ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT

REPORT

Group Members:
Hanifah Suci Rachmawati (21216251021)
Sarah Cindy Cristin Tobing (21216251044)
Suci Nurhayati (21216251071)
Sunarti (21216251073)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

GRADUATE SCHOOL
YOGYAKARTA STATE UNIVERSITY
2022
 PREFACE

We give thanks to the presence of God Almighty who has given us the gift of opportunity to
learn. With the completion of a report does not mean our task as a learner ends. In fact, this report
is the first step towards consistently learning what we have reviewed and written here. In general,
this report discusses the process of developing curriculum, syllabus and learning materials. The
purpose of this report is to develop the syllabus and materials based on the result of students and
environment analysis, wants, needs, and lacks. The process in developing the syllabus and the
materials covers the instrument, distributing, collecting, and analyzing the data from students’
response. After analyzing the data, we decide to develop the syllabus for junior secondary school
for the second semester of grade eight. We used Genre Based Approach (GBA) as the approach
for designing unit of material. This project is In general, this report discusses the process of
developing curriculum, syllabus and learning materials. There are many theories described in this
report including models of each curriculum from several experts. Moreover, we would like to
send our gratitude to all those who have helped us in compiling this task, they are

1. The school stakeholder who are very kindly give us permission in doing this project
2. The English teachers named Wan Hanna Puji Sufia B.IRK at SMP Ar-Risalah who with
pleasure to give the information related to the teaching and learning process in that school
3. The students of SMP Ar-Risalah Tanjungpinang, particularly grade VIII who already help
us by giving the response of our instrument
4. The gratitude for our lecture Prof. Suarsih Madya, M.A., Ph.D. and Sir Basikin. M.Phil.,
Ph.D who always guide, facilitate, and support us during the process of working our
project.
With the completion of a report does not mean our task as a learner ends. In fact, this report
is the first step towards consistently learning what we have reviewed and written here. Finally, no
matter how small the contribution that can be made from this project report, hopefully it will be
useful.
Tanjungpinang, June 21st , 2022

Project Team
 TABLE OF CONTENTS

CHAPTER I BACKGROUND ....................................................................................................................... 4

Introduction ........................................................................................................................................ 4
8 National Standards........................................................................................................................... 5
Description of the Existing Syllabus .................................................................................................... 9
Gaps to be solved by creating a new syllabus .................................................................................. 10
CHAPTER II THE CONTEXTUAL ANALYSIS OF THE SYLLABUS & MATERIAL DEVELOPMENT .................. 11
A. National Policy of Education ..................................................................................................... 11
CHAPTER III ........................................................................................................................................... 16
SYLLABUS AND MATERIALS DEVELOPMENT THEORETICAL BASES, PRINCIPLES, AND THE PROPOSED
MODEL .................................................................................................................................................. 16
B. Theoretical Bases for Materials Development ............................................................................. 23
CHAPTER IV NEEDS ASSESSMENT PROVIDING BASELINE DATA FOR SYLLABUS AND MATERIALS
DEVELOPMENT...................................................................................................................................... 28
A. Introduction .................................................................................................................................. 28
B. The Needs Assessment ............................................................................................................. 30
A. Introduction .................................................................................................................................. 42
B. The Needs assessment.................................................................................................................. 42
B. Material Development .................................................................................................................. 43
CHAPTER VI ASSESSMENT ..................................................................................................................... 49
A. Assessment for Learning ........................................................................................................... 49
B. Assessment as Learning ............................................................................................................ 51
C. Assessment of Learning ............................................................................................................ 55
CHAPTER VII DISCUSSIONS, CONCLUSIONS, AND SUGGESTIONS ......................................................... 57
REFERENCES .......................................................................................................................................... 59
WEB RESOURCES................................................................................................................................... 60
APPENDICES .......................................................................................................................................... 62

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 CHAPTER I
BACKGROUND

In this chapter, the author presents Indonesian education that is applied within the
framework of national standards-based education for junior high schools and eight national
education standards that support the performance and success of national education programs
in implementing learning in schools.

Introduction
Based on the preamble of the 1945 Constitution that one of the national goals of the Unitary
State of the Republic of Indonesia is the intellectual life of the nation. This is reinforced in the
1945 Constitution which explains that every Indonesian citizen has the right to receive
education (education).
One of these educational instruments is the Law, in this case the Law of the Republic of
Indonesia Number 20 of 2003 concerning the National Education System, which in the
subsequent process requires elaboration in the form of a Government Regulation. As a
software, the existence of this National Education System Law needs to be studied and
formulated proportionally. Because the National Education System Law contains how the
objectives, vision, mission and procedural mechanisms of education are regulated by not
releasing the social context at that time and in the future. concerning the National Education
System, which in the subsequent process requires elaboration in the form of a Government
Regulation. As a software, the existence of this National Education System Law needs to be
studied and formulated proportionally. Because the National Education System Law contains
how the goals, vision, mission and procedural mechanisms of education are regulated without
letting go of the social context at that time and in the future.
Government Regulation Number 19 of 2005 concerning National Education Standards
needs to be harmonized with the dynamics of community development, local, national, and
global in order to realize the functions and objectives of national education. In order to educate
the nation's life, a national commitment is needed to improve the quality and competitiveness
of the nation through restructuring the competency standards of graduates, content standards,
process standards, and assessment standards, as well as rearranging the curriculum.
In Sudrajat's paper (2013), the history of amendments to PP Number 19 of 2005 on 7
May 2013, the President of the Republic of Indonesia, Susilo Bambang Yudhoyono, has signed
a new regulation, namely Government Regulation Number 32 of 2013 concerning
Amendments to Government Regulation Number 19 of 2005 on National Education Standards.
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 So from the explanation above, it needs to be harmonized in Government Regulation
Number 32 of 2013 concerning National Education Standards, which is an elaboration of Law
Number 20 of 2003 concerning the National Education System. As stated in the general
provisions of Article 1 of Government Regulation Number 32 of 2013, what is meant by
National Education Standards are the minimum criteria regarding the education system in all
jurisdictions of the Unitary State of the Republic of Indonesia.
This National Education Standard has a function as a basis for planning, implementing
and supervising education in the context of realizing quality national education. In addition,
the National Education Standards have the aim of ensuring the quality of national education in
the context of educating the nation's life and shaping the character and civilization of a dignified
nation. The PP Number 19 of 2005 which is aligned with the amendments to PP Number 32 of
2013. The scope of PP Number 32 of 2013 is shown in the chart below:

Bagan : Ruang Lingkup PP 32/2013 (Yusran, 2013)

These functions and objectives can be seen, that the standardization of national education is a
form that aspires to a quality national education. As stated in Government Regulation Number
32 of 2013 article 2 paragraph 3: national education standards are perfected in a planned,
directed and sustainable way
8 National Standards
SNP is the minimum criteria regarding the education system throughout the territory of the
Republic of Indonesia, which includes 8 (eight) standard contents, namely:
1. Content Standards (SI), covering the minimum material scope and minimum level of
competence to achieve minimum graduate competence at certain levels and types of
education.

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 Discussion regarding the desired conditions and theory:
private schools have a foundation's interest in curriculum preparation so it needs to be
accommodated in the curriculum developed by the team. This condition is an addition
and not a deletion from the reference given by the BSNP in the implementation or
achievement of content standards carried out by private schools.
2. Process Standards (SP), in educational units are the implementation of interactive,
inspiring, fun, challenging learning processes, motivate students to participate actively,
and provide sufficient space for initiative, creativity, and independence according to
talents, interests, and physical development as well as psychology of students.

Discussion regarding the desired conditions and theory:

The implementation of the standard process carried out by private schools and public
schools in the region has many similarities, namely in terms of preparation of Learning
Implementation Plans (RPP), implementation of learning processes and supervision of
learning. As according to Imron, (2007:73) that private schools in general have firm
management with more flexible authority in planning, process, and supervising learning,
this is because the authority of private schools is wider and can act according to needs.

3. Graduate Competency Standards (SKL), for primary and secondary education,

implement Ministerial Regulation Number 22 of 2006 concerning content standards for
primary and secondary education units and Regulation of the Minister of National
Education Number 23 of 2006 concerning Graduate Competency Standards for basic
education units.

Discussion regarding the desired conditions and theory:

Suparno (2011: 92) that schools that provide the lowest minimum limit show a concern
that the school is not able to compete. This means that education in a school or
educational institution needs to pay attention to its selling power so that people have the
confidence to send their children to the school in question. Therefore, private schools that
have their own characteristics will be pursued by students, and will be able to attract
students' interest in learning at schools that have advantages and superior products.
4. Standar Pendidik dan Tenaga Kependidikan (SPTK), di mana pendidik harus
memiliki kualifikasi akademik dan kompetensi sebagai agen pembelajaran, sehat jasmani
dan rohani, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan nasional.

6
 Discussion Regarding the desired conditions and theory:
This is according to Sutarrahman, (2007:117) that "teachers and school principals are
professional actors who must apply their competence as educators to the maximum by
fulfilling several provisions, so as to create the output expected by educational
institutions." Furthermore, Imron, (2007: 132) reveals that "to maximize the potential of
schools to be utilized in their management, schools should have administrative staff who
are able and understand about school administration, so that educators and education staff
in schools do not lose data on school inventory.
5. Standard of Facilities and Infrastructure (SSP), Every educational unit is required to
have facilities that include furniture, educational equipment, educational media, books and
other learning resources, consumables, and other equipment needed to support an orderly
and continuous learning process.

Discussion Regarding the desired conditions and theory:

The facilities and infrastructure managed by the management of private schools and public
schools have differences in the procedure for obtaining them, where private schools can
ask for assistance from the government through grant funds and can also obtain them from
the foundation, while public schools only come from government funds. This is in
accordance with Tilaar, (2004:3.18) that "another factor that is very instrumental in
structuring schools so that they can support the implementation of education optimally is
the fulfillment of school facilities and infrastructure standards, both permanent and non-
permanent." Another opinion was also expressed by Ali, (2008:119) that "schools should
have good educational supporting facilities and infrastructure and meet all the interests of
the learning process, so that the activities carried out will provide maximum results and
can achieve educational goals in schools and overall goals. general about the quality of its
graduates.”
6. Management Standards (SPl), in the education unit, the management has the authority
to manage schools in such a wayPembahasan Terkait Kondisi yang di inginkan dan teori :

Discussion Regarding the desired conditions and theory:

national education standards and can provide special experience for researchers in
observing and researching all that has been done by school management. The management
carried out shows that it has been running well and optimally. The fact that private schools
have the advantage of having facilities and infrastructure is not generally applicable,
because private schools that do not have financial stability may be under state schools, but

7
 according to Imron's management system, (2007:152) that private schools prioritize the
competence of school administrators who have more potential in recruiting personnel, so
that private schools have more reliable and competent personnel than public schools,
although this does not apply to all private schools. This means that this situation is only
for private schools whose owner's foundation already has a fairly well-established
financial capacity and has a goal for high progress
7. Financing Standards (SPb), which are carried out in school management in accordance
with national education standards, consist of investment costs for educational assistance,
personal costs for operational costs for education units.
Discussion Regarding the desired conditions and theory:
There is no difference in the standard of financing carried out by private schools and public
schools based on the BSNP, it's just that private schools have more sources of funding than
public schools which only focus on funds assisted by the government through BOS funds.
This is as stated by Sergiovanni, (2005:173) that "school finances will greatly depend on
the openness and accuracy of the use of the budget by the school management and treasurer
in making its expenditures, if the management is good it will look good also in the
implementation of education in the school." This opinion explains the importance of
school management in terms of school financing to be carried out in an open and fair
manner, which is able to finance all aspects of education administration equally and give
priority to activities that touch student activities.
8. Assessment Standards (SPP), which are carried out in elementary schools refer to a
continuous assessment system developed by the curriculum network team. Educational
assessment standards at the basic education level consist of: assessment of learning
outcomes by educators, assessment of learning outcomes by education units and
assessment of learning outcomes by the government. Educational assessment standards
carried out in elementary schools are carried out through written, oral and practical
assessments
Discussion Regarding the desired conditions and theory:
The implementation of assessment management standards carried out by private schools
and public schools has been carried out in a conducive manner and has planned steps
starting from preparation, implementation and follow-up. Where preparation is done by
forming teams, compiling grids, and arranging questions neatly and clearly. There is no
difference in the achievement of the assessment standards applied in private schools and
public schools and is still based on the BSNP, but the follow-up to the results of the
8
 assessment carried out in private schools is more encouraging for students to be able to
complete the KKM that has been set. As explained by Sutarrahman, (2007: 149) that
"assessments carried out by schools should be planned and procedural, in order to be able
to provide maximum effort in drawing conclusions about student learning outcomes both
at grade level, and in determining graduation." This opinion reveals that the
implementation of the assessment carried out by schools is in accordance with the wishes
of the implementation of education in general, because in private schools as well as in
schools.
Description of the Existing Syllabus
Curriculum has a crucial role as a tool to achieve idealistic conditions under existing
circumstances. According the Law of the Republic of Indonesia No. 20 of 2003, article 1
paragraph (19) of the National Education System, curriculum is a set of plans and arrangements
addressing the objectives, content, and learning resources, as well as the techniques employed
as guides for organizing learning activities to achieve specified educational goals. Curriculum
revisions are unavoidable and has growing demands. The curriculum 2013 is a set of
enhancements to the competency-based curriculum that began in 2004 and was continued in
2006 (KTSP).
The curriculum is dynamic and evolving, and it must adapt to changes in the
environment. The curriculum topics are employed for a certain period of time, as long as they
are still considered relevant to the educational goals to be achieved. Curriculum development
must incorporate both the theoretical aspects of scientific development and the empirical
aspects of curriculum implementation and management. Furthermore, the public's perception
of educational output must be appropriately addressed.
Kurniasih, et all. (2014) infer that the construction of the curriculum 2013 is based on
three fundamental aspects of curriculum development: philosophical aspects, conceptual
aspects, and juridical aspects The philosophical aspect indicates that education is grounded on
moral values, academic values, and the needs of students and society. The conceptual aspect
indicates that the curriculum is relevant, the model is competency-based rather than document-
based, the learning process involves learning activities as well as learning outputs and
outcomes, and the assessment techniques are appropriate for the competency levels of the
students. Finally, the juridical component is linked to the RPJMN for the Education Sector
from 2010 to 2014, as well as Presidential Instruction No. 1 from 2010.
Furthermore, the development of the curriculum 2013 attempts to address some of the
issues inherent in curriculum 2006 (KTSP). Curriculum 2013 attempts to encourage students

9
to improve their ability in observing, asking questions, reasoning, and communicating the
knowledge they have learned. Students are given educational resources. Furthermore,
Mendikbud (2012) furthermore infers that because times are continually changing, the
educational curriculum must also be adapted to the challenges and trends of the times.
Currently, a curriculum that focuses on enhancing reasoning rather than memorization is in
demand.
Gaps to be solved by creating a new syllabus
 The basic competencies of the 2013 Curriculum to be achieved are not in line
with the ability of Ar-Risalah Middle School's 8th grade students. he findings of
the questionnaire presented show that as many as 60% of eighth-grade students
consider themselves to be at the basic level of English. In this circumstance,
students are required to achieve competencies that are inherently sufficient for
the intermediate to upper levels of English.
 There are just too many competency items to assess, making it difficult for the
teacher to administer and manage the student assessments. Being busy conducting
assessments making it a matter for concern that the teacher is not getting enough
time to run the teaching and learning process.

Statement of the Objective of Developing The Syllabus

Ornstein & Hunkins (2008) define curriculum as a document that describes strategies for
achieving particular goals or outcomes. The success of curriculum as a tool is highly depended
on human resources. Education is about more than only enhancing the quality of human
resources to satisfy the demands of competent employees for physical growth; it is also about
forming mental attitudes and characteristics that will serve as the basis for students' future lives.
The future challenges will be increasingly complex and change-demanding. In response to this,
curriculum development is a deliberate initiative to be taken.
Furthermore, curriculum must consider the location and condition of schools, as well as
the students' conditions. The basic competencies formulation of Curriculum 2013 which to be
attained in various methods is not in accordance with the students’ level; they are overburdened
to achieve the objectives which are not in line with their level of ability. As a result of such
issue, the curriculum must continue to evolve to address the dynamic circumstances and the
needs of students.

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 CHAPTER II
THE CONTEXTUAL ANALYSIS OF THE SYLLABUS & MATERIAL
DEVELOPMENT

In this chapter, the authors presented the explanation of national policy of education,
analysis of environment and institution. In the first explanation, the authors discussed about
the meaning of education, function and aim of education, and curriculum development. In the
second explanation, the authors talked about the analysis of environment and institution
including school situation and school facility.

A. National Policy of Education

Education is very important in Indonesia because education is mentioned in the 1945
constitution. According to 1945 constitution, the aim of education is to educate the nation’s
life. Education is concern for Indonesian people, therefore decision and the policies on the
scope of education are the responsibility of the Indonesian government. Moreover, children in
Indonesia are obliged to get learning at school. Indonesia applies the 6-3-3, models in
education. 6 levels for elementary school and 3 levels each for junior high school and senior
high school (Sukmayadi &Yahya, 2019).
There are several definition of policy based on experts. According to Syafarudin (2008),
policies refers to the ideas contained regulations accepted by the government or institution to
pursue their goal. Policy is decision made by the government and apply to all members of
society. Policy is a written decision of an organization that is formal in nature and serve to bind
and regulate the behavior with the aim of creating new values in society (Dunn & William,
2003). From the definitions above, policy is mandatory to be followed by the members of
society. As well as in education context, all parties involved in it should refer to national policy
of education.
The way how to develop the curriculum also regulated in National policy of education.
As mentioned in article 36 of National education system about curriculum, the development of
curriculum is based on national education standard to achieve national education goals.
Moreover, in this article explained the curriculum at all level of education and types of
education is develop accordance with the principle of diversification, adapted to educational
unit, local and learners potential. Moreover, in this article, the curriculum development is
organized in accordance with the level of education within the framework of National unity of

11
 the republic Indonesia. The implementation of curriculum development provisions is regulated
thoroughly by the government.
1. Meaning of Education
Education is an activity which takes place in many diverse venues and is intended to
develop knowledge, understanding, valuing, growing, caring, and behaving. According to
education law, education is the process of creating a learning environment and learning
process consciously and well planned to make learners will be able to develop their
potential for acquiring spiritual and religious strength, develop self-control, personality
intelligence, moral and noble character, and skills that one need for him/herself, for
community, nation, and state.
2. Function and Aim of National Education
National education is the education which refers to Pancasila and 1945 constitution
and is based on religious values which is responsive to the needs of the ever changing
times. National education aims to educate and instill character especially for Indonesia
citizens. According to article 3 in education law, national education function is to develop
the capability, character and civilization of the nation for enhancing the intellectual
capacity. It also aimed at developing learners’ potential to become individuals who have
human values, who are faithful and loyal to the one and only God, who has noble character,
healthy, knowledgeable, capable, creative, and independent as citizen of democratic and
responsible.
3. The National Standards of Education and how they relate to curriculum development
(Article 35 + Permendikbud 37/2018– KI KD)
The government of Indonesia through the Ministry of Education and Culture has
made commitments to organize and run a national education system based on Pancasila
and the 1945 Constitution of Republic Indonesia. A new legislation on national education
system, Law No 20 year 2003, reflects the concerns of the government in improving the
quality of national education. The law regulates the aims and functions of education and
fundamental principles of national education system as well as national standards of
education along with the other significant principles which become the underlying
foundation of national education implementation.
Generally speaking, as the point mentioned in the national education law, national
educational standards can be meaningfully understood as the minimal criteria regarding
the educational system in the whole jurisdiction of the Republic of Indonesia. The
standards undoubtedly play significant roles for the improvement of national education
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 system. Specifically, they provide valuable contribution to the development of national
curriculum. Along with this, it has been stated in the national education law that curriculum
is a set of plans and regulations concerning with the goals, contents, materials, and methods
as the guidelines for implementing learning activities in order to reach the objectives of
education. In relation to the curriculum, it is worth noting that article 35 of national
education system law underlines eight prominent standards which serve as the guideline
for the development of curriculum. These eighth standards include the standard of content,
process, graduate outcomes, educational personnel, facilities and equipment, management,
funding, and educational assessment.
Another key point, article 36 of national education system law, supports the previous
article by re-emphasizing the foundation of curriculum development which is national
education standards. Equally important, the article highlights a point stating that the
development of curriculum is based on the principle of diversifications and it is adjusted
to the units of education, local, and potency of students. In other words, the development
of curriculum is carried out in line with the level of education by considering the
enhancement of character values, students’ potential and interests, diversity of region’s
potential, requirement of labor market, religion, and the global development.
In relation to the global development, the government of Indonesia has been fully
conscious of this issue. The dynamic changes obviously influences the development of
science, technology, and other aspects of life. It requires the adjustments of curriculum as
a response to the global changes. In this case, Ministry of Education and Culture
formulates Permendikbud No 37 Year 2018 which regulates the core competences and
basic competences of 2013 Curriculum. Within this new regulation, the Ministry of
Education and Culture attempts to fulfill the student’s needs to develop their ability in this
digital era through the integration of informatics.
4. Curriculum Development
Curriculum development is determined by the government in the education law.
Curriculum development in Indonesia is regulated in education law in article 36 to 38.
According to article 36, to achieve education standard, the curriculum development should
accordance with national education standard. Moreover, curriculum at all level and type
of education is developed accordance with the principle of diversification. In curriculum
development should pay attention to increasing faith and piety, improving noble character,
increasing the potential, intelligence and students’ interest, the diversity of regional and
environmental potentials, demand for regional and national development, requirement of
13
 labor market, development in science, technology and arts, religion, dynamic of global
development, and the national unity and nation’s value. In article 37, the government
decided the curriculum for basic and secondary education. The curriculum for basic and
secondary education should include religious education, civic education, languages,
mathematics, science, social science, art and culture, physical education and sports,
vocational skills, and local content. Meanwhile, for the higher education, the curriculum
should involve three things: religious education, civic education and language.
Furthermore, in article 38, the government holds the power to determine the curriculum
for basic and secondary education. It proves in the first point, the government establishes
a curriculum framework and structure for basic and secondary education. Then, the
primary and secondary education curriculum are developing according to their relevance
by each cluster or education unit and school/madrasah committee under coordination and
supervision of the National Ministry, Ministry of education or religion at the district level
for basic and secondary education at the provincial level. Third point explained about the
curriculum of higher education. The higher education curriculum is developed by each
university with attention to the national education standard for each study program. The
basic framework and structure of the university curriculum determined by the university
itself by taking the consideration of national education standard for each study program.
B. Analysis of Environment and Institution
1. Analysis of the environment
a. The school statues
SMP Ar-Risalah is a new school in Tanjungpinang and it has been operating for 2.5
years
b. The location of the school
SMP Ar-Risalah located in Tanjungpinang and the school is in a strategic location.
c. The number of room available
There are 11 room in Ar-Risalah: 5 classroom, 1 library, 1 office, 1 new classroom,
and 3 warehouse at that school.
d. Common room from students
The students usually use the science lab.
e. Library
The school provide one library for the students.

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2. The School/Institutional Profile
a. The school vision and mission:
 Vission : pemimpin islami berkualitas dan berintegritas
 Mission : memiliki ilmu keislaman yang kaffah dan mampu
mengaktulisasikannya dalam kehidupan sehari-hari. Memiliki kecerdasan
spiritual, emosional dan intelektual. Memiliki kepribadian yang jujur,
disiplin, mandiri, tanggung jawab, dan pantang menyerah. Memiliki
kreatifitas, keahlian dan keunggulan. Memiliki kepedulian terhadap
pengembangan dakwah, bela Negara dan masyarakat, dan cinta lingkungan.
b. The students body (male and female)
There are 45 students in that school, there are 21 female students and 24 male
students.
c. The number of classes
There are 3 classroom for each students grade
d. The number of teachers
There are 10 teachers in SMP Ar-Risalah
e. The number of teachers of English
There is only 1 teacher who teaches English at that school
f. The availability of language learning facilities and equipment
g. Learning material (print and electronic)
The teacher uses books as the reference for teaching English.
h. Teaching aids & media
The teacher sometimes use Projector, Kahoot, quizzes, and gadget as teaching
media.
i. Language lab
There are is language lab in that school but the students learn language in their
classroom.
j. Internet access
The school provide the internet connection and the internet signal is pretty
stable

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 CHAPTER III
SYLLABUS AND MATERIALS DEVELOPMENT
THEORETICAL BASES, PRINCIPLES, AND THE PROPOSED MODEL

The first explanation of this chapter will discussed about the definition and purpose of
syllabus. Then the model of syllabus also presented in this chapter. Moreover, the proposed
model of syllabus also presented in this chapter.
A. Bases for Syllabus Development
1. Relevant Theories (Definition/Roles/Function) and Models
Syllabus is an important part of education. What is syllabus? To answer that
question, there are many expert described the definition of syllabus. Ur (1998) defined
a syllabus as document which consist of list which contains all the things that will be
taught in the course. Syllabus is a specification of the content in a course containing
instruction and a list of what will be taught and tested (Richard, 2001). Meanwhile,
Brown (1995) defined syllabus design as a selection and organization of instructional
content including suggested strategy for delivering content and evaluation. Based on
the definition above, syllabus is a list containing instruction and content that will be
taught during course. A syllabus is a document outlining all the important information
about a course. It lists the topics will be studied and taught, as well as the due date of
each course including tests, quizzes, or exams.
After knowing the definition of syllabus, it is important to know the purpose of
syllabus. Syllabus can be describe as a compilation of decision regarding unit and
sequences of performance. A well written syllabus can provide access to the
pedagogical beliefs of the teachers (Robinson, 2011). Moreover, Hutchison and Waters
(1987) provided several list related to the purpose of the syllabus. The purpose are:
a. To break down language into maintained unit and provide a practical basis for
textbook and instructional
b. Provide teachers and learners with moral support
c. To grant students and teachers an idea of where the course are going
d. To prove a guide for the selection of materials, texts and exercises
e. To assess how successful the students during a course by giving a basis for testing
f. etc.

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 Apart from the purpose of syllabus, there are 8 types of syllabus used in design
a course. The types are syllabuses, structural syllabus, situational syllabus, topical
syllabus, functional syllabus, skills syllabus, task or activity based syllabus, notional
syllabus, and competence-based syllabus. Meanwhile, curriculum cannot be
separated by the curriculum. The curriculum has a number of plans and modalities
for implementing systematic learning and assessment containing component of
mastery of basic skills that are interrelated in scope. There are three model in
planning the curriculum: content model, objective model and process model (Nunan,
1988). Content model refers to the content what is to be learned by the learners.
Objective model begins with the objective of teaching. Process model refers to the
humanity values as the focus in learning process.
2. Findings of the Relevant Studies
This study is aimed to develop the curriculum in pesantren in Indonesia. The study
conducted by Saidna Zulfikar Bin-Tahir, Aminah Suriaman and Yuliani Rinantanti.
This study applied research and development (R&D) approach. For the setting, the
researchers choose Pesantren of IMIM, Pesantren Pondok Madinah and Pesantren
Darul Arqam Muhammadiyah Gombara. For the instrument, the researcher used
questionnaire of need analysis, observation and interview. The researcher use SWOT
to analyze the data.
Based on the SWOT analysis, it can be concluded that the carrying capacity of
Islamic boarding schools environment, implementation of teaching English in the
learning process, future-oriented foreign language learning, and the high frequency of
learning in Islamic boarding schools environment. Although there are some weaknesses
in its strengths, pesantren has its more opportunities to manage and realize learning
programs through development Interesting syllabus that accommodates multiple praise
materials for current students’ needs, future-oriented them in getting work and
knowledge with strict assessment and evaluation quarterly learning program progress.

17
 The table above containing the model by Brumfit & Johnson (1979) used by
Pesantren in rearrange syllabus. The syllabus consist of title of lesson,
class/semester, program (for Senior High School), Theme, and Time allotment.
Moreover, in the syllabus also found standard competency, basic competency, an
indicator of achievement, method and activity, evaluation, and material resources.
Furthermore, the finding of this study inspired the researchers in designing an
English learning syllabus for students multilingual students who mostly focus on
listening and speaking skills while writing and reading skills are complementary
skills. Therefore, the researcher designed the syllabus using English and America
which includes formal and non-formal language genres. It is determined on daily
speech and the pesantren environment, the researchers also rearranged the topic
based on the in everyday communication occurs in the atmosphere of the pesantren.
3. Principles of Syllabus Development
a. Statement and explanation of each principle
According to Bers, Davis & Taylor (2000), there are six principles of an
inclusive syllabus design. The principles are learning-focused, essential
question, UDL connection, inclusive motivating language, supportive course
policies, and accessible design. A learning focused syllabus refers to the way
how the focus in learning process.

18
b. The first principles contained of content-focused and learning-focused. Content-
focused refers to the traditional way in teaching. It covers several things such as:
what the course will do and what the students will not do in teaching and learning
process. Meanwhile, learning-focused refers to the students and teachers
activities during class.
c. Organize the syllabus around big question & theme. In this principles, teacher
can put the questions and themes want to explore with the students. Teacher can
write the interesting description to make the students engaging with the course.
Teacher can include some questions or statements that arouse thoughts, fantasies,
or to stimulate students' curiosity.
d. Considering universal design for learning principles. Universal Design for
Learning (UDL) is research based framework for designing education
curriculum objectives, methods, materials, and the assessment allows all
individuals to get knowledge, skills, and eager to learn. UDL offers a two-way
approach with reduce learning barriers and provide rich support. A syllabus used
UDL design principles allows students to see how teacher intend to create a
flexible learning environment. It illustrates how teacher design the course with
learner variability in mind by providing students with multiple paths for learning
and success through options and choices.
e. Inclusive and motivating language. Redesigning our language is one way to show
inclusiveness. Research has shown that students perceive their instructors to be
warmer, more approachable, and caring when the syllabus is characterized by
friendliness, enthusiasm, and anticipation of student success. In In addition, a
positive, respectful, and inviting tone that refers to students as competent and
involved student foster positive motivation. Consider using language that
emphasizes a collaborative spirit and orientation towards learning, flexibility,
and possibilities rather than performance and punishment.
f. Redesigning course policies in a way that communicates support and interest in
student success can optimize student motivation and facilitate student skills in
the learning process. Teachers can write policies in a way that will help students
understand the reasons behind expectations, norms, and values.
g. Accessible design. Teacher can make syllabus accessible to the students. For
example, teacher can create syllabus in Google classroom so the students can
access it. Moreover, teacher can create a course schedule in table form. Benefit:
19
 concise overview of what students can expect to learn and what they need to do
for each session.
4. The Selected Models of Syllabus Development
Curriculum development models can be classified into technical-scientific
approach and non-technical non-scientific approach. Scientific technical emphasizes
that curriculum development the model involves an intellectual and rational
approach based on the view experts and the demands of the subject matter.
Meanwhile, non-technical non-scientific refers to the curriculum development
model involves learner-centered approach based on the students’ perceptions of their
needs and preferences.
a. Reason for choosing the model
In developing syllabus, the authors used the design from Richard’s model.
The reason why the authors choose Richard’s model because in the first step,
teachers need to do need analysis includes the situation analysis. After doing need
analysis and finding the information, the next step that teachers do is planning
learning outcome or goal based on the result of need analysis, the teacher can
organize the course, selecting and preparing teaching material. Next step is
providing for effective teaching and last step is evaluation. According to authors’
opinion, this model is suitable in developing curriculum and syllabus.

b. Description of the model

One model of language curriculum development was put forward by
Richards in 2001. He proposed a curriculum development model that can also be
adapted into syllabus design procedures in language program development.

20
Richard's model focuses on needs analysis, situation analysis, planning learning
outcomes (goals and objectives), course organization, selecting and preparing
teaching materials, providing effective teaching and evaluation (Richard, 2001).
1. Need analysis. Analysis is the first step in this model. People often use the
term to refer to wants, demands, expectations, motivations, shortcomings,
constraints, and requirements in the learning process. From a language
teaching perspective, Richards (2001) proposes a description of what needs
are. He points out that needs can be described in terms of linguistic
deficiency, i.e. describing the difference between what learners can currently
do in the language and what they should be able to do.
2. Situation analysis. Each curriculum context contains factors that have the
potential to facilitate or obstruct the successful implementation of the
curriculum (Richards 2001). Therefore, it is very important to identify these
factors by a process called situational analysis. The information gathered
through the situation analysis provides to complement the information
gathered during the needs analysis. Sometimes it is even considered as a
dimension of needs analysis.
3. Planning goals and learning outcomes. The important step in developing
curriculum is planning goals and learning outcomes. The reason for setting
the goal is to make people motivated to pursue certain goals and increasing
teaching and learning effectiveness.
4. Course planning and syllabus design. In the past, the syllabus was seen as a
starting point in planning language programs rather than as an activity
occurring in the curriculum development process. As an integral part of
curriculum development, syllabus design should be based on the aims and
objectives that have been formulated previously from the needs analysis.
5. Richards (2001) states that quality teaching is achieved not only by how well
teachers teach but through the creation of contexts and work environments
that can facilitate good teaching. Therefore, the achievement of quality
teaching must pay attention to several determining factors such as
institutional factors, teacher factors, teaching factors, and student factors.
6. Evaluation. In language programming, evaluation is defined as gathering
information about various aspects of a language program in order to
understand how the program works. This can be done by analyzing and
21
 examining several contexts within the language program such as the
achievement of objectives, the process of implementing the syllabus and
course content, and how effective the language program is in meeting the
needs of the learner.
c. Description of how the model is different from others model
Curriculum development begins with the identification of needs analysis.
Meanwhile in Johnson (1989) and Finney’s model, need analyses is the second
step in developing curriculum after determining curriculum policy. Program
objectives are second step in Richard’s and Nunan’s model. However, within
Johnson and Finney's framework, the second step is to define needs, which,
according to Johnson, includes developing program objectives. The third step
of the four models is syllabus design. Methodology ranks fourth in all the
models. In the four frameworks, evaluation is the final step. In short, curriculum
development consists of activities such as determining curriculum policies,
identification of student needs, setting target and objectives, designing the
syllabus, methodology, and evaluation. According to Johnson (1989), the
evaluation process must be an ongoing activity and must be carried out at all
stages of curriculum planning. It should be clear from the above models,
syllabus design is part of the overall curriculum development process. The table
of four models in developing curriculum presented below:

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B. Theoretical Bases for Materials Development
1. Relevant theories

Principals at schools, instructors, curriculum authors in education systems, and

increasingly politicians use the word (curriculum) in a variety of settings. In any of these
instances, it might imply a variety of meanings. Curriculum definitions exist in the literature,
with key terminology used in nuanced and sometimes conflicting ways by numerous
independent discourses (Pinar et al., 1995). Marsh and Stafford (1988:2) corroborate that the
word curriculum derives from a Latin root that means "racecourse," and for many students, the
school curriculum is just that: a race to be run, a series of obstacles or hurdles (subjects) to be
overcome.

Three elements of the curricular notion are highlighted by Marsh and Stafford (1988).
First, they state explicitly that curriculum contains not only syllabi or content lists, but also a
full study of other factors such as goals and objectives, learning experiences, and evaluation,
as well as recommendations for how to connect them for maximum impact. Second,
"curriculum" refers to planned or intentional learning, as well as unanticipated scenarios that
inevitably arise in classroom activities. The third point is that curriculum and teaching are
inextricably linked. Marsh and Stafford (1988:4-5) go on to say that this definition is rather
broad:

 The expression "interconnected collection of plans and experiences" alludes to

the fact that while school curricula are normally prepared in advance,
unscheduled activities nearly always occur.
 The term "which a student completes under the supervision of the school" is
used to emphasize the importance of time in every curriculum.
 All personnel involved with the school who may have had some involvement
into the creation of a curriculum are referred to as "under the direction of the
school," which often includes teachers, school councils, and external specialists
such as advising teachers.

Unexpectedly, Richmond (1971) offers an integrated definition of curriculum, stating

that "curriculum is a slippery' term, indicating in the broadest sense the instructional process
as a whole and, in the narrowest sense, synonymous with the syllabus, a scheme of work, or
basic subjects." As a result, curriculum may be seen from a variety of viewpoints and methods,
which must be defined in order to comprehend the process of curriculum transformation. A
fundamental examination of curriculum improvement, according to Van den Akker (2003),
consists of three separate levels, viewpoints, or representations: planned, implemented, and
accomplished curriculum.

The changes and difficulties that the future century will face are distinct and different
from anything that has come before. It is believed, that educational curriculum and strategies
have not kept up with changing social and international standards. The curriculum has always
been accused for not generating as much as the market and society required. Considering the
bureaucratic setup in place of democracy, scholars must alter and transition from an outdated,

23
inflexible, and repetitive curriculum to a lively and innovative twenty-first century curriculum.
The second is the substance of the subjects taught in schools, as well as the resources and
courses of study available. The third element is methodology, which includes questions on how
content is presented, learning media is used, students' preparedness, practice, discipline,
simulation, and other strategies are employed. The fourth is continual evaluation, which is
required of both teachers and students, as well as the learning process. These are some of the
major issues that curriculum specialists will have to deal with in the next years. Because I'm
interested in the future rather than the past, it's feasible to identify Future trends and concerns
in curriculum in today's world curriculum discussion.

A curricullum is reviewed in order to evaluate its effectiveness after it has been

implemented to reflect on what the students did or did not get out of it. After reviewing a
curricullum is revised in order to modify it using the data of the review. Curricullum revision
is an important academic work, because of the following reasons:

 To evaluate the effectiveness of curricullum

 To restructure the curricullum according to the needs, interest, or abilities of
learners
 To eliminate unnecessary units, teaching methods and contents
 To introduce latest and update methods of teaching and content, new knowledge
and practices
 To correlate between the students theory course and learning practices

2. Findings of relevant research studies

Susanti (2013) proposes that there are also certain phases in structuring the
production of additional content for each learning level of the scientific method. They
are (1) determining the skill to be learnt by the students, (2) organizing classroom
activities, and (3) organizing classroom activity rules. Other reseach by Rizky (2018)
indicates that there are some steps in developing material conducted by doing
indetification need for materials, exploration need, contextual realization of materials,
pedagogical realization of material, productions of materials, and evaluation of
materials.

Further, the study of Martan et al. (2021) intergrates the steps of research and
development by Borg & Gall which are: (1) problem identification, (2) study literature
and data collection (3) product planning, (4) product design, (5) design validation, (6)
first product improvement, (7) first trial, (8) second product improvement, (9) second
trial, (10) third product improvement, (11) implementation.17are (1) problem
identification, (2) study literature and data collection (3) product planning, (4) product
design, (5) design validation, (6) first product improvement, (7) first trial, (8) second
product improvement, (9) second trial, (10) third product improvement, (11)
implementation. The study infer that In terms of the validity of teaching materials based
on the results of the questionnaire, the researcher discovered an 81.2 percent percentage

24
 result. By considering the steps conducted in several relevant studies this project is
carried out.

4. The selected model of materials development

Instructional design is a set of processes for creating consistent and dependable education
and training programs (Reiser, Reiser, & Dempsey, 2011). While the procedural system differs,
the design structure should be both entertaining and effective for the student. The Dick and
Carey systems approach is used in this work to apply best practices in instructional design. It
is critical to support appropriate learning design while planning education.

Dick and Carey's systems method assists instructional designers in developing

curriculum through a sequence of nine processes that work together toward a stated educational
goal (Dick, Carey, & Carey, 2005). The Dick and Carey systems approach takes into account
components including the teacher, learners, resources, instructional activities, delivery system,
and learning and performance environment. Unlike standard models, Dick and Carey's systems
approach is described as a curving flow with a one-way arrow.

1. Identify Instructional Goal(s)

The first stage of this methodology is to decide what pupils desire to be able to
do after finishing the teaching program. The first step in determining what is desired
once pupils have completed learning is to conduct a needs analysis to develop learning
objectives.

2. Conduct Instructional Analysis

An analysis of learning is determining what skills are required during the

learning process in order to achieve the goal and analyze the topic or material that will
be studied. According to Dick and Carey (2005), instructional analysis is a procedure
that, when applied to a specific instructional goal, produces a list of the skills and
abilities needed by the student to achieve the goal.

25
 3. Analyze Learners and Contexts

The basic abilities that students already have are considered when examining
the skills that need to be developed and the phases of the processes that need to be
passed. Analyze learners and the context in which they learn, as well as the context in
which they apply the learning results.

4. Write Performance Objectives

Specific assertions regarding what students can accomplish after receiving

learning are derived based on a study of learning objectives and comments about
starting conduct. These assertions are derived via learning analysis. The goal of learning
analysis is to determine the skills learnt, the circumstances for achieving performance,
and the performance standards. At each step of learning, this component seeks to break
down the basic goals into more particular goals.

5. Develop Assesment Instrument

The assessment instrument's development is based on the objectives that have

been established. Create assessment products based on the written learning objectives
to assess students' abilities to carry out the learning objectives.

6. Develop Instructional Strategy

Pre-learning activities (pre-activity), information presentation, practice and

feedback (practice and feedback, testing), and following the next action are all
examples of learning techniques. Determining learning activities aids in goal
achievement.

7. Develop and Select Instructional Materials

Create and choose instructional resources such as student instructions, learning

materials, and questions. The type of learning, relevant content, and learning resources
available to the designer all influence the production of learning materials.

8. Design and Conduct Formative Evaluation of Instruction

Evaluation is carried out in order to gather and identify data. The resultant
assessment tools or questionnaires are used to collect data for planning and developing
formative evaluations. The collected data will be used to revise the creation of learning
or teaching material goods.

9. Design and Conduct Summative Evaluation

This step follows the formative assessment stage and aims to investigate the
overall efficacy of the system.

10. Revise Instruction

26
 Data from the formative evaluation performed in the previous step were
evaluated and interpreted. The formative assessment data was gathered and evaluated
to help students overcome obstacles to accomplishing their goals.

27
 CHAPTER IV
NEEDS ASSESSMENT PROVIDING BASELINE DATA FOR SYLLABUS AND
MATERIALS DEVELOPMENT

This chapter provided the definition of need assessment, aim, and coverage in the process
of need assessment. Moreover, the explanation about the data collection, instrument, and data
technique also presented in this chapter. This chapter also provided the finding and discussion
related to the result of the data analysis related to need analysis.

A. Introduction
English learning materials should follow the needs of future abilities. Therefore,
there is a growing demand to develop materials which can accommodate the students’
needs. In relation to this, it is important to conduct target needs assessment. Target needs
assessment is an assessment process related to the important linguistic aspects and
elements in learning English. Alokozay and Atifnigar (2020) explain that this parameter
can be better understood by referring to several components related to the needs of
language learners, lack of skills, and their special desires. With this in mind, it is essential
to conduct target needs assessment in order to develop appropriate English learning
materials.
1. Definition of a needs assessment
Needs analysis is a key component in the design and development of English
learning materials. Basturkmen (2010) adds that the needs analysis has become more
and more advanced. It includes not only the needs regarding the use of language and
skills in target situations but also involves analysis of learner factors and the teaching
contexts. Additionally, Boroujeni & Fard (2013) mention that conducting needs
analysis can help to find out whether the learning materials are suitable for the goals
and objectives of the learners to learn a language and at the same time be used to help
improving the various components of a more oriented program. In relation to this,
needs analysis can also help in evaluating existing learning materials and it can assist
in determining the need to introduce changes that may suit the needs of students.
2. Aims of the needs assessment
The purpose of applying a need analysis is to find the right solution to solve the
curriculum problems. One of the basic assumptions of curriculum development is it
must be based on the analysis of student needs. In relation to this, Adnan (2012) states
that the analysis of students’ needs must be continuously carried out because the

28
 purpose of learning itself is to address the needs of students who are not the same or
continuously changed. Needs analysis is also needed as an evaluation of the ongoing
learning process to provide information about how the learning can be improved
through shifting the things that are considered necessary. The identification of this
needs analysis cannot be separated from thinking about the importance of the students’
desire for English.
3. Coverage of the needs assessment
Describing the needs assessment includes the activities starting from the stage
of gathering information to formulating problems. According to Glasgow (), the form
of the need assessment steps are as follows:
a. Information gathering stages
At this stage, a designer must be able to understand and collect information from
students. The scope of information can vary such as the students’ characteristics,
personal abilities, and problems in learning.
b. Stages of identifying gaps
Identifying gaps can be carried out using the organizational element model
method, which is the method used to explain the existence of five interrelated
elements starting from input-process-product-output-outcome.
c. Performance Analysis
This stage is carried out after the designer understands the various information
and identifies the existing gaps.
d. Identification of barriers and sources
In this stage, various obstacles can arise. Various obstacles can include time,
facilities, materials, and so on.
e. Identification of student characteristics
This stage is the process of identifying the students’ problems. Because the main
goal in learning design is to solve the various problems faced by students.
f. Identification of goals
Identifying goals is one of the important stages in needs assessment since it is a
process of determining needs that are considered urgent to be solved according to
the conditions.
g. Determine the problem
This stage is the final stage in the analysis process.

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B. The Needs Assessment
1. Data Collection
a. Types of data
This needs assessment employed both quantitative and qualitative data. The
quantitative data was obtained through a questionnaire while the qualitative data
was gained through an interview with the English teacher of SMP Ar-Risalah
Tanjung Pinang.
b. Instruments for collecting the data
The needs assessment data was gained through a survey distributed to the
eight grade students of SMP Ar-Risalah Tanjung Pinang. The survey was
distributed online through Google Form. It covered six points including the
participants’ identity, the instruction to fill in the questionnaire, learning goals,
necessities, lacks, wants, and learning activities. The survey, further, used four-
point Likert scales: 4 for Strongly Agree (SA), 3 for Agree (A), 2 for Disagree (D),
and 1 for Strongly Disagree (SD). In addition, an interview guideline was used to
interview the English teacher of SMP Ar-Risalah Tanjung Pinang.
c. Techniques of data collection
The needs assessment data was collected by distributing a questionnaire to
the eighth grade students of SMP Ar-Risalah Tanjung Pinang and conducting a
semi-guided interview with the English teacher. The questionnaire aimed at
gaining students’ goals in learning English as well as obtaining information
regarding students’ language background, needs, lacks, and wants. It was
distributed online through Google Form. Additionally, a semi-guided interview
was conducted to collect some additional information regarding the profile of the
school, the background of the students, the needs of students, the assessment
carried out by the English teacher, and teacher’s educational background. The
interview was conducted online via Zoom meeting.
2. Data Analysis
The data gained from the questionnaire was analyzed quantitatively using
descriptive statistics. The descriptive statistics were employed to analyze the data by
calculating the percentage of each statement in the questionnaire. Meanwhile, the data
obtained from the semi-guided interview was audio-recorded and transcribed.

30
3. Findings
a. Students’ age and gender
The results of the questionnaire and interview showed that SMP Ar-Risalah
Tanjung Pinang had only one class for grade 8. The eighth grade students consisted
of 15 students in total. Surprisingly, from these fifteen students, only one male
student became the member of the class. Further, the eighth grade students were
about 14 to 15 years old.
b. Students’ learning styles
Students’ learning styles belong to the individual differences. Styles are
general characteristics which differentiate one to another (Brown, 2014). The
followings are the results of the questionnaire and interview regarding the learning
styles of eighth grade students in SMP Ar-Risalah Tanjung Pinang.
 Left Brain (LB) vs Right Brain (RB) dominance
LB dominant students are better at producing separate words, dealing
with classification, labelling, and reorganization while students who have RB
dominance deal better with images, generalizations, metaphors, and artistic
expressions (Brown, 2014). Thus, it indicated that students with LB
dominance are more logic while those who with RB dominance tend to be
more visual and intuitive.
 Reflectivity vs impulsivity
Reflective students tend to be more slower, but have more calculated
decisions. Impulsive students, on the other hand, have tendency to make quick
decisions (Brown, 2014). Accordingly, the reflective students have the
tendency to make less errors compared to the impulsive students.
 Field independence vs field dependence
Relying on the Brown’s (2014) explanation on students’ learning
styles, the students with Field Independent (FI) styles are able to differentiate
parts from the whole, focus on something, and analyze separate variables
without contamination of neighboring variable. They tend to be more
independent, competitive, and have good self-confidence. In learning a
language, they prefer to learn beyond the classroom environment. On the other
hand, those who are dominant in Field Dependent (FD)/Field Sensitivity (FS)

31
 styles tend to be more sociable, emphatic, and sensitive to others’ feelings.
Additionally, they have preferences to learn a language in the class.
 Tolerance of ambiguity
Ambiguity Tolerant (AT) students are more open-minded compared to
those who are Ambiguity Intolerance (AI) (Brown, 2014). Therefore, in doing
the tasks, it can be assumed that the AT students are more open-minded with
some possible answers. On the other hand, the AI students prefer to receive
only one answer.
 Visual, auditory, kinesthetic
Visual, auditory, and kinesthetic belong to students’ learning styles in
which the styles are part of individual differences. The following table showed
the preferred learning method of the eighth grade students. Their preferences
in learning can indicate which learning styles they preferred in learning
English.

Table 4. 1. Students’ preference in learning method

No Statements SA A D SD
Your preferred learning method are…
1 remembering 13.3% 46.7% 40% -
2 solving problems 20% 40% 33.3% 40%
3 searching for information 26.7% 40% 33.3% -
4 taking notes from the board 40% 33.3% 26.7% -
5 using audio-visual tools 40% 40% 20% -
6 group project 33.3% 46.7% 13.3% 6.7%

As shown in Table 4.1, 40% of eighth grade students strongly agreed

and 40% of them agreed that they preferred to learn English using audio-visual
tools. The results indicated that the eighth grade students of SMP Ar-Risalah
Tanjung Pinang tend to have visual and auditory learning styles. Visual
students have preferences to learn with charts, drawings, and pictures.
Auditory students, moreover, prefer listening to lecturers or audios (Brown,
2014). These results suggested that the use of audios, videos, pictures,
flashcards are valuable to help the students in learning English.
Notwithstanding the foregoing, it was apparent from Table 4.1 that
40% of students strongly agreed and 33.3% of them agreed that taking notes
from the board was their preferred learning method. It indicated that most of
them were also kinesthetic students. Kinesthetic students are more likely to

32
 have physical activities involving body movements (Brown, 2014). These
results, further, were supported by the English teacher who reported that the
eighth grade students were keen on physical activities since they basically were
shaped to be cadets. However, the teacher stated that dealing with the students
with kinesthetic learning styles offered challenges for her. She was required to
adjust the learning activities in such a way in order to facilitate them in learning
English. Taken together, these results provided information that these learning
styles i.e. kinesthetic, auditory, and visual were equally dominant among the
students.
c. Experience of using learning strategies
Taking into account the results of the interview with the English teacher, it
can be assumed that the learning strategies were not yet maximally applied by the
students. Most of the time, the students were only taking notes and doing the
assignments assigned by the teacher. It should be noted that the teaching and
learning process were still teacher-centered so that the students really relied on the
teacher. Consequently, she should provide a step-by-step guidance to help the
students in learning English.
Further, the students were more likely to learn English outside of the class.
Dealing with this, the teacher often facilitated them with outdoor-classroom
learning. They learned and doing the assignments out of the class. Additionally, in
the classroom, the English teacher sometimes also provided them with the videos
completed with the subtitles since they were still struggling with listening to
English sounds. Overall, the strategies used by the eighth grade students in learning
English were still limited.
d. Students’ background
 Linguistic background
The following table showed the language level of eighth grade students
in SMP Ar-Risalah Tanjung Pinang.

Table 4.2 Students’ English proficiency level

No Statements Percentage
Your current English proficiency is at the level of….
1 beginner: have limited English vocabulary and 60%
expressions; unable to respond/answer questions on
certain topics; very limited grammar; pronunciation is still
heavily influenced by Indonesian/regional languages

33
 2 intermediate: able to participate in limited conversations 20%
on certain topics fluently; still have a lot of problems with
pronunciation, vocabulary and grammar
3 advance: able to speak fluently on many topics; have few 20%
problems with pronunciation, vocabulary and grammar

Table 4.2 showed that 60% of the students were considered as the
beginner. They still had limited vocabulary and grammar mastery and were
not able to respond to the questions about specific topic. Along with this, their
pronunciation was still influenced by their L1 language. These results,
moreover, were supported by the interview results. Based on the results of
interview with the English teacher, the students spoke bahasa Indonesia and
their traditional language in their daily conversation. In relation to this, having
conversation with English was still a big challenge for them. Most of them did
not have enough English exposure since they did not get English lesson in their
primary schools. Even more, English in Junior Secondary level in Tanjung
Pinang was still considered as muatan lokal meaning that it was not a
compulsory subject for the eighth grade students. The students only had 70
minutes in a week to learn English. It seemed that the allocated time for
learning English in school was limited.
 Previous learning experience
The English teacher reported that the students who came from private
primary schools have already had English lesson. However, most of them came
from public primary schools in which English was not taught for the primary
students. Consequently, when they were entering Junior Secondary level, they
did not have any experience with English. Therefore, they needed to catch up
with some of their friends who already had English learning experience. These
results indicated that there was a gap among the eighth grade students in the
class. Those who had previous English learning experience can make a quick
improvement. Meanwhile, those who were learning English at the beginning
of their study in Junior Secondary level needed extra efforts to catch up their
lateness.
 Interest
Taking into account the results of interview with the English teacher,
most of the eighth grade students in SMP Ar-Risalah Tanjung Pinang were

34
 keen on physical activities such as sports. Additionally, the students were also
more interested in Islamic activities since SMP Ar-Risalah Tanjung Pinang
was IT (Islamic Terpadu)-based school. Therefore, the Islamic activities were
highly emphasized.
e. Level of student achievement
Relating to the results of the interview with the English teacher, the most
prominent achievement of students was in sports and Islamic activities.
Meanwhile, the achievement for language has not yet appeared from the students.
f. Necessities
Necessities are one of essential aspects to be considered when determining
the students’ needs. Necessities can be associated with what is necessary in the
learners’ use of language (Nation & Macalister, 2010). The following table showed
the needs of English use based on the questionnaire distributed to the eighth grade
students of SMP Ar-Risalah Tanjung Pinang.

Table 4.3. The needs in the learners’ use of language

No Statements SA A D SD
In what situations do you need English?
1 buying something in a 40.0% 40.0% 20.0% -
mall/supermarket
2 buying something in the market 13.3% 53.3% 26.7% 6.7%
(bargaining)
3 ordering food at a 46.7% 33.3% 13.3% 6.7%
restaurant/canteen/cafe
4 ordering public transportations 26.7% 40.0% 26.7% 6.7%
5 asking for and giving directions 40.0% 46.7% 6.7% 6.7%
6 talking to schoolmates 46.7% 53.3% - -
7 talking to online friends 80.0% 20.0% - -
8 having interaction on social media 73.3% 20.0% 6.7% -
(such as commenting on the Tiktok,
Instagram, Facebook, Twitter)
9 receiving and replying e-mails 66.7% 13.3% 13.3% 6.7%
10 receiving and answering calls 33.3% 53.3% 13.3% -
11 joining online communities (k-pop, 73.3% 20.0% 6.7% -
online gamers community, etc)
12 joining a certain sport community 33.3% 40.0% 20.0% 6.7%
13 understanding movie subtitle 53.3% 46.7% - -
14 listening to English songs 73.3% 26.7% - -

It was apparent from the table above that 80% of the eighth grade students
needed English to speak to their online friends. This result indicated that English
was used as a means to communicate, interact and maintain the interaction with
35
 others. Along with this, it was apparent from the table that 73.3% of students
strongly agreed and the rest agreed that they needed English to listen to the English
songs. Listening to English songs, further, showed that English was necessary as a
source of enjoyment. It is undeniable that the development of English songs
enhance the students’ needs to acquire English in order to understand the lyrics.
Additionally, it can be seen from the table that 73.3% of students strongly
agreed and 20% of them agreed that English was needed to have interaction in
social media as well as join online communities such as online gamers community
or fan base community. It has been broadly acknowledged that many platforms
such as TikTok, Instagram, Twitter, Facebook, and so forth are gaining popularity
in recent years. Million users from all over the world use these platforms to connect
to each other. Thus, to interact with the other users, the students needed English.
Furthermore, the advancement of technology can connect people who have the
same preferences, hobbies, or goals in a certain group. English as an international
language is undoubtedly necessary to communicate, build the relationship among
the people in the group, maintain the communication, share information, and so
forth. Thus, acquiring English is essential for those who are willing to be a member
of particular community. Dealing with this, these results of the questionnaire
suggested that the materials for communicative purposes are necessary for the
students.
g. Lacks
Another aspect to be taken into account in relation to the students’ needs is
lacks. Lacks are associated with what the students know and do not know. The
table below showed the lacks of eighth grade students of SMP Ar-Risalah Tanjung
Pinang in relation to their language skills.

Table 4.4. Students’ lacks

No Statements SA A D SD
The difficulties that often prevent you to communicate in English are....
1 spelling 33,3% 60% - 6,7%
2 vocabulary 13,3% 46,7% 33,3% 6,7%
3 grammar 26,7% 46,7% 20% 6,7%
4 pronunciation 53,3% 46,7% - -
5 listening 26,7% 33,3% 33,3% 6,7%
6 speaking 33,3% 46,7% 20% -

36
 7 reading comprehension 13,3% 66,7% 13,3% 6,7%
8 speaking 53,3% 26,7% 20% -

It was apparent from the table above that 53.3 % of students strongly agreed
and 46.7% of them agreed that they were lack of pronunciation. Additionally,
53.3% of the eighth grade students strongly agreed and 26.7% of them agreed that
they were lack of speaking ability. It has been acknowledged that speaking and
pronunciation were interrelated. In relation to this, these results informed that the
eighth grade students needed materials which can enhance their speaking skill and
pronunciation as well.
Moreover, the results of the questionnaire below showed the students’ lacks
in terms of the learning materials.

Table 4.5. Students’ lacks (learning materials)

No Statements SA A D SD
The type of text below that you have not mastered is....
1 descriptive text (describing people, 33,3% 46,7% 20% -
places, things, etc.)
2 fable text (story about animals) 26,7% 53,3% 20%s -

It can be seen from the table that 33.3% of students strongly agreed and
46.7% of them agreed that they have not mastered descriptive texts.
h. Wants
In relation to the needs of eighth grade students of SMP Tanjung Pinang,
wants are essential to be taken into account. Relying on the questionnaire
distributed to the students, the results of students’ wants can be seen in the
following tables.

Table 4.6. The skills want to be improved by the students

No Statements SA A D SD
The English language skills that I want to improve are....
1 listening 40% 46.7% 6.7% 6.7%
2 speaking 60% 40% - -
3 reading 60% 40% - -
4 writing 40% 60% - -

37
Table 4.7. The sub-skills want to be improved by the students
No Statements SA A D SD
The English language sub-skill that I want to improve are....
1 spelling 40% 60% - -
2 vocabulary 46.7% 40% 13.3% -
3 grammar 53.3% 40% 6.7% -
4 pronunciation 73.3% 20% 6.7% -

The table above presented the results of the English language skills and sub-
skills that the students want to improve. It can be seen from Table 4.6 that speaking
and reading gained the highest percentage. Therefore, it can be inferred that the
students wanted to enhance their speaking and reading ability. Dealing with this,
the results presented in Table 4.7 indicated that the students were also willing to
improve their pronunciation. These results suggested that the materials that will be
developed are supposed to develop the students’ speaking and reading skills as well
as their pronunciation.
Further, the following table showed the students’ wants in terms of the
activities for each language skills i.e. listening, speaking, reading and writing.

Table 4.8. Students’ wants in listening skill

No Statements SA A D SD
In listening, the sub-skill you want are....
1 listening to a monologue with pictures 33.3% 53.3% 13.3% -
(audio and video)
2 listening to a dialogue with pictures 40% 46.7% 13.3% -
(audio and video)
3 listening to a monologue without 26.7% 53.3% 20% -
pictures (audio only)
4 listening to a dialogue without pictures 26.7% 53.3% 20% -
(audio only)
5 listening to audio to search for specific 26.7% 73.3% - -
information

It was apparent from the table above that, in relation to the listening skills,
most of the students wanted to listen to the dialogue and monologue with pictures.
In other words, these results indicated that they wanted audio and video listening
input.

Table 4.9. Students’ wants in speaking skill

No Statements SA A D SD
In speaking, the sub-skill you want are....
1 practicing the dialogue from the books 26.7% 66.7% 6.7% -
38
 2 practicing the dialogue from 33.3% 53.3% 13.3% -
audios/videos
3 asking for and answering questions 53.3% 40% 6.7% -
4 asking for and giving information 53.3% 40% 6.7% -
5 doing presentation 40% 53.3% 6.7% -

As shown in the table above, statements number 3 and 4 gained the same
results. It can be seen that 53.3% of students strongly agreed and 40% of them
agreed that they wanted the activities of asking for and answering questions as well
as asking for and giving information.

Table 4.10. Students’ wants in reading skill

No Statements SA A D SD
In reading, the sub-skill you want are....
1 reading science/social articles 13.3% 46.7% 33.3% 6.7%
2 reading fictions 53.3% 40.0% 6.7% -
3 reading all the references in books 26.7% 53.3% 20.0% -
4 reading article from newspapers 20.0% 46.7% 33.3% -
5 reading materials presented in electronic 33.3% 33.3% 33.3% -
form
6 understanding the main idea of a text 20.0% 13.3% 13.3% 6.7%
7 finding specific information contained in 53.3% 33.3% 6.7% 6.7%
a text

Taking into account the results of the questionnaire, the table above
presented the fact that, in relation to reading, 53.3 % of the students strongly agreed
and 40% of them agreed that they wanted to read fictions. In addition, 53.3% of the
students strongly agreed and 33.3% agreed that they wanted to find specific
information from the texts.

Table 4.11. Students’ wants in writing skill

No Statements SA A D SD
In writing, the sub-skill you want are....
1 arranging sentences 60.0% 40.0% - -
2 using the right vocabulary 66.7% 20.0% 13.3% -
3 arranging a good paragraph 66.0% 33.3% 6.7% -
4 developing ideas 73.3% 13.3% 13.3% -
5 expressing ideas appropriately 53.3% 33.3% 13.3% -
6 elaborating a topic 53.3% 40.0% 6.7% -
7 using proper punctuation 60.0% 20.0% 20.0% -
8 using the right words based on the 46.7% 40.0% 13.3% -
context of writing

39
 In relation to writing, it was apparent from Table 4.11 that developing ideas
gained the highest percentage compared to the others. Thus, the result indicated
that the students should be supported with the materials to facilitate them in
developing their ideas.

Table 4.12. Students’ wants in teacher’s teaching activities

No Statements SA A D SD
In the classroom, you want your teacher to....
1 explain about a new grammar material 33.3% 66.7% - -
before practicing it
2 practice first before explaining the new 20% 46.7% 26.7% 6.7%
grammar material
3 correct the mistakes I did in front of the 46.7% % 6.7% -
class
4 only use English 13.3% 46.7% 33.3% 6.7%
5 use English and Indonesian 73.3% 26.7% - -

As shown in Table 4.12, the highest percentages gained by the statement

number 5. It can be seen from the table that the students wanted their teacher to use
both English and Indonesian. Therefore, it indicated that the students still needed
guidance to fully understand English.

Table 4.13. Students’ preference in learning method

No Statements SA A D SD
Your preferred learning method are…
1 remembering 13.3% 46.7% 40% -
2 solving problems 20% 40% 33.3% 40%
3 searching for information 26.7% 40% 33.3% -
4 taking notes from the board 40% 33.3% 26.7% -
5 using audio-visual tools 40% 40% 20% -
6 group project 33.3% 46.7% 13.3% 6.7%

The last table showed that 40% of students strongly agreed and 40% of them
agreed that they preferred using audio-visual tools. Additionally, it can be seen
from the table that the students also preferred taking notes from the board.
Altogether, the results gained from the questionnaire distributed to the eighth
grade students of SMP Ar-Risalah Tanjung Pinang indicated that they were
considered as the beginners. Thus, their English language abilities were still
limited. Along with this, the results informed that they needed learning materials
to enhance their communicative abilities. They needed to be facilitated more to

40
improve their speaking ability and pronunciation as well. In the long run, the
materials that will be developed should consider these results which represented
the students’ needs, lacks, and wants.

41
 CHAPTER V
MATERIAL DEVELOPMENT
A. Introduction
Describing briefly the whole process following the model, starting with the needs analysis.
Needs assessment is the process of planning, obtainining, and applying information
(Kemp. 1985). A preferable way for deciding whether to initiate an instructional project is to
do two things: first, find out what is going on now in the area of your concern or interest.
Second, match the data collected against what should be happening. Need is the discrepancy
between what is and what is desired or ought to be. Objective, justifiable reasons with
qualitative data should be found to support a proposed project.
The need assessment in this project was done by two ways:
1. internal assessment procedure: Interviewing teacher about students’ competencies
2. External assessment: distributing questionnaire to recognize the needs of the field
The process of need assessment was conducted as follows:
1. preparing to do a need assessment
2. gathering information
 Interview
 Questionnaire
3. analysing the need assessment information
4. prorating needs assessment information

B. The Needs assessment

1. Data collection

This project was conducted by interviewing the teacher and distributing questionnaire
in the form of ‘googleform’ to the students. The interview and questionnaire were then
analyzed and summerized.

2. Data Analysis and findings

Women outnumber males in Class VIII at Ar-Risalah Middle School. According to data
research, the majority of pupils are still at the basic level. This is distinguished by a lack of
vocabulary and poor English abilities. Aside from the questionnaire findings, the results of
teacher interviews were also created. This school's eighth grade pupils require innovation to
support their expenditures. Even though English is not a mandatory subject at this school, the
students understand its importance, especially in the twenty-first century. They want English
42
to place a greater emphasis on speaking and reading ability. Aside from that, the syllabus is
intended to assist teachers in strengthening students' skills with relevant and realistic materials,
so that students are prepared to face the twenty-first century period, in which English is widely
used as an international language all over the world.

B. Material Development
Syllabus design is inseparable from the curriculum development process. Syllabus design
relates to the specifications to be taught (Allen 1984). To determine the language elements in
a syllabus, there are several things that must be considered by the teachers including the
information about learners and which learning activities need to be performed during teaching
and learning process. There are 2 different views in the syllabus design. The first view stated
that the syllabus should only contain the material to be taught. Second view stated that the
syllabus and materials should be planned to stimulate language acquisition.

Material development is the process that can be done by the teacher, writers and
developer to provide the experience in using language during teaching and learning process.
Before developing the materials, teacher need identify the learners' needs and consider the
objective or goals of the learning. Then, teacher can develop the materials by adapting them in
order to improve or to make them more suitable to learners' needs. Adaptation can be carried
out by reducing, adding, omitting, modifying, and supplementing learning materials
(Tomlinson, 1998).

Principles of Materials Development

Material development must be in accordance with the results of the needs analysis that
was carried out at the beginning of the developing syllabus process. In developing material,
teacher should notice several things such as the impact, difficulties and relevant to the teaching
and learning process.
1. Material should achieve impact. Material can achieve learning impact through novelty
(activities or unusual topic), variety (using various kind of texts), attractive
presentation, appealing content (interesting topic), and achievable challenge
(Tomlinson, 2011).
2. Material should help the students to feel at ease. Material can help the students to feel
comfortable in learning process. Most students feel more comfortable with written

43
 material with lots of free space rather than more activities in one page. The students are
more comfortable with text and illustrations where they can relate to their own culture
rather than text with new culture. The students are more relaxed with material that tries
to help them to learn rather than material which testing them.
3. Material should increasing students’ confidence. Many students feel comfortable and
increase their confidence when they get material that is not too difficult or is one level
more difficult than the material they are good at.
4. What is taught by the teacher must be perceived by students as relevant and useful. In
teaching, English teachers can easily choose material that is relevant to the choice of
certain topics and assignments based on the need analysis. By linking teaching points
with interesting class assignments can facilitate the achievement of the desired task
results by students.
5. Materials should require facilitate students’ self-investment. Interesting material can
attract students' attention so that it can make it easier for them to learn the material
themselves. Moreover, teacher also can involve the students in mini project, so they can
learn how to solve the problem in team. Teacher can also provide the students with the
choice of focus and activities.
6. Students must be ready to acquire the point being taught. Students must be ready to get
the points taught. To get the points taught, the material learned must be likened to i +
1, where i represents what has been learned and 1 represents what students will learn.
7. Material should expose the learners to language in authentic use. Teachers can provide
teaching/learning materials that can provide exposure to authentic input through
instructions, suggestions they provide for activities and spoken texts included in the
material.
8. The learners’ attention should be drawn to linguistic features of the input. These
linguistic characteristics should not be the main focus in the material, but students must
be made aware that linguistic characteristics are needed to find and make
generalizations about the function of linguistic features in the main material.
9. Materials should provide the opportunity to the students to use target language to
achieve communicative purposes. After learning the material, the teacher must provide
opportunities for students to practice the language they have acquired for
communication in real-life situations, not just practice it in teacher-controlled
classrooms.

44
10. Materials should take into account that the positive effects of instruction are usually
delayed. As has been observed during the learning process, language learning is not an
instant process, but a gradual process. To facilitate the process of learning or acquiring
a language gradually, it is important to provide frequent and plentiful exposure to the
language features that are instructed in communicative use.
11. Material should take into account that learners differ in learning styles. Students have
different learning styles. Not all students have same learning style. Language learning
styles include visual, auditory, kinesthetic (student who prefer to do something
physical, such as following instructions), studial (student who like to pay attention to
the linguistic features of language and want to be correct), experiential, analytic, global,
dependent and independent. The important point for teachers is that they know the
various preferred learning styles in their material.
12. Material should take into account that learners different in affective attitudes. The
students’ attitudes is different in types and times. Ideal learners will need strong and
consistent motivation, positive feelings towards the target language, their teachers, their
fellow learners, and the materials they are learning. Through this fact, materials should
provide choices of different types of texts and types of activities.
13. Materials should permit a silent period at the beginning of instruction. Silent periods
are used to facilitate the development of effective internalized grammar and other
language elements which can help the students to achieve their proficiency. Another
possible extension of the principle of allowing silence is to introduce most new
language points through activities that initially require understanding before production
14. Materials should maximize learning potential. This can be done by the teacher by
encouraging intellectual, aesthetic, and emotional involvement that stimulates the right
and left brain activities of students in the learning process. This principle which
encourages learners to learn the same lesson involving different brain processes and
different states of consciousness in many different parts of the brain will maximize
memory.
15. Materials should not rely too much on controlled practice. Control practice has little
long term effect on accuracy and fluency in teaching and learning process (Ellie, 1990).
The dominance is still seen in some books where many students and teachers waste
time practicing, listening and repeating dialogues.
16. Materials should provide opportunities for outcome feedback. Feedback which focuses
on the effectiveness of the results rather than just the accuracy of the output can lead to
45
 the output being a profitable source of input. Therefore, a student who succeeds in
achieving a certain communicative goal will get positive feedback on the effectiveness
of using language for subsequent language outcomes. Therefore, teachers must be sure
that language production activities have a purpose other than just language practice.
The Initial Model of Designing a Unit

Design units are very important in the learning process. Unit design is useful for assisting
teachers in organizing and planning what will be done in class and helping students achieve
long-term learning goals. According to Myres and Myres (1995), there are several things need
to be considered in designing unit such as set goals and objectives for the students, choose
content, choose instruction methods, connect learning activities to experiences, choose and list
resources, and choose assessment methods.
a) Set goals and objectives for the students
Using content standards, teachers can begin to plan a unit by identifying what
students want to achieve during the learning process. In addition, the unit design must
also include objectives regarding what students should know or be able to achieve after
completing the material in one unit.
b) Choose content
In creating units, teachers should identify what kind of content needs to be taught.
As we can see in English textbooks, the content of each unit related to the basic
competencies. The content of each unit is made as attractive as possible so that students
are interested in learning the material for each unit.
c) Choose instruction method
In this step the teacher will discuss teaching methods that can be used in the
teaching process. Teachers are given the opportunity to consider the special needs of
students in the classroom. Do teachers also pay attention to forms of instruction such as
direct instruction, cooperative learning experiences, or re-teaching of content to peers?
By planning ahead, teachers can incorporate strategies to help ensure the success of all
students.
d) Connect learning activities to experiences
In this step, students need to study the required content at the end of the unit. In
addition, learning activities must also be designed to take advantage of students'
understanding power. Teachers can define concrete models and examples that can be
included in the unit to help facilitate student understanding.

46
e) Choose and list resources
In choosing the resources, teacher should make sure to list all the ingredients
needed in one unit. By planning the layout of the material, it will allow teachers to avoid
a last-minute rush to find the material they need to complete a particular activity.
f) Choose assessment methods
Teacher can use assessment to check and measure students’ proficiency. Teachers
can use assessments that determine whether students have met the objectives of each unit.
Teachers may use a variety of assessments, such as multiple choice tests, individual or
group projects, or research papers. There are various kinds of questions that must be
considered, such as: level of learning, measure memorization or apply what already
learned and evaluation are relevant to the material what has been taught, etc.

Set goals and objective for the students

Mo
del Choose content

of Choose instruction method

Desi Connect learning activities to experiences

gnin
Choose and list resources
g
Unit Choose assessment method

The Try-Out of The Materials (Simulation)

Evaluation is an indispensable part of teaching and learning. Activities in evaluation

materials involve measuring the value and feasibility of set of learning materials by making
judgments about the effects of materials to students who use them. According to Tomlinson
(2011), evaluation of teaching materials tries to measure several things such as:

47
 1. The attractiveness of the materials
2. Material validity
3. The ability of the material to attract the students’ interest
4. The learning value of teaching materials
5. The assistance for teachers’ preparation
6. Delivery and assessment
7. Material’s flexibility
Material evaluation is to measure the quality of teaching material before teach the
students. The purpose of evaluating teaching materials is to measure the quality of teaching
material and to check whether it can be achieve the learning objective or not (Tomlinson, 1998).
Evaluation of teaching materials also aims to find out which components of teaching materials
need to be fixed and improved for the sake of improving learning outcomes. To evaluate the
material, the teachers can ask several judgments or experts to assess their material.

48
 CHAPTER VI
ASSESSMENT

This chapter explained briefly about the assessment in language learning. The
explanation covers of assessment for learning (AfL), assessment as learning (AaL), and
assessment of learning (AoL). The definition, principles, and recommendation of the
application also discussed in this chapter.

A. Assessment for Learning

1. Definition
It is unquestionable that Assessment for Learning (AfL) is part of teaching and
learning process. Teachers conduct this assessment to understand the students’
learning. AfL refers to the assessment which is carried out to assess the students’
potential and to confirm how far they are capable in learning given task (Mangal &
Mangal, 2019). Along with this, this assessment informs the teachers what the students
already know and can do. In other words, this assessment is intended to know each
student’s understanding so that the teachers can determine what should they do to help
the students in learning (Earl & Katz, 2006). In relation to this, this assessment is
basically designed to enhance the students in learning.
2. Principles
Assessment for Learning (AfL) can be associated with the assessment designed
to enhance the students’ performance. In its application, Florez & Sammons (2013)
underline that AfL has several principles that should be understood by the teachers.
a. AfL is part of effective planning; it is central to classroom practice; and it promotes
understanding of goals and criteria
These first three principles are comprehended as a whole. These principles
basically relate to the needs to consider assessment as an integral part of
pedagogical practice instead of an accessory to it. Assessment should be embedded
in the process of teaching and learning, thus, it should be well-planned. With this
in mind, teachers need to determine the clear learning goals or criteria and let the
students know in understandable ways. The students, further, need to be reminded
about these learning goals during the learning process. In addition, the teachers

49
 should help the students to remember that their learning will be evaluated and
feedbacks will be provided to analyze their progress.

b. AfL is sensitive and constructive; it fosters motivation; and it recognizes all

educational achievement
The next three principles underline the effect of assessment towards students’
motivation. In relation to these principles, teachers need to pay attention to what
they are going to say to the students and they are required to provide descriptive
feedbacks based on the quality of students’ performances instead of using ‘good’
and ‘poor’ words. Equally important, these principles suggest the teachers to
encourage their students to improve their performances by suggesting the way to
enhance their works.
c. AfL focuses on how students learn; it helps the students to know how to improve;
and it develops the capacity for peer and self-assessment
These three principles highlight the process through which students learn. This
involves developing the students’ awareness of their learning process and
improving the autonomy to support them to be responsible to their learning.
d. AfL is a key professional skill
This principle sees the complexity of putting this assessment into practice.
Therefore, the teachers are supposed to learn how to work on this and develop their
skills to conduct this assessment.
Above all, these principles should be considered by the teachers in conducting
this form of assessment. The teachers are supposed to focus more on the process of
students’ learning and increase the students’ awareness towards their learning.
3. Recommendation of its application
Assessment for learning is basically intended to inform the students about their
progress, thus, they can take the action to make some improvements of their
performances. With this in mind, this assessment takes place during the learning
process. There are some recommendations that the teachers can use to assess the
students with this form of assessment. Firstly, teachers need to determine what is going
to be learned by the students and what is the learning goal. Secondly, the teachers need
to elucidate the goals to the students. Thirdly, they can make tasks and activities and
50
 ask questions to the students. The students will respond to the tasks, activities, and
questions and the teachers can judge based on the students’ knowledge, understanding,
and skills. It is worth noting that this judgement occurs naturally during the teaching
and learning process. However, in questioning, the teachers should prepare the
questions. It will be more helpful if they can make a list of appropriate questions for
the students. Equally important, it is better for the teachers to ask open questions which
can stimulate the students’ curiosity. Further, they need to determine how feedback is
provided and importantly provide the opportunity for the students to utilize the
feedback to enhance their future learning.
B. Assessment as Learning
1. Teacher self-assessment
It is worth noting that teacher evaluation is part of their professional growth.
Self-evaluation is highly worthwhile to facilitate learning and development of self-
knowledge, direct professional development, and provide the teachers with tools to
raise their awareness about their teaching and its problems (Nikolic & Cabaj, 1999).
More often, teachers do self-evaluation subconsciously and informally. Nonetheless,
evaluation can be carried out based on the self-assessment or formal supervisory
evaluation. Teacher self-assessment can be associated with teacher’s judgement about
his or her effectiveness in using teaching strategies, assessing students, building
communication with students, and so forth (Akram & Zepeda, 2015). In other words,
teacher self-assessment places the teachers as the best assessors for their own self.
There are, of course, several techniques that the teachers can do to self-assess
their own. Nikolic & Cabaj (1999) provides the following self-assessment techniques
which can be used to self-assess.
a. Personal reflection: diaries or journals
Reflective writing in journals or diaries can be the alternative for the teachers to
express their feelings regarding their performance, teaching, working environment,
student-teacher relationship or teacher-teacher relationship, concerns, and so forth.
In other words, the reflective writing is the teacher’s personal account of classroom
observations, reflections, and teaching and learning process which is written
immediately and shortly after a lesson.
b. Self-reporting: checklists or questionnaires
Checklists and questionnaires are the most common techniques employed by the
teachers to do self-assessment. The benefit of questionnaires and checklists is that

51
 they can be answered easily in a non-threatening environment and they can be an
effective way to be used with the other techniques such as peer-observation.
c. Self-observation: audio- or video recording of lessons
Audio and video-recordings are the appropriate means of documenting what
happens in the classroom. Teachers can use this means to do self-evaluation for
one or two weeks period to capture as much class interaction as possible. Then,
they can select one of them randomly to be analyzed.
d. Professional portfolios
Portfolios are the collection of materials which represent the students’
accomplished works in a certain course. It is noteworthy that portfolios include
some documents such as lesson plans, student works, notes from students, and so
on. As a means to self-assess, teachers can review the portfolios with their
supervisors or peers then write the summary of the contents. This technique will be
more beneficial to be employed with another technique.
Above all, the techniques above are applicable to be used as a means to do self-
assessment for the teachers. They can select one of the techniques that they think can
really help them to make some reflections about their teaching then they can take some
necessary actions to make the improvements.
2. Student self-assessment
Student self-assessment is one of essential aspects in measuring the students’
progress in learning. It encourages the students to think about the quality of their own
works and performances so that they do not rely on their teachers as the judges. Self-
assessment, further, refers to the process in which the students think about and evaluate
their work and their learning, recognizing the strengths and weaknesses of their works,
and take an action to revise it (Andrade & Du, 2007). Therefore, self-assessment is not
about having students to determine their own grades. However, it is more on involving
the students to determine what good work is in a particular situation (Boud, 2003).
With this in mind, self-assessment is engaging the students to be more aware of their
own learning so that they can monitor their own works and performances.
Moreover, self-assessment is importantly used for several purposes. Boud
(2003) mentions the purposes of self-assessment that might be considered as follows:
a. Self-assessment is used for self-monitoring and progress-checking
b. Self-assessment is a means to develop good learning practices and learning ‘how-
to-learn’
52
 c. Self-assessment is intended to diagnose and remediate
d. Self-assessment is used to substitute other forms of assessment
e. Self-assessment aims at enhancing professional or academic practice
f. Self-assessment purposes to review achievements
g. Self-assessment is used for self-knowledge and self-understanding
Taking into account the purposes of self-assessment above, it indicates that self-
assessment focuses on the process, rather than result. The students are encouraged to
oversee their own process in learning and make their own decisions once they
encounter problems. Therefore, self-assessment is valuable to build students’
responsibilities and independences in learning.
Further, in practicing self-assessment, there are some considerations that should
be underlined. Spiller (2012) states that good practices of self-assessment emphasize
on the learning improvement, involve the students to develop the criteria, consider the
students’ roles in influencing the process, and enable the students to express their
judgement in qualitative ways. Keeping this in mind, it is noteworthy that the process
of self-assessment underlines students’ involvement. Thus, students take their
ownership in learning.
3. Peer assessment for both students and teachers
Peer assessment is broadly associated with students provide assessment to the
other students. In relation to this, Falchikov (2007) states that peer assessment refers
to students offer either feedbacks or grades (or both) to their peers in order to assess
their peer’s performances based on the specific criteria. Peer assessment, further, is
used by the students as a tool of reflection. Students can help each other to identify
their gaps in learning and understanding and to gain better comprehension of learning
process (Spiller, 2012). Thus, peer assessment is worthwhile to enhance the way the
students learn and encourage collaborative learning.
Peer assessment, further, is utilized for several reasons. Spiller (2012) mentions
that peer assessment is used to promote peer learning and collaboration, strengthen the
students’ ability in judging and making intellectual choices, develop students’ ideas
about their work, urge the students to clarify their ideas, and help the students in the
process of receiving and giving feedbacks. Keeping this in mind, peer assessment can
empower the students to be responsible for their own learning and additionally
motivate them to deeply engage with their learning. Equally important, students
become better peer-assessor as they are involved in the process. In other words,
53
 students need regular practice to be more confident and competent at assessing their
peers (Falchikov, 2007). For this reason, teachers are supposed to allocate time for
building a classroom environment which supports the practice of peer-assessment.
Additionally, peer assessment is not only intended for students. Importantly,
teachers are supposed to be involved in peer assessment. It is one of the ways to
enhance the quality of their professional working. Conducting peer assessment which
includes making judgement and conveying the judgement to the peer can be considered
as a functional process to get meaningful information about teaching processes (Koc,
2011). In other words, peer assessment enhance teachers’ reflective thinking which is
essential improve the skills necessary for the teaching profession.
Furthermore, teacher peer assessment is important to be carried out by teachers
for some reasons. Sluijsmans (2003) states that teachers are required to work together
and they learn from each other. During their work, they are supposed to communicate
and cooperate, thus, it can enhance their communication and cooperation skills. In
addition, peer-assessment encourages them to be critical and reflective. Further, being
able to assess the works and performances of others are essential for professional
improvement. Considering these reasons, teacher peer assessment is not only intended
for the importance of professional development but it also improves their self-
confidence and motivations to learn in making qualitative justifications.
4. Recommendation of applications
Teacher self-assessment and student self-assessment are part of assessment as
learning. Teacher self-assessment can be done right after the teaching and learning
process or after a period of time. The teacher can use the techniques such as diaries or
journals, checklists, questionnaires, and so on. Based on the techniques they are using,
they need to reflect on their performances in teaching and consider what necessary
actions they should take to improve their teaching. Additionally, self-assessment is
often done by the students after their performances or at the end of the lesson. Students
can use checklists, self-assessment sheets, questionnaires, and so forth to reflect on
their performances, find their strengths and weaknesses or find what they have or have
not understood, and take actions to make enhance their performances.
Further, in relation to assessment as learning, peer assessment for both students
and teachers also need to be taken into account. Student peer assessment can be done
by providing feedbacks based on peer’s performance or using checklists to assess the
other’s work. Likewise, teacher peer assessment can be carried out by observing the
54
 peer’s teaching performances, providing feedbacks or using checklists to assess the
performances based on specific criteria. Thus, after receiving the feedbacks or the
results of the questionnaires, the teachers can make a better improvement.
C. Assessment of Learning
1. Definition
Assessment of learning is a conventional assessment that is intended to measure
students’ learning outcomes. Assessment of learning is an assessment carried out after
the learning process is complete. The teachers carry out this assessment to provide
recognition of the achievement of learning outcomes after the learning process is
complete. National exams, school/madrasah exams, and various forms of summative
assessment are part of assessments of learning.
2. Types of Instruments
In the context of assessment of learning, tasks are used to guide the students in
showing the performance that will be assessed. The main focus of the assessment here
is the learning achievement of students. Thus, the performance appraisal becomes a
means to demonstrate the competence or the learning achievement. Tasks in this case
do not act as learning tool since the learning process of students has occurred. In
practice tests, the tasks have a similar position to a set of questions on the student’s
midterm or final exam.
One of the examples of assessment of learning is a practical exam at the end of
the semester or at the end of the school level. In addition, in the context of formative
and summative assessments. Tasks in formative assessments aim at encouraging
students to learn the competencies which contains the following:
a. Formative Assessment
 In formative assessment, the evaluation method is carried out to evaluate the
process of students’ understanding, learning needs, and academic progress
during learning.
 Formative assessment monitors students’ learning and it provides regular and
ongoing feedbacks.
 For students, formative assessment serves to help the students identify the
strengths and the other aspects that need to be developed.
 For teachers and schools, formative assessment serves to provide information
about the challenges that the students face in learning process
b. Summative Assessment

55
  In summative assessment, the evaluation method is carried out at the end of the
lesson.
 Summative assessment often has high stakes because it affects students’ final
grades
c. Principles
a. Have an appraisal plan contract
b. Carry out the assessment according to the contract or agreement
c. Provide feedback and provide opportunities to question students' results
d. Have documentation of student learning outcomes assessment process
e. Has a procedure that includes the planning stage, task assignment activities,
performance observation, returning observations, and giving final grades
3. Recommendation of Its Application
There are several recommendations for the implementation of assessment of
learning such as daily assessment, mid-semester exam and final semester exam.

56
 CHAPTER VII
DISCUSSIONS, CONCLUSIONS, AND SUGGESTIONS

DISCUSSION
The application of the learning curriculum to students is an effort in the form of
competency-based teaching is a teaching approach that focuses on mastering the required skills
or competencies (Richards et al, 1992). Hall and Jones (1976) define competence as a defined
statement that can be observed in the form of acquisition, integration, teaching materials,
teaching methods, and application of learning curriculum, related skills and knowledge. In the
competency-based curriculum, the learning objectives are clearly defined that the education
can be seen in the form determined by the behavior or the learner and the minimum level of
goals set as the criteria for success.
Furthermore, Hall and Jones stated that not all students when learning in class learn the
same amount of material in a certain period of time, therefore learning modules are needed in
a competency-based curriculum. (Annita, 2003). Then, the curriculum must be defined into a
syllabus and teaching materials that are in accordance with the situation and circumstances of
the school environment, especially the learning environment in the classroom. There are
several things that must be considered in designing a curriculum based on student needs
analysis, competence in a particular field, relevant knowledge and skills, and experiential
learning (ibid, 2003).
Curriculum 2013 and was developed to create a better atmosphere for learning activities
for students (Najid, 2006). Learning materials must be in accordance with the physical and
mental development of students. The 2013 curriculum suggests that a learner must be active to
analyze and make inquiries of what he has learned and create new products from what he has
learned.

CONCLUSION
Educational development based on the establishment of an educational curriculum and the
development of self-potential in students is intended to help students reach their full potential.
Learning development is intended to identify and improve students' abilities so that they
develop and advance in line with their needs. Teaching is intended to cultivate students' minds
and build a strong national character from students. The curriculum is the main element for
carrying out educational activities with the implementation of the curriculum which is the basic

57
basis for the formation and development of material which is expected to be more easily applied
during learning.

SUGGESTIONS
In the application of English learning which aims to improve students' learning abilities, it
is necessary to have the support of teaching staff and learning materials based on the 2013
curriculum.

58
 REFERENCES
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment.
Assessment and Evaluation in Higher Education, 32(3), 159-181.
Akram, M., & Zepeda, S.J. (2015). Development and validation of a teacher self-assessment
instrument. Journal of Research and Reflections in Education, 9(2), 134-148.
Boud, D. (2003). Enhancing Learning through Self-Assessment. New York: Routledge Farmer.
Brown, H.D. (2014). Principles of Language Learning and Teaching (sixth edition). New
York: Pearson Education
Earl, L.M., Katz, M.S. (2006). Rethinking Classroom Assessment with Purpose in Mind:
Assessment for Learning, Assessment as Learning, Assessment of Learning. Manitoba:
Winnipeg-Manitoba Education, Citizenship & Youth.
Florez,M.T., & Sammons, P. (2013). Assessment for Learning: Effects and Impact. Oxford:
CfBT Education Trust.
Hutchinson, T., & Waters, A. (1987). English For Specific Purposes: A Learning Centred
Approach. Cambridge: Cambridge University Press.
Kelly, A. V. (1999). The Curriculum. Theory and practice. London: Paul Chapman
Koc, C. (2011). The views of prospective class teachers about peer assessment in teaching
practice. Educational Sciences: Theory & Practice, 11(4), 1979-1989.
Nation, I.S.P., & Macalister, J. (2010). Language Curriculum Design. New York: Routledge
Nikolic, V., & Cabaj, H. (1999). Am I Teaching Well? Self-Evaluation Strategies for Effective
Teachers. Toronto: Pippins
Mangal, S.K., & Mangal, S. (2019). Assessment for Learning. Delhi: PHI Learning Private
Limited.
Myers, C. B., & Myers, L. K. (1995). The professional educator: A new introductionto teaching
and schools (Rev. ed.). New York: Wadsworth Publishing.
Sluijsmans, M. A. D., Gruwel, S. B., van Merrienboer, J. J. G., & Bastiaens, T. J. (2003). The
training of peer assessment skills to promote the development of reflection skills in
teacher education. Studies in Educational Evaluation, 29, 23-42.
Spiller, D. (2012). Assessment Matters: Self-Assessment and Peer Assessment. New Zealand:
Teaching Development Unit.
Tomlinson, B. (2011). Materials development in language teaching. Cambridge University
Press.

Tomlinson, B., & Masuhara, H. (2004). Developing Language Course Material: RELC
Portfolio Series 11. Singapore: RELC Publisher.

59
 WEB RESOURCES

1. Storybird
Storybird is web platform for storytelling. Storybird available on the web, iOS,
Android, and Chrome. Storybird lets students create their own stories with images, making
it ideal for school and home learningStorybird provide a lot of story created by teacher,
students, and writers. Moreover, students can improve their writing skills by composing
their own story in that platform. Students act as authors, pairing their words with site-
curated, licensed art.Students can compose text, but they can't upload their own art; they
must use Storybird's curated collection in their picture books and illustrated poems.
Storybird has a huge library of these created stories, as it works a bit like a social
media platform. As such, children can use this simply to do their reading, on any device,
thanks to an easy-to-use Chrome app. Students can create picture books, long-form stories,
or poetry. The ability to read and share stories is free but the creation part is for the paid
users,
2. Quizizz
Quizizz is an informal assessment to measure students’ knowledge. Quizizz is a
Learning platform that provides a variety of tools to make classes fun, interactive and
engaging. Teachers can create lessons, conduct formative assessments, give homework,
and have other interactions with students in the teaching and learning process. Interactive
quizizz have a beneficial impact on students such as gaining students' involvement,
motivation, better score and stress reduction are several benefits that students get through
quizizz.
3. YouTube
YouTube is a platform provide a lot of video where people can access online.
Teacher and students can use many English video as their authentic media for learning.
Students can improve their vocabulary and pronunciation by watching English material
video provided by YouTube.
4. Kahoot
Kahoot is a tool that teachers can use to convey and present questions to students.
kahoot! is set of games that can be played by students both individually and in groups.

60
Teacher can provide students with multiple choice questions, which are projected on the
class screen. Then, each question has a limit of 95 characters, displayed anywhere from 5
seconds to 2 minutes, and is limited to four response options. Before playing game,
students will be asked to make a unique username that can be used throughout the semester.
Shiva can answer this question by their own personal electronic device. After that, students
will receive points for response accuracy and timeliness. After each question is answered.
The correct answer will be displayed as well as the scoreboard with the highest point
winner. By using kahoot, teachers can know the progress and scores of students.

61
APPENDICES

62
 DRAFT GROUP 2 (SMP)

A. Targeted Basic Competencies

KD 3.10 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keadaan/tindakan/kegiatan/kejadian yang dilakukan/terjadi
rutin maupun tidak rutin atau menjadi kebenaran umum di waktu lampau
sesuai dengan konteks penggunaannya
KD 4.10 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait
keadaan/tindakan/kegiatan/kejadian yang dilakukan/terjadi rutin maupun tidak
rutin atau menjadi kebenaran umum di waktu lampau sesuai dengan konteks
penggunaannya
B. Keterampilan
Listening, speaking, reading, writing
C. Indikator Pencapaian Kompetensi (IPK)
KD Indikator Pencapaian Kompetensi (IPK)

KD 3.10 Menerapkan fungsi sosial, struktur 3.10.1 Siswa dapat menyatakan

teks, dan unsur kebahasaan teks keadaan/tindakan/kegiatan/kejadian yang
interaksi transaksional lisan dan dilakukan/terjadi di waktu lampau
tulis yang melibatkan tindakan 3.10.2 Siswa dapat mengidentifikasi
memberi dan meminta informasi ungkapan-ungkapan yang menunjukkan
terkait keadaan/tindakan/kegiatan/kejadian yang
keadaan/tindakan/kegiatan/kejadian dilakukan/terjadi di waktu lampau
yang dilakukan/terjadi rutin 3.10.3 Siswa dapat mengurutkan dialog
maupun tidak rutin atau menjadi acak terkait
kebenaran umum di waktu lampau keadaan/tindakan/kegiatan/kejadian yang
sesuai dengan konteks dilakukan/terjadi di waktu lampau
penggunaannya
KD 4.10 Menyusun teks interaksi 4.10.1 Siswa dapat menyusun teks interaksi
transaksional lisan dan tulis sangat transaksional tulis sangat pendek dan
pendek dan sederhana yang sederhana yang melibatkan tindakan
melibatkan tindakan memberi dan memberi dan meminta informasi terkait
meminta informasi terkait keadaan/tindakan/kegiatan/kejadian yang
keadaan/tindakan/kegiatan/kejadian dilakukan di waktu lampau
yang dilakukan/terjadi rutin 4.10.2 Siswa dapat menilai teks interaksi
maupun tidak rutin atau menjadi transaksional tulis sangat pendek dan
kebenaran umum di waktu lampau sederhana yang melibatkan tindakan
sesuai dengan konteks memberi dan meminta informasi terkait
penggunaannya keadaan/tindakan/kegiatan/kejadian yang
dilakukan di waktu lampau milik teman
mereka

63
D. Tujuan Pembelajaran:
Melalui kegiatan pembelajaran dengan pendekatan Genre-Based Approach dengan
model pembelajaran Contextual Learning siswa dapat:
1. Menyatakan kegiatan yang dilakukan di masa lampau terkait liburan
2. Mengidentifikasi ungkapan yang digunakan dalam menyatakan kegiatan yang
dilakukan di masa lampau
3. Mengurutkan dialog acak terkait kegiatan liburan yang dilakukan di masa lampau
4. Menyusun teks interaksi transaksional tulis sangat pendek dan sederhana terkait
kegiatan liburan yang dilakukan di masa lampau
5. Menilai teks teks interaksi transaksional tulis sangat pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait kegiatan liburan yang
dilakukan di masa lampau
E. Principles of Teaching (Mission)
Purposeful learning
F. Recommended Approaches to Teaching the Unit
Genre-Based Approach (Integrated Skills Strand)
G. Organization of the Unit
Unit (Past Tense: KD 3.10, 4.10)
Themes : Past Activities

64
In this Unit, students will learn to ask for and give information about holiday in the past.

Input Language Skills Vocabulary/

Title of
Topic Approach Activities L S R W Grammar/
Unit
Language Expressions
Where Talking BKoF Warming-up 
Did You about (4) Look at these pictures and answer the
Go Last Past following questions:
Holiday? Holiday 1. Did you visit any of the places above in
your holiday?
a. If yes, whom did you go with?
b. If no, where did you spend your
holiday?
2. How did you get to the place?
3. How did you feel during your holiday?
Vocabulary List   Vocabulary: vacation,
Study the words. Listen and repeat the words trip, campfire, heritage,
after your teacher. surfing, weather,
fascinated, luxurious
Activity 1   Vocabulary: swam, fed
Group the activities into correct column the animals, played the
based on the pictures in Warming Up section. slide, made campfire, went
fishing, watched sunset
Activity 2 Listening  Vocabulary: weather,
Listen to a dialogue and complete the audio went, surfing, vacation,
dialogue with provided words. cloudy, amazing, waves
Language expressions:
 How was your
holiday?
 How long were you
there?
 Was the weather OK?
Activity 3   Vocabulary: weather,
Underline the expressions of asking went, surfing, vacation,
information about past vacation. Listen and cloudy, amazing, waves
repeat the expressions after the teacher. Language expressions:
 How was your
holiday?
 How long were you
there?
 Was the weather OK?
 Where did you spend
your holiday?
 Whom did you go
with?
 How long did you stay
in…?, etc.
Activity 4 Listening  Vocabulary: weather,
Listen to the dialogue and decided whether audio flight, cozy, friendly
the statements are true or false.

Activity 5   Vocabulary: holiday,

Read the dialogue and practice it with your marvelous, fascinated,
seatmate. luxurious, affordable, sea
view
Language expressions:
 How was it like?
 Did you have a good
time?
 What was the weather
like in Turkey?
 Where did you stay?
  Did you get a nice
holiday?, etc.
Activity 6 
Play a survey game using guided questions.
 Find someone who spends their holiday
in these places
a. beach
b. zoo
c. mountain
d. at home
by asking questions start with ‘Did’
Example:
You: Did you go to the beach on your
last holiday?
Your friend: Yes, I did/No, I didn’t
 Write their names in the table
MoT Activity 7  Grammar: regular and
(5) Change the underlined verbs into regular irregular verbs
and/or irregular verbs. Vocabulary: play-played,
enjoy-enjoyed, build-built,
feel-felt, tri-tried, etc.
Activity 8  Grammar: S + did + not
Rewrite the sentences into past negative +V1
sentences.
Activity 9  Grammar: Did + S + V1
Use the prompts to create ‘Did’ questions. +…?
Write the answers to the questions based on
the clue.
Activity 10  Grammar: ‘Wh’
Use the prompts to create ‘Wh’ past simple questions
questions. Then, ask the questions to your
partner and write down the answers.
 Activity 11  Vocabulary: visited,
Put the dialogue into correct order. holiday, scenery, tried,
heritage, etc.
JCoT Activity 12    Language expressions:
(3) Your teacher will divide the students into  Where did ….?
pairs (A and B). Each of you will be given a  When did….?
corresponding A and B worksheet. You and  How long did….?
your partner will then read the texts then
write down the past simple ‘Wh’ questions
which are needed to find out the missing
information in your texts. When you have
finished, your teacher will check the
questions. Next, in pairs, you will take it in
turns to ask and answer questions in
numerical order to find out the missing
information. Then, write the information in
the blank spaces in the text on their
worksheet. When you and your partner have
asked all the questions, check the answers
and spelling by comparing texts.
Activity 13  Vocabulary: travelled,
Make up short dialogues based on these stayed, went, spent,
following situations. watched, etc.
Activity 14 
Act out one of the dialogues from Activity 13
in front of the class.
ICoT Activity 15  Vocabulary: holiday,
(3) In pairs, choose one of the texts and make a went, took, booked,
dialogue using the information provided in wanted, decided, trip,
the text. abroad, flight, village,
experience, etc.
 Activity 16 
Exchange your writing product with other
pairs and use the rubric to assess the product.
Provide some comments.

Activity 17 
Act out the dialogue that you and your partner
have made in Activity 15.
Enrichment Visit the following links to enrich your  
knowledge of asking and giving information
about holiday. Write some other expressions
you found there
Reflection Put a tick () in the right column according 
to how much you have learnt
 SILABUS

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMP/MTs
Kelas/Semester : VIII/2
Tahun Pelajaran : 2021/2022

Kompetensi Inti:
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan bertanggung jawab dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan kawasan regional
KI 3 Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait fenomena
dan kejadian tampak mata
KI 4 Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah
konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori
KD Materi Materi Indikator Nilai Kegiatan Alokasi Penilaian Sumber Teknik
Pembelajaran Karakter Pembelajaran waktu Belajar Pembelajaran
yang
disarankan

3.8 Menerapkan fungsi Fungsi sosial: Peserta didik  Mandiri Peserta didik: 4 JP  Lisan  Pengalaman Discovery
sosial, struktur teks, Menjelaskan, dapat:  Gotong  Tertulis peserta didik learning
royong a) menyimak dan  Penugasan dan guru
dan unsur mendeskripsi- a) menyebutkan
kebahasaan teks kan ungkapan-  Kejujuran menirukan tindakan,  
Unjuk kerja Pengenalan
 Kerja kegiatan yang
interaksi ungkapan yang  Portofolio materi dari
sedang keras sedang dilakukan internet
transaksional lisan Struktur teks: dikelas, sekolah, dan
 dan tulis yang - Memulai dilakukan di  Percaya rumah pada saat  Buku
melibatkan tindakan - Menanggapi sekolah dan di diri diucapkan dengan penunjang
memberi dan rumah dengan  Kerja ucapan yang benar. Kurikulum
Unsur ucapan dan sama b) mengidentifikasikan 2013 Mata
meminta informasi
kebahasaan: tekanan yang ungkapan-ungkapan pelajaran
terkait baik dan benar. tentang kejadian
- Kalimat Bahasa Inggris
kegiatan/tindakan/ke b) mengidentifi- yang sedang terjadi “When
deklaratif dan
giatan/kejadian yang kasikan c) tanya-jawab English ring
interogatif
sedang berlangsung dalam
ungkapan- mengenai tindakan the Bell” kelas
saat diucapkan seuai ungkapan yang sedang terjadi VIII,
Present
dengan konteks mengenai baik di rumah dan Kemendikbud,
Continous
kegiatan yang disekolah revisi tahun
penggunaanya. Tense
sedang terjadi d) menyebutkan 2017
(Unsur kebahasaan - Adverb: now,
- Nomina
c) menyebutkan tindakan yang  Kamus bahasa
Present Continuous kegiatan yang sedang terjadi Inggris
singular dan
tense)
plural dengan
sedang berdasarkan video  Picture
dilakukan teman atau gambar yang
atau tanpa a,
sekelas dengan ditampilkan oleh
the, this,
ucapan yang guru
those, my,
benar e) membuat
their, dsb.
d) menyebutkan percakapan
- Ucapan
kegiatan yang sederhana mengenai
tekanan kata
sedang ungkapan-ungkapan
seperti
dilakukan tindakan yang
intonasi,
berdaarkan sedang terjadi
ejaan, tanda
gambar atau dengan pasangan
baca, dan
video yang f) mendemonstrasikan
tulisan
ditampilkan percakapan
tangan
oleh guru ungkapan yang
4.8 Menyusun teks e) menyusun teks sedang terjadi
interaksi interaksi didepan kelas
transaksional lisan transaksional
 dan tulis sangat Topik: lisan dan tulis g) menilai teks
pendek dan Kegiatan yang pendek percakapan sesame
sederhana yang dan sederhana teman
melibatkan h) melakukan proses
melibatkan tindakan dan kejadian
tindakan refleksi tentang
memberi dan yang yang
memberi dan proses dan hasil
meminta informasi sedang meminta belajar
terkait berlangsung
informasi terkait
kegiatan/tindakan/ke baik di rumah kegiatan yang
giatan/kejadian yang dan di sekolah. sedang terjadi di
sedang berlangsung sekolah dan di
rumah dengan
saat diucapkan,
memperhatikan
dengan fungsi sosial,
memperhatikan struktur teks,
fungsi social, dan unsur
struktur teks,dan kebahasaan
unsur kebahasaan yang benar dan
yang benar sesuai sesuai konteks
dengan konteksnya.

3.9 Menerapkan fungsi Fungsi sosial: Peserta didik dapat:  Mandiri Peserta didik: 4 JP  Lisan  Buku Discovery
sosial, stuktur teks, Mengidentifi-  Gotong  Tertulis penunjang learning
dan unsur kasi, a) membanding- royong a) menyimak dan  Penugasan Kurikulum
kan jumlah dan  Kejujuran menirukan guru  Unjuk kerja 2013 Mata
kebahasaan teks mengenalkan, sifat benda dan  Kerja membaca percakapan
interaksi memuji,  Portofolio pelajaran
binatang dengan keras yang menggambarkan Bahasa Inggris
transaksional lisan mengkritik, ucapan dan perbandingan jumlah “When
 Percaya
dan tulis yang dan tekanan kata hewan dan benda English ring
diri
melibatkan mengagumi yang benar dengan ucapan dan the Bell” kelas
tindakan memberi VIII,
 dan meminta Struktur teks: b) menjawab  Kerja tekana kata yang Kemendikbud,
informasi terkait - Memulai pertanyaan sama benar revisi tahun
perbandingan - Menanggapi dengan b) mengikuti 2017
menggunakan pengucapan tentang
jumlah dan sifat
informasi yang perbandangan jumlah
orang, binatang, Unsur terdapat dalam benda dengan ucapan
benda sesuai kebahasaan teks secara lisan dan tekanan kata yang
dengan konteks - Kalimat c) mendeskripsi- benar
perbandingan kan c) bermain game tentang
penggunaannya
positif, perbandingan menyebutkan kata
(unsur kebahasaan komparatif,
degree of jumlah dan sifat sifat hewan atau benda
dan benda dan yang ada di sekolah
comparison) superlative binatang yang d) menyebutkan sifat
dengan: as tampak dalam benda atau hewan
4.9 Menyusun teks …as, -er, - dua gambar berdasarkan gambar
interaksi est, more…, yang berbeda yang guru tampilkan
transaksional lisan the most … d) mengajukan e) menjawab pertanyaan
dan tulis sangat - Perbanding- pertanyaan dan dengan menggunakan
pendek dan an jumlah: jawaban terkait informasi yang
more, fewer, perbndingan terdapat paa teks
sederhana yang less benda dan secara lisan
melibatkan - Nomina binatang yang f) bertanya jawab
tindakan memberi singular dan mereka tahu dengan teman
dan meminta plural dengan dirumah dan di sebangku terkait
informasi terkait atau tanpa a, sekolah membandingkan sifat
perbandingan the, this, benda dan hewan yang
those, my, mereka ketahui di
jumlah dan sifat
their, dsb. sekitar lingkungan
orang, binatang, - Ucapan
benda dengan sekolah atau rumah
tekanan kata, g) membuat teks
memperhatikan intonasi, sederhana dan pendek
fungsi social, ejaan, tanda tentag
baca dan
 struktur teks, dan tulisan membandingkan
unsur kebahasaan tangan hewan dan benda yang
yang benar dan mereka ketahui
Topik: h) mendemonstrasikan
sesuai konteks
perbandingan percakapan singkat
mengenai
benda dan
perbandingan dan sifat
binatang yang hewan atau benda di
berada di depan kelas
sekitar rumah i) merefleksikan proses
dan sekolah pembelajaran dan
sehingga dapat hasil belajar
menumbuhkan
perilaku yang
termuat di KI

3.10 Menerapkan fungsi Fungsi sosial Peserta didik dapat:  Religius peserta didik: 4 JP  Lisan Buku Pemberian
sosial, struktur teks, Melaporkan,  Mandiri a) membaca dan  Tertulis penunjang tugas individu
dan unsur menceritakan, a) mengidentifikasi  Gotong mencermati teks-teks  Penugasa Kurikulum dan kelompok
beberapa royong pendek dan  Unjuk kerja 2013 Mata
kebahasaan teks menjelaskanke kejadian,
interaksi jadian yang  Kejujuran sederhana tentang pelajaran
kegiatan yang beberapa kejadian,
 Kerja Bahasa Inggris
transaksional lisan dilakukan/terja terjadi di masa kegiatan yang terjadi “When English
keras
dan tulis yang di, di waktu lampau melalui di masa lampau ring the Bell”
 Percaya
melibatkan lampau teks-teks pendek b) melengkapi kalimat kelas VIII,
diri
dan sederhana dengan jawaban Kemendikbud,
tindakan memberi
b) melengkapi  Kerja
dan meminta berupa ungkapan- revisi tahun
sama
Struktur teks kalimat dengan ungkapan yang 2017
informasi terkait - Memulai jawaban berupa diambil teks, dengan
keadaan/tindakan/k
 egiatan/kejadian -Menanggapi ungkapan- ejaan dan tanda baca Kamus Bahasa
yang (diharapkan/di ungkapan yang yang benar Inggris
dilakukan/terjadi luar dugaan) diambil teks, c) bertanya jawab
dengan ejaan tentang
rutin maupun tidak
dan tanda baca kegiatan/peristiwa di
rutin atau menjadi yang benar waktu lampau yang
kebenaran umum di Unsur c) mengajukan mereka dan anggota
waktu lampau kebahasaan pertanyaan dan keluarga atau
sesuai dengan - Kalimat jawaban tentang temannya alami
konteks deklaratif dan kegiatan/ d) mengumpulkan
interogatif peristiwa di informasi tentang
penggunaannya
dalam bentuk waktu lampau beberapa peristiwa
Simple Past yang mereka dan atau kegiatan di
Tense anggota keluarga waktu lampau untuk
4.10 Menyusun teks - Nomina atau temannya membuat teks-teks
interaksi transaksional singular dan alami pendek dan
plural dengan sederhana
lisan dan tulis sangat
atau tanpa a, e) saling
pendek dan sederhana the, this, those, mempresentasikan,
yang my, their, dsb. menyimak dan
melibatkantindakan - Ucapan, bertanya jawab
memberi dan meminta tekanan kata, tentang teks masing-
informasi terkait intonasi, ejaan, masing dengan
tanda baca, teman-temannya,
keadaan/tindakan/kegiat
secara lisan, dengan
an/kejadian yang
ucapan dan tekanan
dilakukan/terjadi rutin Topik: kata yang benar
maupun tidak rutin atau Kegiatan dan f) melakukan refleksi
menjadi kebenaran kejadian yang tentang proses dan
umum di waktu lampau yang sedang hasil belajarnya
sesuai dengan konteks berlangsung di
penggunaannya sekolah

3.11 Membandingkan Fungsi sosial: Peserta didik dapat:  Religius Peserta didik: 4 JP  Lisan  Buku Genre-based
fungsi sosial, struktur  Melaporkan,  Mandiri  Tertulis Penunjang approach
teks, dan unsur  mengambil a) mengidentifiksi  Gotong a) bertanya jawab  Penugasan Kurikulum
kebahasaan beberapa teladan, teks recount royong tentang kejadian,  Unjuk 2013 Mata
teks personal recount  membanggak tentang  Kejujuran kegiatan yang kerja Pelajaran
lisan dan tulis dengan pengalaman dialami secara
an  Kerja  Portofolio Bahasa
memberi dan meminta pribadi kronologis Inggris When
keras  Penilaian
informasi terkait seseorang b) menyusun kalimat English
Struktur teks:  Percaya sesama
pengalaman pribadi di Dapat b) menyusun acak menjadi sebuah Rings The
diri siswa
waktu lampau, pendek kalimat acak paragraf yang baik Bell, Kelas
mencakup:  Kerja
dan sederhana, sesuai  orientasi menjadi sebuah c) menceritakan VIII,
sama
dengan paragraf yang kejadian, kegiatan
 urutan Kemendik-
konteks penggunaannya baik yang dialami secara bud, Revisi
kejadian/
c) menceritakan kronologis Tahun 2017
kegiatan
 orientasi
kejadian, d) mengumpulkan  Pengalaman
4.11 Teks recount kegiatan yang informasi tentang peserta didik
4.11.1 Menangkap makna secara ulang
dialami secara pengalaman pribadi dan guru
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan kronologis di waktu lampau  www.livewor
teks recount lisan dan tulis, sangat Unsur
d) membanding- untuk membuat teks- ksheet.com
pendek dan sederhana, terkait kebahasaan:
kan dua teks teks pendek dan
 Kalimat
pengalaman pribadi di waktu
lampau (personal recount dengan sederhana
recount) deklaratif
4.11.2 Menyusun teks recount lisan topik yang sama e) saling
dan tulis, sangat pendek dan dan
mempresentasikan,
sederhana, terkait pengalaman interogatif
pribadi di waktu lampau (personal menyimak dan
recount), dengan dalam
bertanya jawab
memperhatikan fungsi sosial, Simple Past
struktur teks, dan tentang teks masing-
unsur kebahasaan, tense masing dengan
secara benar dan sesuai konteks  Adverbia teman-temannya,
dan frasa secara lisan, dengan
preposision
 al penujuk ucapan dan tekanan
waktu: kata yang benar
yesterday, f) membandingkan
last month, hasil teks recount
an hour milik sendiri dan
ago, dan salah satu teman
sebagainya. dikelas
 Adverbia g) menilai hasil teks
penghubung teman
waktu: first,
then, after
that, before,
at last,
finally, dan
sebagainya.
 Nomina
singular dan
plural
dengan atau
tanpa a, the,
this, those,
my, their,
dsb.
 Ucapan,
tekanan
kata,
intonasi,
ejaan, tanda
baca, dan
tulisan
tangan
 Topik:
Peristiwa,
pengalaman
yang terjadi di
sekolah,
rumah, dan
yang dapat
menumbuhkan
perilaku yang

termuat di KI
3.12 Membandingkan Teks tulis (a) Peserta didik dapat:  Religius Peserta didik: 4 JP  Lisan Buku Pemberian
fungsi sosial,short message,  Mandiri  Tertulis penunjang tugas individu
a) mengidentifika- a) mengamati contoh  Kurikulum
struktur teks, dan (b)  Gotong Penugasan dan kelompok
si fungsi sosial beberapa pesan  Unjuk kerja 2013 Mata
unsur kebahasaan announcement, royong
teks pesan singkat dalam buku pelajaran
beberapa teks (c) notice singkat,  Kejujuran b) menyatakan fungsi
Bahasa Inggris
khusus dalam pengumuman,  Kerja sosial dari teks pesan “When English
bentuk pesan dan keras singkat ring the Bell”
singkat dan pemberitahuan  Percaya c) menirukan kelas VIII,
Fungsi sosial:
pengumuman/ b) mendiskusikan diri ungkapan-ungkapan Kemendikbud,
menyampaikan
pemberitahuan
struktur teks dan  Kerja dalam teks pesan revisi tahun
/ memberikan unsur singkat yang 2017
(notice), dengan sama
informasi kebahasaan teks terdapat di buku https://www.li
memberi dan kepada orang pesan singkat, d) mengidentifikasi veworksheets.c
meminta informasi lain pengumuman, unsur kebahasaan om/
terkait kegiatan dan teks pesan singkat shorturl.at/awT
sekolah, sesuai pemberitahuan e) menyimpulkan isi 13
dengan konteks teks pesan singkat https://en.islcol
Struktur teks: f) melengkapi teks lective.com/
penggunaannya
pesan singkat yang
 (a) short rumpang
messages: berdasarkan audio
4.12 Teks pesan singkat - penerima c) melengkapi teks yang didengar
dan pengumuman/ (receiver) pesan singkat g) mencocokkan
pemberitahuan - isi (content) yang rumpang jawaban pesan
- pengirim d) menyimpulkan singkat yang sesuai
(notice)
(sender) isi dari h) mengamati contoh-
(b) announcem beberapa teks contoh notice
ents: pemberitahuan i) menyimpulkan isi
4.12.1 Menangkap - judul/tujuan (notice) notice
makna secara pengumuman e) menganalisis j) mengamati contoh-
- informasi persamaan dan contoh pengumuman
kontekstual
rinci yang perbedaan isi di sekolah
terkait dengan dari beberapa
diumumkan k) mengidentifikasi
fungsi sosial, (c) notice: pengumuman struktur teks dan
struktur teks, dan - attention pendek dan unsur kebahasaan
unsur kebahasaan gather sederhana teks pengumuman
pesan singkat dan - information terkait kegiatan l) menemukan
pengumuman/ - closure sekolah persamaan dan
f) membuat perbedaan isi dari
pemberitahuan
pengumuman beberapa
(notice) lisan dan Unsur pendek dan pengumuman
tulis, sangat kebahasaan: sederhana pendek dan
pendek dan tentang kegiatan sederhana
sederhana, terkait (a) short sekolah secara m) membuat teks
kegiatan sekolah messages: berpasangan pengumuman di
- simple sekolah pendek dan
present tense, sederhana secara
- present berpasangan
continuous n) melakukan refleksi
tense, tentang proses dan
hasil belajar
 - imperative
sentences,
- nomina
singular and
plural
dengan atau
tanpa a, the,
this, those,
my, their, etc.
(b) announcem
ents:
- simple
present tense,
- future tense,
- passive voice

(c) notices:
- simple
present tense,
- imperative
sentences
Topik:
kegiatan di
sekolah

3.13 Menafsirkan fungsi Teks lirik lagu Peserta didik dapat:  Religius Peserta didik: 2 JP  Lisan  Buku Discovery
sosial dan unsur Fight Song-  Mandiri  Tertulis penunjang learning
Rachel Platten; a) menentukan  Kejujuran a) mendengarkan dan  Penugasan Kurikulum
kebahasaan dalam
fungsi sosial  Kerja melihat audio dan 2013 Mata
lirik lagu terkait Heal the World dari lagu yang video lagu Fight
keras pelajaran
didengar Song-Rachel Platten
 kehidupan remaja – Michael b) mengidentifi-  Percaya b) membaca lirik lagu Bahasa Inggris
SMP/MTs Jackson kasi parts of diri Fight Song-Rachel “When
speech dan arti  Kerja Platten English ring
dar kosa kata sama c) menirukan lirik lagu the Bell” kelas
yang terdapat Fight Song-Rachel VIII,
Fungsi sosial: di dalam lagu Platten setelah guru Kemendikbud,
4.13 Menangkap makna mengembang- c) membanding- d) mengidentifikasi revisi tahun
secara kontekstual kan nilai-nilai kan isi dari dua parts of speech dan 2017
terkait dengan positif lagu yang arti dari beberapa  https://www.y
berbeda kosa-kata yang outube.com/w
fungsi sosial dan
d) menentukan terdapat di dalam atch?v=xo1VI
unsur kebahasaan pesan tersirat lagu nw-SKc
lirik lagu terkait Unsur di dalam lagu e) menyanyikan lagu  https://www.y
kehidupan remaja kebahasaan: yang didengar Fight Song-Rachel outube.com/w
SMP/MTs Platten atch?v=BWf-
- kata sifat f) mendengarkan dan eARnf6U
(adjective): melihat audio dan
small, big, video lagu Heal the
strong World-Michael
- kata kerja Jackson
(verb): send, g) membaca lirik lagu
open, make, Heal the World-
scream, Michael Jackson
prove h) menirukan lirik lagu
- kata benda Heal the World-
(noun): boat, Michael Jackson
ocean, setelah guru
waves,world i) mengidentifikasi
parts of speech dan
arti dari beberapa
kosa-kata yang
 terdapat di dalam
lagu
j) menyanyikan lagu
Heal the World-
Michael Jackson
k) menentukan isi dari
lagu Fight Song-
Rachel Platten dan
Heal the World-
Michael Jackson
l) menuliskan pesan
tersirat dari lagu
Fight Song-Rachel
Platten dan Heal the
World-Michael
Jackson
g) melakukan refleksi
tentang proses dan
hasil belajar
 TABLE OF CONTENS

Table Of Contens ................................ ................................ ................................ 2

Word From Authoors ................................ ................................ ........................... 3
Warming -Up ................................ ................................ ................................ ....... 4
Vocabulary List ................................ ................................ ................................ ... 4
Building Knowledge of the Field (BKoF) ................................ ......................... 5
Activity-1................................ ................................ ................................ ....... 5
Activity-2................................ ................................ ................................ ....... 5
Activity-3................................ ................................ ................................ ....... 6
Activity-4................................ ................................ ................................ ....... 6
Activity-5................................ ................................ ................................ ....... 7
Activity-6................................ ................................ ................................ ....... 7
Modeling Of The Text (Mot) ................................ ................................ .............. 8
Activity-7................................ ................................ ................................ ....... 8
Activity-8................................ ................................ ................................ ....... 9
Activity-9................................ ................................ ................................ ....... 9
Activity-10................................ ................................ ................................ ..... 10
Activity-11 ................................ ................................ ................................ ..... 11
Join Construction Of The Text (JCot) ................................ .............................. 11
Activity-12................................ ................................ ................................ ..... 11
Activity-13................................ ................................ ................................ ..... 13
Activity-14................................ ................................ ................................ ..... 13
Independet Construction Of The Text (ICot) ................................ .................. 13
Activity-15................................ ................................ ................................ ..... 13
Activity-16................................ ................................ ................................ ..... 14
Activity-17................................ ................................ ................................ ..... 15
Enrichment ................................ ................................ ................................ ........ 15
Reflection ................................ ................................ ................................ .......... 15

2
Where did you go last holiday
 Where Did You Go Last Holiday? is a unit which has been specifically developed
to meet the needs of eighth grade students of Junior High School. In developing this
unit, we have conducted needs analysis to find out what the students need. This unit
has also been developed based on 2013 Curriculum. Along with this, the activities in
this unit are designed by following Genre-Based Approach. This unit also covers
integrated skills i.e. listening, speaking, reading, and writing and provides meaningful
language practices.
This unit is started with a Warming-Up to build the students’ knowledge about the
topic they are going to learn. Further, it consists of 17 activities organized into four
sections: Building Knowledge of the Field (BKoF), Modelling of the Text (MoT), Joint
Construction of the Text (JCoT), and Independent Construction of the Text (ICoT). The
first section, BKoF, is intended to engage the students in the topic and build a context in
preparation for working with genre. MoT, in addition, aims at developing students’
knowledge about the text. In JCoT, the students have the opportunities to construct the
texts guided by the teacher. Then in ICoT, they will construct the texts independently
without any guidance from the teacher. Meanwhile, at the end of the unit, a Reflection is
provided to assess how much the students have learned from this unit.
It is expected that this unit will help the students to improve their knowledge and
language skills. However, we realize that this unit is far from being perfect. Therefore,
suggestions and feedbacks are highly appreciated for further improvement.

3
Where did you go last holiday
 WORDS FROM AUTHORS
Warming-Up Look at the pictures below and answer the questions that follow.

Picture 1 Picture 2

ENGLISH BOOK

Picture 3 Where did you go Picture 4

last holiday?
1. Did you visit any of the places above in your holiday?
a. If yes, whom did you go with?
b. If no, where did you spend your holiday?
2. How did you get to the place?
In this unit, you will learn how to ask
3. How did you feel during your holiday?
for and give information about
Vocabulary List Study the following
holiday in thewords.
past.Listen and repeat the words below
after your teacher.

No Vocabulary Meaning Pronunciation No Vocabulary Meaning Pronunciation

1 Vacation Liburan /ve?' ke?.??n/ 7 Weather Cuaca /' weð.? /

2 Trip Perjalanan /tr?p/ 8 Fascinated Kagum /' fæs.?n.e?.t?d/

3 Campfire Api unggun /' kæmp.fa?r/ 9 Luxurious Mewah /l?g' ??r.i.?s/

4 Cozy Nyaman /' ko?.zi/ 10 Scenery Pemandangan /' si?.n? .i/

5 Heritage Warisan /' her.?.t?

?d?/ 11 Luggage Bagasi /' l?g.?d?/

4
Where did you go last holiday
 Building Knowledge of the Field (BKoF)

WORDS FROM AUTHORS

Activity 1
Read the list of activities below. These activities are usually
done by the people during their holiday. Group these
activities into correct column based on the pictures in
Warming Up section. The example is provided for you.

walked on the beach fed the animals built sandcastle played th e slide made
campfire

swam had a picnic watched sunset went hiking took a photo made a camp

took a sunbath watched animal circus ate fresh seafood went around

went fishing rode a bike went surfing run had a barbecue

Picture 1 Picture 2 Picture 3 Picture 4

walked on the beach

ENGLISH BOOK

Where did you go

last holiday?
In this unit, you will learn how to ask
for and give information about
Listen to the dialogue carefully. Then, in-pairs, complete the
Activity 2 holidaywith
dialogue in the
thewords
past.provided in the box.

weather went surfing vacation trip

Celia and Don are having conversation. They are talking about Don’s holiday in Hawai.
Celia : Hi, Don! How was your (1) ………?
Don : It was excellent. I (2)……..to Hawai with my cousin. We had a great time
Celia : Lucky you. How long were you there?
Don : About a week.
Celia : Fantastic! Was the (3)………. OK?
Don : Not really. It was cloudy most of the time, but we went (4)…….. every day. The
waves were amazing.
Celia : So, what was the best thing about the (5)………..?
Don : Well, something incredible happened. You won’t believe it.

5
Where did you go last holiday
 After you listen to the dialogue in Activity 2, please
Activity 3 underline the expressions of asking information about past
vacation you found in the dialogue. Then, listen and repeat
WORDS FROM AUTHORS the expressions below after your teacher.

The expressions of asking for and giving information about holiday in the past.

Expressions
No
Asking for information Giving information

Where did you spend your holiday?

1 I went to….
Where did you go last holiday?

Whom did you go with? I went there with....

2
Whom did you take with you? I took….with me

3 How much did you pay the tickets? I paid….

4 What was the weather like in….? It was….

5 How long did you stay in…..? I stayed for….

I felt….
6 How did you feel during your holiday?
I was….
ENGLISH BOOK

Here some other expressions that you can use to ask for and giving information about holiday in
the past.
Where did you go
Expressions
No
last holiday?
Asking for information Giving information

Yes, I went to….

1 Did you go to….last holiday?
No, I didn’t go to…but I went to….
In this unit, you will learn how to ask
for and give information
Yes, I went thereabout
with….
2 Did you go with....
holiday in theNo,past.
I didn’t go with…but I went there with….

Yes, I enjoyed it.

3 Did you enjoy your last holiday?
No, I did not enjoy it.

Listen to the dialogue. Then, decide whether the statements

Activity 4 below are true or false by writing “T” for true and “F” for
false in the last column.
No Statements T/F
1 Mr.Rashid had a bad flight
2 Mr.Rashid had a nice weather after he arrived
3 Mr.Rashid just stayed inside the hotel
4 Mr.Rashid got a cozy hotel room
5 The waiters were friendly
6
Where did you go last holiday
 WORDS FROM AUTHORS
Activity 5 Read the dialogue below and practice it with your seatmate.

Michelle and Maudy are meeting in the café. They are talking about their last holiday.
Michelle : I went to your home last week, but nobody opened the door. Where were you?
Maudy : Oh, I wasn’t at home. I was at Turkey for holiday.
Michelle : Really? How was it like? Did you have a good time?
Maudy : Yes, it was marvelous. I felt so happy there .
Michelle : What was the weather like in Turkey?
Maudy : The weather was hot and sunny every day.
Michelle : Did you go there with your sister?
Maudy : Yes, of course. We were fascinated by Turkey’s beauty.
By the way, how was your holiday? Did you get a nice holiday?
Michelle : Uhm, yeah. I went to Bali with my sister.
Maudy : Nice, where did you stay in Bali?
Michelle : We stayed at a five-star hotel. It was so luxurious and affordable. Our room was
comfortable and it had a beautiful sea view.
Maudy : Did you do any shopping?
Michelle : No, we just visited some beaches and enjoyed the sea view.
Maudy : When did you comeENGLISH
back home? BOOK
Michelle : Two days ago.

Activity 6 Where did you go

You will play a survey game with
Read the following instructions.
some guided questions.

last holiday?
1. Find someone who spends their holiday in these following places by asking a question
starting with ‘Did’
Example:
You : Did you go to the beachunit,
In this on your
youlastwill
holiday?
learn how to ask
Your friend: Yes, I did/No, Ifor
didn’t
and give information about
holiday in the past.
Places:
a. beach
b. zoo
c. mountain
d. museum
e. temple
f. at home
2. Ask them some following questions:
a. Whom did you go with?
b. How did you get there?
c. How did you feel during your holiday?
3. Look at the example and write your answer in the following table.

7
Where did you go last holiday
 People that The way
Your friend’s Places to spend Feeling during
No she/he took she/he went
name holiday his/her holiday
WORDS FROM AUTHORS
1 Roy zoo
with him/hers

Her brother
to the place

By motorcycle Happy

2
3
4
5
6
7
8
9
10

Modelling of the Text (MoT)

Activity 7 Look at the example below and change the verbs in the
bracket into regularBOOK
ENGLISH and/or irregular verbs. Use the table to
help you.

Example : I enjoyed (enjoy) my last holiday in Bali.

Where did you go

1. The boys…………. (visit) Merapi Museum last holiday.
2. Mrs. Sinta ………… (buys) a lot of souvenirs in Malioboro.

last holiday?
3. Dian……. (go) to her grandmother’s house last holiday.
4. Brian………… (try) windsurfing in Kuta Beach.
5. We……… (stay) at a luxurious villa in Bromo.
6. She……… (spend) her holiday in Jogja.
In this unit, you will learn how to ask
7. They……… (play) beach volleyball.
for and give information about
8. Mr. Tommy and his son……… (swim) in Aare River.
holiday in the past.
9. My brother and I ………. (build) a big sandcastle in Parangtritis beach.
10. I……. (feel) so happy spending the time in Malang.

Present Verb Past Regular Verb Present Verb Past Irregular Verb

Play Played Speak Spoke

Enjoy Enjoyed Buy Bought

Call Called Come Came

Listen Listened Go Went

Prepare Prepared Feel Felt

Live Lived Build Built

Stay Stayed Meet Met

8
Where did you go last holiday
 WORDS FROM AUTHORS
Watch

Love
Watched

Loved
Spend

Run
Spent

Ran

Clean Cleaned Do Did

Try Tried Swim Swam

Visit Visited Send Sent

Cook Cooked Eat Ate

Follow Followed Take Took

Activity 8 Look at the example below. Then, r ewrite the following

sentences into past negative sentences.
Example:
Sentence : I went to Raja Ampat last holiday.
Past negative sentence : I did not go to Raja Ampat last holiday.

1. Sentence : Last holiday, Clara visited her grandparents.

Past negative sentence : ……………………………………………….
2. Sentence : I enjoyed the sea view when I was in Bali.
Past negative sentence ENGLISH BOOK
: ………………………………………………
3. Sentence : My sister and I visited Borobudur Temple.
Past negative sentence : ………………………………………………
4. Sentence
Past negative sentence Where did you go
: We ate lots of delicious food in Italian restaurant.
: ……………………………………………….
5. Sentence : Last week, my sister came back from Swiss for holiday.
Past negative sentence
6. Sentence
last holiday?
: ………………………………………………….
: Sinta watched animal show in Gembiraloka Zoo.
Past negative sentence : ………………………………………………..
7. Sentence : Malika tried Banana boat in Kuta Beach.
In this unit, you will learn how to ask
Past negative sentence : …………………………………..
8. Sentence :for
We and give
took the kidsinformation about
to Japan for holiday.
Past negative sentence :holiday in the past.
…………………………………..
9. Sentence : My father and I made a campfire when we were in Bromo.
Past negative sentence : …………………………………..
10. Sentence : Mr. Rudi loved the scenery from the top of Campuhan Hill.
Past negative sentence : …………………………………..

Activity 9 Look at the example below. Use the prompts t o create ‘Did’
questions. Then, w rite the answers to the questions based
on the ‘Y’ and ‘N’ clue. ‘Y’ for Yes answer and ‘N’ for No
answer.
Example: Watch/a movie/cinema/last holiday
Question : Did you watch a movie in cinema last holiday?
Answer : Yes, I did. I watched Marvel movie last holiday. (Y)
: No, I did not watch a movie in cinema last holiday. (N)

9
Where did you go last holiday
 WORDS FROM AUTHORS
1. Try/the traditional food/Jogja
Question : …………………………………
Answer : ………………………………… (Y)
2. Went/Universal Studio/last holiday
Question : …………………………………
Answer : ………………………………… (N)
3. Spend/your holiday/at home
Question : …………………………………
Answer : ………………………………… (N)
4. Enjoy/the view/Labuan Bajo
Question : …………………………………
Answer : ………………………………… (Y)
5. Buy/souvenirs/Bali
Question : …………………………………
Answer : ………………………………… (N)

Look at the example below. Use the prompts to create ‘Wh’

Activity 10 past questions. Then, ask the questions to your seatmate
and write down his/her answers.
Example:
When / go on holiday?
Your questions
ENGLISH BOOK
: When did you go on holiday?
Your friend’s answer : I went on holiday last summer

1. Where / go?
Your question Where did you go
: ……………………………………..
Your friend’s answer : ……………………………………..
2. How / travel there?
Your question
last holiday?
: ……………………………………..
Your friend’s answer : ……………………………………..
3. Who / go with? In this unit, you will learn how to ask
Your question : for
……………………………………..
and give information about
Your friend’s answer : ……………………………………..
holiday in the past.
4. Where / stay?
Your question : ……………………………………..
Your friend’s answer : ……………………………………..
5. How long / stay there?
Your question : ……………………………………..
Your friend’s answer : ……………………………………..
6. What / do?
Your question : ……………………………………..
Your friend’s answer : …………………………………….
7. Have / fun?
Your question : ……………………………………..
Your friend’s answer : ……………………………………..

10
Where did you go last holiday
 Activity 11 Put the dialogue below into correct order by writing number

WORDS FROM AUTHORS 1 to 8. Number 1 is done for you.

Barry: I'm sorry, I didn't tell it to you. I was on holiday.

Dee: Where did you go?

Dee: That's interesting holiday. I want to visit Yogyakarta next Sunday. Will you
accompany me?

Barry: Yes, it is. Yogyakarta is an interesting place. Many foreign tourists visit
Yogyakarta. Yogyakarta is a mystery behind its beautiful beach scenery. I visited the
lord palace. It keeps ancestry heritage things. The second place I visited is Parangtritis
beach. It has a beautiful scenery and wave. At the last my trip, I tasted Gudeg. Gudeg
is made from young jackfruits. Its flavor is sweet and chicken mixed.

1 Dee: Barry, what did you do at the last weekend? I did not meet you at your house.

Barry: I went to Yogyakarta with my friends. I visited some places and t ried some
traditional foods there.

Barry: with my pleasure, Dee!

Dee: Could you tell me more about Yogyakarta? Is it an interesting place?

ENGLISH BOOK
Joint Construction of the Text (JCoT )

You will have a pair work. Read the following instructions to

Activity 12
Where did you go
finish your work.

Your teacher will divide

last holiday?
you into pairs. Each of you will be given either A or B
worksheet. You and your pairs then read your own text in the worksheet. Look at the
example then write down the past simple ‘Wh’ questions to find out the missing
information in your text. When you have finished, your teacher will check the
questions. Next, you and your partner will take turns to ask and answ er the questions
In the
in numerical order to find out this unit,information.
missing you will learn howthe
Then, write to ask
information in
the blank spaces. for and give information about
holiday in the past.
Worksheet (Student A)

Mr. and Mrs. Williams went to (1)……… last month for their holiday. They stayed there for
(2)…….. First, they flew to (3)……... They stayed there for 4 days. They really liked the city
because the people were friendly. They visited the (4)…… and went to many temples. In the
evenings, they went shopping in (5)…….. and ate tom yam kung. Afte r that, they went to
(6)……. They thought this city was very peaceful. They went to Doi Suthep Temple
(8)…….times because it was such a beautiful place to visit. They stayed in (8)……in the old
city. They went to many cafes and often drank (9)……. Finally, Mr. and Mrs. Williams went to
Phuket. Every day they went (10) …… and took many photos. They went on (11)…… and
visited other tropical island. They loved staying in Phuket but soon they had to go home.

Your Questions:
Example:

11
Where did you go last holiday
 WORDS FROM AUTHORS
1. Where did Mr. and Mrs. Williams go for their holiday?
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Now work with your partner. Ask your questions and complete the text.

Worksheet (Student B)

Mr. and Mrs. Williams went to Thailand last month for their (1)…... They stayed there for three
weeks. First, they flew to Bangkok. They stayed there for (2)…… They really liked the city
because (3)………. They visited the ENGLISH
Grand PalaceBOOK
and went to (4)……. In the evenings, they
went shopping in the markets and ate (5)……. After that, they went to Chiang Mai. They
thought this city was (6)…….They went to Doi Suthep Temple three times because (7)…...
They stayed in a hotel in the old city. They went to many (8) …….and often drank iced coffee.
Where did you go
Finally, Mr. and Mrs. Williams went to (9)……... Every day they went to the beach and took
(10)……. They went on a boat trip and visited other (11)……. They loved staying in Phuket
but soon they had to go home.
last holiday?
Your Questions:
In this unit, you will learn how to ask
Example: for and give information about
holiday
1. Why did Mr. and Mrs. Williams in the past.
go to Thailand?
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Now work with your partner. Ask your questions and complete the text.

12
Where did you go last holiday
 WORDS FROM AUTHORS
Activity 13 In pairs, choose two of these following situations and make
up two short dialogues.

1 Last holiday I travelled to Bali with my family. We stayed in a resort for 3 days. I played
on the beach with my brothers and then we went sightseeing. In the evening, we had
delicious dinner at the resort. I was very happy.

2 My friends and I visited Mount Bromo last week. We went there by car. It took us three
hours to get there from Surabaya. We clim bed the mountain and built a tent there. The
next morning, we saw the sunrise on Mount Bromo. It was wonderful.

3 Last holiday, my family and I spent two days in Bogor. We checked in at a very
beautiful hotel. We dropped our luggage in our room and we went to look around the
hotel. We had dinner in a beautiful cafe. The next, we visited Kebun Raya Bogor. It
was fun.

4 I spent my one -week holiday at home with my sister because my parents were out of
town. At home, I watched animes and organized my manga shelf. My sister cooked for
us and sometimes we ordered food. We also went grocery shopping and cleaned the
house. It was so boring.

ENGLISH BOOK
Activity 14 Act out one o f the dialogues from Activity 12 in front of the
class.

Where did you go

Independent Construction of the Text (ICoT)

Activity 15
last holiday?
In pairs, choose one of the following texts and make a
dialogue using the information provided in the text.
Text 1
In this unit, you will learn how to ask
Holiday
for andingive
Bandung with familyabout
information
holiday
I live in Cilegon with my family. in the
We went past. on last s chool holiday with my parents,
to Bandung
brother and sister. We took our car and drove there. I booked a hotel with three rooms. We
planned to travel around Bandung to different tourism attractions. We went shopping in malls,
sightseeing at parks, lakes and other interesting places.
We spent three days from Friday to Sunday. The weather was nice and we had a lot of fun.
I enjoyed the nice traditional food and drinks. I bought several snacks from Bandung and took
many pictures there. We went home in the afternoon with great feeling.

Text 2
My First Holiday Abroad
I have travelled to several cities in In donesia, I wanted to try going a broad. I decided to go
to somewhere near b ecause it was my first trip abroad. So, I book ed a flight to Singapore. I
have never been there before, so I did a little research and browse around the internet.

13
Where did you go last holiday
 I booked a nice hotel near the Merlion statue . I spent five days there with my best friend.
We put our bags in the room and went downtown to find food. We rest ed for the day a nd
continued the next day in Universal Studio. We took many pictures and bought some ke ychains
there. We had so much fun.

Text 3
Visited My Grandparent’s House
Last Year -End holiday, I went to my grandparent’s house in Sumedang with my husband. It
was the first time we went there as a family. The house is deep in the village after going throug h
Forests. Every day we woke up, we listened to the sounds of birds chirping, dog barking and
waters dripping slowly.
We had a simple traditional breakfast like boil eggs, steamed bananas, cassava an d warm
tea. We went to my g randparent’s rice field and had a picnic by the field. It was such a nice
experience and very comforting. It was quiet, not many people around and we feet refreshed
after two days staying there.

Text 4
Last Holiday in Parangtritis Beach

Last holiday, my family and I went to Parangtritis beach in Bantul, Yogyakarta. However,
before having a vacation on the beach, we stayed first at grandma’s house in Pandak, Bantul.
The next day, we departed from grandmother’s house to Parangtritis be ach in the early
morning, because we didn’t want to miss every moment to watch the sunrise. After enjoying the
sunrise, we took some photos together then had breakfast around the beach. At that morning,
the beach was so quiet, there were onl y two couples capturing their beautiful moments in the
seashore. Aft er two hours at the beach, we decided to go back to grandma’s house, and
continued our vacation to Parangtritis beach in the evening.

Activity 16 Exchange your writing product with other pairs and use the
rubric below to assess the product. Provide some
comments.

The points in the list below will guide you in reviewing the key points of your friend's dialogue.
Please use checklists to provide your assessment. Put a tick ( v) under the appropriate column
to indicate that points are available in work.

Item Description Yes No Comment

Use a various vocabulary

Vocabulary Use simple and varied vocabulary

Using less varied vocabulary

14
Where did you go last holiday
 WORDS FROM AUTHORS
Using correct grammar with sentence structure
There are no spelling errors
Grammar
There are no grammatical errors in sentence
structure

Activity 17 Act out the dialogue that you and your partner have made in
Activity 15.

Enrichment Visit the following links to enrich your knowledge of asking

and giving information about holiday. Write some other
expressions you found there.

Link 1 : How was your summer vacation? - https://www.youtube.com/watch?v=roeNW9aXxUo

Link 2 : How was your summer vacation? - https://www.youtube.com/watch?v=wy398w9QcB4
Link 3 : How was your trip? - https://www.youtube.com/watch?v=ieoxdz6weWo

ENGLISH BOOK
Link 4 : How was your trip? - https://www.youtube.com/watch?v=GfJF_UrPoz8&t=47s

Reflection How much do you learn from this unit? Put a tick ( ü) in the
right column according to how much you have learnt.
Where did you go
Aspects
last holiday? Very
Much
Much Little

Asking for information about holiday

In this unit, you will learn how to ask
Giving information about holiday
for and give information about
holiday in the past.
Changing present verbs into past regular/irregular verbs

Rewriting past negative sentences

Making ‘Did’ questions and the answer

Making ‘Wh’ questions and the answer

Putting the jumbled dialogue into correct order

Creating dialogues based on the given situation

15
Where did you go last holiday