i. Indicator:

  a. Menganalisa topik yang

  a. - x terdapat dalam rekaman yang telah didengar

  b. Menganalisa informasi penting b. - Siswa mendengarkan rekaman.

  √ yang terdapat dalam rekaman - Siswa mengisi/mengerjakan soal yang terdapat pada lembar kerja.

  There is no activity for 9 yang telah didengar indicator a and objective a. o. Objective:

  a. Siswa dapat menganalisa topik

  a. - x yang terdapat dalam rekaman b. Siswa dapat menganalisa b. - Siswa mendengarkan rekaman.

  √ informasi penting yang - Siswa mengisi/mengerjakan soal yang terdapat pada lembar kerja. terdapat dalam rekaman i. Indicator:

  a. Students are able to read a a. - Teacher asks the students to pay attention to the text (The Giraffe).

  √ descriptive text aloud with - Teacher asks some students to read the story loudly. The activities for indicator d 10 10% error in pronunciation, - Teacher corrects students’ pronunciation if they still make some and objective a are not stress, and intonation. mistakes. relevant.

  b. Students are able to identify b. - Teacher distributes the worksheet of descriptive text.

  √ the meaning of difficult words - Teacher asks the students to look at the vocabulary exercises in the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment found in texts by matching the words with the pictures illustrating them.

  • Teacher and students discuss the first part of the vocabulary exercises together in a whole class.
  • Teacher discusses the second part of the vocabulary exercises together with students d. - Teacher asks the students to answer the questions about the text.
  • Teacher and students discuss the answer of the questions together.

  a. - Teacher asks the students to pay attention to the text (The Giraffe).

  • Teacher asks some students to read the story loudly.
  • Teacher corrects students’ pronunciation if they still make some mistakes.
  • Teacher asks the students to answer the questions about the text.
  • Teacher and students discuss the answer of the questions together.

  b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage.

  There is no activity for indicator a.

  x √ √

  c. - The teacher gives the worksheet of Activity 2 and explains the instruction to the students.

  b. - The teacher gives the worksheet of Activity 1 to the students.

  a. - The teacher plays the recording “How to make fruit salad” twice if necessary.

  • The teacher explains about the listening exercise.
  • The teacher plays the recording “How to make fruit salad” twice if necessary.
  • The teacher and the students discuss the answer.

  c. To identify the ingredients which are used in making fruit salad.

  11 i. Indicator:

  a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately

  x

  a. The students are able to read a descriptive text aloud with good pronunciation and analyze the main idea(s) of a descriptive text.

  √ x o. Objective:

  c. - Teacher asks students to work in pair to do the second part of the vocabulary exercises.

  d. Students are able to identify the main idea(s) of a descriptive text by answering the questions about the texts correctly with less than 10% error. worksheet.

  c. Students are able to identify the antonym of words by matching the words with the antonym.

  • The teacher and the students discuss the answer.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment

  d. To identify the steps in making

  d. - The teacher gives the worksheet of Activity 2 and explains the √ fruit salad. instruction to the students.

  • The teacher and the students discuss the answer. o. Objective:

  a. In the end of the lesson the a. - The teacher gives the worksheet of Activity 1 to the students.

  √ students are able to complete - The teacher explains about the listening exercise. the procedure text “How to - The teacher plays the recording “How to make fruit salad” twice if

  The activities are relevant make fruit salad” and to necessary. with the learning objectives. identify the ingredients and - The teacher and the students discuss the answer. steps in making fruit salad. - The teacher gives the worksheet of Activity 2 and explains the instruction to the students.

  • The teacher and the students discuss the answer. i. Indicator:

  a. The students are able to

  a. - Teacher gives review by asking the students orally x The activities are not respond and give information. - Teacher plays the recording in a dialogue and students listen and relevant with the learning after that the teacher asks some questions. objective.

  • The students fill the dialogue to respond the expression.
  • The students fill the sentence appropriate with the response.

  12 o. Objective:

  a. Students can respond the

  a. - Teacher gives review by asking the students orally √ greeting of friend and stranger - Teacher plays the recording in a dialogue and students listen and The activities are relevant after that the teacher asks some questions. with the learning objective.

  • The students fill the dialogue to respond the expression.
  • The students fill the sentence appropriate with the response. i. Indicator:

  a. Siswa mampu menjelaskan a. - Siswa diberi handout tentang Recount Text.

  √ makna kosakata dalam teks - Siswa diminta secara individu untuk mengerjakan soal-soal latihan The activities are relevant 13 Recount . dan membahas hasil pekerjaan mereka. with the learning objectives.

  b. Siswa mampu menemukan b. - Siswa diberi handout tentang Recount Text.

  √ persamaan kata yang tepat dari - Siswa diminta secara individu untuk mengerjakan soal-soal latihan kosakata dalam teks Recount. dan membahas hasil pekerjaan mereka.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  Comment

  c. Siswa mampu menyebutkan c. - Siswa diberi handout tentang Recount Text.

  √ informasi penting yang - Siswa diminta secara individu untuk mengerjakan soal-soal latihan terdapat dalam teks Recount. dan membahas hasil pekerjaan mereka.

  d. Siswa mampu menjelaskan ide d. - Siswa diberi handout tentang Recount Text.

  √ pokok dalam teks Recount. - Siswa diminta secara individu untuk mengerjakan soal-soal latihan dan membahas hasil pekerjaan mereka. o. Objective:

  a. Siswa mampu menjelaskan a. - Siswa diberi handout tentang Recount Text.

  √ makna kosakata dalam teks - Siswa diminta secara individu untuk mengerjakan soal-soal latihan

  Recount . dan membahas hasil pekerjaan mereka.

  b. Siswa mampu menemukan b. - Siswa diberi handout tentang Recount Text.

  √ persamaan kata yang tepat dari - Siswa diminta secara individu untuk mengerjakan soal-soal latihan kosakata dalam teks Recount. dan membahas hasil pekerjaan mereka.

  c. Siswa mampu menyebutkan c. - Siswa diberi handout tentang Recount Text.

  √ informasi penting yang - Siswa diminta secara individu untuk mengerjakan soal-soal latihan terdapat dalam teks Recount. dan membahas hasil pekerjaan mereka.

  d. Siswa mampu menjelaskan ide d. - Siswa diberi handout tentang Recount Text.

  √ pokok dalam teks Recount. - Siswa diminta secara individu untuk mengerjakan soal-soal latihan dan membahas hasil pekerjaan mereka. i. Indicator:

  a. Siswa dapat mengidentifikasi

  a. - Siswa mendengarkan cerita dalam bentuk teks recount dan mencatat √ informasi umum dan spesifik informasi spesifik (untuk menjawab pertanyaan) yang ada dalam dari teks recount yang cerita teks recount berdasarkan pertanyaan yang diberikan. didengar. - Siswa mengidentifikasi informasi dalam teks recount dengan menjawab soal trus/false.

  The activities are relevant

  14 - Siswa mendiskusikan jawaban pertanyaan dan isi cerita secara with the learning objectives. bersama-sama (dalam 1 kelas).

  • Siswa menyebutkan informasi umum (generic structure secara sederhana) tentang teks recount.

  o. Objective:

  a. Di akhir proses pembelajaran,

  a. - Siswa mendengarkan cerita dalam bentuk teks recount dan mencatat √

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Participant Learning Objectives Activities

  informasi spesifik (untuk menjawab pertanyaan) yang ada dalam cerita teks recount berdasarkan pertanyaan yang diberikan.

  Comment siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks

  • Siswa mengidentifikasi informasi dalam teks recount dengan menjawab soal trus/false.
  • Siswa mendiskusikan jawaban pertanyaan dan isi cerita secara bersama-sama (dalam 1 kelas).
  • Siswa menyebutkan informasi umum (generic structure secara sederhana) tentang teks recount.

  recount berjudul “Visiting Bali” yang telah didengar.

  15 i. Indicator:

  a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

  √ The activities are relevant with the learning objectives. o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

  • Siswa diminta untuk menceritakan pengalaman yang paling berkesan di depan kelas.
  • Siswa diminta untuk membuat kelompok beranggotakan 4-5 orang.
  • Siswa diminta untuk menyusun gambar.
  • Siswa diminta untuk menceritakan gambar yang sudah mereka susun dengan benar.

  a. - Siswa diminta untuk memikirkan salah satu contoh pengalaman.

  √

  • Siswa diminta untuk menceritakan pengalaman yang paling berkesan di depan kelas.
  • Siswa diminta untuk membuat kelompok beranggotakan 4-5 orang.
  • Siswa diminta untuk menyusun gambar.
  • Siswa diminta untuk menceritakan gambar yang sudah mereka susun dengan benar.

  16 i. Indicator:

  a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis.

  a. - Siswa membaca contoh undangan tertulis.

  √ √

  The activities are relevant with the learning objectives.

  a. - Siswa diminta untuk memikirkan salah satu contoh pengalaman.

  • Siswa menyebutkan ekspresi-ekspresi dan perbedaan yang ada pada undangan tertulis resmi dan tidak resmi.
  • Siswa mengerjakan soal-soal kosakata tentang undangan.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Comment

  b. - Siswa membaca contoh undangan tertulis.

  b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis.

  Participant Learning Objectives Activities

  • Siswa menyebutkan ekspresi-ekspresi dan perbedaan yang ada pada undangan tertulis resmi dan tidak resmi.
  • Siswa mengerjakan soal-soal yang diberikan tentang isi undangan. o. Objective:

  a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan.

  a. - Siswa membaca contoh undangan tertulis.

  • Siswa menyebutkan ekspresi-ekspresi dan perbedaan yang ada pada undangan tertulis resmi dan tidak resmi.
  • Siswa mengerjakan soal-soal yang diberikan tentang isi undangan.
  • Siswa menjawab pertanyaan-pertanyaan yang berhubungan dengan materi secara lisan sesuai dengan pertanyaan yang diberikan guru
  • Siswa memasangkan statements dan responses ajakan/ tawaran/ undangan di papan tulis.
  • Siswa dan guru membahas materi bersama (handout).
  • >Siswa menjawab pertanyaan-pertanyaan yang berhubungan dengan materi secara lisan sesuai dengan pertanyaan yang diberikan guru
  • Siswa memasangkan statements dan responses ajakan/ tawaran/ undangan di papan tulis.
  • Siswa dan guru membahas materi bersama (handout).
  •   17 i. Indicator:

      a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru

      b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan a. - Siswa berinteraksi dengan guru mengenai materi yang dipelajari

      b. - Siswa berinteraksi dengan guru mengenai materi yang dipelajari

      √ √

      The activities are relevant with the learning objectives. o. Objective:

    • - Siswa mengerjakan tugas secara berpasangan.

    • - Guru memberikan wash back.

      a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas a. - Siswa berinteraksi dengan guru mengenai materi yang dipelajari

      √

      √

    • Siswa menjawab pertanyaan-pertanyaan yang berhubungan dengan materi secara lisan sesuai dengan pertanyaan yang diberikan guru
    • Siswa memasangkan statements dan responses ajakan/ tawaran/

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Activities

      Comment undangan di papan tulis.

    • Siswa dan guru membahas materi bersama (handout).

      Siswa mengerjakan tugas secara berpasangan. - Guru memberikan wash back. - i. Indicator:

      a. Mampu menemukan informasi a. - Siswa berdiskusi mengenai materi.

      √ penting dari teks yang - Siswa mendengarkan contoh menerima ajakan/tawaran/undangan diperdengarkan. dari rekaman yang diperdengarkan.

    • Siswa mengerjakan Exercise 1.

      Siswa mendiskusikan jawaban Exercise 1. - Siswa mengerjakan Exercise 2. - Siswa mendiskusikan jawaban Exercise 2.

    • - o. Objective:

      a. Siswa mampu menemukan a. - Siswa berdiskusi mengenai materi.

      √ The activities are relevant

      18 informasi dari teks yang - Siswa mendengarkan contoh menerima ajakan/tawaran/undangan with the learning objectives. diperdengarkan dengan dari rekaman yang diperdengarkan. mencari ekspresi menyetujui - Siswa mengerjakan Exercise 1. ajakan/tawaran/undangan Siswa mendiskusikan jawaban Exercise 1.

    • - dalam rekaman yang diperdengarkan

      b. Siswa mampu menemukan b. -. Siswa berdiskusi mengenai materi.

      √ informasi dari teks yang - Siswa mendengarkan contoh menerima ajakan/tawaran/undangan diperdengarkan dengan dari rekaman yang diperdengarkan. melengkapi tabel sesuai - Siswa mengerjakan Exercise 2.

    • - rekaman yang diperdengarkan. Siswa mendiskusikan jawaban Exercise 2.

    Table 3.4 Activities

           

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment i. Indicator:

      a. Siswa dapat menjelaskan

      a. - a handout entitled RECOUNT TEXT √ langkah retorika dalam teks - a recount text entitled My Holiday in Bali berbentuk recount. - a recount text entitled Joining the Traditional Dance Competition

      b. Siswa dapat mengurutkan

      b. - a recount text entitled Joining the Traditional Dance Competition √ paragraf acak sesuai dengan langkah retorikanya.

      c. Siswa dapat mengidentifikasi

      c. - a handout entitled RECOUNT TEXT √ langkah retorika dalam teks - a recount text entitled My Holiday in Bali recount. - a recount text entitled Joining the Traditional Dance Competition

      d. Siswa dapat menemukan

      d. - a handout entitled RECOUNT TEXT √ contoh language features - a recount text entitled My Holiday in Bali dalam teks recount. - a recount text entitled Joining the Traditional Dance Competition o. Objective:

      a. Siswa dapat menjelaskan

      a. - a handout entitled RECOUNT TEXT

      The materials are relevant 1 langkah retorika teks recount - a recount text entitled My Holiday in Bali with the learning objectives. secara urut. - a recount text entitled Joining the Traditional Dance Competition

      b. Siswa dapat menyusun

      b. - a recount text entitled Joining the Traditional Dance Competition √ paragraf acak secara urut.

      c. Siswa dapat mengidentifikasi

      c. - a handout entitled RECOUNT TEXT √ langkah retorika dalam - a recount text entitled My Holiday in Bali paragraf yang sudah disusun - a recount text entitled Joining the Traditional Dance Competition dengan benar.

      d. Siswa dapat menemukan

      d. - a handout entitled RECOUNT TEXT √ contoh adverb of time and - a recount text entitled My Holiday in Bali

      place, chronological - a recount text entitled Joining the Traditional Dance Competition conjunction, dan simple past tense dalam teks recount

      berjudul “Joining the Traditional Dance Competition” dengan benar.

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment i. Indicator:

      a. Merespon makna dalam teks

      a. - a recount text entitled My Adventure at Leang-leang Cave

      recount dengan menjawab - a recount text entitled My Holiday in Bali

      pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. o. Objective:

      a. Siswa mampu menjawab

      a. - a recount text entitled My Adventure at Leang-leang Cave √ pertanyaan yang berhubungan - a recount text entitled My Holiday in Bali The materials are relevant

      2 dengan makna dalam suatu with the learning objectives. teks recount dengan akurasi 70%.

      b. Siswa mampu menunjukkan

      b. - a recount text entitled My Adventure at Leang-leang Cave √ penggunaan simple past tense - a recount text entitled My Holiday in Bali dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator:

      a. Siswa dapat menyebutkan

      a. - a handout entitled UNIT 1: OFFERING AND INVITING √ ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan.

      b. Siswa dapat menyebutkan

      b. - a handout entitled UNIT 1: OFFERING AND INVITING √ ungkapan-ungkapan yang

      The materials are relevant

      3 digunakan dalam menyetujui with the learning objectives. ajakan/tawaran/undangan.

      c. Siswa dapat menirukan

      c. - a dialogue between Charlotte and Max in form of recording √ kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment berdasarkan rekaman yang telah didengar.

      d. Siswa dapat menirukan

      d. - a dialogue between Charlotte and Max in form of recording √ kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar. o. Objective:

      a. Merespon ungkapan

      a. - a handout entitled UNIT 1: OFFERING AND INVITING √ mengundang/menawarkan b. Merespon ungkapan

      b. - a handout entitled UNIT 1: OFFERING AND INVITING √ menyetujui ajakan/tawaran/undangan i. Indicator:

      a. Menyebutkan ekspresi-

      a. - a handout entitled Model of conversation, Example of accepting √ ekspresi dalam menerima invitation or an offer, Some expressions of accepting an offer in tawaran/ajakan/undangan dialogue, Some expressions of accepting invitation in dialogue

      b. Merespon

      b. - a handout entitled Model of conversation, Example of accepting √ tawaran/ajakan/undangan invitation or an offer, Some expressions of accepting an offer in dalam konteks role playing dialogue, Some expressions of accepting invitation in dialogue

      The materials are relevant

      c. Menggunakan ekspresi-

      c. - a handout entitled Model of conversation, Example of accepting

      4 with the learning objectives. ekspresi dalam menerima invitation or an offer, Some expressions of accepting an offer in undangan dengan intonasi dialogue, Some expressions of accepting invitation in dialogue yang tepat dalam konteks role playing o. Objective:

      a. Siswa dapat menyebutkan

      a. - a handout entitled Model of conversation, Example of accepting √ ekspresi-ekspresi dalam invitation or an offer, Some expressions of accepting an offer in

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment menerima dialogue, Some expressions of accepting invitation in dialogue tawaran/ajakan/undangan

      b. Siswa dapat merespon

      b. - a handout entitled Model of conversation, Example of accepting √ tawaran/ajakan/undangan invitation or an offer, Some expressions of accepting an offer in dalam konteks kehidupan dialogue, Some expressions of accepting invitation in dialogue sehari-hari c. Siswa dapat menggunakan

      c. - a handout entitled Model of conversation, Example of accepting √ ekspresi-ekspresi menerima

      invitation or an offer, Some expressions of accepting an offer in

      undangan/ajakan/tawaran dialogue, Some expressions of accepting invitation in dialogue dalam kehidupan sehari-hari i. Indicator:

      a. Siswa dapat mengidentifikasi

      a. - a recount text entitled Visiting Bali in form of recording √ dari rekaman teks

      main idea

      fungsional pendek dan teks monolog sederhana berbentuk

      recount .

      b. Siswa dapat merespon makna

      b. - a recount text entitled Visiting Bali in form of recording √ dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan-

      The materials are relevant

      5 pertanyaan yang berhubungan with the learning objectives. dengan teks tersebut. o. Objective:

      a. Siswa mampu

      a. - a recount text entitled Visiting Bali in form of recording √ mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount.

      b. Siswa mampu merespon

      b. - a recount text entitled Visiting Bali in form of recording √ makna dari teks fungsional

        pendek dan teks monolog

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment sederhana berbentuk recount   dengan menjawab pertanyaan-   pertanyaan yang berhubungan

        dengan teks tersebut. i. Indicator:

      a. Mengidentifikasi

      a. - a handout about invitation letter (formal and informal) √ perbendaharaan kosakata sulit - a formal invitation letter for exercise yang terdapat dalam undangan tertulis b. Menganalisa ide pokok yang

      b. - a handout about invitation letter (formal and informal) √ terdapat dalam undangan - a formal invitation letter for exercise tertulis - an informal invitation letter for exercise

      c. Menganalisa informasi penting

      c. - a handout about invitation letter (formal and informal) √ yang terdapat dalam undangan - a formal invitation letter for exercise tertulis - an informal invitation letter for exercise

      The materials are relevant

      6 o. Objective: with the learning objectives.

      a. Siswa dapat mengidentifikasi

      a. - a handout about invitation letter (formal and informal) √ perbendaharaan kosakata sulit - a formal invitation letter for exercise yang terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide

      b. - a handout about invitation letter (formal and informal) √ pokok yang terdapat dalam - a formal invitation letter for exercise undangan resmi dan tak resmi - an informal invitation letter for exercise

      c. Siswa dapat menganalisa

      c. - a handout about invitation letter (formal and informal) √ informasi penting yang - a formal invitation letter for exercise terdapat dalam undangan - an informal invitation letter for exercise resmi dan tak resmi i. Indicator:

      a. Siswa mampu

      a. - a recount text entitled Visiting Bali The materials are relevant √

      7 mengidentifikasi generic with the learning objectives.

      structure dari teks recount

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment dengan benar.

      b. Siswa mampu membuat cerita

      b. - two picture stories √ recount secara lisan dari gambar yang disediakan. o. Objective:

      a. Mengidentifikasi generic

      a. - a recount text entitled Visiting Bali

      structure dari teks recount dengan benar.

      b. Membuat cerita recount secara

      b. - two picture stories √ lisan dari gambar yang disediakan. i. Indicator:

      a. Siswa dapat membedakan cara

      a. - recording 1 for task 1 x menerima dan membatalkan - recording 2 for task 2 janji.

      b. Siswa dapat menyebutkan

      b. - recording 1 for task 1 √ contoh kalimat menerima dan - recording 2 for task 2 membatalkan janji.

      c. Siswa dapat menemukan

      c. - recording 3 for task 3 √

      Recording 1 is not about informasi penting dalam accepting and canceling dialog menerima dan

      8 appointment. It is about membatalkan janji. making and canceling o. Objective: appointment.

      a. Siswa dapat membedakan cara

      a. - recording 1 for task 1 x menerima dan membatalkan - recording 2 for task 2 janji dengan tepat dalam rekaman yang didengar.

      b. Siswa dapat menyebutkan lima

      b. - recording 1 for task 1 √ contoh kalimat menerima dan - recording 2 for task 2 membatalkan janji dengan benar rekaman yang didengar.

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment

      c. Siswa dapat menemukan

      c. - recording 3 for task 3 √ informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat. i. Indicator:

      a. Menganalisa topik yang

      a. - a recording entitled A Story to Remember √ terdapat dalam rekaman yang telah didengar

      b. Menganalisa informasi penting

      b. - a recording entitled A Story to Remember √ yang terdapat dalam rekaman

      The materials are relevant yang telah didengar 9 with the learning objectives. o. Objective:

      a. Siswa dapat menganalisa topik

      a. - a recording entitled A Story to Remember √ yang terdapat dalam rekaman b. Siswa dapat menganalisa

      b. - a recording entitled A Story to Remember √ informasi penting yang terdapat dalam rekaman i. Indicator:

      a. Students are able to read a

      a. - a descriptive text entitled THE GIRAFFE √ descriptive text aloud with

      10% error in pronunciation, stress, and intonation.

      b. Students are able to identify

      b. - a picture of giraffe √

      The materials are relevant 10 the meaning of difficult words - a descriptive text entitled THE GIRAFFE with the learning objectives. found in texts by matching the words with the pictures illustrating them.

      c. Students are able to identify

      c. - a descriptive text entitled THE GIRAFFE √ the antonym of words by matching the words with the

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment antonym.

      d. Students are able to identify

      d. - a descriptive text entitled THE GIRAFFE √ the main idea(s) of a narrative story by answering the questions about the texts correctly with less than 10% error. o. Objective:

      a. The students are able to read a

      a. - a descriptive text entitled THE GIRAFFE √ narrative text aloud with good

      The materials are relevant pronunciation and analyze the with the learning objectives. main idea(s) of a narrative text. i. Indicator:

      a. To respond a dialogue in

      a. - a recording entitled How to make fruit salad √ procedural form titled “How to make fruit salad” appropriately

      b. To complete the missing

      b. - a recording entitled How to make fruit salad √ words in the procedure text

      “How to make fruit salad” by listening the passage.

      c. To identify the ingredients

      c. - a recording entitled How to make fruit salad The materials are relevant √

      11 which are used in making fruit with the learning objectives. salad.

      d. To identify the steps in making

      d. - a recording entitled How to make fruit salad √ fruit salad. o. Objective:

      a. In the end of the lesson the

      a. - a recording entitled How to make fruit salad √ students are able to complete the procedure text “How to make fruit salad” and to

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment identify the ingredients and steps in making fruit salad. i. Indicator:

      The materials are relevant

      a. The students are able to

      a. - a dialogue between Mr. Nunung and his students x with the learning objective. response and give information. - greetings and leave taking expressions and the responses

      12 o. Objective:

      The materials are relevant

      a. Students can response the

      a. - a dialogue between Mr. Nunung and his students √ with the learning objective. greeting of friend and stranger - greetings and leave taking expressions and the responses i. Indicator:

      a. Siswa mampu menjelaskan

      a. - a recount text entitled Vacation to London √ makna kosakata dalam teks

      .

      Recount

      b. Siswa mampu menemukan

      b. - a recount text entitled Vacation to London √ persamaan kata yang tepat dari kosakata dalam teks Recount.

      c. Siswa mampu menyebutkan

      c. - a recount text entitled Vacation to London √ informasi penting yang terdapat dalam teks Recount.

      d. Siswa mampu menjelaskan ide

      d. - a recount text entitled Vacation to London

      The materials are relevant 13 pokok dalam teks Recount. with the learning objectives. o. Objective:

      a. Siswa mampu menjelaskan

      a. - a recount text entitled Vacation to London √ makna kosakata dalam teks

      Recount .

      b. Siswa mampu menemukan

      b. - a recount text entitled Vacation to London √ persamaan kata yang tepat dari kosakata dalam teks Recount.

      c. Siswa mampu menyebutkan

      c. - a recount text entitled Vacation to London √ informasi penting yang terdapat dalam teks Recount.

      d. Siswa mampu menjelaskan ide

      d. - a recount text entitled Vacation to London

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment pokok dalam teks Recount. i. Indicator:

      a. Siswa dapat mengidentifikasi

      a. - a recording entitled Visiting Bali √ informasi umum dan spesifik dari teks recount yang didengar. o. Objective:

      The materials are relevant

      14

      a. Di akhir proses pembelajaran, a. - a recording entitled Visiting Bali with the learning objectives.

      √ siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks

      recount berjudul “Visiting Bali” yang telah didengar.

      i. Indicator:

      a. Siswa dapat menyampaikan

      a. - four picture stories √ teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang

      The materials are relevant

      15 sesuai. with the learning objectives. o. Objective:

      a. Siswa dapat menyampaikan

      a. - four picture stories √ teks monolog secara lisan

          berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment yang benar, dan ekspresi yang sesuai. i. Indicator:

      a. Siswa mampu menyebutkan

      a. - a handout entitled invitation √ ungkapan yang digunakan - crossword dalam undangan tertulis.

      b. Siswa mampu menyebutkan

      b. - a handout entitled invitation √ informasi yang terdapat dalam - an informal letter undangan tertulis. - a formal letter

      The materials are relevant

      16 with the learning objectives. o. Objective:

      a. Siswa mampu menyebutkan

      a. - a handout entitled invitation √ informasi yang terdapat dalam - an informal letter undangan tertulis dengan cara - a formal letter menjawab pertanyaan yang sesuai dengan teks undangan. i. Indicator:

      a. Siswa mampu menyebutkan

      a. - a handout (formal situation and informal situation) √ ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah

      The materials are relevant

      17 di sediakan oleh guru with the learning objectives.

      b. Siswa mampu menggunakan

      b. - a handout (formal situation and informal situation) √ ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Material

      Comment o. Objective:

      a. Menggunakan ekspresi

      a. - a handout (formal situation and informal situation) √ menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas i. Indicator:

      a. Mampu menemukan informasi

      a. - power point slides √ penting dari teks yang - recording as example of accepting an invitation diperdengarkan. - recording as example of declining an invitation

    • recording for exercise 1
    • recording for exercise 2 o. Objective:

      a. Siswa mampu menemukan

      a. - power point slides √ informasi dari teks yang - recording as example of accepting an invitation

      The materials are relevant

      18 diperdengarkan dengan - recording as example of declining an invitation with the learning objectives. mencari ekspresi menyetujui - recording for exercise 1 ajakan/tawaran/undangan dalam rekaman yang diperdengarkan b. Siswa mampu menemukan

      b. - power point slides √ informasi dari teks yang - recording as example of accepting an invitation diperdengarkan dengan - recording as example of declining an invitation melengkapi tabel sesuai - recording for exercise 2 rekaman yang diperdengarkan.

    Table 3.5 Material

           

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Title Joining the Traditional Dance Competition ……. ……. ……. ……. …….

      The assessments are relevant with the learning objectives.

      √ √ √

      Title Joining the Traditional Dance Competition ……. ……. ……. …….

      Fill the table below with the paragraphs given by your teacher in a correct order, then identify the generic structure!

      c. - exercise 1

      5. Which paragraph is the fifth position? What is the function?

      4. Which paragraph is the fourth position? What is the function?

      3. Which paragraph is the third position? What is the function?

      2. Which paragraph is the second position? What is the function?

      1. Which paragraph is the first position? What is the function?

      Fill the table below with the paragraphs given by your teacher in a correct order, then identify the generic structure!

      Participant Learning Objectives Assessment Comment

      b. - exercise 1

      5. Which paragraph is the fifth position? What is the function?

      4. Which paragraph is the fourth position? What is the function?

      3. Which paragraph is the third position? What is the function?

      2. Which paragraph is the second position? What is the function?

      1. Which paragraph is the first position? What is the function?

      a. - oral question and answer section

      c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount.

      b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya.

      a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount.

      1 i. Indicator:

    • oral question and answer section

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment …….

    • oral question and answer section

      1. Which paragraph is the first position? What is the function?

      2. Which paragraph is the second position? What is the function?

      3. Which paragraph is the third position? What is the function?

      4. Which paragraph is the fourth position? What is the function?

      5. Which paragraph is the fifth position? What is the function?

      d. Siswa dapat menemukan

      d. - oral question and answer section √ contoh language features

      6. Please find an example of adverb of time atau adverb of place from the dalam teks recount. text Joining the Traditional Dance Competition!

      7. Please find an example of chronological conjunction from the text

      Joining the Traditional Dance Competition! 8.

      Please find an example of simple past tense from the text Joining the

      

    Traditional Dance Competition!

      o. Objective:

      a. Siswa dapat menjelaskan

      a. - oral question and answer section √ langkah retorika teks recount

      1. Which paragraph is the first position? What is the function? secara urut.

      2. Which paragraph is the second position? What is the function?

      3. Which paragraph is the third position? What is the function?

      4. Which paragraph is the fourth position? What is the function?

      5. Which paragraph is the fifth position? What is the function?

      b. Siswa dapat menyusun

      b. - exercise 1 √ paragraf acak secara urut. Fill the table below with the paragraphs given by your teacher in a

      correct order, then identify the generic structure!

      Title Joining the Traditional Dance Competition ……. ……. ……. ……. …….

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

    • oral question and answer section

      1. Which paragraph is the first position? What is the function?

      2. Which paragraph is the second position? What is the function?

      3. Which paragraph is the third position? What is the function?

      4. Which paragraph is the fourth position? What is the function?

      5. Which paragraph is the fifth position? What is the function?

      c. Siswa dapat mengidentifikasi

      c. - exercise 1 langkah retorika dalam Fill the table below with the paragraphs given by your teacher in a √ paragraf yang sudah disusun correct order, then identify the generic structure! dengan benar.

      Title Joining the Traditional Dance Competition ……. ……. ……. ……. …….

    • oral question and answer section

      1. Which paragraph is the first position? What is the function?

      2. Which paragraph is the second position? What is the function?

      3. Which paragraph is the third position? What is the function?

      4. Which paragraph is the fourth position? What is the function?

      5. Which paragraph is the fifth position? What is the function?

      d. - oral question and answer section

      d. Siswa dapat menemukan √

      6. Please find an example of adverb of time atau adverb of place from the contoh adverb of time and text Joining the Traditional Dance Competition!

      place, chronological

      7. Please find an example of chronological conjunction from the text dan simple past

      conjunction, Joining the Traditional Dance Competition! tense dalam teks recount 8.

      Please find an example of simple past tense from the text Joining the berjudul “Joining the

      

    Traditional Dance Competition!

        Traditional Dance Competition” dengan benar.

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment i. Indicator:

      a. Merespon makna dalam teks

      a. - informal assessment √

      recount dengan menjawab Questions for the text 1 (oral)

      pertanyaan-pertanyaan yang

      1. Who are involved in the text? berhubungan dengan teks

      2. Where did they go? tersebut.

      3. What did the writer do with her friend Novi aftre arriving in the park?

      4. What did the writer find the cave? How did it look like?

      5. What was in the museum?

      Based on the text 1, state wheter these senteces below are true or false! (oral)

      1. The writer with her family and friend came to Maros to visist a cave. T/F

      2. The writer’s parents went into the cave. T/F

      3. There were a lot of seashells in the cave. T/F

      4. The meuseum contained kjokkenmoddinger. T/F The assessments are

      5. The writer and her family were happy after the visit. T/F relevant with the

      2 learning objective.

    • exercises on text 2

      Questions for the text 2

      1. What place did the writer visit in the first day?

      2. What did writer do in Tanjung Benoa Beach?

      3. What animals were there in the Penyu Island?

      4. What did the writer bought in Sukowati?

      5. How did the writer feel after visiting Bali?

      Based on text 2, state wheter the senteces below are true or false!

      1. The writer visited Bali for more than three days. T/F

      2. The writer watched sunset in Sanur Beach. T/F

      3. The writer and his friends only played three kinds of water sports. T/F

      4. The monkeys in Sangeh were nice. T/F The writer left in Bali in the next day after visiting Sukowati. T/F o. Objective:

      There is no

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      a. Siswa mampu menjawab

      a. - informal assessment assessment for

      √ pertanyaan yang berhubungan Questions for the text 1 (oral) objective b. dengan makna dalam suatu

      1. Who are involved in the text? teks recount dengan akurasi

      2. Where did they go? 70%.

      3. What did the writer do with her friend Novi aftre arriving in the park?

      4. What did the writer find the cave? How did it look like?

      5. What was in the museum?

      Based on the text 1, state wheter these senteces below are true or false! (oral)

      1. The writer with her family and friend came to Maros to visist a cave. T/F

      2. The writer’s parents went into the cave. T/F

      3. There were a lot of seashells in the cave. T/F

      4. The meuseum contained kjokkenmoddinger. T/F

      5. The writer and her family were happy after the visit. T/F

    • exercises on text 2

      Questions for the text 2

      1. What place did the writer visit in the first day?

      2. What did writer do in Tanjung Benoa Beach?

      3. What animals were there in the Penyu Island?

      4. What did the writer bought in Sukowati?

      5. How did the writer feel after visiting Bali?

      Based on text 2, state wheter the senteces below are true or false!

      1. The writer visited Bali for more than three days. T/F

      2. The writer watched sunset in Sanur Beach. T/F

      3. The writer and his friends only played three kinds of water sports. T/F

      4. The monkeys in Sangeh were nice. T/F

      5. The writer left in Bali in the next day after visiting Sukowati. T/F

      b. Siswa mampu menunjukkan

      b. - x penggunaan simple past tense

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator:

      a. Siswa dapat menyebutkan

      a. - x ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan.

      b. Siswa dapat menyebutkan

      b. - x ungkapan-ungkapan yang digunakan dalam menyetujui

      There is no ajakan/tawaran/undangan. assessment for all of

      c. Siswa dapat menirukan

      c. - x the learning kembali dengan tepat dan objectives. lancar ungkapan-ungkapan

      However, yang digunakan dalam participant 3 states mengundang/menawarkan

      3 that assessment for berdasarkan rekaman yang all learning telah didengar. objectives will be

      d. Siswa dapat menirukan

      d. - x delivered orally. kembali dengan tepat dan

      However, it is not lancar ungkapan-ungkapan stated in the lesson yang digunakan dalam plan. menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar. o. Objective:

      a. Merespon ungkapan

      a. - x mengundang/menawarkan b. Merespon ungkapan

      b. - x

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment menyetujui ajakan/tawaran/undangan i. Indicator:

      a. Menyebutkan ekspresi-

      a. - practice using accepting and responding to offer/invitation √ ekspresi dalam menerima - feedback (informal assessment) tawaran/ajakan/undangan

      b. Merespon

      b. - role play performance √ tawaran/ajakan/undangan - feedback (informal assessment) dalam konteks role playing

      c. Menggunakan ekspresi-

      c. - role play performance √ ekspresi dalam menerima - feedback (informal assessment) undangan dengan intonasi yang tepat dalam konteks role playing

      The assessments are

      4 relevant with the o. Objective: learning objectives.

      a. Siswa dapat menyebutkan

      a. - practice using accepting and responding to offer/invitation √ ekspresi-ekspresi dalam - feedback (informal assessment) menerima tawaran/ajakan/undangan b. Siswa dapat merespon

      b. - role play performance √ tawaran/ajakan/undangan - feedback (informal assessment) dalam konteks kehidupan sehari-hari c. Siswa dapat menggunakan

      c. - role play performance √ ekspresi-ekspresi menerima - feedback (informal assessment) undangan/ajakan/tawaran dalam kehidupan sehari-hari i. Indicator:

      The assessments are

      a. Siswa dapat mengidentifikasi

      a. - exercise a √

      5 relevant with the

      main idea dari rekaman teks i. What is the recording about? learning objectives.

      fungsional pendek dan teks

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount.

      √ √

      Based on the recording, choose whether these statement True or False! i. The speaker was visiting Bali during his holiday.

      ii. Who was visiting Bali? iii. Where did tour take place? iv. Why were they visiting Ubud? v. How long was the tour?

      Answer these questions based on the recording!

      b. - exercise a

      a. - exercise a i. What is the recording about?

      b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

      √ o. Objective:

      Participant Learning Objectives Assessment Comment monolog sederhana berbentuk

      ii. The friend’s speaker did the tour alone. iii. The tour was firstly visiting Singaraja and then Ubud. iv. Singaraja was crowded and noisy town. v. We can find stone sculpture in Batubulan.

      Based on the recording, choose whether these statement True or False! i. The speaker was visiting Bali during his holiday.

      ii. Who was visiting Bali? iii. Where did tour take place? iv. Why were they visiting Ubud? v. How long was the tour?

      Answer these questions based on the recording!

      b. - exercise a

      b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan- pertanyaan yang berhubungan dengan teks tersebut.

      recount .

    • exercise b
    • exercise b

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment ii. The friend’s speaker did the tour alone. iii. The tour was firstly visiting Singaraja and then Ubud. iv. Singaraja was crowded and noisy town. v. We can find stone sculpture in Batubulan. i. Indicator:

      a. Mengidentifikasi

      a. - exercise A √ perbendaharaan kosakata sulit Please find the synonym in Bahasa of the vocabularies below! yang terdapat dalam undangan

      1. On behalf : tertulis

      2. Keynote speaker :

      3. Environmental :

      4. Provisonal :

      5. Chapter :

    • informal assessment at class

      b. Menganalisa ide pokok yang

      b. - exercise B √ terdapat dalam undangan From the formal invitation letter below, please answer the questions tertulis briefly!

      The assessments are

      1. What is the main idea of the invitation letter above?

      6 relevant with the learning objectives.

    • exercise C

      From the informal invitation letter below, please answer the questions briefly!

      1. What is the main idea of the informal invitation letter above?

    • informal assessment at class

      c. Menganalisa informasi penting

      c. - exercise B √ yang terdapat dalam undangan From the formal invitation letter below, please answer the questions tertulis briefly!

      1. What is the main idea of the invitation letter above?

      2. Who is Bob Sadinia?

      3. What is Bob Sadinia’s position in the NEERI conference?

      4. When will NEERI conference be held?

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      6. Who is the opening keynote speaker of NEERI conference?

      Participant Learning Objectives Assessment Comment

      5. What is theme of NEERI conference?

    • exercise C
    • informal assessment at class o. Objective:

      From the informal invitation letter below, please answer the questions briefly!

      3. Environmental :

      1. What is the main idea of the informal invitation letter above? √ √

      From the informal invitation letter below, please answer the questions briefly!

      1. What is the main idea of the invitation letter above?

      From the formal invitation letter below, please answer the questions briefly!

      b. - exercise B

      5. Capter :

      4. Provisonal :

      2. Keynote speaker :

      1. What is the main idea of the informal invitation letter above?

      1. On behalf :

      a. - exercise A

      a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi

      4. Where will Jack’s birthday party be held?

      3. When will Jack’s birthday party be held?

      2. Who is the writer of the letter?

      Please find the synonym in Bahasa of the vocabularies below!

    • informal assessment at class
    • exercise C

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

    • informal assessment at class

      2. Who is the writer of the letter?

      √

    • exercise C

      a. - informal assessment √

      structure dari teks recount dengan benar.

      a. Mengidentifikasi generic

      The assessments are relevant with the learning objectives. o. Objective:

      b. - informal assessment (performance in telling story) √ √

      a. - informal assessment

      b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan.

      dengan benar.

      generic structure dari teks recount

      a. Siswa mampu mengidentifikasi

      7 i. Indicator:

      4. Where will Jack’s birthday party be held?

      c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi

      3. When will Jack’s birthday party be held?

      1. What is the main idea of the informal invitation letter above?

      From the informal invitation letter below, please answer the questions briefly!

      6. Who is the opening keynote speaker of NEERI conference?

      5. What is theme of NEERI conference?

      4. When will NEERI conference be held?

      3. What is Bob Sadinia’s position in the NEERI conference?

      2. Who is Bob Sadinia?

      1. What is the main idea of the invitation letter above?

      From the formal invitation letter below, please answer the questions briefly!

      c. - exercise B

    • informal assessment at class

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      b. Membuat cerita recount secara

      b. - informal assessment (performance in telling story) √ lisan dari gambar yang disediakan. i. Indicator:

      a. Siswa dapat membedakan cara

      a. - task 1 x menerima dan membatalkan Listen to each sentence and decide whether the person is making or janji. cancelling an appointment. Put a check mark ( 9) in the right column.

      No. Making an appointment Canceling an appointment 1.

      2. Task 1 is not 3. relevant with 4. indicator a and 5. objective a since it 6. only deals with 7. making appointment 8. and canceling

      b. Siswa dapat menyebutkan

      b. - task 2 appointment. It 8 contoh kalimat menerima dan x Fill the blanks with suitable expression. needs more membatalkan janji.

      Dialogue 1

      elaboration for Colleague : Are you free on Friday? accepting invitation. Mr. Brown : ______________________ I’m attending a one-day

      Task 2 is not conference. relevant since it only deals with

      Dialogue 2

      completing blank Colleague : Can we have dinner on Thursday evening? spaces. Mr. Brown : Let me have a look at my schedule. Hmm…yes.., ___________ So, where shall we have our dinner ? Colleague : _________ to Cinnamon Café?

      Dialogue 3

      Colleague : __________________ on Monday. How about Wednesday

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      Colleague : Are you free on Tuesday? Can we meet for breakfast? Mr. Brown : ___________________ . I have meeting at the head office.

      Participant Learning Objectives Assessment Comment

      Dialogue 4

    • oral questions

      c. - task 3 Listen and write the day, date and time of the appointment.

      2.

      b. - task 2 x

      8.

      7.

      6.

      5.

      4.

      3.

      No. Making an appointment Canceling an appointment 1.

      No Day Date Time Place 1.

      Listen to each sentence and decide whether the person is making or cancelling an appointment. Put a check mark ( 9) in the right column.

      a. - task 1

      c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji. morning? Mr. Brown : I have meeting with client on that day. Can you manage Thursday morning? Colleague : ________________________ I have to visit our factory.

      a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar.

      √ o. Objective:

      4.

      3.

      2.

      b. Siswa dapat menyebutkan lima

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment contoh kalimat menerima dan Fill the blanks with suitable expression. x membatalkan janji dengan Dialogue 1 benar rekaman yang didengar. Colleague : Are you free on Friday?

      Mr. Brown : ______________________ I’m attending a one-day conference.

      Dialogue 2

      Colleague : Can we have dinner on Thursday evening? Mr. Brown : Let me have a look at my schedule. Hmm…yes.., ___________ So, where shall we have our dinner ? Colleague : _________ to Cinnamon Café?

      Dialogue 3

      Colleague : __________________ on Monday. How about Wednesday morning? Mr. Brown : I have meeting with client on that day. Can you manage Thursday morning? Colleague : ________________________ I have to visit our factory.

      Dialogue 4

      Colleague : Are you free on Tuesday? Can we meet for breakfast? Mr. Brown : ___________________ . I have meeting at the head office.

    • oral questions

      c. - task 3 c. Siswa dapat menemukan Listen and write the day, date and time of the appointment.

      √ informasi penting dalam No Day Date Time Place dialog dalam rekaman 1. menerima dan membatalkan 2. janji dengan tepat.

      3.

      4.

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      Participant Learning Objectives Assessment Comment i. Indicator:

      a. Menganalisa topik yang

      a. - x terdapat dalam rekaman yang telah didengar

      b. Menganalisa informasi penting

      b. - multiple choice questions √ yang terdapat dalam rekaman Listen carefully to the dialogue and then choose the best answer to the yang telah didengar question!

      1. Where was the man coming from when he first saw the UFO? A. He was returning home from a party.

      B. He just got off work when he saw UFO.

      C. He was driving home from a restaurant.

      2. What time did the man report the incident to the police? There is no

      A. about 12:00 AM assessment for

      B. about 3:00 AM

      9 indicator a and

      C. about 5:00 AM objective a.

      3. What jumped out in front of the man’s car?

      A. a giant deer

      B. a strange man

      C. a hairy alien

      4. What happened next to the man?

      A. He walked to a flying

      B. He followed the animal to a plane

      C. He was carried to a spaceship

      5. What does the police officer suggest at the end of the story?

      A. They should call the fire department

      B. The man should seek counseling

      C. The man should contact the newspaper

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment o. Objective:

      a. Siswa dapat menganalisa topik

      a. - x yang terdapat dalam rekaman b. Siswa dapat menganalisa

      b. - multiple choice questions √ informasi penting yang Listen carefully to the dialogue and then choose the best answer to the terdapat dalam rekaman question!

      1. Where was the man coming from when he first saw the UFO? A. He was returning home from a party.

      B. He just got off work when he saw UFO.

      C. He was driving home from a restaurant.

      2. What time did the man report the incident to the police?

      A. about 12:00 AM

      B. about 3:00 AM

      C. about 5:00 AM

      3. What jumped out in front of the man’s car?

      A. a giant deer

      B. a strange man

      C. a hairy alien

      4. What happened next to the man?

      A. He walked to a flying

      B. He followed the animal to a plane

      C. He was carried to a spaceship

      5. What does the police officer suggest at the end of the story?

      A. They should call the fire department

      B. The man should seek counseling

      C. The man should contact the newspaper i. Indicator:

      The assessments for

      a. Students are able to read a

      a. - exercise B.1 √ indicator d and

      10 descriptive text aloud with Read this text aloud! objective a are not

      10% error in pronunciation, THE GIRRAFE relevant. stress, and intonation. One of the most interesting animals in the zoo is giraffe. This is the

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learn ning Objectives Assessment Com mment giraffe we saw w at the zoo. It is a male giraffe an nd it is about six m meters tall.

      The g giraffe has big b brown eyes. The ey are protected by very thick lashes. The gi iraffe has a long tail. This giraffe fe has brown spo ots on the skin. This coloring helps protect th he giraffe. It is a also has two sho ort horns on is head.

      Like a a camel, it can g go for a long tim me without drinki ing water. One source of wate er is the leaves th hat it eats from tr rees. It is tall, so the giraffe can reach the tend er leaves at the to op of a tree.

      The g iraffe has two me ethods of self-pro otection. If some ething frightens an adult giraff fe, it can gallop a away at about fift ty kilometers per hour or stay to fight with its s strong legs.

      Adapt ted from Let’s Ta alk for Grade 2  

      b. Studen nts are able to identify b . - exercise A.1 √ the me eaning of difficu ult words Look at this picture. Match h the words in box to the nu umbers of the found in texts by matc ching the picture to sho ow the part of gi iraffe’s body! words with the pictures illustra ating them.

      c. Studen nts are able to identify

      c. . - exercise A.2

      2 √ the a antonym of wo ords by

      Match the wo ords in column A A to the antonym m in column B!

      matchi ing the words w with the Column A Column B

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment antonym.

    • tall • hard
    • tender • run slowly
    • gallop • thin
    • strong • weak
    • thick • short

      d. Students are able to identify

      d. - exercise B.2 x the main idea(s) of a narrative Answer the questions below based on the text! story by answering the

      1. How tall is the giraffe? questions about the texts

      2. What is the function of giraffe’s lashes? correctly with less than 10%

      3. What is the function of the spots on giraffe’s skin? error.

      4. What is the similarity between giraffe and camel?

      5. According to the text, how does the giraffe get water?

      6. Why does the giraffe like to eat leaves at the top of a tree? o. Objective:

      a. The students are able to read a

      a. - exercise B.1 x narrative text aloud with good Read this text aloud! pronunciation and analyze the THE GIRRAFE main idea(s) of a narrative One of the most interesting animals in the zoo is giraffe. This is the text. giraffe we saw at the zoo. It is a male giraffe and it is about six meters tall.

      The giraffe has big brown eyes. They are protected by very thick lashes. The giraffe has a long tail. This giraffe has brown spots on the skin. This coloring helps protect the giraffe. It is also has two short horns on is head.

      Like a camel, it can go for a long time without drinking water. One source of water is the leaves that it eats from trees. It is tall, so the giraffe can reach the tender leaves at the top of a tree.

      The giraffe has two methods of self-protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers per hour or stay to

      

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment fight with its strong legs.

      Adapted from Let’s Talk for Grade 2 i. Indicator:

      a. To respond a dialogue in

      a. - x procedural form titled “How to make fruit salad” appropriately

      b. To complete the missing

      b. - activity 1 √ words in the procedure text HINT! In this exercise you will hear a dialogue between Michele and

      “How to make fruit salad” by Sarah about how to make fruit salad. Listen the recording carefully and listening the passage. fill the missing words in the text below.

      D HOW TO MAKE FRUIT SALAD E

      

    Michele : Hello Sarah, where are you going?

    Sarah : Hi Michele, I’m going to the market. I want to _____ (1)

      fruit salad in this afternoon.

      There is no

      Michele : Oh really? How do you make the fruit salad?

      11 assessment for

      Sarah : It’s easy. You only _______ (2) fruits such as; apples, indicator a.

      oranges, bananas, strawberries, or any fruit you like. And don’t forget to _____ (3) a glass of milk, a spoon of syrup and ice cubes.

      Michele : Well, I think I have those (4) at home. Can you just tell me

      the _____ (5), please?

      Sarah : Of course. ______ (6), cut the fruits into pieces. And then,

      mix the fruit in a big bowl. _______(7), pour the milk into the bowl. _____ (8), put a spoon of syrup into the bowl and stir it up. And ______(9), give some ice cubes to make it fresher.

      Michele : Hmmm. It sounds delicious. I would try it at home. Thanks for the ______(10), Sarah. Sarah : Your welcome, Michele.

      c. To identify the ingredients

      c. - activity 2 √

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment which are used in making fruit HINT! Work in a pair and try to find what are ingredients and steps in salad. making fruit salad based on the procedure text “How to make fruit salad”.

      D HOW TO MAKE FRUIT SALAD E Ingredients: 1. __________ 2. __________ 3. __________ 4. __________ 5. __________

      d. To identify the steps in making

      d. - activity 2 √ fruit salad. HINT! Work in a pair and try to find what are ingredients and steps in

      making fruit salad based on the procedure text “How to make fruit salad”.

      D HOW TO MAKE FRUIT SALAD E Steps: 1. ___ a. And then, mix the fruit in a big bowl. 2. ___ b. And the last, give some ice cubes to make it fresher. 3. ___ c. First of all, cut the fruits into pieces. 4. ___ d. After that, put a spoon of syrup into the bowl and stir it up. 5. ___ e. Next, pour the milk into the bowl. o. Objective:

      a. In the end of the lesson the

      a. - activity 1 √ students are able to complete HINT! In this exercise you will hear a dialogue between Michele and the procedure text “How to Sarah about how to make fruit salad. Listen the recording carefully and make fruit salad” and to fill the missing words in the text below. identify the ingredients and steps in making fruit salad. D HOW TO MAKE FRUIT SALAD E

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      Michele : Hello Sarah, where are you going? Sarah : Hi Michele, I’m going to the market. I want to _____ (1)

      fruit salad in this afternoon.

      Michele : Oh really? How do you make the fruit salad? Sarah : It’s easy. You only _______ (2) fruits such as; apples,

      oranges, bananas, strawberries, or any fruit you like. And don’t forget to _____ (3) a glass of milk, a spoon of syrup and ice cubes.

      Michele : Well, I think I have those (4) at home. Can you just tell me

      the _____ (5), please?

      Sarah : Of course. ______ (6), cut the fruits into pieces. And then,

      mix the fruit in a big bowl. _______(7), pour the milk into the bowl. _____ (8), put a spoon of syrup into the bowl and stir it up. And ______(9), give some ice cubes to make it fresher.

      Michele : Hmmm. It sounds delicious. I would try it at home. Thanks for the ______(10), Sarah.

      Sarah : Your welcome, Michele.

    • activity 2

      HINT! Work in a pair and try to find what are ingredients and steps in making fruit salad based on the procedure text “How to make fruit salad”.

      D HOW TO MAKE FRUIT SALAD E Ingredients: 1. __________ 2. __________ 3. __________ 4. __________

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      5. __________ Steps: 1. ___ a. And then, mix the fruit in a big bowl. 2. ___ b. And the last, give some ice cubes to make it fresher. 3. ___ c. First of all, cut the fruits into pieces. 4. ___ d. After that, put a spoon of syrup into the bowl and stir it up. 5. ___ e. Next, pour the milk into the bowl. i. Indicator:

      a. The students are able to

      a. - activity 1 x response and give information.

      Listen to the expression below.

      1. X: Good morning? Y: __________

      2. X: How are you? Y: __________

      The assessments are

      3. X: How do you do? not relevant with the

      Y: __________ learning objective.

      12 The assessments are

      4. X: Nice to meet you? not about

      Y: __________ information.

      5. X: Hi. Andi.

      Y: __________

    • activity 2

      Listen to the expression and choose the best response a, b, c, or d!

      1. A: Hello, how are you?

      B: ________________

      a. Fine, thank you

      c. Thank you

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      b. I’m Renny

      d. Don’t worry 2. A: Well, George. I have to go now. Good to see you.

      B: ___________

      a. Nice to meet you

      b. Pleased to meet you too

      c. See you next week

      d. See you next time

      3. A: Budi , this is my friend Susan

      B: Hi, Susan _____

      a. Fine thank

      b. It’s Ok

      c. nice to meet you

      d. I’m alright 4. A: Good Morning, kid.

      B: ___, Dad.

      a. Good morning

      b. Good night

      c. Good afternoon

      d. Good evening 5. A: Good night, Mom. B : ___, Son

      a. Good morning

      b. good evening

      c. Good afternoon

      d. good night o. Objective:

      a. Students can response the

      a. - activity 1 √ greeting of friend and stranger Listen to the expression below.

      1. X: Good morning? Y: __________

      The assessments are relevant with the

      2. X: How are you? learning objective.

      Y: __________

      3. X: How do you do? Y: __________

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      4. X: Nice to meet you? Y: __________ 5. X: Hi. Andi.

      Y: __________

    • activity 2

      Listen to the expression and choose the best response a, b, c, or d!

      1. A: Hello, how are you?

      B: ________________

      a. Fine, thank you

      c. Thank you

      b. I’m Renny

      d. Don’t worry 2. A: Well, George. I have to go now. Good to see you.

      B: ___________

      a. Nice to meet you

      b. Pleased to meet you too

      c. See you next week

      d. See you next time

      3. A: Budi , this is my friend Susan

      B: Hi, Susan _____

      a. Fine thank

      b. It’s Ok

      c. nice to meet you

      d. I’m alright 4. A: Good Morning, kid.

      B: ___, Dad.

      a. Good morning

      b. Good night

      c. Good afternoon

      d. Good evening 5. A: Good night, Mom. B : ___, Son

      a. Good morning

      b. good evening

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      c. Good afternoon

      d. good night

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment i. Indicator:

      a. Siswa mampu menjelaskan

      a. - task 2 √ makna kosakata dalam teks Try to find the synonym words of the vocabulary below based on the

      Recount . story above!

      1. Vacation

      a. Inn

      2. Booked

      b. Pleased

      3. Accommodation

      c. Respectful

      4. Entertainment d. Holiday

      5. Pleasant

      e. Thoroughly

      6. Carefully

      f. Famous

      7. Manner

      g. Consolation

      8. Polite

      h. Attitude

      9. Well-known i. Exhausted

      10. Tired j. Reserved

      b. Siswa mampu menemukan

      b. - task 2 √ persamaan kata yang tepat dari Try to find the synonym words of the vocabulary below based on the kosakata dalam teks Recount. story above!

      The assessments are

      1. Vacation

      a. Inn

      13 relevant with the

      2. Booked

      b. Pleased learning objective.

      3. Accommodation

      c. Respectful

      4. Entertainment d. Holiday

      5. Pleasant

      e. Thoroughly

      6. Carefully

      f. Famous

      7. Manner

      g. Consolation

      8. Polite

      h. Attitude

      9. Well-known i. Exhausted

      10. Tired j. Reserved

      c. Siswa mampu menyebutkan

      c. - task 3 √ informasi penting yang Answer the questions below based on the story above! terdapat dalam teks Recount.

      1. What the main idea of the story?

      2. Who were the characters in the story?

      3. Why did Mr. Richard and his family go to the British Embassy?

      4. How was the attitude of the officers?

      5. Where was the location of the hotel’s restaurant?

      d. Siswa mampu menjelaskan ide

      d. - task 3 √

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment o. Objective:

      a. Siswa mampu menjelaskan

      a. - task 2 √ makna kosakata dalam teks Try to find the synonym words of the vocabulary below based on the

      Recount . story above!

      1. Vacation

      a. Inn

      2. Booked

      b. Pleased

      3. Accommodation

      c. Respectful

      4. Entertainment d. Holiday

      5. Pleasant

      e. Thoroughly

      6. Carefully

      f. Famous

      7. Manner

      g. Consolation

      8. Polite

      h. Attitude

      9. Well-known i. Exhausted

      10. Tired j. Reserved

      b. Siswa mampu menemukan

      b. - task 2 √ persamaan kata yang tepat dari Try to find the synonym words of the vocabulary below based on the kosakata dalam teks Recount. story above!

      1. Vacation

      a. Inn

      2. Booked

      b. Pleased

      3. Accommodation

      c. Respectful

      4. Entertainment d. Holiday

      5. Pleasant

      e. Thoroughly

      6. Carefully

      f. Famous

      7. Manner

      g. Consolation

      8. Polite

      h. Attitude

      9. Well-known i. Exhausted

      10. Tired j. Reserved

      c. Siswa mampu menyebutkan

      c. - task 3 √ informasi penting yang Answer the questions below based on the story above! terdapat dalam teks Recount.

      1. What the main idea of the story?

      2. Who were the characters in the story?

      3. Why did Mr. Richard and his family go to the British Embassy?

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      4. How was the attitude of the officers?

      5. Where was the location of the hotel’s restaurant?

      d. Siswa mampu menjelaskan ide

      d. - task 3 √ pokok dalam teks Recount.

      1. What the main idea of the story? i. Indicator:

      a. Siswa dapat mengidentifikasi

      a. - exercise 1 √ informasi umum dan spesifik Please write important information from the story and answer these dari teks recount yang questions!

        didengar.

      1. What the story is about?

      2. Who had a holiday in Bali?

      3. Where did they do in Ubud?

    • exercise 2

      Please choose T if the statement is true and choose F if the statement is false!

      1. Nathania had her holiday with he parents. (T/F)

      2. Tom is Tania’s brother. (T/F) The assessments are

      14

      3. Nathania, Tamara, Tom, and Noel were swimming and surfing in Kuta relevant with the Beach. (T/F) learning objectives.

      4. Nathania, Tamara, Tom, and Noel moved to Ubud on the second day in their holiday. (T/F)

      5. Nathania visited Singaraja, Kuta, and Ubud. (T/F) 6. Nathenia, Tamara, Tom, and Noel were enjoyed their holiday in Bali.

      (T/F) 7. Bali Island is not really interesting. (T/F)

        o. Objective:

      a. Di akhir proses pembelajaran,

      a. - exercise 1 √ siswa diharapkan dapat Please write important information from the story and answer these mengidentifikasi informasi questions!

        umum dan spesifik dari teks

      1. What the story is about?

      recount berjudul “Visiting

      2. Who had a holiday in Bali?

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment Bali” yang telah didengar.

      3. Where did they do in Ubud?

    • exercise 2

      Please choose T if the statement is true and choose F if the statement is false!

      1. Nathania had her holiday with he parents. (T/F)

      2. Tom is Tania’s brother. (T/F)

      3. Nathania, Tamara, Tom, and Noel were swimming and surfing in Kuta Beach. (T/F)

      4. Nathania, Tamara, Tom, and Noel moved to Ubud on the second day in their holiday. (T/F)

      5. Nathania visited Singaraja, Kuta, and Ubud. (T/F) 6. Nathenia, Tamara, Tom, and Noel were enjoyed their holiday in Bali.

      (T/F) 7. Bali Island is not really interesting. (T/F)

        i. Indicator:

      a. Siswa dapat menyampaikan

      a. - performance in telling impressive story √ teks monolog secara lisan - participation berbentuk recount dengan - activity in using English akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal

      The assessments are yang benar, dan ekspresi yang

      15 relevant with the sesuai. learning objectives. o. Objective:

      a. Siswa dapat menyampaikan

      a. - performance in telling impressive story √ teks monolog secara lisan - participation berbentuk recount dengan - activity in using English akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment yang benar, dan ekspresi yang sesuai. i. Indicator:

      a. Siswa mampu menyebutkan

      a. - vocabulary exercise √ ungkapan yang digunakan Cross: dalam undangan tertulis. 1. – (INVITATION) 2. Detail of where a person lives.

      3. A person who invited to visit/ come.

      4. What we measure in minutes, hours, day.

      Down: 1. Anything that happen.

      2. A particular area or position.

      3. A person/organization that holds an event.

      4. A specific numbered of the month.

      5. Very correct and suitable for official occasions The assessments are

      16 relevant with the

      5 learning objectives.

      2

      1

      3

      2

      4

      1

      4

      3

      b. - exercise for informal invitation letter

      Read and answer!

      √

      b. Siswa mampu menyebutkan informasi yang terdapat dalam

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment undangan tertulis.

    1. What event will be held based on the invitation? a. Funeral.

      b. Wedding.

      c. Birthday party.

      d. Meeting.

    2. Who has the party? a. Baby.

      b. Cindy.

      c. Anthony.

      d. Suci.

    3. When is the party held? a. Night.

      b. Afternoon.

      c. Midnight.

      d. Evening.

      4. How old is Suci at that time of celebration?

      a. 77

      b. 18

      c. 17

      d. 16

      5. If you are invited, what color of shirt will you wear?

      a. Green and yellow b. Violet and Red.

      c. White and black.

      d. Blue and black.

    6. Do you think it is a formal invitation or informal invitation?

    • exercise for formal invitation letter

      Read and answer! PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      1. Who extends the invitation?

      2. What activity will be held?

      3. When will it be held?

      4. Where should Mr. And Mrs. Subroto come to?

      5. Do you think it is a formal invitation or informal invitation? o. Objective:

      a. Siswa mampu menyebutkan

      a. - exercise for informal invitation letter √ informasi yang terdapat dalam Read and answer! undangan tertulis dengan cara menjawab pertanyaan yang

      1. What event will be held based on the invitation? sesuai dengan teks undangan.

      a. Funeral.

      b. Wedding.

      c. Birthday party.

      d. Meeting.

      2. Who has the party? a. Baby.

      b. Cindy.

      c. Anthony.

      d. Suci.

      3. When is the party held? a. Night.

      b. Afternoon.

      c. Midnight.

      d. Evening.

      4. How old is Suci at that time of celebration?

      a. 77

      b. 18

      c. 17

      d. 16

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

    5. If you are invited, what color of shirt will you wear?

      a. Green and yellow b. Violet and Red.

      c. White and black.

      d. Blue and black.

    6. Do you think it is a formal invitation or informal invitation?

    • exercise for formal invitation letter

      Read and answer!

      1. Who extends the invitation?

      2. What activity will be held?

      3. When will it be held?

      4. Where should Mr. And Mrs. Subroto come to?

      5. Do you think it is a formal invitation or informal invitation? i. Indicator:

      a. Siswa mampu menyebutkan

      a. - informal assessment √ ekspresi yang digunakan - matching exercise dalam menyetujui ajakan/

      No Questions/statements Answers/responses tawaran/ undangan dengan

      1. Would you like to join us for dinner? Thank you. I’d love to. cara memasangkan ekspresi

      2. Would you come and see a SM*SH Thank you, but I’m afraid I menyetujui ajakan yang sudah music show with me? have an exam tomorrow, so I

      The assessments are di sediakan oleh guru have to study.

      17 relevant with the

      3. What about traveling to Mbayat next That’s good idea. I like learning objectives. week? traveling

      4. How about having a meeting on Oh, I’m sorry. I have another Monday night? appointment

      5. Shall we go to Prambanan temple That would be great tomorrow?

      6. Can you come to my birthday party? Yes, certainly I will come to your party.

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan

      7. Come and have a drink in my house? Absolutely, I feel hot and thirsty

      8. Shall we spend our holiday in Klaten?

      I’d love to, but I prefer to spend my holiday in Mbantul city.

      9. Would you like to watch puppet show tonight? With the greatest pleasure

      10. Would you like to accompany me to the book store? I’m very sorry; I don’t think I can accompany you.

      b. - informal assessment √ o. Objective:

      a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas a. - informal assessment

      √

      Participant Learning Objectives Assessment Comment

      18 i. Indicator:

      a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

      a. - exercise 1

      You will listen to several conversations. You need to listen carefully and write down the expression used in the blank space of each conversation.

      1. Lucy : Mr. Thompson will give a speech at tonight’s Canada Day celebration, would you like to come with me? Larry : ____________. I have to fly back to Calgary this afternoon.

      2. Adam : Hey Julia, you know that Fast and Furious 5 is on cinema today, eh? Julia : Ye, I won’t forget that. I’ve bought two tickets. Would you like to watch it with me tonight, Adam?

      Adam : ____________.

      3. Jack : Why don’t you spend your summertime holiday with me and KC in Ibiza? Emily : ____________!

      4. Andres : Brrrr... Whitehorse is definitely the coldest place I’ve been to.

      Martha : Sure it is. Would you like some coffee to heat you up? Andres : ____________, I can’t drink coffee.

      5. S’s sweetheart : Happy Valentine Day, Seto! Seto : Happy Valentine Day, too! Would you like to have a dinner with me tonight, sweetheart? S’s sweetheart : ____________, honey.

    • exercise 2

      Now, you will be a personal assistant of an important person. You have to write down each appointment your boss has to do by filling the table below. Tick the box when your boss has an appointment and write down

      √ The assessments are relevant with the learning objectives.

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment what the appointment is.

      Monday to Wednesday Time

      Day Monday Tuesday Wednesday

      Morning Afternoon Evening

      Thursday to Sunday Time

      Day Thursday Friday Saturday Sunday

      Morning Afternoon Evening o. Objective:

      a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undangan dalam rekaman yang diperdengarkan

      a. - exercise 1

      You will listen to several conversations. You need to listen carefully and write down the expression used in the blank space of each conversation.

      1. Lucy : Mr. Thompson will give a speech at tonight’s Canada Day celebration, would you like to come with me? Larry : ____________. I have to fly back to Calgary this afternoon.

      2. Adam : Hey Julia, you know that Fast and Furious 5 is on cinema today, eh? √

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      Julia : Ye, I won’t forget that. I’ve bought two tickets. Would you like to watch it with me tonight, Adam? Adam : ____________.

      3. Jack : Why don’t you spend your summertime holiday with me and KC in Ibiza? Emily : ____________!

      4. Andres : Brrrr... Whitehorse is definitely the coldest place I’ve been to.

      Martha : Sure it is. Would you like some coffee to heat you up? Andres : ____________, I can’t drink coffee.

      5. S’s sweetheart : Happy Valentine Day, Seto! Seto : Happy Valentine Day, too! Would you like to have a dinner with me tonight, sweetheart? S’s sweetheart : ____________, honey.

      b. Siswa mampu menemukan

      b. exercise 2 √ informasi dari teks yang Now, you will be a personal assistant of an important person. You have to diperdengarkan dengan write down each appointment your boss has to do by filling the table melengkapi tabel sesuai below. Tick the box when your boss has an appointment and write down rekaman yang diperdengarkan. what the appointment is.

      Monday to Wednesday Day

      Time Monday Tuesday Wednesday

      Morning Afternoon

    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

      Participant Learning Objectives Assessment Comment

      Evening Thursday to Sunday

      Day Time

      Thursday Friday Saturday Sunday Morning Afternoon Evening

    Table 3.6 Assessment

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