CURRICULUM MATERIAL DEVELOPMENT

ANALYSIS AND DESIGN

BY

GROUP 2

NURHIKMAH S 216110006
MUTHMAINNAH M. IQBAL 216110004
CLASS: VI/A

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE
2019
 Performance Assessment

Actual Desired Primary Cause % of Total

Performance Performance
Performance
Gap
81% It was found 91% Looking for 1. English is a 10%
that students liked how many foreign
learning English students like each language and is
skill in English. an international
And still maintain language.
the desire of 2. Many students
students in have difficulty
learning English understanding
the material
3. An
environment
that is not
supportive in
applying
English.
44% of students 84% Change the 1. Educators are 40%
want the method and less creative to
replacement of learning media make even the
methods and because it was right methods
learning media that previously found and media.
are in accordance that there is a
with the learning potential failure in
material understanding the
 material as a result
of previous
methods and
media.
25% of the 25% of 1. Desert are 25%
procedures in procedures in inconsistent in
teaching to see teaching to see evaluating
errors in teaching errors in teaching everything
related to
learning
2. The teacher
does not
compare the
results of the
learning
process before
and after the
method and
media are
applied.
60% Failure to 85% Anticipation 1. Teachers are 25%
carry out of failure to sometimes
procedures to identify wrong wrong in
anticipate methods, procedures in adjusting
media and material teaching. And methods and
that are not again do the media to the
appropriate in appropriate material
teaching methods and presented.
media 2. The methods
and media
 developed by
educators are
not directly
proportional to
the wishes of
students and
facilities in
schools.
Total = 100%
Purpose Statement The aim of this training program is to present effective
strategies for the development and application of media and
the methods and materials used in teaching.
 Determine Instructional Goals

General Specific

Knowing, understanding, KD 3.6 Menerapkan struktur teks dan unsur

applying learning material kebahasaan untuk melaksanakan fungsi
from 4 English skills (reading, sosial menyatakan dan menanyakan
writing, speaking, and tindakan/kejadian yang dilakukan/ terjadi
listening) by using interesting secara rutin atau merupakan kebenaran
and fun learning methods. And umum, sesuai dengan konteks
pay attention to several aspects penggunaannya
of language such as KD 4.7 Menyusun teks lisan dan tulis untuk
pronunciation, grammar, menyatakan dan menanyakan tentang
vocabulary. tindakan/ kejadian yang dilakukan /
terjadi secara rutin atau merupakan
kebenaran umum, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
KD 3.7 Menerapkan struktur teks dan unsur
kebahasaan untuk melaksanakan fungsi
sosial menyatakan dan menanyakan
tindakan /kejadian yang sedang
dilakukan/berlangsung saat ini, sesuai
dengan konteks penggunaannya
KD 4.8 Menyusun teks lisan dan tulis untuk
menyatakan dan menanyakan tentang
tindakan/kejadian yang sedang
dilakukan/ berlangsung saat ini, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
 dan sesuai konteks.

3.7 Menerapkan struktur teks dan unsur

kebahasaan untuk melaksanakan fungsi
sosial menyatakan dan menanyakan
tindakan /kejadian yang sedang
dilakukan/berlangsung saat ini, sesuai
dengan konteks penggunaannya.
KD 3. 8 Menerapkan struktur teks dan unsure
kebahasaan untuk melaksanakan fungsi
social menyatakan dan menanyakan
perbadingan jumlah dan sifat orang,
binatang, benda, sesuai dengan konteks
penggunaannya
KD 4.9 Menyusun teks lisan dan tulis untuk
menyatakan dan menanyakan tentang
hubungan sebab akibat dan hubungan
kebalikan, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks.
KD 3.9 Menerapkan struktur teks dan unsur
kebahasaan untuk melaksanakan fungsi
sosial menyatakan dan menanyakan
perbandingan jumlah dan sifat orang,
binatang, benda, sesuai dengan konteks
penggunaannya
KD 4.10 Menyusun teks lisan dan teks tulisan
sederhana untuk menyatakan dan
menanyakan perbandingan dan jumlah,
sifat orang, binatang, benda dengan
 memperhatikan fungsi social, struktur
teks, dan unsure kebahasaan yang sesuai
dengan konteks

KD 3.10 Menerapkan struktur teks dan unsur

kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan
dan menanyakan tentang deskripsi orang,
binatang, dan benda, pendek dan
sederhana, sesuai dengan konteks
penggunaan nya .
KD 4.11 Menangkap makna dalam teks
deskriptif lisan dan tulis, pendek dan
sederhana.
KD 4.12 Menyusun teks deskriptif lisan dan
tulis, pendek dan sederhana, tentang
orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks
KD 3.11 Menerapkan struktur teks dan unsur
kebahasaan untuk melaksanakan fungsi
sosial menyatakan dan menanyakan
tindakan/kejadian yang dilakukan/ terjadi
di waktu lampau, sesuai dengan konteks
penggunaannya
KD 4.13 Menyusun teks lisan dan tulis untuk
menyatakan dan menanyakan tentang
tindakan/kejadian yang dilakukan/ terjadi
di waktu lampau, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
 kebahasaan yang benar dan sesuai
konteks

KD 3.12 Menerapkan struktur teks dan unsur

kebahasaan untuk melaksanakan fungsi
sosial teks recount dengan menyatakan
dan menanyakan tentang kegiatan,
kejadian, dan peristiwa, pendek dan
sederhana, sesuai dengan konteks
penggunaannya
KD 4.14 Menangkap makna teks recount
lisan dan tulis, pendek dan sederhana,
tentang kegiatan, kejadian, peristiwa.
KD 4.15 Menyusun teks recount lisan dan
tulis, pendek dan sederhana, tentang
kegiatan, kejadian, peristiwa, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks.

KD 3.13 Menerapkan struktur teks dan unsur

kebahasaan untuk melaksana kan fungsi
sosial dari teks pesan singkat dan
pengumuman /pemberitahuan (notice),
sesuai dengan konteks penggunaannya
KD 4.16 Menangkap makna pesan singkat
dan pengumuman/ pemberitahuan
(notice), sangat pendek dan sederhana.
KD 4.17 Menyusun teks tulis pesan singkat
dan pengumuman/ pemberitahuan
(notice), sangat pendek dan sederhana,
 dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.

KD 3.14 Memahami fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks
naratif berbentuk fabel, sesuai dengan
konteks penggunaannya.
KD 4.18 Menangkap makna teks naratif lisan
dan tulis, berbentuk fabel pendek dan
sederhana penggunaannya.

KD 3.15 Memahami fungsi sosial dan unsur

kebahasaan dalam lagu pesan dalam
lagu.
KD 4.19 Menangkap makna lagu.
 DESIGNING COURSE
Learner Analysis
Junior High School Group
General Characteristics
Numbers Of Student
Location of the student
Experience Level
Student Attitude
Participants were VIII grade students,
around 60 students, consisting of
female and male students at Parepare
Junior High School 3
The average age of these students is
13-14 years. All have followed
elementary school level. Most students
come from around their school. Of the
50%, speak regional languages as their
main language. The sex of the students
we studied was 65% women.
The number of students is 60 people in
three classes. The number of students
in each class is 30 people
The location of students is mostly in
housing near their schools. But it does
not rule out the possibility of students
from outside the area because of
government policies that allow
students from outside the area
They have passed the elementary
school level. So, they already know a
little vocabulary in English.
The attitude of students at Parepare 3
Public High School is good. The
teacher only needs to approach the
students who experience the transition.
Skills That Impact Potential to Learning methods equipped with
Succeed in the Learning adequate media may be better so that
Environment they are more enthusiastic in learning.
The lessons should also be presented
in Indonesian.
 Resource Audit for the Sample Case: Designing Course

Content Technology Facilities Human

 Simple present  LCD, speakers  Up to 30  There are 4
 Cause and effect are available at students can English
 Action and school be teachers who
event  LCD can be accommodat are ready to
 Descriptive text taken from the ed in 1 class teach

 Recount text meeting room  Classrooms  There are

 Notice if needed in will change several

 Narrative text learning when administrative

fable  Whiteboard, upgrading staff

 Music eraser, markers classes

are available in  Classrooms
all classes have been
 Markers are equipped
available for with media
all teaching  Media
teachers needed in
learning
 DESIGN

KD 3.6, KD 4.7, KD 3.7 and KD 4.8

Action and Event

Observe the example of Analyze short Arrange and apply short

the "My daily activity" conversation texts conversation texts

Find new Activity 2

Understand
vocabulary Make text
the structure
according to
of the "simple
the structure
present tense"
Observe the
linguistic
Activity 1
elements in
the text Analyze text Activity 3
functions Read text in
front of the class
monologically
My
Journal

Homework
 KD 3.8, KD 4.9, KD 3.9 and KD 4.10

What are you doing? Cause and effect

Observe example me Observe and Apply and

sentences of causal analyze Present compile text
relationships Continuous Tense

Get to know
the types of
“I am tired BECAUSE I was
words
swimming”
"comparison
I was swimming SO I am tired of properties"
Sentence structure and
"comparison
of numbers"
Use of
sentences
Observe Observing
sentence linguistic
structure elements Arrange text
according to
linguistic
elements
Determine
conjunctions
in the text Read the results of
work in front of
the class in groups

Because, as,
so, for,
since, as a
result,
because of,
due to,
owing to,
as a result
of, as a
consequence
of
 KD 3.10, KD 4.11, KD 4.12, KD 3.11 and KD 4.13

Descriptive text

Observe examples Observe Analyze the Activity 1 Arrange and

of descriptive text examples of functions and apply text
"My Friend" descriptive descriptive “My Best
texts about text Friend”
animals characteristics
Observe Observing in the story
the text linguistic Activity 2
structure elements “My pet”
Adjective Arrange
and read
“My pet” descriptive
texts
according
Pronouns to the
specified
theme
Activity 3

Listen to
descriptive
texts read by
my peers

Homework

My journal
 KD 3.12, KD 4.14 and KD 4.15

Recount text

Observe the Analyzing Analyze Analyze

recount text generic language language feature
example "A Trip To structure of feature of of recount...
The Zoo" recount recount
"My holiday in
Bandung"
Activity 2 Activity 3
Observe Observing Arrange Determine
the text linguistic recount simple past
structure elements • Introducing text tenses in
personal according recourse
Orientation participant; I, my
Events to the text
group, etc
Reorientation specified
• Using theme
chronological Read the
connection; then,
results of
first, etc
work in front
Activity 1 of the class
• Using linking verb;
was, were, etc

• Using action verb; Homework

look, go, change,
etc
My journal
• Using simple past
tense
 KD 3.13, KD 4.16 and KD 4.17
Notice

Observing he Observe the Analyze the Determine Compile and

picture of the usual public types of notice the apply notice
notice places that destination
"Students Must have notice from the
Turn of notice "No
Cellular Pets on
Phones Before Notice caution School
Notice command Activity 3 Homework
Entering Grounds"
Notice prohibition
School Make and
Building" Hospital, read notice
school, that is on
garden, lab, Activity 2 mountain,
zoo hospital,
park, and My journal
zoo.
Observe the Observing
text linguistic
structure elements

Activity 1
 KD 3.14 and KD 4.18

Narrative text fable

Activity 1 Understand Arrange and

Observe the example
and identify apply fable
of narrative fable text Read fable generic narrative text
"The Goose and The narrative structure of the
Golden Egg" texts text

Observe the Observing Activity 2

”A Wolf
text linguistic
and A Dog” Orientation Arrange Activity 2
structure elements
Complication fable text
Resolution Read past
according
tense
to the
sentences to
structure of
the text that
the text
has been made

Simple past
Chapter 3
Tenses
Listen to narrative
texts read by
friends

Homework

My Journal
 KD 3.15 and KD 4.19

Music

Observe the Activity 1 Analyze song Activity 2 Activity 3

example of differences in translates the
the song Sing songs each genre meaning of the Make simple
"How many together song songs in groups
butterflies?"

Twinkle – Pop, jazz, “Mother, how are

twinkle little traditional you today?”
Observing
linguistic star Determine
elements the theme
and meaning
of the song
to be made

Sing a song in
front of the
class

Homework

My Journal