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N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
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) 2 3 1 : a n r a w 3 h a n a R . 1 1 0 2 . A , i d a u F (
:o t si s e h t si h t e t a ci d e d I
T W S h al l A
)i n u y h a w i r S ( m o m d e v o l e b y M
) o jr a p u S ( d a d d e v o l e b y M
) o j d r a p u S i k z e R o ti h d r E ( r e h t o r b d e v o l e b y M
a n n e z r E ( r e ts is d e v o l e b y
M Rehm iSupardjo) d n ei rf y o B y M
i v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
y lt s e n o h
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n
a dr eferences ,a sas cienit ifcpapers hould.
, a tr a k a y g o
Y 5J une2013 ,r e ti r w e h T
o j d r a p u S i k f e R i n a if r E
x
S T N E M E G D E L W O N K C A
t s ri
F o fall , Iwould ilket o givemypraiseand greates tgrattiudet oAllah T
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S fo rgivingmet heblessing ,guidance ,srtengths ,heatlhand paitence ,sot ha t .
s i s e h t y m h s i n if d l u o c I
p e e d y m s s e r p x e o t e k il d l u o w
I e st grattiude to C .Tutyandari ,S.Pd. , .
d P .
M a smy sponso ,r f o rhe rpaitence ,guidance ,ciritcism ,and encouragement . I r
e h r o f r e h k n a h t y ll a e
r assistancedu irngt hewiritngproces so fmyt hesis . l
a i c e p s y
M grattiude og se to Chris itna Lhaksmtia Anandari ,S.Pd. , .
d E .
M andAdest iKomalasari ,S.Pd. ,M.A.fort hewliilngnesst ogivef eedbacks o
s l a I . s l a ir e t a m d e n g i s e d y m r o f s n o it s e g g u s d n
a express my grattiudeto al lo f
S n o it a c u d E e g a u g n a L h s il g n E f o s f f a t s d n a s r e r u t c e l e h
t tudy Program fo rthei r
o s l a I . y d u t s y m g n ir u d e c n a t s i s s a d n a , e c n a d i u g , p l e
h expressmygrattiudetot he
n a ir a r b
il s o fSanata DharmaUniverstiy who provided t he book sand mateiral s I .s
i s e h t y m r o f d e e n
o t s e o g n o it a i c e r p p a y
M Romo Vincent ,the headmastero fSMA YPPK e r e c n i s y M . y d u t s y m t c u d n o c o t n o i s s i m r e p e m e v a g o h w , e ri b a N r u h u L i h d A
o t d e s s e r d d a s i e d u ti t a r
g Gemma Hollian iCahya ,S.Pd. ,Juilana Tando ,S.S. , J
. S , A . S . J . T d n a n i d r e
F ,who gave me guidance ,evaluaiton ,and suggesiton st o e
t a m d e n g i s e d y
m irals .My t hankfulnes salso goes t o t het enth gradestudent so f e r e w o h w , l e b b e r D n a V s u il e n r o C X s s a l c t a e ri b a N r u h u L i h d A K P P Y A M S
i x
, s t n e r a p d e v o l e b y m o t d e t n e s e r p e r a e d u ti t a r g d n a s d r a g e r l a i c e p s y
M Ibu
i n u y h a W i r
S and BapakSuparjoa swel la smybeloved brother ,ErdhtioRezk i o
j d r a p u
S ,and my beloved siste rErzenna Rehm isupardjo ,who alway sgave t
n e m e g a r u o c n e , tr o p p u s e
m ,moitvaiton ,and prayer sdu irng my study . Ialso s
s e r p x
e specia lgrattiude to PakdeHad iUmar Slamet and BudeKasiyaminah , o
h
w gavememoitvaitonandaplacet os taydu irngmys tudy . l
a i c e p s y m s s e r p x e y l e r e c n i s
I grattiudetomyboyf irend ,Abud Aryanto, e
m s tr o p p u s s y a w l a o h
w du irng the w iritng proces so fmy thesis . Iexpres smy e
d u ti t a r
g f or the mo itvaiton ,prayers ,grea tlove ,cares ,and fo rbeing a good .
e m r o f r e n e t s il
t s e p e e d y
M grattiude si driected t omyspecia lone ,Antoniu sFernandes, y
d u t s y m g n it c u d n o c n i e m p l e h d n a s tr o p p u s e m e v a g s y a w l a o h
w . Ialso say
e d u ti t a r
g to my niece ,Angeila Selma Ananda ,who helps me searching fo rmy s
l a ir e t a m n g i s e d g n it r o p p u
s . Ialsoexpressmy grattiudetomybestf irends ,Tiwi , e
k i N d n a i n a L , e d A , s i e n n
A , fo revery preciou s itme we hav e shared t ogethe r tr
o p p u s e h t r o f d n
a du irngmystudyi n SanataDharmaUniverstiy . Ialso expres s o
t s k n a h
t my senio rhigh schoo lfirends ,Nery ,Yoyo ,Cory ,Ttio ,Rio ,Anis , ,
x e m u h C , y k g n e H , r a b m e K i S , n a i D , li m
E and othe rfirend stha t Icanno t
I . e n o y b e n o n o it n e
m appreciate theunforgettablemomen twe spentt ogether . I ,
e p o
h ourf irendshipwli lbeevelrasitng. .r e v e r o f s u s s e l b s y a w l a d o G y a M
ii x
S T N E T N O C F O E L B A T
e g a P T
I
T LEPAGE……….. i S
E G A P L A V O R P P
A ……….. ii
E G A P N O I T A C I D E
D ………. iv
S ’ K R O W F O T N E M E T A T
S ORIGINALITY……… v
T C A R T S B
A ……… v i
K A R T S B
A ……… v ii
I S A S K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………. . v iii
S T N E M E G D E L W O N K C
A ………... i x
S T N E T N O C F O E L B A
T ………... x i
S E R U G I F F O T S I
L ……… xiv
S E L B A T F O T S I
L ……… x v
S E C I D N E P P A F O T S I
L ……… x vi
. .. … … … … … … … … … … … … … … N O I T C U D O R T N I .I R E T P A H
C 1
.
A Backgroundoft heStudy………. . 1 .
B ProblemI denitifcaiton……….. 5 .
C ProblemFormulaiton……… 6 .
D ProblemLimtiaiton……….. . 6 .
E ResearchObjecitve s………. . 6 .
F ResearchBenefti s………. . 7 .
ii i x .
I I R E T P A H
C REVIEWOFRELATEDLITERATURE……….. . 10 .
A Theoreitca lDescirpiton……… . 1 0 .
1 Insrtucitona lDesignModel s……… 1 0 .
a Kemp’ sMode l……….. . 1 0 .
2 TeachingPronunciaiton……….. 14 .
a Type so fPronunciaiton……….. 14 .
b WhyTeachi ngPronunciaiton?……… . 15 .... .
c Howt oTeachPronunciaiton?……… 16 .
3 CooperaitveLanguageLearning………. 1 8 .
4 School-basedCurirculum………. 23 .
B Theoreitca lFramework……….. 25
. I I I R E T P A H
C METHODOLOGY……… 2 9 .
A ResearchMethod………. . 2 9 .
B ResearchParitcipant s……… 32 .
C ResearchI nsrtument s……… 35 .
D DataGathe irngTechnique s……….. 37 .
E DataAnalysi sTechnique……….. 3 8 .
F ResearchProcedure s………... 41
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R : V I R E T P A H C
.
A Elaboraitono fStepsi nDesigningthemate iralls……… 43 .
v i x .
2 FormulaitngGoals ,Topics ,andGenera lPurposes……….. 57 .
3 SpecfiyingLearningO jbecitves……….. 5 9 .
4 LisitngSubjec tContents………. 61 .
5 DevelopingP er -assessment……… 64 .
6 SelecitngTeachingandLearningAcitviite sandResources…….. 65 .
7 Evaluaitngt heMate irals……… 67 .
8 Revisingt heMateirals……….. 6 8 .
B Finding soft heEvaluaitonoftheDesignedMate irals………….. 6 8 .
1 Descirpitono fRespondents………. 6 8 .
2 Descirpitonoft heData……… 6 9 .
3 Respondents ’Opinions andSuggesitons………. 71 .
C Discussionoft heResul toft heAnalysisandEvaluaiton……….. 73 .
1 TheFris tEvaluaitonResul t………. 73 .
2 TheSecondEvaluaitonResul t……… 74 .
D Presentaitonoft heFina lVersiono fDesignedMateirals……….. 75
N O I S U L C N O C : V R E T P A H
C S ANDSUGGESTIONS
.
A Conclusions ……….. 7 8 .
B Suggesitons……… 8 0
S E C N E R E F E
R ………... 82
S E C I D N E P P
v x
S E R U G I F F O T S I L
e g a P W
e h T . 1 . 2 e r u g i
F rtier’ sMode l……… 2 7 e
h T d n a e l c y C D & R . 1 . 3 e r u g i
i v x
S E L B A T F O T S I L
e g a P k
c a b d e e F f o e l p m a S e h T . 1 . 3 e l b a
T o fEvaluaiton………. 40
w e i v r e t n I e h t f o t l u s e R . 1 . 4 e l b a
T ……… 44
4 e l b a
T .2 .Resul toft heQuesitonnarie……… 50 s
c i p o T f o t s i L . 3 . 4 e l b a
T ……….. 5 8
Table4.4 .Lis to fGenera lPurposes………. 5 9 s
r o t a c i d n I f o t s i L . 5 . 4 e l b a
T ……… 60
t n e t n o C t c e j b u s n i s ll i k S f o t s i L . 6 . 4 e l b a
T ……… . 62
s e it i v it c A f o t s i L . 7 . 4 e l b a
T ………. 65
s e c r u o s e R f o t s i L . 8 . 4 e l b a
T ……… 67
s t n e d n o p s e R e h t f o n o it p ir c s e D . 9 . 4 e l b a
T ……… . 6 8
e h t f o n o it p ir c s e D . 0 1 . 4 e l b a
T EvaluaitonD ata……… . 70
s c i p o T e h t f o n o i s i v e R e h T . 1 1 . 4 e l b a
T ………. . 73
e c n e t e p m o C c i s a B f o n o i s i v e R e h T . 2 1 . 4 e l b a
T ……… . 74
. 3 1 . 4 e l b a
T Descirpitono fUntisi nt heDesignedmateirals… ... .. 76 .
4 1 . 4 e l b a
ii v x
S E C I D N E P P A F O T S I L
e g a P n
o i s s i m r e P f o r e tt e L : A x i d n e p p
A ……… 85
t s il k c e h C w e i v r e t n I d n a e ri a n n o it s e u Q : B x i d n e p p
A ………. . 87
n o it a u l a v E f o e ri a n n o it s e u Q : C x i d n e p p
A ……….. 92
n g i s e D s u b a ll y S : D x i d n e p p
A ……… . 95
s n a l P n o s s e L : E x i d n e p p
A ………. . 9 9
: F x i d n e p p
A Genera lDesc irp iton……… 1 4 1 :
G x i d n e p p
A TheRawDataoft heRespondents ’Evaluaiton……… 1 91 :
H x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
g n i s u s l a ir e t a m n o it a i c n u n o r p y r a t n e m e l p p u s f o t e s a s n g i s e d r e ti r w e h T
X e d a r g t a s t n e d u t s r u h u L i h d A K P P Y A M S r o f g n i n r a e L e g a u g n a L e v it a r e p o o C
tI . y d u t s e h t f o e n il t u o e h t e v i g o t d e t n e s e r p s i r e t p a h c s i h T . e ri b a N n
i discusses
t eh background knowledge o f thi s study , problem formulaiton , problem ,
n o it a c if it n e d
i problem ilmtiaitons ,research objecitves ,research beneftis ,and .s
m r e t f o n o it i n if e d
.
A Backgroundo ftheStudy
n
I learning language , the learners need to have fou rlanguage skills: .
g n i n e t s il d n a , g n i k a e p s , g n it ir w , g n i d a e
r The learners also need to have
, n o it a i c n u n o r p , r a m m a r g s a h c u s , e g a u g n a l f o s t n e m e l e r e h t o n i e c n e t e p m o
c and
. y r a l u b a c o
v Pronunciaitoni scommonlyheldt obet hemos tdfiifcul to fallt asksi n a
e l e g a u g n a
l rning , especially in learning Engilsh . “The way we pronounce .
s r a e r u o n i d r a e h e r a s d r o w e h t w o h n o s d n e p e d s d r o w h s il g n
E Therefore , ti i s
e g a u g n a l h s il g n E f o n o it a i c n u n o r p t h g ir e h t o t n e t s il o t t n a tr o p m
i ”( Ro irng ,1985).
n o it a i c n u n o r p h s il g n E d a
B may confuse people even i fw ee u s Engilsh r
a m m a r
g correclty .Wecan usesimpleword sand simplegramma rsrtucturest ha t d
n a t s r e d n u e l p o e p e k a
m u s bu t we canno t use "simple pronunciaiton". On e
h
t othe rhand ,goodEng ilshpronunciaitonwli lmakepeopleunderstand su easliy o
t n e t s il o t g n il li w e b d n
y d u t s d n u o r g k c a b e h t f o g n i n n i g e b e h
t . CLL i s a good way in teaching
f o s t n e d u t s r o f n o it a i c n u n o r
p SMA YPPK Adh iLuhu rbecause tienhances them p
u o r g n i k r o w o
t s and to have good socia lskills .Student sdo n to merely have i
c o
s a lskill sbu talso posiitve interdependence. In addiiton ,student scan also .
g n i n e t s il d n a g n i k a e p s n i h s il g n E r i e h t p o l e v e d
n o it a i c n u n o r p p o l e v e d o t e v a h X e d a r g t a s t n e d u t s l o o h c s h g i h r o i n e S
t a c i n u m m o c d n a y ti li b a g n i k a e p s r i e h t e c n e u lf n i n a c t i e s u a c e
b ivecompetence. I f
k l a t o t d e ti v n i e r a o h w e l p o e p , s d r o w g n i c n u o n o r p n i e c n e t e p m o c o n e v a h y e h t
t o n l li
w gett hemessageoft hes peech. s
i e ri b a
N a smal lctiy in Papua .I ti slocated in the Wes tside o fPapua , t
f o n o it a l u p o p e h T . y a b h i s a w a r d n e C e h t g n o l
a hi sctiy i smore than 40.000
. e l p o e
p People there are no tonly from the loca larea bu talso from the othe r i
s e w a l u S , a rt a m u S , a v a J s a h c u s , a i s e n o d n I f o s d n a l s
i ,Kailmantan ,danBail .Only
a h e l p o e p l a c o l w e
f veoppo truntiy t o ge teducaiton,soonlyafewoft hem –those ll
e w e r a o h
w -educated– can ge tposiitons in governmen tof ifces . tI i scaused by e
r a m e h t f o e m o S . s r o t c a f y n a
m by ilmtied school sand learning resources , w
e f d n a , l o o h c s r o f n o it i u t e v i s n e p x
e professiona lteacher savaliable .There , t
a i c n u n o r
p ion i staugh ta sone of the element sto learn the target language. n
o it a i c n u n o r
P i sa supplementary mateira lwhich i sseparated to othe rskill sand e
g a u g n a l f o s t n e m e l
e – speaking , ilstening ,reading ,w iritng ,vocabulary and .r
a m m a r
s d r o w n i a tr e c e h t g n i c n u o n o r
p o fEngilsh which wli lease them in learning the .
s ll i k s h s il g n
E
.
C ProblemFormula iton
Thi sresearch i sconducted t o answer t he problems idenitifed previously . :
e r a y e h T
.
1 How i sa se tof supplementary pronunciaiton mateiral susing Cooperaitve LanguageLearning rfo SMAYPPKAdh iLuhu rstudent sa tgradeXinNab rie
? d e n g i s e d .
2 Wha tdoe a s se to fsupplementary rp onunciaiton mateiral susing Cooperaitve LanguageLearningfo rSMAYPPKAdh iLuhu rstudent sa tgradeXi nNab rie
? e k il k o o l .
D ProblemLimtia iton
, n g i s e d s l a ir e t a m , s t c e j b u s e h t t u o b a e r a y d u t s s i h t f o s n o it a ti m il e h T
n g i s e d e h t f o g n it n e m e l p m i e h t d n a , s c i p o
t edmateirals .Thesubject soft hi sstudy d
e ti m il e r
a t o student sa tgradeX o fSMA YPPK Adh iLuhur i n Nabrie ,Papua . e
h
T mateiralst ha twli lbedesignedfocu sonase to fsupplementarypronunciaiton s
l a ir e t a m d e n g i s e
d which provide speaking and reading sse sions .The topic s n
o d e s a b e r a n e s o h
c thestudents’i nterest sand needs .A ttheendoft hestudy,t he r i e h t t u o d n if o t m e h t g n it n e m e l p m i t u o h ti w d e t n e s e r p e b l li w s l a ir e t a m d e n g i s e d
.s s e n e v it c e f f e
.
E ResearchObjecitves
y d u t s s i h
T i sconducted to answe rthe quesiton sstated in the problem :
7
.
1 T o ifnd ou t how a se t o f supplementary pronunciaiton mateiral s using CooperaitveLanguageLearningfo rsenio rhigh schoo lstudent sa tgradeX o f
N n i r u h u L i h d A K P P Y A M
S abrie ,Papuai sdesigned. .
2 T o presen ta se to fsupplementary pronunciaiton mateiral susing Cooperaitve Language Learning fo rSMA YPPK Adh i Luhu rstudent sa tgrade X in
. a u p a P , e ri b a N .
F ResearchBeneftis
: e r a h c r a e s e r s i h t f o s ti f e n e b e h T .
1 SeniorHighSchoo lStudentsi nNabire
.
a Students can use the mateirals to improve thei rpronunciaiton mastery and e
v it a c i n u m m o
c ablitiy.
.
b Studentscanuset hemate iralst of aclitiatet hemi npronouncingnewword sby .
y r a n o it c i d h s il g n E n i n o it p ir c s n a rt s c it e n o h p e h t t a g n i k o o l .
2 SeniorHighSchoo lTeachersi nNabire
.
a Teacher scangivemoreporitonsf o rpronunciaiton. .
b Teacher scan improve thei rteaching technique sby using these mateiral sa s .s
l a ir e t a m g n i h c a e t y r a t n e m e l p p u s .
c Teachers can use the mateiral sto improve students ’pronunciaiton mastery e
v it a c i n u m m o c d n
a ablitiy.
.
3 OtherResearchers
. g . e h c r a e s e r r e h tr u f e k a m o t s r e h c r a e s e r r e h t o e h t s e t a ti li c a f y d u t s s i h T
e m a s e h t n i e u q i n h c e t r e h t o n a g n i s u s l a ir e t a m n o it a i c n u n o r p f o t e s a g n i n g i s e d
1 2
ti v it c a f o t s i x e s n o it p ir c s e d s u o r e m u
N y t ypest ha tcan beused wtih CLL . d n a s k s a t g n i n r a e l e v it a r e p o o c f o s d n i k r o j a m e e r h t s e b ir c s e d ) 2 3 1 : 2 9 9 1 ( o h l e o C
. n o it a ir a v y n a m s a h h c i h w f o h c a E . s u c o f g n i n r a e l ri e h t
.
1 TeamPracitcef romcommoni npu t– skill sdevelopmen tandmasteryoff acts .
a Alls tudent sworki nt hes amemateiral .s .
b Thet aski st omakesuret ha teveryonei nt hegroupknowst heanswert oa .
s l a ir e t a m e h t s d n a t s r e d n u d n a n o it s e u q .
c When t het eachert ake sup t hequesiton o rassignment ,anyonei n agroup m
a e t e h t r o f r e w s n a o t n o d e ll a c e b y a
m .
.
d This t echnique i sgood fo rreview and fo rpracitcet ests; t hegroup t ake s n a o d y ll a u t n e v e l li w t n e d u t s h c a e t u b , r e h t e g o t t s e t e c it c a r p e h t
. y ll a u d i v i d n i t s e t a e k a t r o t n e m n g i s s a .
e Thist echniquei seffecitvei n stiuaitonwhen t hecomposiitonoft hegroup .
y a d y r e v e s p u o r g w e n m r o f n a c s t n e d u t S . e l b a t s n u s i .
2 Jigsaw :dfiferenitated bu tpredetermined inpu t– evaluaiton and synthesi so f s
n o i n i p o d n a s t c a f
.
a Eachgroupmemberr eceive sadfiferen tpieceoft hei nformaiton. .
b Studentsr egroup i n t opicgroup scomposed o fpeoplewtiht hesamepiece .t
i h c a e t o t e r a p e r p d n a l a ir e t a m e h t r e t s a m o t .
c Studentss ynthesizet hei nformaitont hroughdiscussion. .
d Thi smethod o f organizaiton may requrie team-buliding acitviite sfo r g
n o l , s p u o r
g -term group involvement , and rehearsal o f presentaiton .
.
e Thi smethod i svery usefu lin the mutllieve lclass ,allowing fo rboth h s il g n E f o s m r e t n i g n i p u o r g s u o e n e g o r e t e h d n a s u o e n e g o m o h
. y c n e i c if o r p .
3 Cooperaitve projects : topicsr/esource s selected by student s – discovery g
n i n r a e l
.
a Topic smaybedfiferentf o reachgroup. .
b Studentsi dentfiys ubtopicsf o reachgroupmembe.r .
c Student s research the informaiton using resource s such a s ilbrary .
a i d e m l a u s i v d n a , s w e i v r e t n i , e c n e r e f e r .
d Student ssynthesizet herii nformaitonf o ragrouppresentaiton .Eachgroup e l o h w e h t o t s t n e s e r p p u o r g h c a E . n o it a t n e s e r p e h t n i tr a p a s y a l p r e b m e m
.s s a l c .
e Thi smethod place sgreate remphasi son individuailzaiton and students ’ .
s t s e r e t n i
.f I tcan beeffecitve fit hestudent shaveplentyo fpreviou sexpeirencew tih t
s e r o
m ructuredgroupwork.
h g i h r o i n e s r o f n o it a i c n u n o r p g n i h c a e t n i e u q i n h c e t e l b a ti u s t s o m e h T
g n i s u s i e ri b a N n i X e d a r g t a s t n e d u t s l o o h c
s Cooperaitve Language Learning , e
s u a c e
b they candevelop t hei rsocia lskill sand bulidt hei rcon ifdencei n Engilsh . e
h
T re are many student swho come from hintelrand o fPapua and few o fthem n
I . a s a h a B n i h g u o h tl a d a e r t o n n a
c CLL,t heycaninterac twtiht het eache randt he .s
t n e d u t s r e h t
o Atlhough t hist echniquei s itmeconsuming, t het eache rmus thave n
it a e r c n i y ti v it a e r
3 2
,s e m a g f o s m r e
t poet ,so rusingsongs .Theacitvtiyi n usingasongi st hestudent s o t n o it n e tt a y a p d n a r e h t e g o t g n o s t a h t g n i s o t e v a h y e h t d n a , g n o s e h t o t n e t s il
e h t e c n u o n o r p r e g n i s e h t w o
h wordsi nt ha tsong.I tcan bedonealso ilkewhati s e
c i T y b d e t a t
s (2004 )that “many p irmary aged learner srespond very wel lto s
t n a h c d n a s e m a g , s g n o
s andeasliyremembert hewholes ong sandchants”.
.
4 School-BasedCurriculum
h c il s u M r u n s a
M (2007 :17) in hi sbook “KTSP :Pembelajaran Berbasi s t
a h t s e t a t s ” l a u t s k e t n o K n a d i s n e t e p m o
K school-basedcur irculum i sacurirculum o
t l o o h c s d n a s r e h c a e t o t m o d e e r f s e v i g h c i h
w t he developments .I tsuggest s e
c n e t e p m o c g n i d i v o r
p -based learning and contextua l approach . Thi s i s an .
l o o h c s h c a e y b d l e h d n a d e g n a r r a s i h c i h w m u l u c ir r u c l a n o it a r e p o
l o o h c s e h
T -basedcurirculumi sase to feducaitona lplanwhichi so irented e
c n e t e p m o c ’ s t n e d u t s n
o and the resutl so fthe study . tI i sdeveloped based on .
s e l p i c n ir p n e v e s
.
1 Focus on potenital , development , need , and impo trance o f student s and .
t n e m n o ri v n e .
2 Va iredandi ntegrated . .
3 Responsiveonknowledge,t echnology ,andar tdevelopment . .
4 Relevantwtihl fie’ sneed .s .
5 Comprehensiveandcon itnuous . .
6 Alway slearnuntlit heendofl fie . .
7 2
e r e t n
i sitng mateiral so rtechnique ssuch a susing song so rgames .Fo rfu trhe r .
w o l e b 1 . 2 e r u g if n i d e n i a l p x e s i ti , g n i d n a t s r e d n u
s ’ r e ti r W . 1 . 2 e r u g i
F Modeladaptedf romKemp’ sMo del
e g r a t e h t g n i n r a e l n i t n a tr o p m i s i n o it a i c n u n o r
P tl anguagebecausepeople
e r a e w f i y a s e w t a h w d n a t s r e d n u t o n l li
w no tgood at pronunciaiton .I talso can . y ti li b a g n i k a e p s h ti w d e t a l e r s i ti e s u a c e b s r e h t o h ti w n o it a c i n u m m o c r u o r e p m a h
u t s e h t o t n o it a i c n u n o r p h c a e t o t s d e e n r e h c a e t e h t y h w s i t a h t , o
S dent .s
r e n r a e L
s c it s ir e t c a r a h C
, s l a o G
d n a , s c i p o T
l a r e n e G
s e s o p r u P
g n i n r a e L
s e v it c e j b o n
o it a u l a v E
n r a e L / g n i h c a e T
s e it i v it c A g n i
s e c r u o s e R d n a
t c e j b u S
t n e t n o C e
r P -
t n e m s s e s s A
n i s e u q i n h c e t e h t f o e n o s i ) L L C ( g n i n r a e L e g a u g n a L e v it a r e p o o C
. n o it a i c n u n o r p g n i h c a e
t CLLoffer swayt oi nterac twtihothersi nt heclassroomi n .t
n e m e v e i h c a c i m e d a c a e s a e r c n i d n a g n i n r a e l e c n a h n e o t r e d r
o There are some
t c e f f e L L C g n i s u r o f s a e d
i ively in the classroom .They are using poets ,songs , ,
s t n a h
c game ,sr ole-play ,etc. l
o o h c
S -based curirculum i s considered a s the compleitng previou s . s t n e m p o l e v e d s ti o t l o o h c s d n a s r e h c a e t r o f m o d e e r f s e v i g t I . ) C B C ( m u l u c ir r u c
rr u c l a n o it a r e p o n a s i s i h
.
1 Research and informaiton collecitng which include s review o fltierature , .t
r o p e r d n a n o it a v r e s b o m o o r s s a l
c
.
2 Planningwhichcover sdeifnings kill ,ss taitngt heobjecitves ,andt esitng. .
3 Develop preilminaryf orm o fproduc twhich i nclude spreparaiton o fmateiral s .s
e c i v e d n o it a u l a v e d n a .
4 Preilminary ifeld tesitng which include s interview , observaitonal , and .s t c e j b u s 2 1 o t 6 g n i s u y b s l o o h c s 3 o t 1 n i d e t u b ir t s i d a t a d e ri a n n o it s e u
q
.
5 Mainproductr evisionwhichi st akenpreilminaryf ormo fproduc.t .
6 Main ifeld t esitng which i sheld i n 5 t o 15 school swtih 30 t o 100 subjects . e
r p s ’t n e d u t s s s e s s a l li w t s e t s i h
T -courseandpost-coursepefrormance. .
7 Operaitona lproductr evisionwhichi sobtainedf rommain ifeldt esitng. .
8 Operaitona l ifeld t esitng which i sconducted 10 t o 30 school swtih 40 t o 400 .s
t c e j b u
s
.
9 Fina lproductr evisionwhichi sprovidedf romoperaitona l ifeldt esitng. .
0
1 Disseminaitonandi mplementaiton . e
K mp’ smodeli sused to develop t hemateiralsi n t hedesign .The design . y l m o d n a r s p e t s e h t e s o o h c n a c r e ti r w e h t o s e l b i x e lf s i l e d o m s ’ p m e K d e s u
d o m s ’ p m e
K e lprovide seigh tstepst o design t hei nsrtuciton sbutt he wrtie ronly ’ s r e n r a e l g n i y fi t n e d i e r a l e d o m s ’ p m e K f o s p e t s n e v e s e h T . m e h t f o n e v e s s e s u
g n i y fi c e p s ; s e s o p r u p l a r e n e g d n a s c i p o t , s l a o g g n it a l u m r o f ; s c it s ir e t c a r a h c
u s g n it s il ; s e v it c e j b o g n i n r a e
l bjec tcontents ;developingpre-assessment ;selecitng .
3 3
l e b b e r D n a V s u il e n r o C n i s t n e d u t s e v if y t n e w t n e e b e v a h d l u o h s e r e h T . s s a l
c However ,the paritcipant swere only twenty t wo student sbecause three n
e d u t
s t swereabsentf romt heclas .s .
2 Teachers
r e h c a e t e h t s a w s t n a p i c it r a p f o p u o r g d n o c e s e h
T s o fSMA YPPK Adhi
N r u h u
L ab rie.I nt heneeds urvey ,oneEngilshteache ro fSMAYPPKAdh iLuhu r Nabrie was t heparitcipant of t he i nterview i n ordert o obtain i nformation abou t
.s t s e r e t n i d n a s d e e n ’ s t n e d u t s
e b o t d e d e e n s l a ir e t a m e h t , s l a ir e t a m d e n g i s e d e h t g n i h s i n if r e tf A a u l a v
e ted in orde r to obtain evaluaiton ,feedback , and suggesiton s from the t
n e d n o p s e
r s .Here,t hewrtie rasked t hree( 3)t eacher so fSMAYPPKAdhiLuhu r Nabrie a srespondent sto evaluate the designed mateirals .The wrtie rgave sem i
d e s o l
c -endedquesitonnarie. .
3 Lecturers
f o s r e r u t c e l e h t s a w s t n a p i c it r a p f o p u o r g d ri h t e h
T theEngilsh Language
p m i o t r e d r o n I . y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t
S rove the designed
s l a ir e t a m e h t e c n i S . s r e r u t c e l e h t m o r f n o it a u l a v e d e d e e n o s l a r e ti r w e h t ,s l a ir e t a m
o w t e s o h c r e ti r w e h t , e c n e t e p m o c n o it a i c n u n o r p e v o r p m i o t d e n g i s e d e r e w
e r u t c e
l r swho were exper tin teaching pronunciaiton .The wrtie rgave a sem i e
s o l
1 . 3 e r u g i F e
h
T SimliartiybetweenR&Dandt heWrtier’ sMo del
d n a h c r a e s e R
n o it a m r o f n
I collecitng
g n i n n a l P
y r a n i m il e r p p o l e v e D
t c u d o r p f o m r o f
d l e if y r a n i m il e r P
g n it s e t
t c u d o r p n i a M
n o i s i v e r
g n it s e t d l e if n i a M
n o i s i v e r t c u d o r p l a n o it a r e p O
d l e if l a n o it a r e p O
g n it s e t
n o i s i v e r t c u d o r p l a n i F
d n a n o it a n i m e s s i D
n o it a t n e m e l p m i
’ s r e n r a e l g n i y fi t n e d I
s c it s ir e t c a r a h c
, s c i p o t ,s l a o g g n it a l u m r o F
s e s o p r u p l a r e n e g d n a
g n i n r a e l g n i y fi c e p S
s e v it c e j b o
t c e j b u s g n it s i L
s t n e t n o c
e r p g n i p o l e v e
D
-t n e m s s e s s a
d n a g n i h c a e t g n it c e l e S
d n a s e it i v it c a g n i n r a e l
s e c r u o s e r
5 3
s t n e m u r t s n I h c r a e s e R . C
s i h t n
I study ,the wrtie rused interview checkils tand quesitonnaries sa .
s t n e m u rt s n i e h t
.
1 InterviewCheckilst
t n
I erviewcheckilst phel e dthewrtie ra saguideilneoft hei nterviewwhich e
ri b a N r u h u L i h d A K P P Y A M S f o r e h c a e t e h t o t e n o d s a
w .The i nterview also
p l e
h e d the researche rin obtaining students ’needs ,characteirsitcs ,and interests . w
e i v r e t n i e h
T checkils twa s also used to ge tmore informaiton abou tteacher’ s n
o i n i p
o when deailng wtih t hestudents .Therew erefou treen quesiton sasked t o .
r e h c a e t e h
t Theaspect saskedi nt hei nterviewwtiht het eache rareasf ollows: .
a Thedescirpitonoft eachingEngilshi n t hetenth gradestudent so fSMAYPPK 1
r e b m u n s n o it s e u q n i d e s s e s s a e r a e ri b a N r u h u L i h d
A - .4
.
b Students ’ablitiyi nEngilshpronunciaitonareassessedi nquesiton s - .5 7 .
c Students’i nterestsi nl earningpronunciaitonareassessedi nquesitons 8- .9 .
d Approp irate pronunciaiton mateiral sfo rthe tenth grade student so fSMA n o it s e u q n i d e s s e s s a e r a r e h c a e t e h t o t g n i d r o c c a e ri b a N r u h u L i h d A K P P
Y s
0 1 - .1 3 .
e Suggesiton sand expectaiton sabou tteaching pronunciaiton are assessed in .
4 1 n o it s e u q .
2 Ques itonnaires
t n i g n i s u s e d i s e
B erview checkilst, t hewrtieralso used quesitonnariest o e
h T . s t n e d n o p s e r e h t m o r f a t a d e h t r e h t a
e r e w y e h
t effecitve and efifcien tin gatheirng the data . They also gave the g
n i v i g n i y ti n u tr o p p o ’ s t n e d n o p s e
r opinions andi deas wtihou tany ilmtiaiton. e
r e h
T w ere two kind so fquesitonnarie sused i n t hi sstudy .Those w ere y
e v r u s d e e n f o e ri a n n o it s e u
q , whichi ssem iopen-closedendedquesitonnarie ,and e
ri a n n o it s e u
q o f evaluaiton, which i s both close-ended and open-ended u
q esitonnarie. .
a Quesitonnarieo fneeds urvey e ri a n n o it s e u q s i h
T w sa given t ot het enthgradestudent so fSMA YPPK t
u o b a n o it a m r o f n i n i a g o t r u h u L i h d
A thei rneed ,si nterests ,goal sandl ack .sThere 3
1 ( n e e tr i h t e r e
w )quesiton sin the quesitonnarie .The studen tcould choose the g
n i d r o c c a r e w s n
a to thei ropinions .They were given chances t o statet hei rown .
r e w s n
a Theaspect saskedi nt hequesitonnarieareasf ollows: .
1 The descirpitons abou tstudents ’background abou tEngilsh are assessed in 1
s n o it s e u
q - .2
.
2 Students ’opinion sabou tEngilsh pronunciaitonareassessed i n quesiton s3- ,5 7
d n a - .9 .
3 Students ’ablitiyi nEngilshpronunciaitonareassessedi nquesiton s6and10. .
4 Students ’expectaitonsi nl earning pronunciaiton areassessed i nquesiton s11 -.
3 1 .
b Quesitonnarieo fevaluaiton e ri a n n o it s e u q s i h
T w sa given to three Engilsh teachers o fSMA YPPK . y ti s r e v i n U a m r a h D a t a n a S f o s r e r u t c e l h s il g n E o w t d n a e ri b a N r u h u L i h d
A The
s a w e ri a n n o it s e u
r o o p / e e r g a s i D ) 2 (
d e d i c e d n u /l u ft b u o D ) 3 (
d o o g / e e r g A ) 4 (
d o o g y r e v / e e r g a y l g n o rt S ) 5 (
e v it p ir c s e d e h
T datawouldbepresentedi nt hef ollowingt able:
e r i a n n o it s e u Q r o f tl u s e R g n i r e h t a g k c a b d e e F f o e l p m a S e h T . 1 . 3 e l b a T
. o
N Respondents ’opinion Centra lTendencies
N Mean
r e h t a g a t a d e h
T edwa sanalyzedusingstaitsitcto ifndt hemean ,medianand f o r e b m u n y b d e d i v i d n o it u b ir t s i d a n i s e u l a v e h t ll a f o m u s e h t s i n a e M . e d o m
a f o e r o c s e l d d i m e h t s i n a i d e m ) 6 2 1 : 2 0 0 2 , h e i v a z a R d n a s b o c a J , ir A ( . s e s a c
. n o it u b ir t s i d a n i r u c c o y lt s o m h c i h w e r o c s e h t s i e d o M . n o it u b ir t s i d
l o f s a d e t a l u m r o f s a w n a e m e h
T lows:
x
∑
=
X
N
: e r e h WX :mean x
1 4
.
F ResearchProcedures
h c i h w s p e t s l a r e v e s h g u o r h t d e t c u d n o c s a w h c r a e s e r e h
T w ereessenitalt o
o t e s a g n i n g i s e d s a w y d u t s e h t f o c i p o t e h T . e r u d e c o r p h c r a e s e r e h
t f
r o f g n i n r a e L e g a u g n a L e v it a r e p o o C g n i s u s l a ir e t a m n o it a i c n u n o r p y r a t n e m e l p p u s
. e ri b a N n i X e d a r g t a s t n e d u t s r u h u L i h d A K P P Y A M S
: e r a y d u t s e h t f o s e r u d e c o r p e h T
.
1 Conducitng research and i nformaiton colleciton .Thewrtie rasked permission d
u t s t c u d n o c o
t yi nSMAYPPKAdh iLuhu rNabrie. .
2 Conducitng interview wtih an Engilsh teache ro fSMA YPPK Adh iLuhu r e
ri b a
N and dist irbuitng quesitonnarie to the tenth grade student so fSMA , s c it s ir e t c a r a h c ’ s t n e d u t s t u o b a n o it a m r o f n i n i a g o t e ri b a N r u h u L i h d A K P P Y
,s d e e
n andi nterest .s .
3 Collecitng and analyzing the data from the interview checkils t and n
o it s e u
q narie. .
4 Making severa l plans before designing the supplementary pronunciaiton n
a l p e h T . s l a ir e t a
m s w ee r donebydetermininggoal ,st opics ,genera lpurposes , n
r a e l d n
a ingobjecitves .Then t hewrtie rdevelopedpreilminaryf ormo fanew .s e it i v it c a g n i n r a e l g n i h c a e t g n it c e l e s d n a s t n e t n o c t c e j b u s g n it s il y b t c u d o r p .
5 Designing a se to fsupplementary pronunciaiton mateiral susing Cooperaitve d
A K P P Y A M S r o f g n i n r a e L e g a u g n a
L h i Luhu rstudent sa tgrade X in .
e ri b a N .
6 Improving the designed mate iral sby done preilminary ifeld tesitng .I twa s n
o
t o t s l a ir e t a
m h reeEngilsht eacher so fSMAYPPKAdh iLuhu rNabrieandt wo f
o s r e r u t c e l h s il g n
E theEngilsh LanguageEducaitonStudyProgramo fSanata .
y ti s r e v i n U a m r a h D .
7 Collecitng data from the questionnarie o fevaluaiton. eT h wrtie rdid main .
n o i s i v e r t c u d o r p .
8 Revising t hedesigned mateiral sbased on t hef eedback and suggesitonsf rom .s
t n e d n o p s e r e h
t
.
4 e l b a
T .2 .Resul toft heQuesitonnaire
. o
N Quesiton s Answer s Respondent s Percentage
.
1 Doyou ilkeEngilsh?
) n o s a e r e v i g e s a e l p
( -VeUrnydeilkrsetandabl e - Impotran t to
h ti w e t a c i n u m m o c
y n a n i e n o y n a
s e ir t n u o c
5 22.72%
e k i L - F un - Interesitng
5
1 68.18%
e k il s i D
- Dfiifcutl - Confusing
2 9.09%
.
2 Do you think tha t ? t n a tr o p m i s i h s il g n E
) n o s a e r e v i g e s a e l p (
t n a tr o p m i y r e V
-Internaitonall anguage -To communicate wtih
s r e n g i e r o f
-To ifndj ob
7
1 77.27%
t n a tr o p m I
- Internaitona l e g a u g n a l
4 18.18%
t n a tr o p m i t o N
- no tadaliyl anguage 1 4.54%
.
3 Pronunciaitoni sone o f . s t c e p s a h s il g n E e h t
d e n r a e l r e v e u o y e v a H
? n o it a i c n u n o r p h s il g n E
k n i h t u o y o d t a h
W ?
e b n a c r e w s n a e h t(
) e n o n a h t e r o m
n u
F 9 40.91%
g n ir o
B 4 18.18%
t l u c if fi
D 8 36.36%
s r e h t O
, n u f s
e m it e m o S
g n ir o b s e m it e m o s
1 4.54%
.
4 Wha tbeneif tyou get i f h s il g n E d o o g e v a h u o y
? n o it a i c n u n o r p
e b n a c r e w s n a e h t(
) e n o n a h t e r o m
a i d e
M to communicate s
r e n g i e r o f h ti
w 1 7 77.27% n
i d e d e e n l li k s A
b o j g n i d n
if 2 9.09%
g n i k a e p s d o o g e v a H
h s il g n
E 2 9.09%
y d u t s e h t e u n it n o C
d a o r b
p l e h o t s a w l a o g d n o c e S . n o it a i c n u n o r p g n i c it c a r p n i a i d e m a s a d e s u e r e w
h T . y ti li b a n o it a i c n u n o r p r i e h t g n ir e t s a m d n a g n i p o l e v e d n i s t n e d u t
s e thrid goa l
m e h t p l e h o t s a
w dfiferenitate and pronounce Engilsh sounds .T he topic schose l
o o h c S f o e c n e t e p m o c d r a d n a t S e h t n o d e s a b e r e
w -based Curirculum fo rSenio r
. X e d a r g t a s t n e d u t s l o o h c S h g i H
e r e w e r e h T . s c i p o t e m o s d e t s il r e ti r w e h t , s l a o g e h t g n it a l u m r o f r e tf A
. d e p o l e v e d s c i p o t ) 7 ( n e v e
s Theywerearrangedasf ollows: s c i p o T f o t s i L . 3 . 4 e l b a T
s ti n
U Topic s Uni tTilte s
.
1 GreeitngandLeaveTaking Hi !Howareyou?
.
2 Insrtuciton s Opent hedoor ,please!
.
3 ExpressingSympathy I’ms orryt oheart ha.t
.
4 ExpressingHappiness Fantasitc!
.
5 Recoun tText Wha tanexpeirence!
.
6 NarraitveText Shairngmores toires!
.
7 Invtiaiton Areyouf reet omorrow?
o t e l b a c il p p a e r e w s c i p o t e h t e s u a c e b e v o b a s c i p o t e h t t e s r e ti r w e h T
’ s t n e d u t
s daliy lfie .The topic swli lbe needed and used in theri daliy lfie .The c
i s a b y r e v l li t s e r e w n e s o h c s c i p o
t .They were needed fo rthe student sto learn h g i h r o i n e s e h t n i ll it s e r a s t n e d u t s e h t e c n i s , c i s a b y r e v e h t m o r f n o it a i c n u n o r p
. l e v e l l o o h c
s Thewrtie rchoset het opic swhich areapprop irate wtih t hestudent s .
9 5
e h t n o d e s a B . s e s o p r u p l a r e n e g e h t d e t a t s r e ti r w e h t ,s c i p o t e h t g n it s il r e tf A l o o h c
S -BasedCurirculum(2006), t het erm“basiccompetence”i susedi nstead o f /
s e s o p r u p l a r e n e g e h t e r a e r e H . s e s o p r u p l a r e n e
g basiccompetence so feveryt opic. s
e s o p r u P l a r e n e G f o t s i L . 4 . 4 e l b a T
s ti n
U Topic s Genera lPurposes/Basic e c n e t e p m o C .
1 GreeitngandLeaveTaking The student sare able to expres s .
g n i k a t e v a e l d n a g n it e e r g .
2 Insrtuciton s The student s are able to giving .s
n o it c u rt s n i .
3 ExpressingSympathy The student sare able to expres s .
y h t a p m y s .
4 ExpressingHappiness The student sare able to expres s .s
s e n i p p a h .
5 Recoun tText The student sare able to respond .t
x e t t n u o c e r e h t .
6 NarraitveText The student sare able to respond .t
x e t e v it a r r a n e h t .
7 Invtiaiton The student s are able to invtie r
o y lt c e ri d e n o e m o
s indrieclty
. ) d r a c (
.
3 SpecfiyingLearningObjec itves
e h t d e n i m r e t e d r e ti r w e h t , c i p o t h c a e f o s e s o p r u p l a r e n e g e h t g n it a t s r e tf A
o s e v it c e j b o g n i n r a e
l ri ndicators .Thewrtie rusedt het erm“indicators”becausei n l
o o h c
s r o t a c i d n I f o t s i L . 5 . 4 e l b a T
s ti n
U Topic s Indicators
.
1 Greeitng and Leave g
n i k a T
: o t e l b a e r a s t n e d u t s e h T
- d fiferenitates ound s r/ /and/ /l - pronounces ound/ /r
- identfiyt hes ound/ /ri nt hedialogue .
2 Insrtuciton s Thes tudent sareablet o:
- d fiferenitates ound s l/ /and/ /r - pronounces ound/ /l
- identfiyt hes ound/ /li nt hedialogue .
3 ExpressingSympathy Thes tudent sareablet o:
- d fiferenitates ound s t/h /and/ θ/ - pronounces ound t/h/
- identfiyt hes ound t/h/i nt hedialogue .
4 ExpressingHappiness Thes tudent sareablet o:
- d fiferenitates ounds/ v /and/ /f - pronounces ound/ v/
- identfiyt hes ound/ v/i nt hesong .
5 Recoun tText Thes tudent sareablet o:
- d fiferenitates ound s t/∫ /and/ j/ - pronounces ound t//∫
- identfiyt hes ound t//∫i nt het ext .
6 NarraitveText Thes tudent sareablet o:
- d fiferenitates ounds/ aυ /and/ e / u - pronounces ound/ aυ /
- identfiyt hes ound/ aυ /int het ext .
7 Invtiaiton Thes tudent sareablet o:
- d fiferenitates ound s/s /and/ z/ - pronounces ound/ s/
1 6
.
4 Lis itngSubjec tContents
e h t f o s n o it c e s e h t e s o h c r e ti r w e h t , s e v it c e j b o g n i n r a e l e h t g n it s il r e tf A
s i h c i h w k s a t g n i n r a e l e v it a r e p o o C f o d n i k r o j a m t s ri f e h t d e s u r e ti r w e h T . s ti n u
f o s ti n u g n i p o l e v e d f o s e r u d e c o r p e h t d n a t u p n i n o m m o c m o r f e c it c a r p m a e T
k s a T f o s k r o
w -Based Language Teaching adapted from Nunan (2004:31-38 )to n a c y e h T . s n o it c e s r o s tr a p e v if o t n i d e d i v i d s a w t i n u y r e v E . s l a ir e t a m e h t n g i s e d
w o ll o f s a d e if ir a l c e
b s:
.
a Ge tReady
e r p a s a w t r a p s i h
T -learning acitv tiy .Thepurpose of t hi sacitvtiy was t o t
n
i roduces tudentst ot heEngilshs ounds andhowt opronouncethem .Thiss eciton d
e d i v o r
p demonsrtaiton sabou tEngilsh sounds. In t hi sacitvtiy, t het eache rcould o
t d e t a l e r s e c n e t n e s d n a s d r o w e m o s e v i
g demonsrtaitons. Teacher scould alsobe s
a amode landexplainedhowt opronouncet heEngilshs ound .s .
b Star tTalking
s n o it a s r e v n o c f o e l p m a x e d e n i a t n o c y ti v it c a s i h
T o rsong’sl y ircs basedon
, n o it c e s s i h t n I . c i p o t e h
t al lstudent sworke d on t he samemate iral .Thestudent s n
o it a s r e v n o c e h t d a e
r s o rsong’sl y ircs given .Then thestudentspracitcedthem in e
h T . s p u o r g n i r o s ri a
p student shadto i dentfiy t hewordst ha tcontain t hece train h
s il g n E f o d n u o
s .
.
c FocusI n t r a p s i h
T provided a t ask which focuse son t he answe ro f“statr t alking” r
g e h t n i e n o y r e v E . n o it c e
h s il g n
E foundi nt heconversaitons ors ong’sl yircs andpracitcetheminpari so rin p
u o r
g s
.
d TalkSomeMore o r p t r a p s i h
T vided t hechance st opracitcepronouncing t hecetrain sound s f
o Engilsh .Thestudentsmigh tworki npari so ringroups based ont hei nsrtuciton f o s d n u o s e h t e c it c a r p d l u o c s t n e d u t s e h T . d e ir a v e b t h g i m s e it i v it c a e h T . n e v i g
s g n o s , s e u g o l a i d e h t m o r f h s il g n
E ’ ly ircs, texts ,o rcards .The aim so fthi spar t o
t s t n e d u t s e h t e g a r u o c n e o t e r e
w speaki nEngilshandt ohelpt hemi ndeveloping .
y ti li b a n o it a i c n u n o r p r i e h t g n ir e t s a m d n a
.
e TakeYou rTurn
d e d i v o r p n o it c e s s i h
T oppo truniites fo rstudents to share thei rablitiy in .
s s a l c e h t f o t n o r f n i n o it a i c n u n o r
p tI couldbevoluntee ro rchosenbyt heteacher . y
ti v it c a s i h
T accustomed the student sto be con ifden tand be brave in speaki ng .
h s il g n
E Inthi spatr,t het eache rcouldevaluatestudent 'sparitcipaitoni nclas .s n i t h g u a t s ll i k s e h t d e t s il r e ti r w e h t ,t i n u y r e v e f o s n o it c e s e h t g n i s u r e tf A r e v
e yt opic .Theexplanaitoncouldbef oundasf ollows:
t n e t n o C t c e j b u S n i s ll i k S f o t s i L . 6 . 4 e l b a T
s ti n
U Skills Secitons
t i n
U 1 .Hi ! e r a w o H
? u o y
- Getitngbackgroundknowledgeoft het opic - Understanding how to pronounce the r/ /
d n u o s
- Readingthedialogu einparis
- Identfiyingt hes ound/ /ri nt hedialogue - Understandingt hes ound/ /ri nt hedialogue - Pracitcingt hedialoguei nparis
- Pracitcingt hedialoguei nf ron toft heclass
- Ge tReady - Ge tReady
- Star tTalking - FocusI n - FocusI n
3 6
s ti n
U Skills Secitons
. 2 t i n U
e h t n e p O
! e s a e l p , r o o d
- Getitngbackgroundknowledgeoft het opic - Understanding how to pronounce the l/ /
s d n u o s
- Readingt hedialoguei nparis
- Identfiyingt hes ound/ /li nt hedialogue - Understandingt hes ound l//i nt hedialogue - Pracitcingt hedialoguei nparis
- Pracitcingt hedialoguei nf ron toft heclass
- Ge tReady - Ge tReady
- Star tTalking - FocusI n - FocusI n
- TalkSomeMore - TakeYou rTurn
. 3 t i n U
o t y r r o s m ’ I
.t a h t r a e h
- Getitngbackgroundknowledgeoft het opic - Understanding how to pronounce the t/h /
s d n u o s
- Readingt hedialoguei nparis
- Identfiyingt hes ound t/h/i nt hedialogue - Understandingt hes ound t/h/i nt hedialogue - Pracitcingt hedialoguei nparis
- Pracitcingt hedialoguei nf ron toft heclass
- Ge tReady - Ge tReady
- Star tTalking - FocusI n - FocusI n
- TalkSomeMore - TakeYou rTurn
. 4 t i n U
! c it s a t n a
F -- GUentdeitnrsgtabnadckinggrouhnodwkntoowplerdogneoounfct heett hoepic/v / s
d n u o s
- Reading the lyirc o f“One Thing” by One s
ri a p n i n o it c e ri D
- Identfiyingt hes ound/ v/i nt hedialogue - Understandingt hes ound/ v/i nt hedialogue - Singt hes ongt ogether
- Singingt hes ongi ngroup( 2groups)
- Ge tReady - Ge tReady
- Star tTalking
- FocusI n - FocusI n
- TalkSomeMore - TakeYou rTurn
. 5 t i n U
n a t a h W
! e c n e ir e p x e
- Getitngbackgroundknowledgeoft het opic - Understanding how to pronounce the t/∫ /
s d n u o s
- Readingt her ecountt exti nparis - Identfiyingt hes ound t//∫i nt het ext - Understandingt hes ound t//∫i nt het ext - Pracitcingt het exti nparis
- Pracitcingt het exti nf ron toftheclass
- Ge tReady
- Ge tReady
- Star tTalking - FocusI n - FocusI n
- TalkSomeMore - TakeYou rTurn
. 6 t i n U
g n ir a h S
e r o m
! s e ir o t s
- Getitngbackgroundknowledgeoft het opic - Understanding how to pronounce the /aυ /
s d n u o s
- Readingt henarraitvet exti nparis - Identfiyingt hes ound/ aυ/i nt het ext - Understandingt hes ound/ aυ/i nt het ext - Pracitcingt het exti nparis
- Pracitcingt het exti nf ron toft heclass
- Ge tReady - Ge tReady
- Star tTalking - FocusI n - FocusI n
