FINAL TASK

MATERIAL DEVELOPMETNT

Muhammad Arif Fadhilah

1409200080021

TABLE OF CONTENT

Material development...................................................................................

Advertisement .........................................................................................................

Picture ......................................................................................................................

Teaching Material .........................................................................................

Teaching Material for Lesson 1 ..............................................................................

Teaching Material for Lesson 2 ..............................................................................

10

Lesson Plan ..................................................................................................

12

Lesson Plan 1 (Speaking and Listening) ...............................................................

12

Lesson Plan 2 (Reading and Writing) ...................................................................

14

MATERIAL DEVELOPMENT
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Instructions
Lesson
Level

: Adjective (emotion)
: Novice

Activities
Dialogue
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student

: What do you do to make you feel

better?
: I drink the coke.
: Will it make you feel happier?
: Yes.
: If you cant find the coke, will it be
worst?
: Perhaps, but I can do something to make me happy.
: what do you do to make you happy?
: Singing a song will make my sadness gone for a while.
1|Page

Games
Board game

Direction
Bring a dice and totems
Each student have to explain the activity they do while feeling emotion as the
picture in the blocks.
If they cannot answer, they lose one turn.

2|Page

Picture

Instruction
Lesson
Level

: Imperative sentence (procedure)

: Intermediate

Text
You can do three simple ways to prevent dengue. First, drain the water container to avoid
mosquitos ovulation. Second, bury the garbage which probably can proliferate rain
water. Finally, put the lid on the water container. You can do these ways to protect your
family from dengue.

3|Page

Matching sentence and picture

4|Page

LESSON PLAN 1
Level
Skill
Theme/Topic
Objectives
Time

: Intermediate
: Speaking and Listening
: Direction
: - Students will be able to give spoken directive guidance.
: 2 X 45 minutes

Pre Activities (10 minutes)

Apperception.
Teacher can open the class by provoking students, as the following.
o While going to the swimming pool yesterday, I was lost.
o I dont know the way to go to the supermarket, do you know way to get there?
Warm up activities.
Teacher shows a map. (see material for lesson 1)
Teacher asks students by using the following questions.
o Can you find the swimming pool for me?
o Is there any fire station in the town?
o How to go to supermarket?
Core Activities (50 minutes)
Presentation
Teacher shows basic vocabularies about direction. (See material for lesson 1)
Teacher shows the way to use basic vocabularies about direction by engaging map.
Teacher gives a model of short conversation regarding direction. (See material for
lesson 1)
Practice
Mechanical practice
Teacher asks students to follow the directions given by using the map.
Example:
Go straight at Park Street!
Turn right at Station Road!
What is the building beside the park?
What is the building in front of post office?
Teacher asks students to practice the given dialogue in pair.

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Communicative practice
Teacher ask students to change the name of building in conversation, then asks
students to practice the dialogue.
Produce
Teacher asks students to make conversation how to go from certain place to another
one.
Starting Point
Finish
Hospital
Park
Cinema
Park
Fire station
Swimming pool
Supermarket
Post office
Bookshop
Police station

Extended Activity (15 minutes)

Treasure hunt game. (See teaching material for lesson 1)
Post Activities (10 minutes)
Teacher resumes the vocabularies studied
Teacher explains the lesson that will be studied in the next meeting.
Evaluation
Performance evaluation (observation)
During the practice and produce, observe the language use of students, including
vocabularies, grammatical order as well as fluency.
Observation and scoring guidance
Aspects
Score
<10
Vocabularies use

Grammatical application

Criteria
Poor

10-20
20-30

Low
Good

30-40
<5

Excellent
Poor

5-10

Low

10-20

Good

Description
Students
cannot
use
the
vocabularies regarding direction.
Only few vocabularies are master.
Students master and can use most
of vocabularies of direction.
All vocabularies are mastered well
Students cannot use the correct
preposition at all.
Few prepositions are known, but
students cannot use it properly.
Students mastered and were able to
use prepositions properly

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20-30

Excellent

<5

Poor

5-10

Low

10-20

Good

20-30

Excellent

Fluency

Prepositions are used in variations

at various degree of usage.
Students has no abilities in
pronouncing the word.
Major errors are occurs in
pronunciations, yet students know
how to use the words in
communication.
Students
has
abilities
in
pronouncing the words well.
Good
pronunciations
and
variations in using words upon
communications.

Assessing guidance
Criteria of lesson pass.
1. For each aspects, at least student reach good criteria.
2. Overall score must not below than 65.

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LESSON PLAN 2
Level
Skill
Theme/Topic
Objectives
Time

: Intermediate
: Reading and Writing
: Food for Luck
: - Students will be able to write a short descriptive text
: 2 X 45 minutes

Pre Activities (10 minutes)

Apperception.
Teacher can open the class by giving brainstorming. Some pictures of special food
for celebration around the world. (See material for lesson two)
Teacher asks students as the following.
Do you know what foods are in the picture?
Have you ever eaten them?
Warm up activities.
o Teacher asks students to guess what foods and where they are from based on
picture.
Core Activities (40 minutes)
Presentation
Teacher give texts about various food for celebration around the world. (See
material for lesson two).
Teacher explains the structure of descriptive texts.
Descriptive text
Descriptive text is a text is a genre of text which explain thing, place, person
and also occasion. It aims to inform reader about particular matter regarding the
object. In order to give brief explanation, a writer can describe the characteristic of
and also quality of the object. Then, the readers may get a clear picture in their mind
about the object.
Features
It focuses on a particular object.
Simple present tense is used in expressing idea.
Adjectives are often used to clarify objects characteristic.
The information given is purposed to give brief explanation about object. Then
readers may imagine the appearances of objects

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Generic structure of descriptive text.

Identification
Identification contains the general matter which will be explain further.
Description
Description is the explanation of object by giving exact information; as
adjectives are used to make it clear.
Practice
Mechanical practice
Teacher asks students to answer the following question.
How old are you?
What do you look like?
What kind of clothes do you wear? Why?
What kind of job do you do? Do you like it?
What are your favorite hobbies? Why do you like them?
Where do you live?
Do you like living there? Why or why not?
Teacher asks students to fill in the gaps below based on the information obtained
from the questions before.
I am _________ years old, I _________________ (your looks). I wear
________________ because ______________. I am a ______________. I like /
don't like my job because _____________________. I enjoy ______________. I
often _____________ (describe how often you do your hobby). I also like
________________ (write about another hobby) because ________________. I
live in ____________. People in ____________ are ________________ . I enjoy
/ don't enjoy living in ______________ because ____________

Communicative practice
Teacher ask students to share their information to their partner based on question
before. Then, by using paragraph pattern, ask the students to write descriptive
paragraph about their friend.
Produce
Teacher asks students to find information about the following food. Then, they are
assigned to write descriptive paragraph about it.

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Choose one of food, find the information about it, then composed a descriptive
paragraph toward the food.

Kuah Belangong

Timphan

Bu Lukat

Lontong

Post Activities (30 minutes)

Teacher gives evaluation
Teacher resumes the lesson
Teacher explain the next lesson.
Evaluation
Written test.

Page | 17

Give score of students composition based on the following criteria.

Aspects

Score
27-30

Content

22-26

17-21

13-16

Organization

18-20

14-17
10-13
7-9

LANGUAGE USE

VOCABBULARY

18-20
14-17
10-13
7-9

Criteria
Very good to excellent:
Knowledgeable, substantive, relevant to topic.
Good to average:
Some knowledge of subject, adequate range, mostly relevant to topic but lack
detail.
Poor to fair:
Limited knowledge of subject, little substance, inadequate development of
topic
Very poor:
Does not show knowledge of subject, non substantive, not enough to evaluate
Very good to excellent:
Fluent expression, ideas clearly stated and supported, well organized, logical
sequencing, cohesive
Good to average:
Main idea is stand out, logical but incomplete sequencing
Poor to fair:
Mon fluent, ideas disconnected, lack of development
Very poor:
Does not show knowledge of subject, non substantive, not enough to evaluate
Very good to excellent:
Sophisticated range, effective word, idioms choice and appropriate register.
Good to average:
Adequate range, occasional errors of word
Poor to fair:
Limited range, frequent errors
Very poor:
Essentially translation, little knowledge of English vocabulary.

22-25

Very good to excellent:

Effective complex construction, few errors of agreement, tense, number,
word order, article, noun and preposition

18-21

Good to average:
Simple construction, several error of agreement, tense, number, word order,
article, noun and preposition but meaning are not obscured
Poor to fair:
Major error in construction, frequent error of agreement, tense, number, word
order, article, noun and preposition, meaning confused or obscured

11-17

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5-15

MECHANICS

3
2

Very poor:
virtually no mastery of sentence construction rules, dominated by error, does
not communicate
Very good to excellent:
Demonstrates mastery of convention, few error of spelling, punctuation,
paragraphing and capitalization
Good to average:
occasional error of spelling, punctuation, paragraphing and capitalization but
meaning are not obscured
Poor to fair:
Poor handwriting, frequent error of spelling, punctuation, paragraphing and
capitalization
Very poor:
no mastery of convention riles, dominated by error of spelling, punctuation,
paragraphing and capitalization

Assessing Criteria
Score

Category

90-100

Excellent

75-90

Good

65-75

Fair

< 65

Poor

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