PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk fileiv i believe everyone has a choice to be a person who does nothing, or a person who does something to make the world better

i

ENGLISH VOCABULARY INSTRUCTIONAL MATERIALS

BASED ON THE MULTIPLE INTELLIGENCE THEORY

FOR THE SEVENTH GRADE STUDENTS

OF SMPKANISIUS PAKEM SLEMAN

A THESIS

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

in English Language Education

By

Francisca Ika Septiani

Student Number: 021214108

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

I BELIEVE EVERYONE HAS A CHOICE TO BE A PERSON

WHO DOES NOTHING,

OR A PERSON

WHO DOES SOMETHING TO MAKE THE WORLD BETTER.

MAYBE YOU CAN’T FIX IT.

BUT AT LEAST YOU DIDN’T DO NOTHING.

( ANGELINA JOLIE)

I dedicate this thesis to:

my late father Agustinus Tri Antoro (†)

my mother Yohana Sumiyati

my sister Valentina Dwita Febriani

my brother Andreas Danang Triyudanto


v


vi


vii

ACKNOWLEDGEMENTS

First of all, I would like to dedicate my gratitude to God, Jesus Christ, and

Holly Mary for the blessing, love, and the kindness in my life that I could finish my

thesis.

I would like to give my great thanks to my major sponsor, C. Tutyandari,

S.Pd., M.Pd. and my co-sponsor Christina Kristiyani, S.Pd., M.Pd. for always

giving me a lot of advice and attention during the process of writing the thesis and

give detailed corrections to improve my thesis.

Next, I would like to thank English teachers of Kanisius Pakem Sleman, Ms.

Susi and Ms. Tuti , for their willingness to give valuable suggestions for the designed

materials. I also thank Ratna, Yuda, and Wisnu for their help in doing the task of the

material.

Special appreciation also goes to all lecturers of English Language Education

Study Program for their kindness and patience. They have given me a lot of valuable

experiences during my study in this university. I would also like to thank PBI staffs,

mba Tari and mba Danik for giving good services.

My deeply gratitude goes to my late father Agustinus Tri Antoro (†), I

believe he always supported me although he was not here. Many thanks go to my

mother Yohana Sumiyati, my sister and brother, Ita and Danang for their love, care,

patience, and spirit for every moment in my life. I would also like to thank my big

family Pakdhe & Budhe Mihardjo, Mba Anna, Mba Sinta, Petra, Kevin, and

Vena for always encourage me to finish the thesis.


viii

I express my special thanks to special person in my life Rina, Tanti, Okta,

Meme, Mas Damar, for the great friendship. I thank for all support, help, care, and

laugh during the moment we have shared together.

I never forget my lovely friends in PBI 2002: Arai, Regi, Reni, Grace, Cicil,

Vivin, Dedi, Udjo, Miko, Ila, Niken, Ratri, Mel, Ga bo, and Lintang. These people

always supported me to accomplish my thesis. I would like to say thank you for the

sad and happy moments to share during our study in university.

My thanks also goes to the teachers and students in Bumble Bee English

course. I really enjoy the experience of teaching there. Many thanks go to Frater Edi

who give a book “The Secret”. I thank for the motivation and believe that I get from

reading the book.

Last but not least, I also thank for those who have given me a hand, whom I

have not mentioned.



ix

TABLE OF CONTENTS

Page

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

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

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

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

ACKNOWLEDGEMENTS............................................................................ vi

TABLE OF CONTENTS................................................................................ vii

LIST OF FIGURES ........................................................................................ xi

LIST OF TABLES.......................................................................................... xii

ABSTRACT.................................................................................................... xiii

ABSTRAK........................................................................................................ xiv

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

A. Background of the Study ...................................................................... 1

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

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

D. Research Objectives .............................................................................. 4

E. Research Benefits .................................................................................. 4

1. For English teachers............................................................................ 4

2. For students of Kanisius Pakem.......................................................... 4

3. For other researchers........................................................................... 5

F. Definition of Terms .............................................................................. 5

1. Instructional Materials ........................................................................ 5

2. Vocabulary.......................................................................................... 5

3. Multiple Intelligence Theory .............................................................. 6

4. Seventh Grade Students ...................................................................... 6

5. Kanisius Pakem Junior High School .................................................. 7

CHAPTER II: REVIEW OF RELATED LITERATURE ....................... 8

A. Theoretical Description ......................................................................... 8

1. Instructional Design Models............................................................... 8

a. Dick & Reiser’s Model ................................................................... 9

b. Kemp’s Model................................................................................. 9


x

2. Multiple Intelligence Theory .............................................................. 13

a. The Nature of Multiple Intelligence Theory ................................... 13

b. The Eight Intelligences.................................................................... 13

3. Characteristics of Junior High School Students.................................. 15

a. Social Development ........................................................................ 15

b. Emotional Development.................................................................. 16

c. Cognitive Development................................................................... 16

4. Vocabulary.......................................................................................... 16

a. The Four Key Strands in Vocabulary.............................................. 16

1) Vocabulary and Meaning-Focused Input ………………………... 16

2) Vocabulary and Meaning-Focused Output ……………………… 17

3) Developing Fluency with Vocabulary ………………………….. 17

4) Vocabulary and Language-Focused Instruction ………………... 17

b. Principles of Teaching Vocabulary ……………………………… 18

1) Focus on the Most Useful Vocabulary First ……………………. 18

2) Focus on the Vocabulary in the Most Appropriate Way ……….. 18

3) Give Attention to the High Frequency Words Across

the Four Strands of a Course …………………………………… 18

4) Encourage learners to reflect on and take responsibility

for learning ……………………………………………………... 19

B. Theoretical Framework ......................................................................... 19

CHAPTER III: METHODOLOGY ........................................................... 24

A. Research Method................................................................................... 24

1. Research and Information Collecting ……………………………….. 25

2. Planning ……………………………………………………………… 25

3. Development of Preliminary Form of Product ……………………… 26

4. Product Evaluation ………………………………………………….. 26

5. Main Product Revision ……………………………………………… 26

B. Research Participants ............................................................................ 26

1. Research and Information Collecting ................................................ 27

2. Product Evaluation.............................................................................. 27

C. Research Instruments............................................................................. 28

1. Research and Information Collecting Instruments ............................. 28


xi

2. Product Evaluation Instruments.......................................................... 29

D. Data Gathering Techniques .................................................................. 30


2. Product Evaluation ............................................................................. 30

E. Data Analysis Techniques .................................................................... 31


2. Product Evaluation.............................................................................. 31

F. Research Procedure ............................................................................... 33

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION .............. 36

A. The Process of Designing the Material .................................................. 36

1. Doing Needs Analysis........................................................................... 36

2. Determining Standard Competences, Basic Competences, and

Topics.................................................................................................... 39

3. Determining Indicators ......................................................................... 40

4. Listing Subject Contents ....................................................................... 40

5. Designing the Materials ……………………………………………… 40

6. Selecting teaching-learning Activities ………………………………. 41

7. Evaluating …………………………………………………………… 41

8. Revising ……………………………………………………………… 42

B. The Presentation of the Designed Materials ......................................... 42

1. The Standard Competences, Basic Competences, and Topics ............. 42

2. The Indicators ....................................................................................... 46

3. The Subject Contents ............................................................................ 48

4. The Materials ………………………………………………………… 49

5. The Teaching-Learning Activities…………………………………… 50

6. The Evaluation of the designed materials …………………………… 50

a) The Description of Respondents ………………………………… 50

b) Data Presentation ………………………………………………….. 51

c) Respondent’s Comments and Suggestions ………………………... 53

d) Implementation one-to-one Evaluation …………………………… 53

7. The Revision of the Designed Materials............................................... . 56

a) Responses to the Respondent’s Evaluation ………………………. 57

b) The Presentation of the Designed Materials ……………………… 57


xii

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................... 60

A. Conclusions ........................................................................................... 60

B. Suggestions............................................................................................ 62

REFERENCES ............................................................................................. 64

APPENDICES .............................................................................................. 66

Appendix A. Letter of Permission .................................................................. 67

Appendix B. Interview Guideline, Post-design Questionnaire....................... 70

Appendix C. The Results of Post-design Questionnaire ................................ 78

Appendix D. The Syllabus ………………………………………………… 80

Appendix E. The Lesson Plan ........................................................................ 96

Appendix F. The Learning Activities and Intelligences ................................. 138

Appendix G. English Vocabulary Materials Based on

Multiple Intelligence Theory for the Seventh Grade Students

of Kanisius Pakem Sleman ...................................................... 144


xiii

LIST OF FIGURES

Page

Figure 2.1Dick & Reiser’s Instructional Design............................................. 9

Figure 2.2 Kemp’s Instructional Design Plan................................................. 12

Figure 2.3 The Writer Instructional Design Models ...................................... 23

Figure 3.1 The Relationship of R&D and Instructional Design Models …… 35


xiv

LIST OF TABLES

Page

Table 3.1 The Description of Product Evaluation Respondents ..................... 27

Table 3.2 The Format of Product Evaluation Results..................................... 32

Table 4.1 The Standard Competences ............................................................ 42

Table 4.2 The Basic Competences.................................................................. 44

Table 4.3 The Indicators ................................................................................. 46

Table 4.4 The Result of the Evaluation Questionnaire................................... 52

Table 4.5 The Final Version of the Material................................................... 58


xv

ABSTRACT Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius Pakem Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was conducted to design vocabulary materials based on the Multiple Intelligence (MI) theory for the seventh grade students of SMP Kanisius Pakem Sleman. The areas of intelligences to be elaborated in this study are Verbal-Linguistic, Mathematical-Logical, Musical, Visual-Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist Intelligences.

The objectives of this study were to answer two research questions: (1) how is a set of vocabulary instructional materials based on the Multiple Intelligence theory for the seventh grade students of SMP Kanisius Pakem Sleman designed? And (2) what does vocabulary instructional materials based on the Multiple Intelligence theory for the seventh grade students of SMP Kanisius Pakem Sleman look like? The five steps of R & D cycle were employed to answer two questions above. The five steps were: (1) Research and Information Collecting, (2) Planning, (3) Development of the Preliminary Form of Product, (4) Product Evaluation, and (5) Main Product Revision.

To answer the first question, the writer adapted Dick& Reiser’s and Kemp’s instructional design models. There were eight steps employed based on Dick & Reiser’s and Kemp’s instructional design models: (1) Doing Needs Analysis, (2) Determining Standard Competences, Basic Competences, and Topics, (3) Determining Indicators, (4) Listing Subject Contents, (5) Designing the Materials, (6) Selecting the teaching-learning Activities,(7) Evaluating, and (8) Revising.

In order to answer the second question, the final version of the designed materials was presented after conducting some revisions based on the feedbacks, comments, and suggestions from the respondents. Based on the evaluation by the English teachers of SMP Kanisius Pakem Sleman and English Education lecturer of Sanata Dharma University; the mean was ranged to 3.3 up to 4.5 on a scale of 1-5. It is concluded that the designed materials are good and acceptable. The final version of the designed materials consists of eight units and each unit consists of four sections, that is Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. In each unit there were four up to six intelligences developed. The detailed presentation of the designed materials can be seen in the Appendix G.

Finally it is hoped that this English vocabulary instructional materials encourages other researchers to conduct a further study on the Multiple Intelligence Theory.


xvi

ABSTRAK

Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius Pakem Sleman. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Studi ini dilaksanakan untuk merancang materi pembelajaran vocabulary berdasarkan teori kecerdasan ganda bagi siswa kelas tujuh SMP Kanisius Pakem Sleman. Aspek-aspek kecerdasan yang akan dibahas di dalam penelitian ini adalah: kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik-badani, interpersonal, intrapersonal, dan kecerdasan alam.

Tujuan dari studi ini adalah menjawab dua pertanyaan: (1) Bagaimana merancang materi vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh SMP Kanisius Pakem Sleman? (2) Bagaimanakah bentuk rancangan materi vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh SMP Kanisius Pakem Sleman? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasil-hasil penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) evaluasi materi, dan (5) perbaikan materi utama. Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pembelajaran dari Dick& Reiser’s. Ada 9 langkah yg diterapkan berdasarkan model pembelajaran Dick&Reiser’s: (1) melakukan survey kebutuhan, (2) menentukan standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4) merinci isi materi, (5) merancang materi, (6) memilih kegiatan belajar mengajar, (7) evaluasi, dan (8) memperbaiki materi .

Untuk menjawab pertanyaan kedua; versi akhir dari materi yang dirancang, diperbaiki berdasarkan masukan, komentar dan saran dari responden. Berdasarkan hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMP Kanisius Pakem Sleman dan dosen Pendidikan Bahasa Inggris Sanata Dharma; rata-rata yang diperoleh adalah 3.3 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa materi yang di rancang ini baik dan dapat diterima. Versi akhir materi yang dirancang terdiri dari delapan unit dan masing-masing unit terdiri atas empat bagian, yaitu, Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. Dalam setiap unit ada empat sampai enam inteligensi dikembangkan. Materi secara detail dapat dilihat pada Apendiks G.

Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang teori kecerdasan ganda.


1

CHAPTER I

INTRODUCTION

This chapter covers six important parts of the thesis: background of the

study, problem formulation, problem limitation, research objectives, research

benefits, and definition of terms.

A. Background of the study

Some people still believe that smart people are those who have high IQ

(Intelligence Quotient). In our education system, people who have high

intelligence are valued from linguistic and mathematic-logic. Those who have

high IQ are considered to be successful in the future. In fact, there are many

people who have high IQ are successful in their study but not success in their

career (“Meredupnya Pamor IQ”, Leksono, Kompas, 2007). The use of IQ as a

base of success is broken by a new theory called Multiple Intelligences. Gardner

stated that a smart student is not only measured from the linguistic and

mathematic-logic but by the nine intelligences (“Teori Inteligensi Ganda”,

Suparno, 2003). They are linguistic, logical-mathematical, spatial, musical, bodily

kinesthetic, interpersonal, intrapersonal, naturalist and existential. This theory

reveals there is more intelligence that can help the students to be successful in

school. For example, a child may be skilled in doing any kind of physical

activities yet unable to learn a new language. His or her weakness in learning a

new language does not predict either success or failure in doing school task. The


2

writer believes when teacher provides variety of task based on students’ major

intelligence, students will be helped in their part of learning.

In this globalization era, English has become international language in all

over the countries. Therefore, students learn English in school. They have to learn

English in order to be able to communicate orally and written in their daily life.

Junior High School students also learn English as their obligatory subject.

However, from the writers’ interview to some junior high school students it is

known that they consider English as a difficult subject. They have problems

especially in memorizing the meaning of English words. There are several words

that have more than one meaning and students are confused to decide the

appropriate meaning.

The writer attempted to design a set of vocabulary instructional materials

since vocabulary skill is still forgotten in a part of learning English. Many English

teachers still focused only on grammar and ignore the vocabulary in their

teaching. This condition also supported by many student books’ which only

provide a small space of vocabulary. The example is the book which is used by

students of seventh grade in Kanisius Pakem. The book does not contain much

vocabulary and the activities included are monotonous. Besides, many students in

Kanisius Pakem still have low knowledge of vocabulary. Some students even still

use their mother tongue to speak in front of the class. Considering the students’

lack, the good mastery of vocabulary is important in their part of learning English.

Based on Panduan Pengembangan Silabus Mata Pelajaran Bahasa Inggris

Sekolah Menengah Pertama, it is stated that learning English language means


3

applying the language to communicate with other people. To achieve the purpose,

the mastery of vocabulary is important for supporting the communication skill

that students need to achieve.

In designing the materials, the writer uses multiple intelligences theory.

The writer believes when teacher provides a lot of varieties in learning activities

based on students’ way of learning, their understanding on the lesson will be

developed. Students who are not good at linguistic skills can be helped if the

teacher provides variety on the learning activities based on what they are good at.

By developing the eight intelligences in task, students’ major intelligence will be

activated and it will help them in learning any kind of subject.

B. Problem Formulation

There are two main problems to discuss in this study:

1. How is a set of English vocabulary instructional materials based on the

Multiple Intelligence theory for the seventh grade students of Kanisius Pakem

designed?

2. What does the designed set of English vocabulary instructional materials for the

seventh grade students of Kanisius Pakem based on the Multiple Intelligence

theory look like?


4

C. Problem Limitation

This study focuses on how to design English vocabulary instructional

materials to teach English. The approach used is Multiple Intelligences that can

help students in their part of learning by developing the eight areas of

intelligences.

D. Research Objectives

This study aims at:

1. Finding out how a set of vocabulary instructional materials based on the

Multiple Intelligence theory for the seventh grade students of Kanisius Pakem

is designed.

2. Presenting the designed set of materials.

E. Research Benefits

This study is expected to give some benefits. Those is:

1. English teachers

The vocabulary materials can be used as a tool to help English teachers to teach

using multiple intelligences theory and develop the student’s intelligences

through various activities in English teaching. In addition, these materials can

be used as a supplementary material in teaching English. In this study,

supplementary means the materials can be used to add or complete the existing

materials.

2. The Kanisius Pakem Junior High School students


5

The writer hopes that with the designed materials, the students will experience

various activities that can stimulate their intelligences in learning English. They

will be able to understand and memorize the words in English. At the end, the

students are able to learn and use their eight intelligences independently.

3. Other researchers

It is hoped that through this study, the other researcher will be encouraged to

conduct some studies to find new theories in education.

F. Definition of Terms

In this section the writer defines some important terms that is used in this

study:

1. Instructional Material

An instructional material is any resource including printed materials of

many kinds, audiovisual media, and other items for group and individual uses.

The material itself can help and motivate students to understand on the subject

given (Kemp, 1977). In this study, instructional material is materials from any

kind of resource that is used for group and individual uses. The material itself

would be printed materials.

2. Vocabulary

“A part from context, vocabulary can be defined as a sum or stock of

words employed by a language, group, individual, or work, or in a field of

knowledge” (Stevens, 1993: 1322). Hornby (1993:1331) also stated an almost

similar idea. He defines vocabulary as 1) total numbers of words which (with


6

rules combining them) make up a language 2) words known to or used by a

person in trade, profession 3) book containing list of words. In this study, the

writer refers to Hornby’s definition that is, total numbers of words which

(with rules combining them) make up a language.

3. Multiple Intelligence Theory

A theory proposes that there is much intelligence that human has. The

intelligences are languages that all people speak and are influenced, in part by

the culture into which one is born (Campbel & Dickinson, 1984: xix).

Multiple Intelligences theory has been proposed by Gardner (2000) in his

book Intelligence Reframed.

There are nine intelligences that people have namely linguistic, logical-

mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal,

naturalist, and existential. In this study the writer will only discuss the eight

intelligences. The writer will reflect the intelligences on the design when the

topics and materials are possible.

4. Seventh grade students

They are students at the approximate age of 13-15. According to Piaget,

(1958) students at this age pass the period of formal operation. It is a period

when students are able to think symbolically and can understand meaningfully

without seeing the concrete object.

5. Kanisius Pakem Junior High School

SMP Kanisius Pakem is one of the Junior High Schools in Sleman. This

school is located on Jln. Sukunan Pakembinangun, Sleman. The seventh grade


7

consists of two classes. Then, there are also two eighth grade classes and two

ninth grade classes.


8

CHAPTER II

THEORETICAL REVIEW

This chapter presents two major discussions. They are theoretical

description and theoretical framework. In the theoretical description, some related

theories such as instructional design models, multiple intelligence theory,

characteristic of junior high school students, and vocabulary will be developed.

The theoretical framework presents the summary of the previous section and

illustrates the steps to be taken in constructing the design.

A.Theoretical Description

There are four topics presented in this section: instructional design,

Multiple Intelligence Theory, charactheristic of junior high school students, and

vocabulary.

1. Instructional Design Model

a) Dick and Reiser’s Model

“An instructional plan consists of a number of components that, when

integrated, provide you with an outline for delivering effective instruction to

learners” (Dick & Reiser, 1989:3). There are several components that can be

included in the plan. The components are instructional goals, objectives for each

goal, test items for each objective including type of instruction activity, content

and means of presenting instructional activity. These components then go into


9

instructional plan. The diagram on Figure 2.1 shows steps to develop effective

instruction based on the components previously described.

Figure 2.1. Dick & Reiser’s instructional design plan (1989: 4)

b) Kemp’s Model

This model is taken because the structure of the instructional design by

Kemp can be applied in all education levels (elementary to colleges). The model

can also be used to design a single unit of instructional material.

Kemp (1977: 8-9) offers eight elements in designing the program

development. An interdependent is found among eight elements. Kemp’s model is

a flexible process. It can move back and forth to the other steps. The steps are

goals; topic and general purposes; learning characteristics; learning objectives;

Set goals

Write Objectives

Develop test

Develop instructional

activities

Choose instructional

media

Implement instruction Analyze students’

characteristics

Revise instruction

Select/review texts


10

subject content; pre-assessment; teaching-learning activities and resources;

support services; evaluation.

Step 1 Goals, topics and general purposes

In making the design, a designer should identify goals, choose major

topics, and listing the general purposes. The goals can be derived from three

sources i.e. society, students, and subject areas. After recognizing the goals, major

topics should be treated within the content area. Those topics should be

consequenced from simple or concrete levels to complex and more abstract levels.

The next thing to do is listing general purposes which are made from the goals

and explicitly express students’ expectation.

Step 2 Learning characteristics

In order to assure individual’s success in educational program, the

designer should recognize and respect the students as an individual learner. It

means that the designer must obtain information about the student’s capabilities,

needs and interest. The information on student’s characteristic will affect the

instructional design emphazised.

Step 3 Learning Objectives

Specyfying the objectives is difficult but essential in making instructional

design. In this step, teacher is concerned with learning as the outcome of

instruction. Therefore, all of the objectives should be measureable and

unambigous so that students are able to do the objectives.


11

Step 4 Subject content

Students’ learning experiences must closely relate to the objectives and to

the students’ needs. Subject content comprises the selection and organizing of the

specific knowledge, skills and attitudinal factors of any topic. It is called in term

of organizing content. In teaching skill, an organizational procedure called task

analysis which refers to logical, step by step description of the job or performance

skill is often used.

Step 5 Pre-assesment

In order to plan learning activities, a pre-requisite test is needed. The test

is fuctioned as determination whether students have the appropriate background

for the topic. The second is to determine which of the objectives students have

already achieved.

Step 6 Teaching/learning activities and resources

All the plan have done came to the selection of teaching/learning

activities. The designer has to decide the most efficient and effective methods to

provide learning experiences. The selection of activities close to the selection of

supporting materials which effectively explain and illustrate the subject content.

Step 7 Support services

Any instructional situation are interrelated with many elements. One

which need to be considered is support services. It must be considered at the same


12

time instructional plans are being made and selected. The support services

includes funds, facilities, equipment and personnel.

Step 8 Evaluation

This is the final step in the instructional design plan for both the students

and the teachers. Student’s performance is measured by teachers that have set the

criteria for judging the quality of student’s work. When students succesfully

achieve them, the educational program is succesfully gained.

Figure 2.2 Kemp’s Instructional Design Model

Goal, Topics, and General

Purposes

Teaching Learning Activities resources

Support Services

Learner Characteristic

Learning Objectives

Subject Content

Pre assessment

Evaluation

Revision


13

2. Multiple Intelligence Theory

a. The Nature of Multiple Intelligence theory

In his book Frames of Mind (1983), Gardner presented a list of seven

intelligences. The first two are ones that have been typically valued in school; the

next three are usually associated with arts; and the final two are what Howard

Gardner called ‘personal intelligences’ (Gardner, 1999: 41-43). Afterwards in

Intelligence Reframed (2000) he added two intelligences. The nine intelligences

are linguistic, logical-mathematical, spatial, musical, bodily kinesthetic,

interpersonal, intrapersonal, naturalist and existential. In this study, the writer will

only discuss the eight intelligences since the ninth intelligences is quite new and

personal.

b. The Eight Intelligences

There are eight intelligences will be discussed in this study. They are described as

follows.

1. Linguistic intelligence is the ability of using words in remembering list or

process. The person with this intelligence is able to think in words and

language to express complex meanings.

2. Logical-mathematical intelligence encompasses three interelated fields,

mathematic, science and logic. A person with logical-mathematical

intelligence familiar with concept of quantity, time, and cause and effect.


14

3. Musical intelligence posseses a sensitivity to pitch, melody, rhytm, and tone.

An individual with musical intelligence has high participation in musical

activities such as playing instruments, singing, and composing.

4. Spatial intelligence defines the individual’s ability to transform objects in

space. A person who has this intelligence is excellent in reproducing objects in

visible forms.

5. Bodily-kinesthetic intelligence is the ability to unite body and mind to perfect

physical performance. This intelligence centers on how a person can use his or

her body to show high skills of performance.

6. Interpersonal intelligence is the capacity to understand and interact effectively

with others. Person with interpersonal intelligence enjoys interacting with

others of similar or different ages. He or she often great at group work, team,

and collaborative projects.

7. Intrapersonal intelligence refers to the ability to construct an accurate

perception of oneself and to use such knowledge in planing and directing

one’s life. This intelligence includes of how person uses feelings and thoughts

to understand his or herself and other people.

8. Naturalist intelligence enables human beings to recognize, categorize, draw

upon certain features of the environment. The person with the intelligence able

to make distinction in the natural world and identify features in the

environment.


15

Gardner believes that since each intelligence can be used for good or ill

purposes, all eight are inherently value-free (Campbell,1996). Each student has

different intelligence therefore the purpose of the school should be to develop

intelligences and to help people to reach the goals based on the spectrum of

intelligences.

3. Characteristics of Junior High School students

Students of junior high school are between the ages of 13-15. They are

considered as adolescence. Konopka (1973) sees adolescence as an important

segment of continuing human development. She distinguishes early adolescence

(the years from twelve to fifteen), middle adolescence (fifteen to eighteen), and

late adolescence (nineteen to twenty two). Usually an adolescent becomes deeply

aware of many life issues and questions relating to himself and others, to

community and nation. They eagerly take opportunities for a good time, for

pleasure and excitement but is also concerned over the expectations of others and

his liberty to press for new experiences and adventures (Pikunas, 1973: 242 ).

There are several developments happened during the adolescence stage (Pikunas,

1976: (245-256). They are social development, emotional development, and

cognitive development.

a. Social Development

The social development comes into the need for physical and social

adequacy which emerges as the pressing one. Many adolescence are searching

for identity and standard through the value given by parents and adult society.


16

b. Emotional Development

The pubertal child begins to experience heightened feelings and

undertakes to revise his or her own attitudes. There is an increasing of

emotional which is apparent in the various moods experienced by adult.

c. Cognitive Development

The cognitive development has developed well during adolescence stage.

They begin to feel confident in their own mental ability and enjoy intellectual

activity. They are already able with activity of thinking, hypothesizing, and

experimenting.

4. Vocabulary

a. The Four Key Strands in Vocabulary

Nation (2002: 267) stated that research on second language acquisition can

be interpreted to show that a well-balanced language course should contain four

major strands: meaning-focused input, meaning-focused output, fluency

development, and language-focused instruction. He added that vocabulary

teaching and learning must fit into these four strands. The details of how the

vocabulary component fit into the four strands are elaborated as follows.

1) Vocabulary and Meaning-Focused Input

Learning vocabulary from meaning-focused input can be easily described

as learning vocabulary through listening and reading. For this type of learning,

series of graded readers with careful vocabulary control are significant. The best

practice of vocabulary teaching and learning should provide large quantities of


17

suitably graded input by offering it across a range of genres and topics. Therefore,

it is essential that learners have access to simple written and spoken texts.

2) Vocabulary and Meaning-Focused Output

Learning vocabulary from meaning-focused output means learning

vocabulary by speaking and writing in which the main attention is on

communicating messages. By using vocabulary productively, it can strengthen

learning and can push learners to focus on aspect of vocabulary knowledge.

3) Developing Fluency with Vocabulary

The fluency development strand of a course aims to help learners make the

best use of what they already know. It is important for each four skills listening,

speaking, reading and writing.

There are three conditions required for the development of fluency: (1) it

should not involve unfamiliar vocabulary, (2) the learners’ focus is on the

message, and (3) the learners are encouraged to reach a higher than usual level of

performance through the use of repetition, time pressure, and planning and

preparation.

4) Vocabulary and Language-Focused Instruction

Language focused instruction is also well-known as form-focused

instruction and language study. Language focused instruction occurs when

learners direct their attention to language item in order to gain knowledge about

the item as a part of the language system. Language-focused instruction focuses


18

on pronunciation and spelling of a word, memorizing collocation, and being

corrected for incorrect use of a word.

b. Principles of Teaching Vocabulary

Nation in Practical English Language Teaching (2003:135-41) stated that

there are four principles which can be used in teaching vocabulary. They are

elaborated as follows:

1) Focus on the Most Useful Vocabulary First

Teaching useful vocabulary before less useful vocabulary gives learners

the best return for their learning effort. The most useful vocabulary that is given

by the teacher will enable them to master the English word and absolutely same

with the effort they have done.

2) Focus on the Vocabulary in the Most Appropriate Way

In this study, the writer will look at the four most important vocabulary

learning strategies of using word parts, guessing from context, using word cards,

and using dictionaries. Using word parts to help remember words, and using

guessing from context are two very important strategies for dealing with low-

frequency words. There are two more very important strategies- using word cards

for deliberate learning, and looking up words in dictionaries.

3) Give Attention to the High Frequency Words Across the Four Strands of

a Course

High frequency vocabulary needs to occur in all four strands of course. It

should get deliberate attention through teaching and study and should be met and

used in communicating messages in listening, speaking, reading and writing.


19

4) Encourage learners to reflect on and take responsibility for learning

There is an important principle lays behind choosing and learning and that

is that learners need to realize that they must be responsible for their own

learning. Taking this responsibility requires (1) knowledge of what to learn and

the range of options for learning vocabulary, (2) skill in choosing the best options,

and (3) the ability to monitor and evaluate progress with those options.

B. Theoretical Framework

Having discussed the theoretical description, in this part the writer will put

important points on theoretical framework. Firstly, the study is about the

instructional design. The organized plan on the design aims to give direction to

the teacher so they can develop effective instruction. The writer uses steps

modified from Kemp and Dick& Reiser’s model. The writer adapts this two

models since they are completing each other. In Kemp there is no need analysis.

The use of need analysis in Dick & Reiser’s can make the design better.

Moreover, Dick&Reiser’s model emphasizes on delivering the effective

instruction to the learners. However, Dick& Reiser’s model is not flexible

whereas Kemp’s model is flexible since there is interdependence among the eight

elements.

Secondly, the Multiple Intelligences theory gives beneficial contribution to the

particular steps. All the eight intelligences are developed through the activities in

the design so that they also influences the goal that is previously described in the

process of design. The study on the characteristic of junior high school students is

also required to know in what level they are so the writer can use it as


20

consideration. Students in this level are already good at handling abstract rules

and concept, then it will give consideration for the teacher not always gives

concrete object in the activities.

The framework is composed of several elements, namely, doing needs

analysis; determining standard competences, basic competences, and topics;

determining indicators; listing subject contents; designing the materials; selecting

teaching and learning activities; evaluating, and revising.

Step 1 Doing Needs Analysis

The writer adapts this step from Dick & Reiser’s model. A need analysis is

essential in planning the instruction. It can be used to learn about the students’

need and special characteristic. The writer conducts a survey by interviewed two

English teachers of Kanisius Pakem Junior High School.

Step 2 Determining Standard Competences, Basic competences, and Topics

The writer adapts this step from Kemp’s model. This step is used to know

the goals of the materials design based on 2006 Curriculum. The topics, then, are

chosen based on the necessity to achieve the goals. In determining the standard

competences, basic competences, and topics the writer develops them from 2006

curriculum.

Step 3 Determining Indicators

This step is adapted from Kemp’s model. According to Kemp (1977: 24)

by specifying the indicators, the writer knows specifically whether the basic

competence had been achieved or not. The writer makes a list of what the learners


21

have to learn in every meeting and at the end of each meeting the students are

expected to be able to achieve the basic competence.

Step 4 Listing Subject Content

This step is adapted from Kemp’s model. The function of this step is to

facilitate the achievement of each objective. Therefore, they should be closely

related to the objectives of the learner’s needs.

Step 5 Designing the Materials

In this step, the writer designs the materials utilizing the teaching learning

activities and the instructional sources which have been previously selected. The

materials are designed based on the standard competences and basic competences.

Step 6 Selecting the Teaching and Learning Activities

Producing a set of English learning materials for the seventh grade

students of Kanisus Pakem based on Multiple Intelligences theory is the main

focus of this study. The materials are designed based on the eight areas of

intelligences as discussed in the previous section. As stated by Dick & Reiser’s

(1989:4) in planning the activities, teacher should consider the textbook to be one

of the available means that could be used in teaching specific objects. Therefore,

the writer looks for some books to gather relevant teaching learning sources and

also the suitable teaching media.

Step 7 Evaluating

Evaluation is done to help the writer gain the final designed

materials. The evaluation is done to the whole components of the material. It

helps in making any necessary adjustment.


22

Step 8 Revising

Revising is done after the writer obtained the feedback from evaluation.

This step is done to improve the design.


23

Figure 2.3 The Writer Instructional Design Model

Doing Needs Analysis

Determining standard competences, basic

competences, and topics

Determining indicators

Listing subject contents

Designing the materials

Selecting the teaching – learning activities

Evaluating

R e v i s i n g


24

CHAPTER III

METHODOLOGY

This chapter presents the methodology used in this study. Referring to the

problem formulation, the methodology used is the methods to find out how the

material is designed. The major discussions related to the methodology used in

this study are: (1) research method; (2) research participants; (3) research

instruments; (4) data gathering techniques; (5) data analysis techniques and (6)

research procedure.

A. Research Method

This study attempts to answer two major problems. Firstly, it was

conducted to find out how a set of English vocabulary instructional materials

based on Multiple Intelligences of Kanisius Pakem Junior High School was

designed. Secondly, it was aimed to present the designed materials for students of

Kanisius Pakem Junior High School.

In this study, the writer used the educational research and development

(sometimes called research-based development). R&D is a process used to

develop and validate educational products (Borg & Gall, 1983). The goal of R&D

is to take the research knowledge and incorporate it into a product that can be

used in school. Research and Development method (R&D) consists of a cycle

where the product is developed, field-tested and revised based on the field test-

data. Borg and Gall stated that there are ten major steps that are used in the


25

Research and Development method (R&D) cycle to develop the products (1983:

775). They are research and information collecting, planning, development of

preliminary form of product, product evaluation, main product revision, main

field testing, operational product revision, operational field testing, final product

revision, dissemination and implementation.

In order to answer the two major problems mentioned above, the writer

employed step one until step five. The steps are explained as follows.

1. Research and Information Collecting

Research and information collecting includes review of literature,

classroom observation, and preparation of report of state of the art (Borg and Gall,

1983: 775). In this step, describing the designed material as specific as possible

became the important thing. Thus, the writer conducted an informal interview for

the teachers of Kanisius Pakem. The writer also checked the curriculum in order

to obtain the data. The data were used as a source to obtain the students’ needs

and opinion from the teacher about the teaching of vocabulary which was suitable

for the seventh grade students of Kanisius Pakem Junior High School.

2. Planning

In this study, planning included defining skills, stating objectives

and determining sequence. Those aspects would be applied to develop a suitable

syllabus and lesson plans to teach English vocabulary for the seventh grade

students of Kanisius Pakem Junior High School. The statement of the specific

objectives to be achieved by the designed material became the important aspect in

this step (Borg & Gall 1983: 779). Objective is the best basis to develop the


26

instructional materials. Instructional materials can be tested and revised until they

were suitable with the objectives.

3. Development of Preliminary Form of Product

After completing the planning step, the next step was to develop the

preliminary form of product. This step included preparation of instructional

materials, handbooks, and evaluation devices. In this step, designer organized the

designed materials so as to permit obtaining as much feedback as possible.

4. Product Evaluation

This step is applied to obtain the evaluation for the instructional materials.

In this study, the writer used questionnaires to gain the feedback. The feedback

would be useful to revise and improve the designed material so that the designed

material would work effectively. The evaluation was obtained from the English

teachers of Kanisius Pakem Junior High School and English lecturer of Sanata

Dharma University.

5. Main Product Revision

After obtaining the evaluation from the product evaluation, the writer

applied the result or suggestions to revise the materials as recommended by the

teachers and lecturers. Thus, the data collected from the product evaluation would

be used as the basis to obtain the final designed material.

B. Research Participants

Having designed the material based on the research, the writer distributed

a questionnaire to two English teachers of Kanisius Pakem Junior High School


27

and one English lecturer from Sanata Dharma University. Both teacher of

Kanisius Pakem was Bachelor graduates. The lecturer had achieved Master

Degree. The lecturer chosen to be participant is those who expert in Vocabulary.

The respondent was competent since she teach that subject and she also has

teaching experience. Several respondents had a lot of experiences in teaching,

which was indicated by their teaching experience. All of them had more than two

years teaching experiences. The table 3.1. describes the respondents.

Table 3.1. The Description of Product evaluation Respondents

Group of Respondents

Educational Background Teaching Experience Sex

D3 S1 S2 S3 < 1 1 - 5 5-10 10 < M F

English Teachers - 2 - - - 1 1 - - 2

English Lecturer - - 1 - - 1 - -

1


The English teachers of Kanisius Pakem Junior High School were

involved in this survey as the respondents of interview to find out the information

about vocabulary teaching. Besides, it also found out students’ needs, lacks and

wants in vocabulary from teachers’ view. Moreover, they were closely related to

the teaching learning process. Thus, their comments provided the information for

designing the materials.


There were three respondents in this step. They were one English lecturer

of Sanata Dharma University and two English teachers of Kanisius Pakem Junior


28

High School. The respondents’ opinion on the designed material will be used as a

feedback to revise the designed material.

C. Research Instruments

The instruments used to gather the data in this research were interviews

and questionnaires. The data which were gathered gave valuable contribution for

the writer in designing and revising a set of English vocabulary materials for the

seventh grade students of Kanisius Pakem Junior High School based on Multiple

Intelligences Theory. They are explained as follows.

1. Research and Information Collecting Instruments

In the research and information collecting, the writer employed one kind

of instruments interview. An interview was conducted with the English teachers

of Kanisius Pakem. Ary et al (1979: 418) stated that interview is an instrument

which allows flexibility since the interviewer is able to observe the subject as well

as the situation and paraphrase the question when needed. There are two kinds of

interview questions, open ended questions and closed questions. The respondent’s

answers in the open-ended question were freer than in the closed question because

the answers are already provided. This instrument enabled the writer to

explore deeply the answers of the respondents in this case the English teacher. It

also helped the writer to develop materials appropriate to students’ ability and

need. The interviewees were the English teachers who were considered to know

the ability of the students and what the students needed so the material would be

more effective and efficient.


29

2. Product Evaluation Instruments

In the product evaluation, the writer only used one instrument that is

questionnaire. The questionnaire was distributed to two of the English teachers of

Junior High School and one lecturer of the English Education Study Program of

Sanata Dharma University. The questionnaire was used to gain respondents’

opinions and comments on the designed material. Therefore, the writer could

obtain feedback and evaluation to design suitable English vocabulary materials

using Multiple Intelligences Theory for the seventh grade students of Kanisius

Pakem Junior High School. In the product evaluation survey, the writer used likert

scale items type and open ended question. The likert scale is one of the most

widely techniques to measure attitudes. It assessed attitude toward a topic by

presenting a set of statements about the topic and asking respondents to indicate

for each whether they strongly agree, agree, are undecided, disagree, or strongly

disagree (Ary et al., 2002). Therefore, the writer used likert scale to measure the

assessment of the respondents’ opinions on the designed materials. There were

five points of agreement as follows:

1 : strongly disagree with the statement

2 : disagree with the statement

3 : undecided with the statement

4 : agree with the statement

5 : strongly agree with the statement


30

D. Data Gathering Techniques

In this study, the writer discussed the instrument used in Research and

Information Collecting survey and Product evaluation.


In the Research and Information Collecting, the writer held informal

interview to obtain information from the teachers of Kanisius Pakem Junior High

School. The informal interview was conducted in June 2008. The purpose of the

informal interview was to find out the teachers’ experience and opinions in

teaching English vocabulary including their techniques, materials, strategies, topic

choices and teaching media.

The writer also did library study to find some sources that could be used to

develop the designed materials. This activity was done by finding some books

related to this study.


In the product evaluation, the writer used questionnaires. In order to obtain

final version of the materials, questionnaires on the developed materials were

distributed to two English teachers of Junior High School and one English lecturer

of Sanata Dharma University. The questionnaire for the designed set of material

evaluation was distributed in September 2008 .The questionnaire was intended to

figure out the respondents’ opinion and comments on the designed material.

Besides, it was expected that the writer could obtain evaluation and feedback to

improve the designed material so that the writer could obtain the best final version

of the materials.


31

E. Data Analysis Techniques


In the Research and Information Collecting, the analysis of the data was

aimed at solving the problem of what the English vocabulary materials based on

Multiple Intelligences Theory for the seventh grade students of Kanisius Pakem

looked like. The data were used to find the learner’s needs on vocabulary which

could be useful to determine the appropriate teaching of vocabulary for seventh

grade students.

In this research, a descriptive data analysis was chosen. The data to

evaluate the proposed English vocabulary materials based on Multiple

Intelligences Theory for the seventh grade students of Kanisius Pakem was gained

from the interviews. The interview with the teacher tried to reveal the teachers’

opinion about difficulties in teaching vocabulary, techniques, strategies, media,

and the students’ characteristics. The data from the interviews helped the writer

to develop appropriate materials for students’ abilities and needs.


After obtaining the data from Research and Information Collecting survey,

the writer finished designing the material. The material was given to the

respondents during the product evaluation survey in order to obtain some

feedback, suggestion, or evaluation. In this study, the writer gave the

questionnaires in the closed form or likert scale form and open ended question to

the English teachers of Junior High School and English lecturer in Sanata


32

Dharma University. The obtained data were used to make improvement and

revision to the material. Afterwards, the writer revised and improved the material.

The second one was about the descriptive statistic data about the

participants’ statements. In this study, the writer used five points of agreement.

The data were measured by central tendency. The descriptive statistics would be

presented as follows:

Table 3.2. The Format of the Presentation of Product Evaluation Results

No Respondents’ opinion on Central Tendencies

Number Mean Median Mode

The data gathered were interpreted using statistics to find the median,

mode, and mean. Median (Mdn) is the midpoint of any ordered set of scores.

Mode is the most frequent score in a distribution. The mean (X) is the average

point which is obtained by counting the sum of the score (∑X) then it is divided

by the number of the subjects (N) (Brown, 1989:66). The formula is:

X = Σ X

N

Where:

X = the mean

Σ X = the sum of the scores

N = the number of scores


33

The designed material would be good and acceptable if the score of the

mean from the questionnaire was above 3.50. The designed material would need a

revision for the designed material if the score of the mean is below 3.50.

F. Research Procedure

The following part is the procedure in conducting the study. The steps are

research and information collecting, planning, development of preliminary form

of product, product evaluation, and main product revision.

Step 1. Research and Information Collecting

In this step, the writer did an informal interview to English teacher of

Kanisius Pakem Junior High School for finding the need analysis. In this study,

the writer also did the library study to gather relevant sources related to this study.

Step 2. Planning

In this step, the writer determined standard competences, basic

competences, and topics, determined the indicators, and listed subject contents.

Step 3. Development of Preliminary Form of Product

In this step, the writer commenced to design the vocabulary materials and

selected teaching-learning activities based on Multiple Intelligence Theory for the

seventh grade students Junior High School. The steps to design the materials

could be seen in the theoretical framework in Chapter II.


34

Step 4. Product Evaluation

In this step, the writer distributed questionnaires to the two English

teachers of Kanisius Pakem and one English lecturer to obtain feedback or

suggestions for the instructional materials.

Step 5. Main Product Revision

Finally, the writer revised the materials. Based on the data in product

evaluation, the writer revised the designed set of English vocabulary materials in

order to make the final version of the designed materials and presented the

materials.


35

Doing Needs Analysis Determining Indicators Listing Subject Contents Designing the Material Selecting the Teaching Learning Activities Evaluating Revising

Figure 3.1. The Relationship of R&D and Instructional Design Models

Research & Information Collecting

Planning

Development of Preliminary Form

of Product

Product Evaluation

Main Product Revision

Determining Standard Competences, Basic Competences, and Topics


36

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer discusses the research results and the discussion

of the procedures of this study. There are two parts to discuss in this chapter. The

first part discusses about the processes of designing the material. The purpose of

this part is to answer the first question which is stated in chapter 1. In order to

answer the first question, the writer employed the design model of the study.

The second part concerns with the designed materials. This part aims to

answer the second question of the study. The writer shows the result of processes

designing the materials. In addition, the writer also includes the results of the

evaluation of the designed materials done by two teachers of Kanisius Pakem and

one lecturer of English Education Study Program of Sanata Dharma University.

The feedbacks from teachers and lecture were used to revise and improve the

designed material.

A. The Process of Designing the Material

In this part, the writer discusses the steps which were conducted during the

processes of designing the materials. The explanation of each step is as follows.

1. Doing Needs Analysis

The writer adopted doing needs analysis from Dick & Reiser’s model. In

this study, the writer conducted interviews with the English teachers. The writer

presented the result of the interviews, which were conducted, to the English


37

teachers of Kanisius Pakem Sleman. The interviews were conducted on June 2,

2008 in Kanisius Pakem Sleman. There were eight items which were given to the

English teachers. The problems questioned in the interview were:

a. Students’ difficulties in learning English vocabulary.

b. Teachers’ strategies to cope with such problems.

c. Vocabulary task in student books.

d. Teaching methodology preferred by students.

e. Teaching methodology not preferred by students.

f. Teaching media have been applied and preferable by students.

g. Topics needed to enhance vocabulary learning.

h. Teachers’ understanding on Multiple Intelligences Theory.

The detailed information about the result of the interview can be seen below:

a. Students’ difficulties in learning English vocabulary

The teachers stated that the problem of learning vocabulary came from the

students’ motivation and interest in learning English vocabulary. Most

students were not interested in learning vocabulary because the vocabulary

task was monotonous. Besides, they had low motivation in searching words

meaning in dictionaries and other resources. They had no willingness to find

the words since most dictionaries were very thick and heavy. This condition

led to low knowledge of English vocabulary.


38

b. Teachers’ strategies to cope with such problems

The strategies often used by teachers to cope with vocabulary problems

were various based on the troubles occur. The teachers often applied several

strategies to cope with such problems. They were doing repetition, giving

reading task and the students guessing the word meaning from the contexts.

c. Vocabulary task in students’ book

The vocabulary tasks in students’ book did not fulfill students’ need. The

activities included in students’ book were monotonous and the task for

vocabulary was very limited. Moreover, the vocabulary in the students’ book

was not related to the theme given. This condition made the teacher have to

make a list of words based on the theme discussed.

d. Teaching methodology preferred by students

Teaching methodology preferred by students was discussion and role play.

By doing role play and discussion, students could practice their knowledge of

vocabulary and find the meaning of the word together with their friends. The

activities liked by students showed that their major intelligences are bodily-

kinesthetic, linguistic and intrapersonal. Besides the methodology, the topics

should attract students’ attention. When the topics fitted the student interest,

their motivation would increase.

e. Teaching methodology not preferred by students

There was only one methodology that was disliked by students. It was

lecturing, because it made students get bored easily and frustrated. This

occurred especially for teaching vocabulary. In teaching vocabulary, lecturing


39

would not appropriate since the students would be more passive and only

accept the vocabulary given.

f. Teaching media have been applied and preferable by students

The teachers stated that media had strong influence for vocabulary

teaching. Providing media in vocabulary task would make students learn

faster and they could memorize the words easily. For vocabulary teaching,

there were many medias that could be used. Some of them were songs,

picture, video, and the everyday situation. Most students would be interested

when teachers could provide a media for the teaching learning process.

g. Topics needed to enhance their vocabulary learning

The topics needed for students had to suit with the curriculum. Some of

the topics were description, memo, notice, things around them and was liked

by them.

h. Teachers’ understanding on Multiple Intelligences Theory

The teachers stated that they had heard about Multiple Intelligences

Theory. Unfortunately, they did not really understand what Multiple

Intelligences Theory was and its application in teaching learning process.

2. Determining Standard Competences, Basic Competences, and Topics

The next step was determining standard competences, basic competences,

and topics. The standard competences, basic competences and topics were based

on the 2006 curriculum (KTSP).


40

The purpose of the designed materials was to develop students’ English

vocabulary. Besides, the materials were expected to activate students’ eight areas

of intelligences. Therefore, the goal of the course was to develop students’

English vocabulary by providing learning activities that could activate the eight

intelligences.

3. Determining Indicators

After determining the standard competences, basic competences, and

topics, the next step was to determine the indicators for each unit.

4. Listing Subject Contents

In this study, the subject contents were based on the results of needs

analysis, standard competences, basic competences, topics, and indicators.

Furthermore, the learning activities based on eight intelligences were also used in

this step, that is linguistic, logical-mathematical, musical, spatial, bodily

kinesthetic, interpersonal, intrapersonal, and naturalist intelligence.

5. Designing the materials

After determining the standard competences, basic competences, topics,

indicators, and the subject contents, the writer designed the materials. The writer

designed the materials based on the Multiple Intelligence Theory and the results

of Research and Information Collecting. The writer designed the vocabulary

materials through the four skills (listening, speaking, reading, and writing).


41

6. Selecting teaching-learning activities

In this study, the writer selected the teaching learning activities based on

the Multiple Intelligence Theory. The writer developed and varied the activities in

order to develop students’ eight intelligences and provide students the enjoyable

teaching learning activities.

7. Evaluating

In evaluating the designed materials, the writer distributed the designed

materials and the post-design questionnaire to the teachers and lecture. The

teachers were two English teachers of Kanisius Pakem Sleman and the lecture was

the lecture of English Education Study Program of Sanata Dharma University.

The aim of this step was to obtain feedbacks, comments, and evaluation from the

participants so that the writer would be able to revise and present the final version

of the designed materials.

Besides the questionnaire, the writer also implemented one- to -one evaluation

with learners, which were seventh grade students of Kanisius Pakem . The

purposes of one-to one evaluation with learners according to Dick, Carey, and

Carey (2005: 282) are “to identify and remove the most obvious errors in

instruction and to obtain initial performances indications and reactions to the

content by learners.”


42

8. Revising

After gaining the evaluations from the participants on the designed

materials, the writer revised the materials. The revisions were based on the

feedback and the suggestions from the participants. After doing the revisions, the

writer presented the final version of the vocabulary instructional materials.

B. The Presentation of the Designed Materials

In this part, the writer discusses the results of the material development.

The explanations are as follows.

1. The Standard Competences, Basic Competences, and Topics

The writer determined the standard competences based on 2006

curriculum. Since vocabulary can be learned through four skills (reading,

speaking, listening, writing skills) the designed material had to suit to the standard

competences of the four skills. The standard competences for the four skills are

presented as follows.

Table 4.1 Standard Competences

Skills Standard Competences

Listening

• Understanding the meaning in simple

short functional oral text to interact

with the nearest environment.

• Understanding the meaning in oral

simple functional text and simple short

monolog in a form of descriptive and

recount to interract with the nearest


43

Skills Standard competences

Listening • environment.

Speaking

• Expressing the meaning in simple

transactional and interpersonal

dialogue to interact with the nearest

environment

• Expressing the meaning in simple short

functional oral text to interact with the

nearest environment.

Reading


short functional written text related to

the nearest environment.


short essay in a form of descriptive and

recount to interact with the nearest

environment.

Writing

• Expressing the meaning in simple short

functional written text to interact with

the nearest environment.

• Expressing the meaning in functional

written text and simple short essay in a

form of descriptive and recount to

interact with the nearest environment.

After determining the standard competences, the topics were listed by the

writer. The topics were based on 2006 curriculum to the seventh grade of Junior

High school. There were eight topics developed. They are arranged as follows.

Unit 1 : Introduction


44

Unit 2 : Family

Unit 3 : Instruction

Unit 4 : Things Around

Unit 5 : Housing

Unit 6 : Jobs

Unit 7 : Hobbies

Unit 8 : Past Event

After stating the topics, the writer formulated the basic competences. The

basic competences were taken from 2006 curriculum. They are presented as

follows.

Table 4.2. The Basic Competences

Skills Basic Competences

Listening

2.1. Responding meaning in simple short

functional oral text accurately and fluently

to interact with the nearest environment.

8.2. Responding the meaning in simple

short monolog accurately and fluently to

interract with the nearest environment in a

form of recount.

Speaking

3.1. Doing interaction with the nearest

environment involving: greeting other

students,introducing themselves/someone,

giving instruction or forbidding.

3.2. Doing interaction with the nearest


45

Skills Basic Competences

Speaking

environment involving: asking &giving

information.

4.1. Expressing meaning in simple short functional oral text to interact with the

nearest environment.

9.2. Expressing meaning in simple

transactional dialogue (to get things done)

and interpersonal (socialize) using many

language styles to interact with the nearest

environment involving: expressing likes

and dislikes.

Reading

Writing

5.2. Responding the meaning in simple

short functional written text acccurately

and fluently related to the nearest

environment.

11.2. Responding the meaning and

rhetorical steps accurately and fluently in

a simple short essay related to the nearest

environment in a form of recount.

6.1. Expressing the meaning of ideas in

simple short functional written text using

many kinds of writting style accurately

and fluently to interract with the nearest

environment.

6.2. Expressing the rhetorical steps in

simple short functional written text using

many kinds of writing style accurately and

fluently to interract with the nearest

environment.


46

Skills

Writing

Basic Competences

12. 2. Expressing meaning and rhetorical

steps in a simple short essay using many

kinds of writing style accurately and

fluently to interact with the nearest

environment in a form of descriptive and

recount.

2. The Indicators

In the 2006 curriculum, indicators were used to check whether the basic

competences had been achieved or not. The indicators were formulated for each

unit by the writer. The indicators are stated as follows.

Table 4.3. The Indicators

Topic Meeting Indicators

Introduction

1

At the end of the meeting students are able to:

1. Greet other students.

2. Introduce themselves.

3. Write personal identity.

1


1. Mention members of family.

2. Talk about their family members.

Family

2


1. Identify the information includes in the text.

2. Identify the language style in the text.

3. Make a short paragraph.

4. Write paragraph about family accurately and

fluently.


47

Meeting

1

Indicators


1. Respond on the giving instruction by imitating

the pictures.

2. Identify how to give instruction.

3. Give instruction to other students.

4. Apply the words of instruction in real life.

Topic

Instructions

2


1. Identify the meaning of notices.

2. Create a response to a sample of memo.

3. Express on giving instruction through

dialogue.

1


1. Mention part of living things around.

2. Identify how to describe things.

3. Identify the structure of personal letter.

4. Write a letter about describing things.

5. Write a descriptive text.

Things Around

Housing

1


1. Mention things at home.

2. Describe things at home.

3. Compose words on describing their dream

house.

4. Use rhetorical steps in writing descriptive

text.

Jobs

1


1. Ask and answer about jobs.

2. Apply the words of asking and giving

information in their real life


48

Topic

Jobs

Meeting

2

Indicators


1. Identify information in the text.

2. Identify language feature in the text.

3. Identify the correct description.

4. Write a text about jobs.

1


1. Express likes and dislikes.

2. Apply the expression of likes and dislikes.

Hobbies

2


1. Arrange the jumbled sentences to make a

good paragraph.

2. Express their hobby in a form of writing.

Past Event

1


1. Respond the use of past tense by singing the

song.

2. Identify the use of past tense.

3. Identify information includes in text.

4. Identify the verb and structure of recount text.

5. Write a recount text.

6. Use rhetorical steps in writing recount text.

3. The Subject Contents

The subject contents in this study were determined based on the Needs

Analysis, Standard Competences, Basic Competences, Topics, and Indicators.

Each unit consisted of four sections. They were “Come In, Please” for pre-

activity, “Let’s Build the Word” and “Work It Out” for main activity, and “You

Can Do It” for post-activity.


49

The first section was Come In Please. It was the pre-activity to activate

students’ prior knowledge and introduce students to the topic. In this section, the

teacher used a picture or asked students to answer the questions related to the

topic. Let’s Build the Word was the second section. This section was for learning

the vocabulary related to the topic. In this section, the students were provided

various tasks which helped them to understand and memorize the vocabulary. The

third was Work It Out. This section dealt with students’ learning activities to

activate their intelligences. The activity was developed based on the eight

intelligences. The fourth was You Can Do It for the post activity. In this part,

students were asked to make a short writing based on the topics. This activity

could also remind them with the materials they have learned. Some units also

provided list of words or things that should be remembered by students, namely

Keep in Mind. Keep in Mind could be found in Let’s Build the Word.

4. The Materials

The vocabulary material was designed based on the results of needs

analysis and the Multiple Intelligence Theory. The designed materials supported

the four language skills listening, speaking, reading, and writing. The materials

contained eight units with the time allocation 90 and 180 minutes.


50

5. The Teaching-Learning Activities

This step was dealing with the teaching and learning activities that were

appropriate to accomplish the basic competences and indicators. The teaching and

learning activities were developed based on eight areas of intelligences. The

learning activities and intelligences being developed were presented in Appendix

F.

6. The Evaluation of the Designed Materials

The writer planned to evaluate the materials since the writer realized that

the designed material needed to improve. To do this, the writer distributed the

materials and the questionnaires to the respondents. There were three respondents

that were chosen by the writer. They were one English lecturer of Sanata Dharma

University and two English teachers of Kanisius Pakem Junior High School. The

writer hoped that the respondents could give feedback and evaluation of the

materials so that the writer could revise the materials and present the final

designed materials. Evaluation consisted of four parts. They were the description

of respondents, data presentation, the respondents’ comments and suggestions on

the Materials Design, and implementation one to one evaluation with learners.

a. The Description of Respondents

The English teachers of Junior High School and the English lecturer of

Sanata Dharma University were involved as the respondents of Product


51

Evaluation survey. They gave feedback, evaluations, and some comments

about the designed materials. They were also considered as input to revise the

materials so that the writer could present the final design.

b. Data Presentation

The writer distributed questionnaires to the respondents to obtain the

evaluation on the designed material. The purpose of the questionnaire was to

gain feedback about the designed material so that the writer could obtain the

appropriate materials for the seventh grade students of Kanisius Pakem. The

likert scale was used by the writer to show the respondents’ opinions on the

designed materials. The degrees of agreement from the respondents were

expressed in number. The number ranged from 1 to 5. There were five degrees

of agreement. The five degrees of agreement are as follows.

1 : strongly disagree with the statement

2 : disagree with the statement

3 : undecided with the statement

4 : agree with the statement

5 : strongly agree with the statement

Then, the evaluation data were presented in the following table:


52

Table 4.4. The Results of the Evaluation Questionnaire

Central Tendencies

No Respondents’ opinion on

N Mean

1 The Basic Competence is well formulated. 3 4

2 The indicators are well formulated. 3 4

3 The contents are appropriate for the seventh grade students of Kanisius Pakem.

2 4,5

4 The topics are well arranged. 3 4

5 The materials are able to attract students’ interest in learning English.

3 4,33

6 The activities are well elaborated. 3 4

7 The activities are developed based on the eight areas of intelligences.

3 4

8 The number of activities in each unit has been sufficient for the time given.

3 3,66

9 The steps in giving instruction are clear and helpful for the teacher and student.

3 3,33

10 There are various activities, materials, and media that support learning.

3 4

11 Generally, the contents are well arranged. 3 4

N : Number of respondents

Mean : Indicators of central tendency of the sources set. The Mean was

counted using the formulation below:

X = Σ X

N

Based on the results of the questionnaires, the designed materials were

good and acceptable. From the data of eleven statements, most of the mean

was 4. However, there were two points were less than 4 and need to be

considered. The two points were (1) the relevance between activities and the


53

time given and (2) the instructions of the materials. Therefore, there were

some revisions that should be done to improve the designed material.

c. Respondents’ Comments and Suggestions on the Materials Design

The writer also distributed open-ended questionnaires to obtain the

respondents’ comments, criticism, and feedback on the designed materials.

There were two questions asked. The questions asked about the comments or

opinions and suggestions or expectations about the designed materials. There

were six points of feedback and suggestions from the respondents.

1) The vocabulary materials were good and helpful for both students and

teachers to practice their vocabulary. They could develop the eight areas of

intelligences.

2) The vocabulary materials were interesting for the students of Junior High

School. It was caused by the various activity and colorful pictures used.

3) It would be better if the writer completed the design with teachers’ notes

on how to deliver the materials and the short summary of them.

4) There were some grammatical mistakes and instructions should be revised.

5) The pictures from unit 1 (one) and 2 (two) were not related to the topic.

6) The pictures of object in unit 3, 4 and 5 could not be understood.

d. Implementation One- to -One Evaluation with Learners

As a part of the Design and conduct Formative Evaluation step, the

purposes of one-to-one evaluation with learners according to Dick, Carey, and

Carey (2005:282) are “to identify and to remove the most obvious errors in the


54

instruction, and to obtain initial performances indications and reactions to the

content by learners.”

In this research, the writer implemented a unit to the seventh grade

students of Kanisius Pakem. There were three students chosen in the

implementation. The implementation was conducted on September, 19, 2008

in Kanisius Pakem. The selected unit was Home Sweet Home. The unit was

selected because home was closed with students’ daily activities. It was

expected that the students would be interested and enjoy the teaching learning

activity.

In this implementation, the writer became the teacher who conducted the

instructions. The writer implemented the lesson in English instruction.

However, there were some instructions were given in Indonesian since

students could not get the point of the instruction. The writer distributed the

task of the unit and began the instruction by asking students to see the picture

of a notice “Home Sweet Home”. The writer asked them to write about what

they had in mind when they saw the notice “Home Sweet Home”. The Come

In, Please section took 6 minutes.

In the “Let’s Build the Word” section, the writer asked students to

rearrange the scrambled words on things at home. The students were

enthusiastic doing the task about arranging the letters into correct words. The

task was supported by the pictures so that it helped students to find the correct

words of the pictures. Sometimes, the writer also gave a clue when students

could not get the words. In the second activity, the writer asked students orally


55

on matching the description of words. The result was the students could

answer it correctly. In the next activity, the writer asked students to find the

objects which were appropriate with the room of house. When students did the

task, one student found difficulty. He did not know the name of the objects in

English. In the fourth activity, the writer asked the students to give value on

their favorite places at home and the reason of that. When the writer asked

about the reason, they answered it in their mother tongue. Therefore, the

writer helped them to say it in English. This section took 39 minutes.

The next section was Work It Out. In this section, the writer asked the

students to work with friends identifying the pictures. By working the task

together, it was expected that they could find the answer. The result was they

could do the task correctly. Next, the students were asked to find the words on

“ Things At Home” in the scrambled words. They started to find the words and

asked their friends when they could not find the words. In the third activity,

the writer asked them to draw division of the rooms on their dream house.

They began to draw and showed the picture to the writer. This section took 28

minutes.

The last section was You Can Do It. In this section, the writer asked the

students to write the description based on the picture of their dream house.

When they were writing, they found difficulty since they only knew some

English words. Thus, the writer helped them when they did not know the

English words. After completed the task, the students collected the task sheets

to the writer. This section took 17 minutes.


56

The total time of activities above was 90 minutes. The result of the task

in Let’s Build the Word section was one student made ten mistakes and other

students made seven mistakes. While in You Can Do It section, all students

did not consider the grammar. Afterwards, the writer asked the response of

students on the teaching-learning activity. They said that they enjoyed the

activities because they were various and attractive. However, some

instructions were unclear for them.

Based on the implementation above, there were two points must be

considered. First, the students found difficulty in understanding some of the

instructions. Therefore the unclear instructions should be revised into a better

instruction which can be understood by students. Second, the students said

that the activities were pleasing and varying. They enjoy the teaching-learning

process since there were various activities.

From the implementation, it can be concluded that the instructions need

to be improved, so that students would not get difficulty to understand the

instructions. Second, the activities in the material were liked by students. The

varying activities helped students not get bored during teaching-learning

process. The result of the implementation also used as a consideration for

revising the materials.

7. The Revision of the Designed Materials

After obtaining the evaluation of the designed materials, the writer revised

the materials. The revision was made based on the feedback and suggestions from


57

the respondents. After revising the designed materials, the writer presented the

final version of vocabulary instructional materials.

a. Responses to the Respondents’ Evaluation

After obtaining the data from the questionnaire in evaluation, the writer

adopted some suggestions which were suitable in improving the vocabulary

materials. The revisions were as follows.

1. The writer completed the material with teachers’ notes on delivering the

material.

2. The writer checked the grammar and instructions for each unit. Thus, the

teacher and the students would not be confused with the vocabulary materials.

3. The writer changed the picture in Unit one and two with the new pictures

which were related to the topics.

4. The writer changed the pictures with the new one.

b. The Presentation of the Designed Materials

After conducting some revisions and improvements towards the designed

materials, the writer presented the final version of the English vocabulary

instructional materials. There are eight units developed in this materials design.

The time allocation for each unit was 90 minutes and 180 minutes. Each unit

consists of three sections and each section has a sub section. The titles, the

sections and sub sections, division of multiple intelligences can be seen in the

following table:


58

Table 4.5 The Final Version of the material

UNITS TITLES SECTIONS MULTIPLE

INTELLIGENCES

1

Hello, my name

is Dave

- Pre-activity

• Come In, Please

- Main Activity

• Let’s Build the Word

• Work It Out

- Post- activity

• You Can Do It

Intrapersonal

Linguistic

Bodily-kinesthetic

Logical

2

My Lovely

Family

- Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

• You Can Do It

Intrapersonal

Linguistic

Spatial

Musical

3

Open the Door,

Please

- Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

• You Can Do It

Bodily-kinesthetic

Interpersonal

Linguistic

Naturalist

Intrapersonal

4 Things Around

Us

- Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

Naturalist

Linguistic

Interpersonal

Spatial

Intrapersonal


59

• You Can Do It

5 Home Sweet

Home

- Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

• You Can Do It

Spatial

Linguistic

Logical

Interpersonal

Intrapersonal

6 What Do You

Do?

- Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

• You Can Do It

Logical

Musical

Bodily-kinesthetic

Spatial

Linguistic

Intrapersonal

7 I Like Singing - Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

• You Can Do It

Intrapersonal

Linguistic

Interpersonal

Bodily-kinesthetic

Logical

Naturalist

8 Yesterday - Pre-activity

• Come In, Please

- Main Activity


• Work It Out

- Post- activity

• You Can Do It

Musical

Interpersonal

Linguistic

Spatial

Logical

Intrapersonal


60

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part contains the conclusion of

the study, while the second part includes the suggestions for the English teachers

or instructors and the future researchers.

A. Conclusions

This study was aimed to design a set of English vocabulary materials

based on Multiple Intelligences Theory for the seventh grade students of Kanisius

Pakem. After conducting the study, the writer concluded two points. They are

presented below.

1. In designing the materials, the writer adopted Kemp’s model which was

combined with Dick & Reiser’s model. The combination of Kemp’s and Dick

& Reiser’s model was used to answer the first questions. The combination of

the models were conducting needs analysis, determining standard

competences, basic competences and topics, determining indicators, listing the

subject contents; designing the instructional materials; selecting teaching

learning activities; evaluating the instructional materials; and revising the

instructional materials.

2. To answer the second question of this study, the writer designed a set of

English vocabulary materials based on the Multiple Intelligence Theory for

the seventh grade students of Kanisius Pakem. The designed materials


61

contained eight units. The eight units of the designed materials are presented

as follows.

Unit 1 : Introduction

Unit 2 : Family

Unit 3 : Instruction

Unit 4 : Around Us

Unit 5 : Housing

Unit 6 : Jobs

Unit 7 : Hobbies

Unit 8 : Past Event

In the designed materials, each unit consists of four sections. They are Come

In, Please, Let’s Build the Word, Work It Out, and You Can Do It. There were

4 up to 6 intelligences developed in each unit. In order to present the final

version of the material, the writer distributed questionnaires to three

respondents to obtain feedback, comments, and suggestion about the designed

materials. The result of the questionnaire showed that the instructional

materials were acceptable and applicable since the mean for most of the

statement was 4. Thus, the writer concluded that the designed materials were

suitable for the seventh grade students of Junior High School. However, there

were some revisions that were made to improve the designed materials. The

revision and improvement were based on the respondents’ feedback and

suggestions. The final version of the materials can be seen in Appendix G.


62

B. Suggestions

In this study, the writer gives some suggestions for the English teachers of

Junior High School and future researchers. The suggestions are presented below:

1. For English Teachers of Junior High School

a. It is necessary for the teachers to have a better understanding on Multiple

Intelligences Theory. The teacher should consider the eight areas of

intelligences in every teaching-learning activity. By developing them, the

teacher can help students to improve their major intelligences and activate

other intelligences.

b. The teachers are expected to be a good facilitator to the students although

they are the center of the teaching learning process in class. The teachers are

also challenged to be the center in making teaching learning process

interesting. They should involve the students to be active in class.

c. In applying the materials, the teachers have to be aware of the possibility of

making some revisions and modifications since the activities in the materials

may be developed more. Besides, the teachers need to consider the appropriate

time for applying the materials. Thus, the materials will work effectively and

really help students in their part of learning English.

2. For Future Researchers

This study is intended to design a set of English vocabulary instructional

materials for the seventh grade students of Kanisius Pakem. The writer, in this

study, only tried one unit of the material. From the trial, the writer found that

students interested and enjoyed doing the task. Thus, it is expected that the future


63

researchers could develop the material based on Multiple Intelligence Theory

further.


64

REFERENCES Anderson, Mark, Anderson, Kathy. 2000. Text Types in English 3. ___________:

Macmilan Ary, Donald, Jacobs, Lucy Cheser, Razavieh, Asghar. 1979. Introduction to

Research in Education (2nd ed). New York: Rinehart&Winston, Inc.

Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum Satuan Tingkat Pendidikan Jenjang Pendidikan Pertama. Jakarta: BNSP.

Borg, Walter R., and Gall, Meredieth Damien. 1983. Educational Research: An

Introduction (4th ed). London: Longman. Brown, James Dean. Understanding Research in Second Language Learning.

New York: Cambridge University Press. Campbell, Linda, Bruce Campbell, Dee Dickinson. 1996. Teaching and Learning

through Multiple Intelligences. Massachusetts: A Simon & Schuster Company.

Coady, James, Huckin, Thomas. 1997. Second Language Vocabulary Acquisition.

Cambridge: Cambridge University Press. Dick, W., Carey, L., and Carey, J.O. 2005. The Systematic Design of Instruction

(6th ed). Boston: Pearson AB. Dick, Walter., & Reiser, Robert A. 1989. Planning Effective Instruction. Boston:

Boston, Allyn & Bacon. Gardner, Howard. 1983. Frames of Mind the Theory of Multiple Intelligences.

New York: Basic books, Inch. Gardner, Howard. 1999. Intelligence Reframed. New York: Basic books, Inch. Guningsih, Raharjo, Selamet, Subeki. 2006. Panduan Pengembangan Silabus &

Panduan Pengembangan Rencana Pelaksanaan Pembelajaran (RPP) Sekolah Menengah Pertama (SMP). Jakarta: Timur Putra Mandiri

Hornby, A.S. 1993. Oxford Advanced Learner’s Dictionary of Current English.

Oxford: Oxford University Press. Kemp, Jerrold E. 1977. Instructional Design: A Plan for Unit and Course

Development. California: Fearon- Pitman Publishers.


65

Leksono, Ninok. 2007. Meredupnya Pamor IQ. Jakarta: Kompas article. September 19, 2007.

M. Sofyan.Harsono. Sri.2006. Solusi Bahasa Inggris for grade VII. Yogyakarta:

Pustaka Bengawan. Muslich, Masnur. 2007. KTSP (Kurikulum Tingkat Satuan

Pendidikan)DasarPemahaman dan Pengembangan. Jakarta: Bumi Aksara. Nunan, David. 2003. Practical English Language Teaching. New York: McGraw

Hill Company. Pikunas, Justin. 1976. Human Development: an emergent science. Tokyo:

McGraw- Hill Kogakusha. Read, John., Anderson, Charles, J., 2000. Assesing Vocabulary. Cambridge:

Cambridge University Press. Richards, Jack C. 1991.New Interchange Student’s Book. Cambridge: Cambridge

University Press. Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII.

Bandung:Pakar Raya. Stevens, Mark A. 1993. Merriam Webster’s Collegiate Dictionary.

Massachusetts: Meriam Webster Incorporated. Suparno, Paul. 2004. Teori Inteligensi Ganda dan Aplikasinya di Sekolah.

Yogyakarta: Kanisius. _________, 2006. English Supplementary Materials for grade VII. www.clipart.com, accessed on March, 10, 2008. www.elyrics.net, accessed on March, 20, 2008. http://de.peperonity.com/servlet/wwwme;jsessionid, accessed on August, 6, 2008.


66


67

Appendix AAppendix AAppendix AAppendix A

Letter of permissionLetter of permissionLetter of permissionLetter of permission


68


69


70

Appendix B

Interview Guidelines, Interview Guidelines, Interview Guidelines, Interview Guidelines,

Post Design QuestionnairePost Design QuestionnairePost Design QuestionnairePost Design Questionnaire


71

PERTANYAAN INTERVIEW DENGAN GURU 1. Kesulitan apa yang sering ditemui siswa ketika belajar vocabulary dalam bahasa

Inggris?

2. Strategi apa yang anda lakukan ketika menghadapi problem tersebut?

3. Apakah latihan vocabulary dalam buku pegangan sudah memadai untuk mengatasi

problem tersebut?

4. Materi vocabulary seperti apa yang tepat untuk siswa?

5. Metode belajar apa yang disukai oleh siswa?

6. Metode belajar apa yang tidak disukai oleh siswa?

7. Media belajar apa yang sudah digunakan dan disukai oleh siswa?

8. Apakah anda paham dengan Multiple Intelligence Theory?


72

Hal : Permohonan pengisian kuesioner

Lampiran : 1. Gambaran umum

2. Kuesioner

3. Syllabus

4. Lesson Plan

5. Materi Pengajaran

Yth. __________________

Di ___________________

Dengan hormat,

Bersama ini saya

Nama : Franscisca Ika Septiani

No. mahasiswa : 021214108

Program Studi : Pendidikan Bahasa Inggris

Jurusan : Pendidikan Bahasa dan Seni

Fakultas : Keguruan dan Ilmu Pendidikan

Ingin memohon ijin pengisian kuesioner yang berkaitan dengan skripsi yang

saya susun, dengan judul “English Vocabulary Instructional Materials Based on

Multiple Intelligences Theory for the Seventh Grade Students of SMP Kanisius

Pakem”. Saya mohon Bapak /Ibu untuk memberi saran, pendapat, dan penilaian

terhadap materi yang telah saya susun dengan mengisi kuesioner terlampir.

Demikian surat permohonan ini saya buat, terima kasih atas kesediaan mengisi

kuesioner ini.

Yogyakarta, 28 Agustus 2008

Hormat saya



73

GENERAL DESCRIPTION

The title of the study is “ENGLISH VOCABULARY INSTRUCTIONAL

MATERIALS BASED ON MULTIPLE INTELLIGENCE THEORY FOR THE

SEVENTH GRADE STUDENTS OF SMP KANISIUS PAKEM” The focus of the

study is to design learning materials for the seventh grade students of Kanisius Pakem

to enhance their vocabulary skills. The materials are designed based on School-Based

Curriculum used in the school and adjusted to the needs of the seventh grade students

of Kanisius Pakem. Moreover, suggestions from the English teachers of Kanisius

Pakem are also used in designing the materials. Through the study, it is hoped that the

materials could help the students to improve their vocabulary skills to support their

communication skills and also activated students’ eight areas of intelligences.

A. BACKGROUND

The vocabulary skill is considered as the difficult part in learning English. Many

students get difficulty in memorizing the words and deciding the appropriate meaning

of words. It is also supported by limited task on vocabulary. The reason for designing

the material is that there is a need for students of Kanisius Pakem to enhance their

vocabulary skill. The design materials are based on Multiple Intelligences Theory

since until now we still find that teacher only teach based on linguistic and

mathematic-logic intelligences. This will not work for students who have other

intelligences like musical or bodily-kinesthetic intelligences. Through the theory of

Multiple Intelligences, it is hoped that students able to improve their vocabulary skills

and gain success in school.


74

B. OBJECTIVES

The objective of designing the materials is to improve the vocabulary skills of the

seventh grade students of Kanisius Pakem. The materials are also designed to meet

the needs of seventh grade students of Kanisius Pakem in order to improve their

vocabulary skill. Furthermore, the materials introduce the task which is reflected on

eight areas of intelligences. The activation on the eight intelligences will help students

to get success in their learning English

C. CONTENTS

The topics in the materials are based on School-Based Curriculum. The topics are

Introduction, Family, Instruction, Things Around, Home, Jobs, Hobbies, and Past

Event. The learning activities are divided into four parts. They are described as

follows:

1. Come In, Please

Come In Please is the pre-activity to activate students’ prior knowledge and

introduce students to the topic. In this part, the teacher show a picture or

asking students to answer the questions related to the topic.

2. Let’s Build the Word

This part is for learning the vocabulary related to the topic. Students are

provided with various tasks which help them to know and memorize the

vocabulary.


75

3. Work It Out

Work It Out is part of learning activities that could help them to activate

their intelligences. The activity was developed based on the eight areas of

intelligences.

4. You Can Do It

You Can Do It is the post activity, in this part students are asked to make a

short writing on the topics. This activity also can remind them with the

materials they have learned.

Some units also provided list of words or things should be remembered by students

namely Keep in Mind. Keep in Mind can be found in Let’s Build the Word. The

teaching material in this design can be applied to all seventh grades of junior high

school students. The activity in the materials is based on eight areas of intelligences.

Therefore, it will enable teachers to apply the materials based on students’ condition.


76

QUESTIONNAIRE OF MATERIALS EVALUATION FOR ENGLISH TEACHERS AND LECTURES

The questionnaire is intended to obtain feedback about the designed materials to improve the materials. As a respondent of this research, you are asked to state your judgment toward these designed materials that are enclosed. Respondent’s Identity

Name : _________________ Occupation : teacher/lecturer Educational Background :diploma/S1/S2/S3/others Teaching Experience : _______ years

You are asked to choose one of the opinions by giving a check (√) according to the degrees of agreement which are categorized as follows:

5= strongly agree

4= agree

3= doubt

2= disagree

1= strongly disagree

Degree of agreement

No Respondents’ Evaluation

5 4 3 2 1

1 The materials are suitable with the Basic

Competence.

2 The indicators are well formulated.

3 * The contents are appropriate for the

seventh grade of junior high school in

Kanisius Pakem.

4 The topics are well arranged.

5 The materials are able to attract students’

interest in learning English.

6 The activities are well elaborated.

7 The activities reflected eight areas of


77

intelligences.

8 The number of activities in each unit has

been sufficient for the time given.

9 The steps in giving instruction are clear and

helpful for the teacher and student.

10 There are various activities, materials, and

media that support learning.

11 Generally, the contents are well arranged. 1. What are your overall opinions about the designed materials?

2. What are your suggestions to improve the design?

Note: *. For lecturer (You don’t need to answer question no.3)

Thank you


78

Appendix C

The Results of Post Design The Results of Post Design The Results of Post Design The Results of Post Design

QuestionnaireQuestionnaireQuestionnaireQuestionnaire


79

Degree of agreement

No Respondents’ Evaluation

5 4 3 2 1

1 The materials are suitable with the Basic

Competence.

3

2 The indicators are well formulated. 1 1 1

3 * The contents are appropriate for the

seventh grade of junior high school in

Kanisius Pakem.

1 1

4 The topics are well arranged. 3

5 The materials are able to attract students’

interest in learning English.

2 1

6 The activities are well elaborated. 1 1 1

7 The activities reflected eight areas of

intelligences.

3

8 The number of activities in each unit has

been sufficient for the time given.

2 1

9 The steps in giving instruction are clear and

helpful for the teacher and student.

2 1

10 There are various activities, materials, and

media that support learning.

1 1 1

11 Generally, the contents are well arranged. 3


80

Appendix D

The Syllabus The Syllabus The Syllabus The Syllabus


81

SYLLABUS Topic : Introduction Class : VII Semester : 1

Standard Compe tences

Basic Compe tences

Main Material

Teaching-learning activities

Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instruments Sample of Instruments

3.Speaking Expressing the meaning in transactional and simple interpersonal dialogue to interract with the nearest environment

3.1 Doing interaction with the nearest environment involving : greeting other students, introducing oneself and others

Example A: Good

morning. How are you?

B: Fine, thanks. Nice to meet you.

A: Hello, I’m Dave. What’s your name?

B: Hi, I’m Jennifer.

• Practicing the dialogue with friends.

• Discussing the vocabulary and structure of dialogue on the material.

• Making a dialogue about introduction.

• Ordering the numbers to make the conversation into a good order

• Using the expression in the task.

Students are able to:

• Greet other students

• Introduce themselves and others

• Write personal identity

• Oral test • Written

test

• Perfor mance • Fill in the

blanks

• Perform

the dialogue in front of the class

• A: What is your name

B:.............

90’

Interchange 2 Student’s Book


82

Topic : Family Class : VII Semester : 1


Basic

Compe tences

Main

Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instruments Sample of Instru-

ments

4.Speaking Expressing the meaning in simple functional text to interract with the nearest environ ment

5. Reading Understanding the

4.1Expres sing the meaning in simple functional text about family accurately and fluently to interract with the nearest environment

5.2Respon

ding the meaning in

Picture of family tree

Text on family

• Matching

the opposites of family members.

• Completing task on family tree.

• Drawing the family tree of themselves.

• Talking about their family in front of class.

• Reading the

text.

Students are able to: • Mention the

members of family.

• Talk about their family members.

Students are able to: • Identify the

• Oral

test • Written

test

• Oral test • Written

test

• Performance • Matching

task • Fill in the

blanks • Reading

activity • Question

• Match the words in column A with the word in column B.

• Deni is Maria...

• Tell about your family tree

• Draw a

family tree

180’

Let’s Talk for grade VII Solusi Bahasa


83

meaning in simple short functional written text related to the nearest environment 6. Writing Expressing the meaning in simple short functional text to interract with the nearest environment

simple short functional written text:family acccurately and fluently

6.1Expressing

the meaning of ideas in simple short written functional text :family using many kind of language style accurately and fluently

• Drawing a family tree based on the text.

• Identifying the information on the text.

• Writing about the members of family.

information includes in the text.

• Identify the language style in the text.

Students are able to : • Manage a

paragraph. • Write

paragraph accurately and fluently.

Porto folio

task on the text

Writing task

based on the text

• Read the passage

• Answer orally the questions

Write about the

members of your family

Inggris for grade VII


84

Topic : Instructions Class : VII Semester : 1


Basic Compe tences

Main Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instru ments

Sample of Instru ments

2. Listening Understanding the meaning in simple short functional oral text to interract with the nearest environment 4. Speaking Expressing the meaning in simple short functional oral text to interract

2.1Respon ding the meaning in short fuctional text: instructionsaccurately and fluently to interract with the nearest environment

4.1Expressing

the meaning in simple short functional oral text: instructions accurately

Sample of

Instructions

Giving Instruction

• Listening and responding to the instruction.

• Paying attention to the words of instruction.

• Practising giving instruction to others.

• Putting the words in the right places.

Students are able to: • Respond on

the giving instruction by imitating the picture.

• Identify how to give instruction.

Students are able to: • Give

instruction to others.

• Apply the words of instruction in real life.

Oral test • Oral

test • Writ

ten test

Perfor mance • Perfor mance • Fill in the

blanks

• Do like what the picture show to you

• Listen to the instruction and demonstrate it

• Give

instruction to your friends and do in turns

• Put the words in the box to the questions

180’

• Inter change Introdu ction Book Let’s Talk for grade VII


85

with the nearest environment 6. Writing Expressing the meaning of ideas in simple short functional written text to interract with the nearest environment

and fluently to interract with the nearest environment

6.1.Expressing

the meaning of ideas in simple short functional written text: memo and notices by using many kinds of writting style accurately and fluently to interract with the nearest environment

Notices and memo

• Finding the meaning of notice.

• Observing outside classrom to write the notice they find.

• Writing a dialogue based on the situation given.

• Writing a reply based on the situation given.

Students are able to: • Identify

the meaning of notices.

• Create a response to a sample of memo.

• Express on giving instruction through dialogue.

• Obser vation • Writ ten test

• Oral test

• Observati

on sheet • Making a

reply and dialogue

• Where can

you find these kind of notice and what does it mean

• Go outside

your school and write the notice that you see

• Write a dialogue based on the situations

www. clipart. com


86

Topic : Things Around Class : VII Semester : 1

Standard Compe tence

Basic Compe tences

Main Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instru ments

Sample of Instruments

4. Speaking Expressing the meaning in simple short functional oral text to interract with the nearest environment 6. Writing Expressing the meaning of ideas in simple short functional written text to interract

4.1Expressing the meaning in simple short functional oral text accurately and fluently to interract with the nearest environment

6.1.Expressing

the meaning of ideas in simple short functional written text: personal

Parts of animal and

plants

Personal letter and

descriptive text

• Rearranging the jumbled letters.

• Matching the words.

• Identifying pictures of animal.

• Write a letter of

favourite pet and make a reply on the letter.

• Fill in

Students are able to: • Mention

part of living things around.

• Identify how to describe things.

Students are able to: • Identify

the structure of personal

• Written

test • Oral

test

• Portofo

lio • Written

test

• Jumbled

letter • Matching

task • Picture

identification

• Make a

letter • Crossword

puzzle • Description

task

• Rearrange

the words to make it into a correct word

• Matching the words in column A with column B

• Identify the pictures

• Make your

own letter about your favorite pet / plant and your friend will

90’

Solusi Bahasa Inggris for grade VII Let’s Talk for grade VII


87

with the nearest environment

letter, descriptive using many kinds of writting style accurately and fluently to interract with the nearest environment

crosswords puzzle.

• Write a description on the picture given.

letter. • Write a

letter about des

cribing things.

• Write a descrip-

tive text.

reply it. • Fill the

crossword puzzle with your friend Based on the picture, make a description of each picture


88

Topic : Housing Class : VII Semester : 1


Basic Compe tences

Main Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instru ments


4.Speaking Expressing the meaning in simple short functional oral text to interract with the nearest environment

4.1Expressing the meaning in simple short functional oral text :things at home accurately and fluently to interract with the nearest environment

Picture of things in

home

• Rearranging the jumbled letters

• Matching the words with the correct description

• Finding the object which appropriate with the places

• Identifying the pictures

Students are able to: • Mention

things in home

• Describe things in home

• Written

test • Oral test

• Analyzing

pictures • Matching

the words • Categorize

things to the correct table

• Perfor- mance

• Rearrang

e these words to make it into correct words.

t-s-r-b-o-l-e • Find the

object which appropriate with the places

90’

• Let’s

Talk for grade VII

• English Supplementary Materials for level VII


89

12.Writing Expressing the meaning in functional written text and simple short essay in a form of descriptive and recount to interact with the nearest environment

12.2. Expressing

the rhetorical steps in simple short functional written text: descriptive using many kinds of writing style accurately and fluently to interract with the nearest environment

Rhetorical

steps of descriptive

text

• Finding the words in the box

• Drawing the division of each room in their dream house

• Writing the description on the dream house.

Students are able to: • Compose

words on descri

bing their dream house

• Use rhetorical steps in writing descrip tive text (identi-

fication, descrip-

tion)

Portofolio

• Drawing a dream house

• Write a description on the dream house

• Draw your dream house and the division of each room

• Write a description based on your dream house


90

Topic : Jobs Class : VII Semester : 1


Basic Compe tences

Main Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instruments

Sample of Instruments

3.Speaking Expressing the meaning in transactional and simple interpersonal dialogue to interract with the nearest environment 5. Reading Understanding the meaning in simple short functional written text

3.2. Doing interaction with the nearest environment involving: asking and giving information 5.2.Responding

the meaning in simple short functional written text acccurately

Kinds of job

Short text about jobs

• Mentioning kind of jobs based on the category

• Filling in the blanks based on the relationship

• Asking and answering about parents’ job

• Performing a dialogue in a group of 3

• Changing the

pictures in text into the word

• Imitating reading aloud

• Anwering


• Ask and answer about jobs

• Apply the words of asking and giving information in their real life Students are able to: • Identify

information in the text

• Identify language

• Written

test • Oral

test Written

test

• Fill in the

blanks • Question

sheet • Perfor- mance Essay questions

• Mention kind

of jobs based on the category

• Make a dialogue, and after that perform it in front of the class

• Change the

picture into the words

• Answer the questions based on the text

180’

• Interchange1 Student’s Book

• Songs songs for children


91

related to the nearest environment 6. Writing Expressing the meaning of ideas in simple short functional written text to interract with the nearest environment

and fluently related to the nearest environment

6.1.Expressing

the meaning of ideas in simple short functional written text using many kinds of writting style accurately and fluently to interract with the nearest environment

Simple words

which is close with the topic of

jobs

questions based on the information in the text

• Discussing the vocabulary, and sentence structure in the text

• Singing a song about jobs

• Finding correct

answer based on the description

• Making a short paragraph on what they want to be in the future

feature in the text

Students are able to: • Identify the

correct description

• Write a functional text about jobs

• Written

test • Porto folio

• Fill in the

blanks • Short

para-graph

• Find the

correct answer based on the description

• Make a short paragraph on your dream job

English Supplementary Materials for level VII


92

Topic : Hobbies Class : VII Semester : 1


Basic Compe tences

Main Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instruments Sample of Instruments

9.Speaking Expressing the meaning in simple short functional oral text to interract with the nearest environment 6. Writing Expressing the meaning of ideas in simple short functional

9.2 Expressing the meaning in simple short functional oral text accurately and fluently to express likes and dislikes with the nearest environment

6.1.Expressing

the meaning of ideas in simple short functional written text

Expression

of likes and

dislikes

Text about hobby

• Finding the words in the box with the right picture

• Making a dialogue on hobby

• Asking and anwering about favourite hobby

• Making a role play based on the information

• Rearrange the

sentences to make it into a good parargraph

Students are able to: • Express

likes and dislikes

• Apply the expression of likes and dislikes

Students are able to: • Arrange

the jumbled

• Written

test • Oral test

Written test

• Finding

answer on the box

• Making a dialogue

• Perfor mance • Rearrange

sentences • Finding

differences • Writing

about

• Look at the

picture and find the answer in the box

• Make a dialogue based on the situation

• Based on the table information make a role play

• Rearrange

these sentences to make it into a good paragraph

180’

Let’s Talk for grade VII


93

written text to interract with the nearest environment

using many kinds of writting style accurately and fluently to interract with the nearest environment

• Finding diferrences between two pictures

• Writing hobbies connected with a nature

senten ces to make a good para graph

• Express their hobby in a form of writing

hobbies

• Find the differences between these pictures

• Write hobbies which are connected with the nature


94

Topic : Past Event Class : VII Semester : 1


Basic Compe Tences

Main Material


Indica tors

Evaluation

Time Allo ca

tion

Sour ces

Techni ques

Instruments


8. Listening Understanding the meaning in oral simple functional text and simple short monolog in a form of descriptive and recount to interract with the nearest environment 11. Reading Understanding the meaning in simple short

8.2Respon ding the meaning in simple short monolog accurately and fluently to interract with the nearest environment in a form of recount.

11.2. Responding

the meaning and rhetorical

Song text ‘Yesterday’

Recount text

• Filling the blank text by listening to the song

• Singing the song together

• Discussing about the song and the use of past tense

• Reading text in

a group • Answer the

questions on the text


• Respond the use of past tense by singing the song

• Identify the use of past tense Students are able to:

• Identify information includes in

Listening

test

Written test

• Fill in the

blank test • Essay

questions • Essay

questions • Find the

meaning of words

• Fill in the

blanks the word that you hear. After that singig the song together

• What do you feel after you hear this song

• Read the text

in a group and answer the questions

• Find the

90’

http: //www.elyrics.net • Intercha

nge 2 Student’s Book

• Practice


95

essay in a form of descriptive and recount to interact with the nearest environment 12. Writing Expressing the meaning in functional written text and simple short essay in a form of descriptive and recount to interact with the nearest environment

steps accurately and fluently in a simple short essay related to the nearest environment in a form of recount.

12.2. Expressing

meaning and rhetorical steps in a simple short essay using many kinds of writing style accurately and fluently to interact with the nearest environment in a form of recount.

Recount text

• Finding the meaning of words

• Identifying the structure of recount text

• Fill in the

blanks • Rearrange the

jumbled words • Writing a

recount text

text • Identify the verb and structure of recount text


• Write a recount text

• Use rhetorical steps in writing recount text

• Written

test • Porto folio

• Identify recount text

• Categoriz

e V1, V2, and V3

• Rearrange words

• Write a short recount text

words with your friend

• Find the generic structure of the text

• Fill in the

blanks below with the correct answer

• Arrange the jumbled words into proper sentences

• Tell your past experience by writing it. Mind the structure of the text

and Progress


96

Appendix EAppendix EAppendix EAppendix E

The Lesson PlanThe Lesson PlanThe Lesson PlanThe Lesson Plan


97

LESSON PLAN

UNIT 1 MEETING 1

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Introduction A. Standard Competence

Speaking (3) : Expressing the meaning in transactional and simple interpersonal dialogue to interract with the nearest environment.

B. Basic Competence

Speaking (3.1) : Doing interaction with the nearest environment involving : greeting other students, introducing oneself.

C. Indicators

At the end of the meeting students able to: 1. Greet other students. 2. Introduce themselves. 3. Write their personnal identity.

D. Teaching- Learning Activities

Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students to answer the questions based on students’ own information. - Asking students to read the dialogue with their friends. - Discussing the vocabulary and structure of dialogue on the material.

Pre Activities - Replying the greeting from the teacher. - Answering the questions. - Reading the dialogue with friends. - Asking the difficult words in the dialogue and paying attention to the discussion.

12'

Whilst Activities - Asking students to perform a dialogue about introduction in front of the class. - Asking students to make a big circle. - Explaining the rule of the game.

Whilst Activities - Performing the dialogue in front of the class. - Making a big circle. - Listening to the teachers’ explanation. - Doing the game by imitating the expression

60’


98

- Starting the game by showing expression and introduce his/herself. - Asking students to fill expression on the task and arrange a conversation into a good order. - Checking the answers with the whole class.

showed by other students. - Filling the expression in comic strips. - Ordering the numbers in task to make it into a good conversation. - Checking the answer with the teacher.

Post Activities - Asking students to fill in the blanks with the correct response. - Checking the answer together with students. - Assisting students to write their personal identity. - Closing the lesson.

Post Activities - Filling in the blanks with the correct response. - Checking the answers together with teacher. - Writing their personal identity.

18’

E. Source

Richards, Jack C. 1991.New Interchange 2 Student’s Book, page 11.Cambridge: Cambridge University Press.

F. Evaluation

a. Techniques: Oral test and Written test. b. Instruments: 1. Performance. 2. Fill in the blanks. c. Sample of instruments:

I. Make a dialogue with your friend about introduction. After that, perform it in front of the class.

II. Fill in the blanks with your partner. 1. 4.

2. 5.

3. 6.

A: How are you today? B:……………………

A: What is your name? B:……………………

A:……………………. B: I live on Jln. Serayu.

A: …………………… B: Nice to meet you too.

A: What should I call you? B:…………………….....

A: Where do you live? B:……………………


99

d. Scoring:

1.For number I, every correct answer got 4. 2.For number II, every correct answer got 2,5. 3.Total maximum score I. 4X5 = 20 maximum score II. 2,5X6 = 15 35 4. Maximum mark =10 5. Students’ mark = Students’ total score x 10 Maximum score

e. Scoring guidance: I.Performance

Mark

No. Subject

1 2 3 4

Total

1 Fluency 2 Pronounciation 3 Intonation 4 Accuracy 5 Performance Total mark

1. Students get score between 1-4 based on the correct concent. 2. Students get score between 1-4 based on the correct pronunciation. 3. Students get score between 1-4 based on the correct intonation. 4. Students get score between 1-4 based on the accuracy level. 5. Students get score between 1-4 based on the facial expression.

II. Written test 1. Every correct answer got = 2,5 2. Every wrong answer got = 0


100

LESSON PLAN

UNIT 2 MEETING 2

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Family A. Standard Competence

Speaking (4) : Expressing the meaning in simple short functional oral text to interract with the nearest environment.

B. Basic Competence

Speaking (4.1) : Expressing the meaning in simple short functional oral text about family accurately and fluently to interract with the nearest environment.

C. Indicators

At the end of the meeting students able to: 1. Mention members of family. 2. Talk about their family members.


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Aking students to answer the questions. - Pointing students to read their answer

Pre Activities - Replying the greeting from the teacher. - Answering the questions. - Saying their answer on the question

10'

Whilst Activities - Asking students to match the words with their opposites. - Checking the task with the whole class. - Asking students to fill in the blank about family tree. - Discussing the task together. - Asking students to make their own family tree.

Whilst Activities - Matching the words with the opposites. - Checking the task with the teacher. - Completing task on family tree. - Discussing the family tree task. - Drawing a family tree. - Showing the drawing of family tree.

65’


101

- Looking at students drawing Post Activities - Asking students to talk about their family tree in front of the class. - Reviewing the lesson. - Closing the lesson.

Post Activities - Talking about family tree in front of the class. - Paying attention to teachers’ review.

15’

E. Sources

Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII, page 27. Bandung:Pakar Raya.

F. Evaluation

a. Techniques: Oral test and Written test.

b. Instruments: 1. Matching task. 2. Fill in the blanks. 3. Performance.

c. Sample of Instruments: I. Match the words in column A with their opposites in column B.

Column A

1. mother 2. husband 3. son 4. uncle 5. grandfather 6. brother 7. parents 8. nephew

Column B

a. aunt b. sister c. children d. father e. daughter f. wife g. grandmother h. niece

II. Study the family tree below! After that complete the following sentences.

Mr.+Mrs. Budi

Anna+ Kevin Miko Shinta+ Deni

Petra Maria Ryan Cindy


102

1. Mr. Budi is Miko’s…….. 2. Ryan is Mr. Budi’s…….. 3. Anna is Kevin’s ………. 4. Petra is Cindy’s ………. 5. Deni is Maria …………

6. Cindy is Kevin’s …….. 7. Ryan is Miko’s ……… 8. Shinta is Petra’s …….. 9. Mrs. Budi’s is Ryan’s…… 10. Ryan is Cindy’s ………

III. Draw your own family tree and put names on it. After that, tell the class about

your family.

d. Scoring: 1. For number I, every correct answer got 1. 2. For number II, every correct answer got 1. 3. For number III, every correct answer got 4. 4. Total maximum score I. 12 maximum score II. 10 maximum score III. 20 42 5. Maximum mark = 10 6. Students’ mark = Students’ total score x 10

Maximum score e. Scoring guidance:

I and II. Every correct answer got 1 Every wrong answer got 0 III. Performance

Mark

No. Subject

1 2 3 4

Total


1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the pronunciation. 3. Students get score between 1-4 based on the intonation. 4. Students get score between 1-4 based on the accuracy level. 5. Students get score between 1-4 based on the facial expression


103

LESSON PLAN

UNIT 2 MEETING 3

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Family A. Standard Competences

Reading (5) : Understanding the meaning in simple short functional written text related to the nearest environment.

Writing (6) : Expressing the meaning in simple short functional text to interract with the nearest environment.

B. Basic Competences

Reading (5.2) : Responding the meaning in simple short functional written text:family acccurately and fluently.

Writing (6.1) : Expressing the meaning of ideas in simple short written functional text :family by using many kind of language style accurately and fluently.

C. Indicators

At the end of the meeting students are able to: 1. Identify the information includes in the text. 2. Identify the language style in the text. 3. Manage how to make paragraph. 4. Write paragraph accurately and fluently.


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students about the last material. - Asking students to read the text.

Pre Activities - Replying the greeting from the teacher. - Aswering teachers’ question. - Reading the text

7'

Whilst Activities - Asking students to draw a family tree with the pictures stick on it. - Checking the family tree together.

Whilst Activities - Drawing a family tree based on the information in the text. - Checking the family tree together.


104

- Asking students to answer the questions based on the text orally. - Discussing the task with the whole class. - Playing the cassete - Asking students to fill in the blank text by listening the song Mother How are You Today. - Checking the missing words in the song. - Singing the song together. - Discussing the difficult words found in the song.

- Answering the questions based on the text. - Discussing the task with the teacher. - Filling the blank text through listening the song. - Checking the missing words in the song. - Singing the song together. - Asking about the difficult words in the song.

70’

Post Activities - Asking students to make a writing about their family members. - Assisting students in writing a paragraph. - Collecting students’ work - Closing the lesson.

Post Activities - Writing a short paragraph about the family members. - Asking the teacher if they have difficulty in writing a paragraph. - Giving the work to the teacher.

13’

E. Sources

-,-, 2006, Solusi Bahasa Inggris for grade VII -. www.elyrics.net

F. Evaluation

a. Techniques: Oral test and Written test.

b. Instruments: 1. Questions task. 2. Writing task.

c. Sample of Instruments:

I. Answer orally the questions based on the text. ( Mr.Tori’s family, page 7) 1. What is the main idea of the first paragraph? 2. What is the main idea of the second paragraph? 3. All of them are……. (paragraph 2). What does the word them refer to? 4. What is the opposite of the word “diligent”? 5. Who are the names of Mr. Tori’s parents?

II. Write about the members of your family.


105

d. Scoring :

1. For number I, every correct answer got 2. 2. For number II, every correct answer got 4. 3. Total maximum score I. 10 maximum score II. 16

26 4. Maximum mark = 10 5. Students’ mark = Students’ total score x 100

Maximum mark

e. Scoring guidance: No Note Score

Every correct answer 2 I Every wrong answer 0 Content 4-0 Punctuation and Spelling 4-0 Grammar 4-0

II

Diction 4-0 II. Written test

Mark

No. Subject

1 2 3 4

Total

1 Content 2 Punctuation and

Spelling

3 Grammar 4 Diction

Total mark

1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the punctuation and spelling. 3. Students get score between 1-4 based on the grammar. 4. Students get score between 1-4 based on the diction.


106

LESSON PLAN

UNIT 3 MEETING 4

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Instruction A. Standard Competences

Listening (2) : Understanding the meaning in oral simple functional text to interract with the nearest environment.



Listening (2.1) : Responding the meaning in short fuctional text: instructions accurately and fluently to interract with the nearest environment.

Speaking (4.1) : Expressing the meaning in simple short functional oral text: instructions accurately and fluently to interract with the nearest environment.

C. Indicators

At the end of the meeting students are able to: 1. Respond on the giving instructions by imitating the pictures. 2. Identify how to give instructions. 3. Give instruction to others. 4. Apply the words of instructions in real life.


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students to imitate the expressions in the picture. - Explaining about instructions

Pre Activities - Replying the greeting from the teacher. - Imitating the expressions in the picture. - Paying attention to teachers’ expalanation.

13'

Whilst Activities - Asking students to practice give and do instructions with friends.

Whilst Activities - Practicing give and do instructions with friends. - Putting the words in the


107

- Asking students to put the words in the right places. - Checking the task with the whole class.

box into the right places. - Checking the task together with the teacher.

55’

Post Activities - Asking students to find the meaning of notice given. - Discussing the task together. - Asking students about the other notices not mentioned in the task. - Closing the lesson.

Post Activities - Finding the meaning of notice. - Discussing the task together. - Answering teachers’ question.

22’

E. Source

Richards, Jack C. 1991.New Interchange Introduction Student’s Book, page 23.Cambridge: Cambridge University Press.

F. Evaluation

a. Techniques: Oral test and written test b. Instruments:

I. Performance II. Fill in the blanks

c. Sample of instruments:

I. Work in pairs and practice the expressions on page 9. One will give the instructions and other will act it out. Do it in turn.

II. Put the words in the box to the questions.

a. Listen b. Sit c. Eat d. Look

e. Read f. Call g. Open h. Write

i. Clean j. Turn on


108

1. Rudi and Ali ______ to the radio.

2. There’s a slice of cake in the fridge. Do you want to ____ that? 3. ____ the room please!

4. Don’t forget to ______ the lamp! 5. The new students are from Australia. They _____ in the front row. 6. _____ down your name here! 7. Could you ____ the door? 8. What should I ____ you? 9. ____ ,the sun is shining!

10. They ______ a newspaper in the library.

d. Scoring : 1.For number I, every correct answer got 4. 2.For number II, every correct answer got 1. 3.Total maximum score I. 4X5 = 20 maximum score II. 1X10 = 10 30 4. Maximum mark =10 5. Students’ mark = Students’ total score x 10 Maximum score

e. Scoring guidance: I.Performance

Mark

No. Subject

1 2 3 4

Total


1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the pronunciation. 3. Students get score between 1-4 based on the intonation. 4. Students get score between 1-4 based on the accuracy level. 5. Students get score between 1-4 based on the facial expression.

II. Written test 1. Every correct answer got = 1 2. Every wrong answer got = 0


109

LESSON PLAN

UNIT 3 MEETING 5

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Instruction A. Standard Competence

Writing (6) : Expressing the meaning of ideas in simple short functional written text to interract with the nearest environment.

B. Basic Competence

Writing (6.1) : Expressing the meaning of ideas in simple short functional written text: memo and notices by using many kinds of writting style accurately and fluently to interract with the nearest environment.

C. Indicators At the end of the meeting students are able to: 1. Identify meaning of notices 2. Create a response to a sample of memo 3. Express on giving instructions through dialogue


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students about the last material. - Guiding students to have observation outside school. - Asking students to write notices they find. - Checking students’ work.

Pre Activities - Replying the greeting from the teacher. - Answering teachers’ questions. - Observing outside school and write the notices they find. - Checking the work with the teacher.

20'

Whilst Activities - Asking students to make a dialogue with friends based on the situation given. - Choosing some students to perform the dialogue in front of the class. - Giving sample on “ Up and

Whilst Activities - Making a dialogue based on the situation stated in the task. - Performing the dialogue in front of the class. - Paying attention to the song.

55’


110

Down” song with the body movement. - Asking students to sing the song together. - Changing the song rythm and changing some words in the song.

- Singing the song together with the body movement. - Following the rythm of the song and also the change of body movement.

Post Activities - Explaining about memo and give example. - Asking students to write and reply the memo. - Checking students’ work together. - Closing the lesson.

Post Activities - Listening to teachers’ explanation about memo. - Working with friends on writing and replying memo. - Checking the work with teacher.

15’

E. Sources

- www.clipart.com - Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII, page 27.

Bandung:Pakar Raya. F. Evaluation

a. Techniques: Observation, Oral Test, and Written Test. b. Instruments:

I. Performing dialogue. II. Writing task

c. Sample of instruments: I. Work in pairs and make a dialogue about instructions. Perform the dialogue in

front of the class.

II. Study the following situations. Write memos based on the situations. Later, give

the memos to your friend. Ask him/ her to write the replies.

1. You ask your father to pick you up. 2. You want your friend to accompany you to the bookshop. 3. You ask your friend to return your book 4. You remind your friend that tomorrow there is a mathematic exam. 5. You want your friend to exercise together.

d. Scoring:

1.For number I, every correct answer got 3. 2.For number II, every correct answer got 3. 3.Total maximum score I. 3X2 = 6 maximum score II. 3X5 = 15


111

21 4. Maximum mark =10 5. Students’ mark = Students’ total score x 10 Maximum score

e. Scoring guidance:

No Explanation Score

The content and the grammar are correct. 3

The content is correct but the grammar is incorrect.

2

The content and the grammar are

incorrect.

1

I & II

Do not do the task 0


112

LESSON PLAN

UNIT 4 MEETING 6

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Things Around A. Standard Competences




Speaking (9.1) : Expressing the meaning in simple short functional oral text: descriptive accurately and fluently to interract with the nearest environment

Writing (6.1) : Expressing the meaning of ideas in simple short functional written text: personal letter, descriptive by using many kinds of writting style accurately and fluently to interract with the nearest environment.

C. Indicators At the end of the meeting students are able to: 1. Mention part of living things around 2. Identify how to describe things 3. Identify the structure of personal letter 4. Write a letter about describing things 5. Write a descriptive text


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students to answer the questions. - Discussing students’ answer. - Asking students to rearrange the jumbled words. - Discussing the task with the whole class.

Pre Activities - Replying the greeting from the teacher. - Answering the questions. - Discussing the answer. - Rearranging the jumbled words. - Discussing the task with the whole class.

7'


113

Whilst Activities - Asking students to match the meaning of English words and identifying pictures. - Checking the task together. - Explaining about the letter structure. - Asking students to write and reply a letter with their friends. - Asking some students to read the letter. - Asking students to fill crossword puzzle. - Discussing the crossword with the whole class.

Whilst Activities - Matching the words with the correct meaning and identifying pictures. - Checking the task together. - Listening to teachers’ explanation. - Writing and replying a letter with friends. - Asking teacher if they have difficulty. - Reading the letter. - Doing the crossword puzzle. - Discussing the crossword puzzle.

60’

Post Activities - Giving explanation about descriptive text. - Asking students to make a description based on the picture given. - Collecting students’ writing. - Closing the lesson.

Post Activities - Listening to teachers’ explanation. - Writing a short descriptive text based on the picture. - Collecting the writing to the teacher.

13’

E. Sources:

-. M. Sofyan.Harsono. Sri, Drs, 2006. Solusi Bahasa Inggris for VII grade, page 35. Pustaka Bengawan.

-. Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII, page 27. Bandung:Pakar Raya.

F. Evaluation

a. Techniques:Oral test, Written test, b. Instruments:

1. Matching task 2. Portofolio 3. Writing task


114


I. Match the words in column A with the words in column B. Column A

Column B

1. Beak (___) 2. Paw (___) 3. Twig (___) 4. Branch (___) 5. Fur (___) 6. Root (___) 7. Wing (___) 8. Tail (___) 9. Flower (___) 10. Leaves (___) 11. Fruit (___) 12. Trunk(___) 13. Feet (___) 14. Teeth (___) 15. Tusk (____)

a. ekor b. bulu c. akar d. bunga e. cakar f. paruh g. sayap h. batang i. daun j. buah k. ranting l. gigi m. kaki n. cabang o. taring

II. Make your own letter about your favorite pet / plant and your friend will reply

your letter. III. Based on the picture, make a description of each.

d. Scoring:

1.For number I, every correct answer got 1. 2.For number II, every correct answer got 3. 3.For number III, every correct answer got 3. 3.Total maximum score I. 1x15 = 15 maximum score II. 3x4 = 12 maximum score III. 3x4 = 12 39 4. Maximum mark =10 5. Students’ mark = Students’ total score x 10 Maximum score

e. Scoring guidance:

No Expalanation Score Every correct answer. 1 I Every wrong answer. 0


115

II&III The content and the grammar are correct. 3

The content is correct but the grammar is incorrect.

2

The content and the grammar are incorrect. 1

Do not do the task 0


116

LESSON PLAN UNIT 5

MEETING 7

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Housing A. Standard Competences


Writing (12) : Expressing the meaning in functional written text and simple short essay in a form of descriptive and procedure to interact with the nearest environment.


Speaking (4.1) : Expressing the meaning in simple short functional oral text: things at home accurately and fluently to interract with the nearest environment.

Writing (12.2) : Expressing the rhetorical steps in simple short functional written text: descriptive using many kinds of writing style accurately and fluently to interract with the nearest environment.

C. Indicators

At the end of the meeting students are able to: 1. Mention things at home 2. Describe things at home 3. Compose words on describing their dream house 4. Use rhetorical steps in writing descriptive text


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students about what come in their mind when see the sign “ Home Sweet Home”. - Asking students to do a task about rearrange words. - Checking the answer with the whole class. - Pointing some students to

Pre Activities - Replying the greeting from the teacher. - Answering the questions. - Discussing the answer. - Rearranging the jumbled words. - Discussing the task with the whole class.

8'


117

get the correct word based on the description. Whilst Activities -Asking students to find the object which appropriate with the places in home. - Discussing the task with the whole class. - Asking about students’ favourite places in home and the reason. - Asking students to identify pictures and find the words in the box. - Checking the task together. - Giving example on drawing the division of rooms in the house. - Asking students to draw their dream house.

Whilst Activities - Finding objects in home and put those in the right places. - Discussing the task with the whole class. - Answering teachers’ questions and give reason on it. - Identifying pictures and finding the words in the box with friends. - Checking the task together. - Paying attention to teachers’ example. - Drawing a dream house with the division of rooms.

65’

Post Activities - Giving explanation about descriptive text. - Asking students to make a description based on the picture given. - Collecting students’ writing - Closing the lesson.

Post Activities - Understanding teachers’ explanation on descriptive text. - Writing a descriptive text. - Collecting the text.

17’

E. Sources:

-. M. Sofyan.Harsono. Sri, Drs.2006. Solusi Bahasa Inggris for gradeVII, page 18.Pustaka Bengawan.

F. Evaluation

a. Techniques:Written test, Oral test. b.Instruments:

I. Analyzing pictures. II. Categorize objects. III. Portofolio


118

c. Sample of instruments: I. Rearrange scrambled words into correct words.

II. Write down the things you find in each room below.

Living room Bedroom Bathroom Kitchen Dining room …….. ……. ……… …….. ........

…….. ……. ……… …….. ........ …….. ……. ……… …….. ........ …….. ……. ……… …….. ........ …….. ……. ……… …….. ........ …...... ……. ……… …….. ........ …….. ……. ……… …….. ........ …….. ……. ……… …….. ........

…….. ……. ……… …….. …….. III. Based on your dream house, make a description of your house.

d. Scoring:

1. For number I, every correct answer got 1. 2. For number II, every correct answer got 1. 3. For number III, every correct answer got 4. 4. Total maximum score I. 8 maximum score II. 10 maximum score III. 20 38 5. Maximum mark =10 6. Students’ mark = Students’ total score x 10

Maximum score

e. Scoring guidance: I&II. Every correct answer got 1 Every wrong answer got 0 III. Portofolio

Mark

No. Subject

1 2 3 4

Total

1 Content

t-s-r-b-o-l-e

r-m-r-o-i-r


119

2 Rhetorical steps 3 Punctuation and

Spelling

4 Grammar 5 Diction

1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the use of rhetorical steps. 3. Students get score between 1-4 based on punctuation and spelling. 4. Students get score between 1-4 based on the grammar. 5. Students get score between 1-4 based on the diction.


120

LESSON PLAN UNIT 6

MEETING 8

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Jobs A. Standard Competence

Speaking (3) : Expressing the meaning in transactional and simple interpersonal dialogue to interract with the nearest environment.

B. Basic Competence

Speaking (3.2) : Doing interaction with the nearest environment involving: asking and giving information

C. Indicators

At the end of the meeting students are able to: 1. Ask and answer about jobs 2. Apply the words of asking and giving information in their real life


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students to complete the table kind of jobs based on the category. - Discussing the task together.

Pre Activities - Replying the greeting from the teacher. - Completing kinds of job based on the category. - Discussing the task.

5'

Whilst Activities -Asking students to fill in the blanks on job relationship. - Checking the task with the whole class. - Guiding students on singing the song. - Singing the song together. - Asking students to sing the song by changing the underlined word with the picture provided.

Whilst Activities - Filling the blanks on job relationship task. - Checking the task with the teacher. - Listening to the song. - Singing the song together. - Singing the song by changing the underlined words with the picture provided. - Working in a group of three

60’


121

- Asking students to work in group of three and do asking and answering on jobs. - Guiding the asking and answering. - Asking students to make a dialogue based on the information obtained.

and doing asking and answering on jobs. - Making a dialogue based on the information.

Post Activities - Asking students to perform the dialogue in front of the class. - Giving compliment on students’ play. - Closing the lesson.

Post Activities - Performing the dialogue in front of the class.

25’

E. Sources

- Richards, Jack C. 1991.New Interchange Introduction Student’s Book, page 23.Cambridge: Cambridge University Press.


F. Evaluation

a. Techniques: Written test, Oral test. b. Instruments:

I. Fill in the blanks II. Performance


I. Mention kinds of job based on each category.

Entertainment ..................................................................................

Public Service .................................................................................

Health .................................................................................................

Education .................................................................................................

JOBS


122

II. Based on the table, make a dialogue in your group. After that, perform it in front of the class.

Students’ Name

Questions

1. What’s your father job? 2. What’s your mother do? 3. What do you want to be

in the future?

d. Scoring:

1. For I, every correct number got 2. 2. For II, every correct number got 4. 3. Total maximum score I. 2x14 = 28 Maximum score II. 4x 5 = 20 48 4. Maximum mark =10 5. Students’ mark = Students’ total score x 10

Maximum score

e. Scoring guidance: I. Every correct answer got 2. Every wrong answer got 0. II. Performance

Mark

No. Subject

1 2 3 4

Total


1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the pronunciation. 3. Students get score between 1-4 based on the intonation. 4. Students get score between 1-4 based on the accuracy level. 5. Students get score between 1-4 based on the facial expression


123

LESSON PLAN UNIT 6

MEETING 9

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Jobs A. Standard Competences

Reading (5) : Understanding the meaning in simple short functional written text related to the nearest environment.



Reading (5.2) : Responding the meaning in simple short functional written text acccurately and fluently related to the nearest environment.

Writing (6. 1) : Expressing the meaning of ideas in simple short functional written text by using many kinds of writting style accurately and fluently to interract with the nearest environment.

C. Indicators

At the end of the meeting students are able to: 1. Identify information in the text. 2. Identify language feature in the text. 3. Identify the correct description. 4. Write a functional text about jobs.


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students about the last material.

Pre Activities - Replying the greeting from the teacher. - Answering teachers’ questions.

5'

Whilst Activities -Asking students to read and change the pictures in text into a word. - Checking the answer with the whole class. - Asking students to answer the questions from the

Whilst Activities - Reading the text and Changing the pictures into a word. - Checking the answer. - Identifying information in the text to get the answer of the questions.

65’


124

reading text. - Discussing the task together. - Asking students to guess the meaning of the vocabulary in the text. - Discussing the difficult vocabulary found in the text. - Asking students to find the correct answer based on the description. - Checking the task with the whole class.

- Discussing the task together. - Finding the meaning of vocabulary by guessing from the text. - Discussing the vocabulary. - Answering a task from the description. - Checking the task.

Post Activities - Assisting students to make a short paragraph about what they want to be in the future. - Asking students to change their witing with their friends. - Collecting students’ writing. - Closing the lesson.

Post Activities - Writing a short paragraph about what they want to be in the future. - Changing their writing with friends and reading it.

20’

E. Sources

-,-, 2006. English Supplementary Materials for grade VII. page 40 F. Evaluation

a. Technique: Written test b. Instruments:

I. List of questions. II. Fill in the blanks. III. Portofolio.

c. Sample of intruments:

I. Answer the question based on the text (Profession, page 24). 1. What does Mrs. Stephany do? 2. How many children do Mr. and Mrs. Richard have? 3. Who works as a news broadcaster on TV? 4. Where does Nancy work? 5. What is Nancy job?


125

II. Find the correct answer based on the description.

1. You go to this person when you have a toothache. He is a............ 2. This person delivers letters to your house. He works in a post office. He is a

………. 3. This person works in a restaurant. He cooks the food for the customer. He is

a………… 4. When there is a fire near you, you will call them. They are.................... 5. You go to these people when you want to cut or color your hair. They

are............. 6. This person works in a school. She/he teaches students. She/he is a.................... 7. When you want to go somewhere you will ask him to deliver you. He is

a............... 8. You go to this person when you want to make a new dress or a new trouser.

He/she is a.................... 9. This person builds the building and house. He/she is a...................... 10. You can see these people when you watch a movie or soap operas. They

are...........

III. What do you want to be in the future? Make a short paragraph on it and tell to your friends. (min: 5 sentences)

d. Scoring:

1. For number I, every correct number got 2. 2. For number II, every correct number got 1. 3. For number III, every correct number got 4. 4. Total maximum score I. 2 x 5 = 10 maximum score II. 1x 10 = 10 maximum score III. 4x 4 = 16 36 5. Maximum mark =10 6. Students’ mark = Students’ total score x 10

Maximum score

e. Scoring guidance: I. Every correct answer got 2.

Postman Teacher Chef Fireman Driver Dentist Architect Tailor Hairdresser Actrees/actor


126

Every wrong answer got 0. II. Every correct answer got 1. Every wrong answer got 0. III. Portofolio

Mark

No. Subject

1 2 3 4

Total


Spelling

3 Grammar 4 Diction

Total mark



127

LESSON PLAN UNIT 7

MEETING 10

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Hobbies A. Standard Competence


B. Basic Competence

Speaking (9.2) : Expressing the meaning in simple short functional oral text accurately and fluently to express likes and dislikes with the nearest environment.

C. Indicators

At the end of the meeting students are able to: 1. Express likes and dislikes 2. Apply the expression of likes and dislikes


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students to answer the questions about their hobby.

Pre Activities - Replying the greeting from the teacher. - Answering teachers’ questions.

5'

Whilst Activities - Asking students to get the hobbies based on the picture. - Checking the task together. - Asking some students to read the dialogue. - Explaining about gerund/linking verb. - Asking students to make a dialogue expressing likes and dislikes based on the situation. - Observing students and

Whilst Activities - Doing the task - Checking the task together. - Reading the dialogue with friends. - Paying attention to teachers’ explanation. - Making a dialogue with friends expressing likes and dislikes. - Asking teacher if they have difficulty. - Reading the dialogue.

65’


128

helping if they have difficulty. - Asking students to read the dialogue. Post Activities - Dividing students into groups by five members in each group. - Giving explanation about the game. - Paying attention on the game. - Closing the lesson.

Post Activities - Gathering in the group. - Listening to teachers’ explanation. - Playing the game

20’

E. Sources

-. M. Sofyan.Harsono. Sri, Drs.2006. Solusi Bahasa Inggris for gradeVII, page 18.Pustaka Bengawan.

F. Evaluation

a. Techniques: Written test, Oral test. b. Instruments:

I.Matching pictures II. Dialogue


I. Look at the pictures below and find the answers in the box provided. 1. 2. 3.

II. Work in pairs and make a dialogue based on the situation below.

1. You are asked to accompany your friend diving. But you don’t like diving. What would both of you say?

a.Cycling b.Jogging c.Singing

d. Listening to the music d.Cooking

e.Watching movie f.Playing doll

g.Gardening h.Swimming


129

2. Your friend asks you what you usually do in your spare time. You usually read novels.

d. Scoring:

1. For number I, every correct number got 1.

2. For number II, every correct number got 3.

3. Total maximum score I. 1x 9 = 9

maximum score II. 3x 5 = 15

24

4. Maximum mark =10 5. Students’ mark = Students’ total score x 10

Maximum score e. Scoring guidance:

I. Every correct answer got 1. Every wrong answer got 0. II. Performance

Mark

No. Subject

1 2 3 4

Total


1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the pronunciation. 3. Students get score between 1-4 based on the intonation. 4. Students get score between 1-4 based on the accuracy level. 5. Students get score between 1-4 based on the facial expression.


130

LESSON PLAN UNIT 7

MEETING 11

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Hobbies A. Standard Competences




Speaking (9.2) : Expressing the meaning in simple short functional oral text accurately and fluently to express likes and dislikes with the nearest environment.

Writing (6.1) : Expressing meaning of ideas in simple short functional written text by using many kinds of writting style accurately and fluently to interract with the nearest environment.

C. Indicators

At the end of the meeting students are able to: 1. Apply the expression of likes and dislikes 2. Arrange the jumbled sentences to make a good paragraph 3. Express their hobby in a form of writing


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students about the last material. - Explaining the game to students. - Controlling the game

Pre Activities - Replying the greeting from the teacher. - Answering teachers’ questions. - Listening to teachers’ explanation - Doing the game

5'

Whilst Activities - Asking students to work in a group of three and get information about other friends’ hobby.

Whilst Activities - Working in a group of three and find information about other friends’ hobby. - Making a role play based


131

- Instructing students to make a role play based on the information. - Asking students to perform the role play in front of the class. - Asking students to rearrange the sentences. - Checking the task with the whole class.

on the information. - Performing the play in front of the class. - Rearranging the sentences to make it into a good paragraph. - Checking the task.

65’

Post Activities - Asking students to identify the differences between two pictures. - Discussing the task together - Asking students to find hobbies connected with nature. - Checking the task with the whole class. - Asking students to write their hobby by following the guideline. - Collecting students’ writing. - Closing the lesson.

Post Activities - Finding the differences between two pictures. - Discussing the task together - Finding hobbies which are connected with nature. - Checking the task with teacher. - Writing about hobby by following the guidelines. - Giving the writing to the teacher.

20’

E. Sources


F. Evaluation

a. Techniques: Oral test, written test. b. Instruments:

- Performance - Arranging sentences - Writing paragraph


I. Based on the table, make a role play to describe your hobby. (Time to perform : 5 minutes)


132

No Name Hobby Reason 1.

2.

3.

II. Rearrange these sentences below into a good paragraph. Number 1 is done for

you. My Brother’s Hobby

( ) 1. His painting is very beautiful. ( ) 2. He can draw object, scenery, and face of people too. ( ) 3. That is why he got a lot of medals since he was in

elementary school. ( 1 ) 4. My brother’s hobby is painting. ( ) 5. Many people admire my brother’s picture. ( ) 6. There are many pictures my brother can draw. ( ) 7. I’m really proud of my brother.

III. Make a short paragraph about your hobbies by following these guidelines.

a. What is your hobby? b. Why do you like it? c. How often do you do your hobby?

d. Scoring:

1. For number I, every correct number got 3. 2. For number II, every correct number got 1. 3. For number III, every correct number got 4. 4. Total maximum score I. 3 x 4 = 12 maximum score II. 1x 7 = 7 maximum score III. 4x 4 = 16 35

5. Maximum mark =10 6. Students’ mark = Students’ total score x 10

Maximum score

e. Scoring guidance: I. Performance

Mark

No. Subject

1 2 3 4

Total

1 Fluency 2 Pronounciation

Sources: clipart.com


133

3 Intonation 4 Accuracy 5 Performance Total mark

1. Students get score between 1-4 based on the correct concent. 2. Students get score between 1-4 based on the correct pronunciation. 3. Students get score between 1-4 based on the correct intonation. 4. Students get score between 1-4 based on the accuracy level. 5. Students get score between 1-4 based on the facial expression.

II. Every correct answer got 1

Every wrong answer got 0

III. Writing task

Mark

No. Subject

1 2 3 4

Total


Spelling

3 Grammar 4 Diction

Total mark



134

LESSON PLAN UNIT 8

MEETING 12

School : SMP Subject : English Class/ Semester : VII/1 Time Allocation : 90 minutes Theme : Past Event A. Standard Competences

Listening (8) : Understanding the meaning in oral simple functional text and simple short monolog in a form of descriptive and recount to interract with the nearest environment.

Reading (11) : Understanding the meaning in simple short essay in a form of descriptive and recount to interact with the nearest environment.

Writing (12) : Expressing the meaning in functional written text and simple short essay in a form of descriptive and recount to interact with the nearest environment.


Listening (8.2) : Responding the meaning in simple short monolog accurately and fluently to interract with the nearest environment in a form of recount.

Reading (11.2) : Responding the meaning and rhetorical steps accurately and fluently in a simple short essay related to the nearest environment in a form of recount.

Writing (12.2) : Expressing meaning and rhetorical steps in a simple short essay using many kinds of writing style accurately and fluently to interract with the nearest environment in a form of recount.

C. Indicators

At the end of the meeting students are able to: 1. Respond the use of past tense by singing the song. 2. Identify the use of past tense. 3. Identify information includes in text. 4. Identify the verb and structure of recount. 5. Write recount text. 6. Use rhetorical steps in writing recount


Teachers’ Activities Students’ Activities Time Allocation Pre Activities - Greeting students. - Asking students to fill in

Pre Activities - Replying the greeting from the teacher.


135

the blanks on the song Yesterday. - Discussing the song together. - Asking students about the questions.

- Filling the blanks by listening to the song. - Discussing the song together. - Answering teachers’ question.

12'

Whilst Activities - Asking students to read the text with friends. - Explaining about the recount text. - Asking students to answer the questions about the text. - Guiding students to find the meaning of the words in the text. - Asking students to find the generic structure of recount text. - Asking students to find the past form of the verb in the table. - Checking the task together. - Asking students to rearrange the words into a good sentence. - Discussing the task together.

Whilst Activities - Reading the text with friends. - Listening to teachers’ explanation. - Answering the questions in the text. - Finding the meaning of the words. - Finding the generis structure of recount text. - Getting the past form of the verb in the table. - Checking the task together. - Rearanging the words into a good sentence. - Discussing the task together.

65’

Post Activities - Asking students to write about their unforgettable experience. - Helping students to write recount text. - Collecting students’ work. - Closing the lesson.

Post Activities - Writing a paragraph about unforgettable experience. - Giving the writing to the teacher

13’

E. Sources

- www.elyrics.net - Richards, Jack C. 1991.New Interchange 2 Student’s Book, page 58.Cambridge:

Cambridge University Press. - Alexander, -. Practice and Progress.


136

F. Evaluation a. Techniques: Listening test, Written test

b. Instruments:

I. Fill in the blanks II. List of questions III. Arranging words IV. Portofolio

c. Sample of instruments :

I. Fill in the blanks the words that you hear. Then, sing the song together.

II. Read the text in a group and answer the questions. (A Trip to New York, page 31) 1. Where did the story happen? 2. How did the writer feel on the trip? 3. What is the main idea of paragraph 2? 4. How did the story end?

III. Arrange the jumbled words into proper sentences. 1. won-Sarah- singing- two- competition- ago- weeks. 2. party- to-didn’t- I- the- come- night -your-last. 3. birthday- a- cake- mother- made- father-for. 4. Singapore- aunt- to- went- My- ago- months- two.

Yesterday The Beatles

Yesterday, All my ______ seemed so far away Now it looks as though they’re here to ______ Oh I ______ in yesterday Suddenly I’ m not half the _____ I used to be. There’s a ______ hanging over me Oh yesterday _____ suddenly Sources:clipart.com Why she had to _____ I don’t know she wouldn’t _____ I ______ something wrong Now I _____ for yesterday Yesterday ______ was such an easy game to _______ Now I need a place to _____ away Oh I _______ in yesterday


137

5. visited- family- house- My- grandma’s- the-village-in. 6. spaghetti- yesterday- ate- We.

IV. Write your unforgettable experience. Mind the structures of the text.

d. Scoring:

1. For number I, every correct answer got 1.

2. For number II, every correct answer got 1.

3. For number III, every correct answer got 1. 4. For number IV, every correct answer got 4. 5. Total maximum score I. 1 x 14 = 14 maximum score II. 1x 4 = 4 maximum score III. 1x 6 = 6

maximum score IV. 4 x 5 = 20 44 6. Maximum mark =10 7. Students’ mark = Students’ total score x 10

Maximum score e. Scoring guidance :

I. Every correct answer got 1. Every wrong answer got 0. II. Every correct answer got 1. Every wrong answer got 0. III. Every correct answer got 1. Every wrong answer got 0. IV. Portofolio

Mark

No. Subject

1 2 3 4

Total

1 Content 2 Rhetorical steps 3 Punctuation and

Spelling

4 Grammar 5 Diction

1. Students get score between 1-4 based on the concent. 2. Students get score between 1-4 based on the use of rhetorical steps. 3. Students get score between 1-4 based on punctuation and spelling. 4. Students get score between 1-4 based on the grammar. 5. Students get score between 1-4 based on the diction.


138

Appendix FAppendix FAppendix FAppendix F

The Learning Activities and The Learning Activities and The Learning Activities and The Learning Activities and

IntelliIntelliIntelliIntelligences Being Developedgences Being Developedgences Being Developedgences Being Developed


139

The Learning Activities and Intelligences Being Developed

Topic Title Learning Activities Intelligences

Being Developed

Intro duction

UNIT 1

Hello! My name is Dave

A. COME IN, PLEASE 1. The students answer the

questions about their personal identity.

B. LET’S BUILD THE WORD 1. The students read the dialogue

with friends. 2. The students make a dialogue

about introduction and perform it in front of the class.

3. The students play the game by following the instructions.

C. WORK IT OUT 1. The students fill the blanks in

the comic strip. 2. The students number the

sentences to make into a good conversation.

D. YOU CAN DO IT 1. The students write their personal

identities.

• Intrapersonal • Linguistic, Bodily-

kinesthetic • Logical • Intrapersonal

Family

UNIT II

My lovely family


questions about family. B. LET’S BUILD THE WORD 1. The students match the words

with the opposites. 2. The students complete task on

family tree. 3. The students draw their own

family tree. C. WORK IT OUT 1. The students draw the family

tree based on the reading text.

• Intrapersonal • Linguistic,

Spatial • Spatial,

Linguistic,


140

2. The students answer the questions on the text.

3. The students fill in the blanks on the song Mother How Are You Today.

D. YOU CAN DO IT 1. The students write about their

family members.

Musical • Intrapersonal

Instruc tion

UNIT III

Open the Door, Please!

A. COME IN, PLEASE 1. The students imitate the

expressions in the pictures. 2. The students give and do the

instruction with friends. B. LET’S BUILD THE WORD 1. The students fill in the blanks

with the words in the box provided.

2. The students find the meaning of notices.

C. WORK IT OUT 1. The students find &write the

notices they find outside classroom.

2. The students work in pairs and make a dialogue about instruction.

D. YOU CAN DO IT 1. The students study on the

sample of memo. 2. The students make a memo and

write the reply of the memo.

• Bodily-

kinesthetic, Interpersonal • Linguistic • Naturalist,

Interpersonal • Intrapersonal,

Interpersonal

Around Us

UNIT IV

Things Around Us


questions given. B. LET’S BUILD THE WORD 1. The students rearrange the letters

into correct word. 2. The students match the meaning

of words.

• Naturalist • Naturalist,

Linguistic


141

3. The students identify the picture. C. WORK IT OUT 1. The students study the structures

of personal letter. 2. The students make a letter about

their favorite animal/plants. 3. The students do the crossword

puzzle. D. YOU CAN DO IT 1. The students make a description

based on the picture.

• Linguistic,

Interpersonal • Spatial,

Intrapersonal

Housing

UNIT V

Home Sweet Home

A. COME IN, PLEASE 1. The students answer the question

given B. LET’S BUILD THE WORD 1. The students rearrange the letter

into correct words. 2. The students find the words in

the box with the correct description.

3. The students complete the table with the correct object.

4. The students give number on their favourite place in home.

C. WORK IT OUT 1. The students identify the

pictures. 2. The students find the words in

the box. 3. The students draw the division

of their dream house. D. YOU CAN DO IT 1. The students make a paragraph

describing their dream house.

• Spatial • Linguistic,

Logical • Interpersonal,

Spatial • Intrapersonal

Jobs

UNIT VI

What Do You

Do?

A. COME IN, PLEASE 1. The students write jobs based on

the category given. B. LET’S BUILD THE WORD 1. The students fill the relationship

• Logical • Logical,


142

between jobs and the places of jobs.

2. The students sing a song and change the words with the picture given.

C. WORK IT OUT 1. The students ask and answer

about parents’ job and their dream jobs.

2. The students make a role play based on the information.

3. The students change the pictures in text into words.

4. The students answer the questions in the text.

D. YOU CAN DO IT 1. The students find the words in

the box with the correct description.

2. The students write about what they want to be in the future.

Musical • Bodily-

kinesthetic, Spatial, Linguistic

• Linguistic,

Intrapersonal

Hobbies

UNIT VII

I Like Singing

A. COME IN PLEASE 1. The students answer questions

about their hobby. B. LET’S BUILD THE WORD 1. The students match the picture

with the correct words. 2. The students study about linking

verb. 3. The students make a short

dialogue expressing likes and dislikes.

C. WORK IT OUT 1. The students guess on friends’

performance imitating hobby. 2. The students ask about other

students’ hobby. 3. The students perform role play

about hobby. 4. The students rearrange the

sentences into a good paragraph.

• Intrapersonal • Linguistic,

Interpersonal • Bodily-

kinesthetic, Logical


143

D. YOU CAN DO IT 1. The students find the differences

on two pictures of hobby. 2. The students write hobby which

are connected with nature.

• Logical,

Naturalist

Past event

UNIT VIII

Yesterday

A. COME IN, PLEASE 1. The students fill in the blanks on

the song and answer the questions.

B. LET’S BUILD THE WORD 1. The students read the recount

text with friends. 2. The students answer questions

on the text. 3. The students find the Indonesian

meaning of the words. C. WORK IT OUT 1. The students find the generic

structures of the text. 2. The students find the past form

of the verb in the table. 3. The students rearrange the words

into a good sentence. D. YOU CAN DO IT 1. The students make a recount

paragraph based on students’ experience.

• Musical • Interpersonal,

Linguistic • Spatial,

Logical • Intrapersonal


144

Appendix GAppendix GAppendix GAppendix G

English Vocabulary InEnglish Vocabulary InEnglish Vocabulary InEnglish Vocabulary Instructional structional structional structional

Materials Based on tMaterials Based on tMaterials Based on tMaterials Based on the Multiple he Multiple he Multiple he Multiple

Intelligence Theory for the Seventh Intelligence Theory for the Seventh Intelligence Theory for the Seventh Intelligence Theory for the Seventh

Grade Students of SMP Kanisius PakemGrade Students of SMP Kanisius PakemGrade Students of SMP Kanisius PakemGrade Students of SMP Kanisius Pakem


145

TABLE OF CONTENTS

UNIT I ...................................... 147 UNIT II ...................................... 151 UNIT III ...................................... 155 UNIT IV ...................................... 160 UNIT V ...................................... 164 UNIT VI ...................................... 168 UNIT VII ...................................... 172 UNIT VIII ..................................... 176 Material’s Appendices ......................... 180 Teacher’s Notes ............................... 185


146

MATERIAL APPENDICES

Appendix A ................................... 181 Appendix B ................................... 182 Appendix C ................................... 183 Appendix D ................................... 184


147

UNIT I

Hello, My name is Dave

A.COME IN, PLEASE Answer the following questions based on your condition.

B.LET’S BUILD THE WORD

1. Read the following dialogue with your friends.

Dave : Hi, Good morning. My name is Dave. What is your name? Jennifer : My name is Jennifer. But you can call me Jen. How are you today? Dave : I’m fine thank you. And you? Jennifer : I’m pretty fine. Where is your address? Dave : I live at Jln. Kakap no.19. How about you? Jennifer : I live at Jln. Jambu no.30. Nice to meet you Dave. Dave : Nice to meet you too. Bye, Jen. Jennifer : Good bye.

1.What is your fullname?

2. What is your nickname?

3. Where do you live?

4. What is your phone number?

Sources: clipart collection 2008


148

2. Work in pairs and make a dialogue about introduction. After that, perform it in front of the class.

3. Follow the instructions in the box and play the game.

Keep in mind

Call How are you today? Address I am fine

Live Nice to meet you

1. Stand up and make a big circle.

2. One of the students stands in the centre of the circle

and introduces his/herself by saying their names and also

with the body movement.

3. Take turns after your friend introduces his/her name.

4. Avoid using the same body movement.

Example:

Hi, I’m

Steve.

Hello, I am

Vita.


149

C. WORK IT OUT 1. Look at the pictures below and write the expressions.

2. Arrange the dialogue between A and B into a good conversation. Number 1 has been done for you.

A.

….. I’m fine thank you. And

you?

..1.. Hello, my name is Raka.

What is your name?

….. Nice to meet you Bobby.

….. I live at Jln. Anggrek

no.12.Where do you live

Boby?

B.

……… My name is Boby. But you can call

me Bob. How are you today?

.……... I’m fine too. Where is your

address Raka?

……… I live on Perwita Asri no. 5.

………. Nice to meet you too.

Adapted from “ Interchange 2 Student’s Book

Hi, I’m Riko

………..

Good bye

……………

How are you today?

……………

Nice to meet you .................

.

Pictures are taken from: clipart.com


150

3. Work in pairs and fill in the blanks.

1. 4.

2. 5.

3. 6.

D.YOU CAN DO ITD.YOU CAN DO ITD.YOU CAN DO ITD.YOU CAN DO IT Write about your personal identities in the space provided.

Example:

A: How are you today? B:……………………

A: What is your name? B:……………………

A:……………………. B: I live on Jln. Serayu.

A: …………………… B: Nice to meet you too.

A: What should I call you? B:…………………….....

A: Where do you live? B:……………………

……………………………………………………………………...………………...……......…………………………………………………………………………………………………………………………………………………………………........................................................................................................................................................................................................................................................................................................................................

Hello friends! My name is Aufa Hanif. You can call me Aufa. I am 13 years old. I live in Yadara Puluhadi Blok III/ no.7, Sleman, Yogyakarta. I was born in Magelang, October 2, 1996. Nice to meet you.


151

UNIT II

My Lovely Family A. COME IN,A. COME IN,A. COME IN,A. COME IN, PLEASEPLEASEPLEASEPLEASE

Answer these questions.

1. Who is part of your family? 2. What special names do you use for your father and mother?

B. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORD

1. Match the words in column A with their mates in column B.

Column A

1. mother 2. husband 3. son 4. uncle 5. grandfather 6. brother 7. parents 8. nephew

Column B

a. aunt b. sister c. children d. father e. daughter f. wife g. grandmother h. niece

Taken from Let’s Talk for grade VII

Keep in mind

Nephew = keponakan laki-laki Husband = suami Niece = keponakan perempuan Parents = orangtua Wife = Istri Children = anak



152

2. Study the family tree below! After that, complete the following sentences.

1. Mr. Budi is Miko’s…….. 2. Ryan is Mr. Budi’s…….. 3. Anna is Kevin’s ………. 4. Petra is Cindy’s ………. 5. Deni is Maria …………

6. Cindy is Kevin’s …….. 7. Ryan is Miko’s ……… 8. Shinta is Petra’s …….. 9. Mrs. Budi’s is Ryan’s…… 10. Ryan is Cindy’s ………

3. Draw your own family tree in the space below and put names on it.

After that, tell the class about your family.

Mr.+Mrs. Budi

Anna+ Kevin Miko Shinta+ Deni

Petra Maria Ryan Cindy


153

C. WORK IT OUTC. WORK IT OUTC. WORK IT OUTC. WORK IT OUT 1. Draw a family tree based on the passage in the space provided. Cut

the pictures provided and stick to the right position on the family tree you have drawn. The pictures already provided.

Adapted from “ Solusi Bahasa Inggris for VII grade”

Note: cut the dashed line

Mrs.Tori Sisca Ryan Mr. David

Mr. Tori’s Family

The Tori family lives in the city. Mr. Tori works as a

teacher and his wife, Mrs. Tori works as a secretary. As a

teacher, he always educates his students well. He is very

discipline when comes to school.

Mr. Tori has two children. They are Ryan and Sisca. All

of them are very diligent. They always get up at 4.30 and

they usually help their parents before going to school.

When Sunday comes they always visit Mr. and Mrs.

David, their grandparents. They sometimes go for a picnic on

tourism resort or cook together. By doing some activities, it

can make close relationship with all the members of family.

Mr.Tori Mrs. David


154

2. Answer orally the questions based on the text above.

1. What is the main idea of the first paragraph? 2. What is the main idea of the second paragraph? 3. All of them are……. (paragraph 2). What does the word them refer to? 4. What is the opposite of the word “diligent”? 5. Who are the names of Mr. Tori’s parents?

3. Fill in the blanks on the song below. When it is complete, sing the song together.

Mother how are you today MayWood

Mother how are you today

Here is a ______ from your daughter

With me everything is _______


Mother don’t worry I’m _____

Promise to _____ you this summer

This _____ there’ll be no delay


I found the man of my ______

Next time you will _____ to know him

Many things _______ while I was away


D. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO IT

Write about the members of your family. (Max: 5 sentences)

Hello,I’m…………………………............................................................................................................................ ………..………….………….............................................................................................................................................................................................................................................................


155

UNIT III


A. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASE 1. Imitate the expressions on the pictures below.

Raise your hand Touch your nose

Smile Stand up Sit down Run Jump Close your eyes



156

2. Work in pairs and practice the expressions on page 9. One will give the instructions and other will act it out. Do it in turn.

Sou rces: clipart.com

B. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORD 1. Fill in the blanks with the words in the box provided.

1. Rudi and Ali ______ to the radio. 2. There’s a slice of cake in the fridge. Do you want to ____ that?

3. ____ the room please! 4. Don’t forget to ______ the lamp! 5. The new students are from Australia. They _____ in the front row. 6. _____ down your name here! 7. Could you ____ the door? 8. What should I ____ you? 9. ____, the sun shines very bright!

10. They ______ a newspaper in the library.

2. Where can you find these kind of notices and what do they mean?

1. Place : Meaning : 2. Place : Meaning :

a. Listen b. Sit c. Eat d. Look

e. Read f. Call g. Open h. Write

i. Clean j. Turn on


157

3. Place : Meaning :

4. Place : Meaning :

5. Place : Meaning : C. WORK IT OUT C. WORK IT OUT C. WORK IT OUT C. WORK IT OUT

1. Go outside your classroom and write the English and Indonesian notices that you see in the space provided.



158

2. Work in pairs and make a dialogue about instructions. Perform the

dialogue in front of the class.

Example: Father : Vita, can you help me, please? Vita : Yes, Dad. Father : Get me the newspaper. Vita : Where is it? Father : Umm… maybe it’s on the table. Vita : O.K. I will get it. Father : Thank you.

Taken from Lets’ Talk for grade VII

3. Let’s sing the song and follow your teachers’ movement.

Up and Down

I 3 5 1 3 2 2 2 . II 1 3 5 1 7 7 7 .

Up and down and shake-shake-shake

I 2 4 7 2 1 1 1 . II 7 2 5 7 1 5 1 . Up and down and shake-shake-shake

I 3 5 5 1 3 2 4 4 7 . sources: clipart.com II 1 3 3 5 1 7 2 2 5 .

Shake to the left and shake to the right

I 2 4 7 2 1 1 1 . II 7 2 5 7 1 5 1 .

Turn around and shake-shake- shake

D.YOU CAN DO ITD.YOU CAN DO ITD.YOU CAN DO ITD.YOU CAN DO IT 1. Read the notes below. Understand them.

Your friend writes a note for you. Then you write a reply It’s about your appointment with him/her to see a movie this afternoon.

To: Dani Don’t forget our appointment this afternoon. Meet me at the bus station at 9.

Soni

To: Soni OK. I will be there at 9. See you later.

Dani


159

2. Study the following situations. Write memos based on the situations. Later, give the memos to your friend. Ask him/ her to write the replies.

1. You ask your father to pick you up. 2. You want your friend to accompany you to the bookshop. 3. You ask your friend to return your book 4. You remind your friend that tomorrow there is a mathematic exam. 5. You want your friend to exercise together.

To: ……………………………………………………………………………………………

From:

To: …………………………………………………………………………........ From:


160

UNIT IV

Things around Us A. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASE

Answer the questions based on your surrounding. 1. Do you find animals around you? Mention four! 2. Do you find trees around you? Mention four! 3. Do you find anything in the sky at night? Mention three!


1. Rearrange the words under the pictures into correct words.

g-r-t-i-e l-o-f-w n-o-c-u-c-o-t o-c-p-r-i-u-p-n-e (tiger) e-r-t-e y-p-a-a-p-a a-n-t-e-h-p-l-e a-d-y-p f-g-r-i-a-e-f e-r-t-e l-e-i-f-d o-n-m-u-a-i-t-n e-f-s-o-r-t v-i-r-e-r n-a-b-n-a-n e-r-t-e

Adapted from “ Solusi Bahasa Inggris for

VII grade”


161

2. Match the words in column A with the words in column B.

Column A

Column B

1. Beak (___) 2. Paw (___) 3. Twig (___) 4. Branch (___) 5. Fur (___) 6. Root (___) 7. Wing (___) 8. Tail (___) 9. Flower (___) 10. Leaves (___) 11. Fruit (___) 12. Trunk(___) 13. Feet (___) 14. Teeth (___) 15. Tusk (____)

a. ekor b. bulu c. akar d. bunga e. cakar f. paruh g. sayap h. batang i. daun j. buah k. ranting l. gigi m. kaki n. cabang o. taring

3. Identify the pictures below.

C. WORK IT OUTC. WORK IT OUTC. WORK IT OUTC. WORK IT OUT 1. Pay attention to this letter!

Jln. Halim 47 Surabaya

February 2, 2008

Dear Miko, Hello Miko. How are you? I hope you’re always fine. I want to tell you about my new pet. My mother gave it as a birthday present. I name him Timmy. He is small and fat. His fur is very soft and it’s brown. He likes to drink milk and he loves biscuit. His tail is short and he can bark very loud. Oh, I can’t wait to show him to you. That’s all my letter. Hope you can reply it soon.

Cheers,

Dave

Adapted from “Let’s Talk for grade VII”



162

2. Now make your own letter about your favorite pet / plant and your friend will reply your letter.

3. Work in groups of three and fill in the crosswords below.

1

8

2

3 4

5

7

6 9

10 11

Across: 2. Animal that eats grass and

has beard on its chin. 3. We can see this after rain. 5. Merapi, Bromo, Merbabu is

a .... 6. The other words for sea. 7. I like to eat fried ........ 8. Don’t throw the rubbish

into the ....... 10. We can’t live without it.


163

D. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO IT Based on the picture, make a description of each.

Example: 1) 2)

Draw your favorite object in this box and make a description on it.

Down: 1. One of wild animals. 4. We can find this in a tree. 5. The enemy of cat. 7. This tree can be found in a beach. 9. It is a big animal. It has four legs and it is used for

pulling a cart. 10. One kind of mammals. 11. It is used to absorb the water from the soil.

This is my new pet. Browny is a small dog. He has brown fur. His fur is soft and he uses red necklace. His tongue comes out and he can bark very loud.

Identification

Description


164

UNIT V

Home Sweet Home A. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASE

Answer this question.

What do you have in your mind when you see this sign?

Sources:clipart.com

B. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORD 1. Rearrange the scrambled words into correct words.

t-s-r-b-o-l-e

t-s-v-e-o

t-b-h-a-b-u-t

k-i-n-s

r-m-r-o-i-r

w-o-l-e-t

d-b-e

f-o-a-s



165

2. Match the following words with the suitable descriptions of the

places.

Adapted from:

“English Supplementary Materials for level VII”

1. It is a place for accepting guests and meeting our friends. It is a ……….. 2. We prepare and cook food in here. It is a …………. 3. It is a place to take a rest and sleep. It is a ……… 4. A place for eating with all the members of family. It is a ……. 5. We take a bath and clean our body in here. It is a ……

3. Write down the things you find in each room below.

Living room Bedroom Bathroom Kitchen Dining room …….. ……. ……… …….. ........

…….. ……. ……… …….. ........ …….. ……. ……… …….. ........ …….. ……. ……… …….. ........ …….. ……. ……… …….. ........ …...... ……. ……… …….. ........ …….. ……. ……… …….. ........ …….. ……. ……… …….. ........

…….. ……. ……… …….. …….. ……. ……... ……… …….. ……..

4. Complete the graphic below!

How much do you like this place in your home? 20

15 10 5 0 Bedroom Living room Bathroom Kitchen (other) ….....

Kitchen Livingroom Diningroom

Bedroom Bathroom Familyroom


166

C. WORK IT OUTC. WORK IT OUTC. WORK IT OUTC. WORK IT OUT 1. Work in a group of three and identify the pictures below.


2. Work in a group of three and look at the words under the heading

“THINGS AT HOME”. Now, find those words in the scrambled words below. They can be in horizontal, vertical, diagonal positions.

THINGS AT HOME Bolster Mirror Shower Bedsheet

Sink Fridge Fryingpan Kettle

F R Y I N G P A N F T M V R N Z R E U L X E B O S N I J H Q W C I N O P W E Y D K B X V N C L Y M Y P D G O L S T E S H I L D F H E A I N M T K R G J L G B L N C D E S R S H O W E R K U T R D O F T E S X Y V T O K C R A W T F C X L Z Q L W G B E D S H E E T P Y Q

4

1. ................ 2. ................ 3. ................

1

2

3

2

3

4

1. ................ 2. ................ 3. ................ 4…………


167

3. Draw your dream house with the division of each room in the space below.

D. YOU CAN DO ITYOU CAN DO ITYOU CAN DO ITYOU CAN DO IT Based on your dream house, make a description of your house. (min: 8 sentences)

My house………………………………………………….. …………………………………………………………..………...……………………………………………………...……………………………………………………………..……………………………………………………………..……………………………………………………………..…………………………………………………………..……………………………………………………………..……………………………………………………………..……………………………………………………………..……………………………………………………………..……………………………………………………………..……………………………………………………………..……………………………………………………………..……………………………………………………………….


168

UNIT VI

What Do You Do? A. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASEA. COME IN, PLEASE

Mention kinds of job based on each category.

Taken from:

Interchange Introduction Students’ Book


1. Fill in the blanks with the suitable profession or work places as the example.

Example: Doctor: hospital = teacher: _______ [school]

1. Pilot: plane = farmer: ______ 2. _______ : restaurant = police: police station 3. Postman: ________= ______ : ship 4. Judge: court:: _____ = bank 5. Fisherman: _______ = hairdresser:______ 6. _________: home = secretary: office 7. Bellboy: ______ = ______ : school 8. _______: supermarket = mechanic: _______

JOBS

Health .................................................................................................

Entertainment ..................................................................................

Public Service ........................................................................


Education .................................................................................................


169

2. Let’s sing the song.

I am a Student Do = D 4/4

(1) | 1 1 2 3 3 | I am a student | 5 6 5 3 3 | You are a teacher | 5 4 3 2 2 | She is a doctor, | 4 3 2 1 . | He is a nurse (2) I’m not a student You’re not a teacher She’s not a doctor He’s not a nurse (3) Am I a student? Are you a teacher? Is she a doctor? Is he a nurse?

Source: Songs Songs for Children 3. Change the underlined words with the order of the pictures below.

C. WORK IT OUTC. WORK IT OUTC. WORK IT OUTC. WORK IT OUT 1. Read the instructions in the box.


1. Work in a group of three. 2. Ask and answer questions about

parents’ job within your group. 3. Write the answers in the table on

the next page.


170

Students’ Name

Questions

1. What’s your father job? 2. What does your mother do? 3. What do you want to be in the

future?

2. Based on the table, make a dialogue in your group. Then, perform it in front of the class.

3. Read the text. Change the pictures into words to complete the text.

4. Answer the questions based on the text above.

1. What does Mrs. Stephany do? 2. How many children do Mr. and Mrs. Richard have? 3. Who works as a news broadcaster on TV? 4. Where does Nancy work?

5. What does Nancy do?

PROFESSION

Mr. Richard is a front office manager in a five hotel in

Jakarta. His wife is Mrs. Stephany. She works at hospital as a . They

have children with different job.

Patrick, their first son, works for a broadcasting station as a

news broadcaster. He often appears in TV for reading the news. His English

is very good and he is very handsome so many viewers like him very much.

His sister Nancy, works in a government air company as a . She

helps the to serve passengers on a . The passengers like her

because she is patient, beautiful and polite.

Adapted from


Adapted from: “Lets’ Talk for Grade VII”


171

D. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO IT 1. Find the correct answer based on the description from the box

provided.

1. You go to this person when you have a toothache. He is a............ 2. This person delivers letters to your house. He works in a post office. He is a

………. 3. This person works in a restaurant. He cooks the food for the customer. He is

a………… 4. When there is a fire near you, you will call them. They are.................... 5. You go to these people when you want to cut or color your hair. They

are............. 6. This person works in a school. She/he teaches students. She/he is a.................... 7. When you want to go somewhere you will ask him to deliver you. He is

a............... 8. You go to this person when you want to make a new dress or a new trouser.

He/she is a.................... 9. This person builds the building and house. He/she is a...................... 10. You can see these people when you watch a movie or soap operas. They

are.......... Taken from


2. What do you want to be in the future? Make a short paragraph on it

and tell to your friends. (min: 5 sentences)

I want to be a ..................................................................... ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Postman Teacher Chef Fireman Driver Dentist Architect Tailor Hairdresser Actress/Actor


172

UNIT VII

I like Singing A. A. A. A. COME IN, PLEASECOME IN, PLEASECOME IN, PLEASECOME IN, PLEASE

Answer these questions based on your condition.

1. What is your hobby? 2. Why do you like that hobby? 3. When do you do your hobby?

B. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORDB. LET’S BUILD THE WORD 1. Look at the pictures below and find the answers in the box

provided.

1. 2. 3.

___________ ___________ __________ 4. 5. 6.

___________ ___________ __________

7. 8. 9.

__________ ___________ __________

a.Cycling b.Jogging c.Singing

d. Listening to the music d.Cooking

e.Watching movie f.Playing doll

g.Gardening h.Swimming



173

2. Read the examples!

1. Agnes : What is your hobby? Dani : I like playing football . How about you? Agnes : I don’t like playing football . But I like swimming. 2. Simon : Hi, Bob. What do you do in your leisure time? Joshua : I enjoy jogging so much. Simon : Uh, I hate jogging. I really love painting.

3. Work in pairs and make a dialogue based on the situations below.

Adapted from “Solusi Bahasa Inggris for Grade VII”

1. You are asked to accompany your friend diving. But you don’t like diving. What would both of you say?

2. Your friend asks you what you usually do in your spare time. You usually read novels. What would both of you say?

Keep in mind

1. The words like, doesn’t like, enjoy, love, hate always followed by V-ing

2. When the subject He, She, It you have to add –s/-es

3. When the subject I, You, We, They we don’t add –s/-es


174

C. WORK IT OUTC. WORK IT OUTC. WORK IT OUTC. WORK IT OUT 1. Let’s play game!

2. Work in groups of four, ask what your friends’ hobby and the reason why they like it. Write the results in the table.

No Name Hobby Reason 1.

2.

3.

3. Based on the table, make a role play to describe your hobby. (Time to perform: 5 minutes)

Taken from

“Lets Talk Grade VII” 4. Rearrange the sentences below into a good paragraph. Number 1 is

done for you.

My Brother’s Hobby

( ) 1. His painting is very beautiful. ( ) 2. He can draw object, scenery, and face of people too. ( ) 3. That is why he gets a lot of medals since he was in

elementary school. ( 1 ) 4. My brother’s hobby is painting. ( ) 5. Many people admire my brother’s picture. ( ) 6. There are many pictures that my brother can draw. ( ) 7. I’m really proud of my brother.

1. Make groups of five.

2. In your group, think about five hobbies.

One of your friends will act it out in

front of the class.

3. Make sure that other groups can not

guess your hobby.

4. A group which can correctly guess most

will be the winner.



175

D. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO ITD. YOU CAN DO IT 1. Find the differences between these two pictures.

A B

No A B

Example: We have to wear thick jacket

Example: We have to wear diving suit

1

2

3

4 5

2. Write hobbies which are connected with nature in the space below.

Find as many as you can.

3. Make a short paragraph about your hobbies by following these guidelines.

a. What is your hobby? b. Why do you like it? c. How often do you do your hobby?



176

UNIT VIII

Yesterday A.A.A.A.COME IN, PLEASECOME IN, PLEASECOME IN, PLEASECOME IN, PLEASE

1. Fill in the blanks with the words you hear. Then, sing the song together.

2. Answer the questions based on your condition.

Yesterday The Beatles

Yesterday, All my ______ seemed so far away. Now it looks as though they’re here to ______ Oh I ______ in yesterday. Suddenly I’ m not half the _____ I used to be. There’s a ______ hanging over me. Oh yesterday _____ suddenly. Sources:clipart.com

Why she had to _____ I don’t know she wouldn’t _____. I ______ something wrong. Now I _____ for yesterday. Yesterday, ______ was such an easy game to _______ Now I need a place to _____ away. Oh I _______ in yesterday.

1. Have you ever heard this song before?

2. What do you feel after you hear this song?

3. What is the song about?


177

B.LET’S BUILD THE WORDB.LET’S BUILD THE WORDB.LET’S BUILD THE WORDB.LET’S BUILD THE WORD

1. Read the text!

A Trip to New York

Adapted from “New Interchange 2”

2. Work in pairs and answer the questions.

1. Where did the story happen? 2. How did the writer feel on the trip? 3. What is the main idea of paragraph 2? 4. How did the story end?

One month ago, I won a lottery for a trip to

New York. That was my greatest holiday that I won’t

forget. Here is my amusing trip.

I visited many great places and I couldn’t

believe my eyes when I came to New York. The city

was very beautiful and the weather was nice. First, I

visited the Empire State Building. After that, I also

saw a drama show on Broadway. The drama was very

great and there were many people saw the show.

Next, I took a boat tour and it stopped at the

statue of Liberty. I took a picture in there and I

went shopping too. I also stayed in a six stars hotel

with very good services.

After the trip, I went back to Indonesia. That

was the unforgettable experience I ever have and I

really want to go back there someday.

Orientation

Event 1

Event 2

Reorientation

Keep in mind The text above is a recount text. It tells someone’s past experience in a chronological order. That is why it always in the form of simple past tense. The generic structure of recount is orientation (introduction of who, when, where and why), event tell what happen in the story. The re-orientation concludes the story.


178

3. Work in pairs and find the Indonesian meaning of words below.

Sources:clipart.com

C.WORK IT OUTC.WORK IT OUTC.WORK IT OUTC.WORK IT OUT 1. Find the generic structures of the text.

2. Fill in the blanks below with the correct answer.

No Verb 1 Verb 2 Meaning 1 buy ................... ....................... 2 .................... sought ...................... 3 say ...................... ...................... 4 eat ...................... ...................... 5 ..................... saw ...................... 6 go ..................... ...................... 7 tell ..................... ..................... 8 ....................... sold .....................

a. trip b. statue c. weather

d. experience e. visited f. statue

g. unforgettable

A woman in blue jeans stood at the window of a fashion shop. She hesitated for a moment. Finally, she went in. That woman asked to see a nice dress that was in the window. The shop assistant did not like the way she dressed. Then he told her that the dress was sold. The woman walked angrily. She decided to punish the shop-assistant next day. She returned to the shop the following morning. She dressed in a beautiful dress. She had an expensive handbag in her hand. She sought out the rude shop- assistant. Then, she asked for the same dress. The shop-assistant did not know who she was. He was eager to serve her this time. With great difficulty, he climbed into the shop window to get the dress. As soon as she saw it, the woman said she did not like it. That woman enjoyed herself making the shop-assistant bring almost everything in the window. Finally, she bought the dress she had first asked for.

Source: Practice and Progress


179

3. Arrange the jumbled words into proper sentences.

Example: bought- I- new- a- night- radio- last. I bought a new radio last night. 1. won -Sarah- singing- two- competition- ago- weeks. 2. party- to-didn’t- I- the- come- night -your-last. 3. birthday- a- cake- mother- made- father-for. 4. Singapore- aunt- to- went - My- ago- months- two. 5. visited- family- house- My- grandma’s- the-village-in. 6. spaghetti- yesterday- ate- We.

D.YOU CAN DO ITD.YOU CAN DO ITD.YOU CAN DO ITD.YOU CAN DO IT Write your unforgettable experience. Mind the structure of the text.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________


180

MATERIAL’S MATERIAL’S MATERIAL’S MATERIAL’S

APPENDICESAPPENDICESAPPENDICESAPPENDICES


181

Appendix A

Letter Structure the heading the date the salutation the body of a letter the complimentary close the signature & name

Jln. Halim 47 Surabaya

February 2, 2008

Dear Miko, Hello Miko. How are you? I hope you’re always fine. I want to tell you about my new pet. My mother gave it as a birthday present. I name him Timmy. He is small and fat. His fur is very soft and its’ color is brown. He likes to drink milk and he loves biscuit. His tail is short and he can bark very loud. Oh, I can’t wait to show him to you. That’s all my letter. Hope you can reply it soon.

Cheers,

Dave


182

Appendix B

Answer of the word puzzle

1 t

8 r i v e r

2 g o a t

e

3 r a i n 4 b o w

r

5 m o u n t a i n

o n

u 7 c h i c k e n

s o h

6 b e a c 9 h

o o

n r

u s

10 w a t e 11 r

h o

a o

l t

e


183

Appendix C

Descriptive text

A descriptive text is a text which describes a particular

person, place, or thing. Here is the structure of a descriptive text.

1. Identification : identifies phenomenon to be described. 2. Description : describes parts, qualities, characteristics of

the person or something that is described. The language features of descriptive are:

Simple Present Tense. Noun/noun phrase, for example: fur, leaf, sharp teeth, etc. Adjective: big, small, soft, dangerous. Feeling verb, for example like, dislike, love, hate. Action verb to show an activity. Example: eat, bring, protect,

etc.


184

Appendix D

Recount Text

Recount text tells someone’s past experience in a

chronological order. For example: interesting experience, diary,

historical event, personal letter, biography, autobiography.

The generic structure of recount is orientation

(introduction of who, when, where and why), event tell what

happen in the story. The re-orientation concludes the story.

The language features of recount are:

Specific participant, i.e. Elvis Presley, Benyamin S.

Adjective to clarify Noun: a beautiful house, a nice

experience.

Simple Past Tense since it tells past events.

Time conjunction like when, then, suddenly, next, etc.

Action Verbs to show an activity. Example: run, sleep, walk,

cut, etc.


185

TEACHER’S

NOTES


186

UNIT I

Hello, My name is Dave

A. COME IN, PLEASE 1. Ask students to answer the questions about their personal identity. Translate the questions into Indonesian.

2. Choose some students to answer the questions. B. LET’S BUILD THE WORD 1. Ask students to read the dialogue with their friends. 2. Discuss the vocabulary of the dialogue and also the structure of the dialogue.

3. Ask students to make a dialogue about introduction and perform the dialogue in front of the class. Give comments on students’ performance.

4. Ask students to make a big circle and explain the rule of the game. 5. Give example on the game to students and lead the game.

C. WORK IT OUT 1. Ask students to work in pairs on filling the expression in the task and discuss the answer with the whole class.

2. Ask students to arrange a conversation into a good order. Check the answer together with students.

D. YOU CAN DO IT 1. Assist students to write about their personal identities.

Source: Richards, Jack C. 1991. New Interchange 2 Student’s Book.Cambridge: Cambridge University Press.


187

UNIT II

My Lovely Family

A. COME IN, PLEASE 1. Ask students to answer the questions about family. 2. Point some students to read their answer.

B. LET’S BUILD THE WORD 1. Ask students to do the matching task. 2. Check the task with the whole class. 3. Ask students to do the task on family tree and discuss the answer with students. 4. Guide students to draw their own family tree and check students’ work. 5. Ask students to talk about their family tree in front of the class. Give comments on

their performance. C. WORK IT OUT

1. Ask students to read the text “Tori Family” one sentence by one sentence. Correct their pronunciation.

2. Ask students to draw a famiy tree with the pictures stick on it based on the reading text.

3. Check the task with the whole class. 4. Ask students to answer the questions in the text. Discuss the answer with students. 5. Play the song “Mother How Are You Today” and ask students to fill the blank text

by listening to the song. 6. Check students’ answer with the whole class. 7. Sing the song together with students.

D. YOU CAN DO IT

1. Ask students to make a writing about their family members. Assist them in writing the paragraph.

Sources: -. Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII. Bandung:Pakar

Raya. -.2006, Solusi Bahasa Inggris for grade VII -. www.elyrics.net


188

UNIT III


A. COME IN, PLEASE 1. Read the instruction under the pictures and ask students to imitate the expression in

the picture. 2. Explain about instruction. 3. Ask students to practice giving and doing instruction with their friends. Pay

attention to students’ activity.

B. LET’S BUILD THE WORD 1. Ask students to put the words in the right places. Check the answer together with

students. 2. Ask students to find the meaning of the notices given. Help students if they get

difficulty doing the task. Discuss the task with the whole class. C. WORK IT OUT

1. Guide students to have observation outside classroom and ask them to write the notices they find. Check students’ task.

2. Ask students to make a dialogue based on situation given. 3. Ask students to perform the dialogue in front of the class. Give comments on

students’ performance. 4. Give sample on “Up and Down” song with the body movement. 5. Sing the song together with students. Change the rythm and the words in the song.

D. YOU CAN DO IT 1. Explain about memo and give example to students. 2. Ask students to write and reply the memo based on the situation given. Look

around to check students’ work.. Sources: -.Richards, Jack C. 1991.New Interchange Introduction Student’s Book, page

23.Cambridge: Cambridge University Press. - www.clipart.com - Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII, page 27.

Bandung:Pakar Raya.


189

UNIT IV

Things Around Us

A. COME IN, PLEASE

1. Ask students to answer the questions in this section. Discuss the answer together with students.

B. LET’S BUILD THE WORD

1. Ask students to rearrange the jumbled words. Check the task with the whole class. 2. Ask students to match the English word with Indonesian meaning and identify the

pictures of animals. 3. Discuss the task with students.

C. WORK IT OUT

1. Explain about the letter structure (appendix A). 2. Ask students to read and reply a letter. Choose some students to read the letter.

Give comment on students work.. 3. Ask students to fill the crossword puzzle. Discuss the crossword puzzle together.

D. YOU CAN DO IT

1. Explain about descriptive text. 2. Ask students to write descriptive text based on the picture given. Assist students to

write the text.

Sources: -. M. Sofyan.Harsono. Sri, Drs, 2006. Solusi Bahasa Inggris for VII grade. Pustaka

Bengawan. -. Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII. Bandung:Pakar

Raya.


190

UNIT V

Home Sweet Home

A. COME IN, PLEASE

1. Ask students about what do they have in mind when see the sign “Home Sweet Home”.


1. Ask students to do a task on rearrange the words. Discuss the task with the whole class.

2. Point some students to get the correct answer based on the description. 3. Ask students to find the object which approprite with the places. Check the answer

together with students. 4. Ask students to complete the graphic about their favourite place in home. Choose

some students to give reason why they choose the place.

C. WORK IT OUT 1. Ask students to work with friends on identifying the pictures and find the words in

the box. 2. Discuss the answer with the whole class, 3. Give example on drawing the division of a dream house. 4. Ask students to draw their dream house. Look around on students’ drawing.

D. YOU CAN DO IT 1. Remind students about the descriptive text. 2. Ask students to write descriptive text about their dream house based on their

drawing. 3. Help students in writing the text.

Source: -. M. Sofyan.Harsono. Sri, Drs.2006. Solusi Bahasa Inggris for grade VII.Pustaka

Bengawan.


191

UNIT VI

What Do You Do?

A. COME IN, PLEASE

1. Ask students to complete the table kinds of job based on the category. Discuss the task together with students.


1. Ask students to fill in the blanks on job relationship. Check the task with the whole students.

2. Guide students to sing the song about profession and sing the song together. 3. Ask students to sing the song by changing the underlined words in the song with

the picture provided. 4. Ask students to work in a group of three. 5. Explain the instructions about asking and giving information to students. Control

students in doing the activity. 6. Ask students to perform the dialogue in front of the class. Give comments on

students’ performance. C. WORK IT OUT

1. Ask students to change the pictures in the reading text. Check the task together with students.

2. Ask students to answer the questions on the reading text. Discuss the asnwer with the whole students.

3. Discuss the difficult vocabulary in the reading text and ask students to guess the meaning of the words.

D. YOU CAN DO IT

1. Ask students to find the correct answer based on the description given. Discuss the task together with students.

2. Ask students to write about what they want to be in the future. Help students if they have difficulties.

Sources: - Richards, Jack C. 1991.New Interchange Introduction Student’s Book.Cambridge:

Cambridge University Press. -. Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII. Bandung:Pakar

Raya. -,-, 2006. English Supplementary Materials for grade VII.


192

UNIT VII

I Like Singing

A. COME IN, PLEASE 1. Ask students the questions in the section. Choose some students to answer the

questions. B. LET’S BUILD THE WORD

1. Ask students to get the hobbies based on the picture. Discuss the answer with students.

2. Ask some students to read the dialogue on expressing likes and dislikes. 3. Explain about gerund/ linking verb to students. 4. Ask students to make a dialogue expressing likes and dislikes based on the

situation given. Help students if they have difficulties. 5. Ask students to read the dialogue.

C. WORK IT OUT

1. Ask students to make a group of five for playing the game. 2. Explain and give example on the game. 3. Control the game. 4. Ask students to work in group of three. Ask them to make a dialogue describing

all of their hobbies. 5. Ask students to perform the dialogue in front of the class. Give comments on

students’ performance. 6. Ask students to rearrange the sentences into a good paragraph. Discuss the answer

with students. D. YOU CAN DO IT

1. Ask students to identify the differences between two pictures. Discuss students’ answer.

2. Ask students to write hobbies which are connected with nature. Check students’ answer.

3. Ask students to write about their hobby by following the guidelines given. Sources: -. M. Sofyan.Harsono. Sri, Drs.2006. Solusi Bahasa Inggris for gradeVII. Yogyakarta: Pustaka Bengawan. -. Siswanto, Joko. Arini,Yuniarti Dwi. 2005. Let’s Talk for grade VII. Bandung:Pakar

Raya.


193

UNIT VIII

YESTERDAY

A. COME IN, PLEASE

1. Play the casette “ Yesterday”. Ask students to fill in the blank text on the song. 2. Discuss the answer with students. Sing the song together. 3. Ask students to answer the questions on the song. Choose some students to give

their answer.

B. LET’S BUILD THE WORD 1. Ask students to read the text “A Trip to New York” one sentence by one sentence.

Correct students pronunciation. 2. Explain about the structure and language feature of recount text. 3. Ask students to answer the questions of the text. Discuss the answer with students. 4. Ask students to find the meaning of words. Check the task together.

C. WORK IT OUT 1. Ask students to find the generic structure of the text. Observe students’ work and

discuss the answer with students. 2. Ask students to answer the questions orally. 3. Ask students to find the past form/ simple form of the verb and also the meaning of

the words. Check the task with students. 4. Ask students to rearrange the jumbled words into proper sentences. Discuss the

answer together.

D. YOU CAN DO IT 1. Ask students to write their unforgettable experience. Remind students about the

structure of recount text. 2. Help students if they have difficulty.

Sources: - www.elyrics.net - Richards, Jack C. 1991.New Interchange 2 Student’s Book, page 58.Cambridge:

Cambridge University Press.


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk fileiv i believe everyone has a choice to be a person who does nothing, or a person who does something to make the world better