Curriculum and Instructional Design

The Material for Senior High School’s Student in Second Grade

Arranged by:

Rizka Noviani Rahayu 15224008

Elsa Nisrina Pathin 15222021
Ega Setia 15224007
Perawati 15222017

3B

English Education Program

Institut Pendidikan Indonesia
2018
 PREFACE

In the name of Allah, the most gracious: all the praises and thanks to Allah, the
perfect creator and cherisher. Peace and salutation be to the great messenger: the Prophet
Muhammad (peace be upon him).
We have finished our project in writing the material for 2nd grade, which is submitted
as a partial fulfillment of the requirements for Curriculum and Instructional Design.
Both of doing the research and in writing the papers, we realize that this paper is far
from being perfect, we got much guidance from particular persons; accordingly, in this time
we greatly want to thanks to:
1. Our parents who have given some spirit.
2. Iyus Rustandi., M.Pd. as the lecturer of English for Curriculum and Instructional Design.
3. All friends in the English Program of STKIP Garut, especially for our beloved friends in
3-B for their supports.
Finally, we greatly hope this paper will give a significant contribution to the
development of language teaching and will be useful, either for the writers or for the readers.

Garut, 9 January 2017

The writers
 TABLE OF CONTENT

PREFACE...................................................................................................................................i
TABLE OF
CONTENT..............................................................................................................ii
CHAPTER I
INTRODUCTION.................................................................................................1
CHAPTER II DISCUSSION
CHAPTER III CONCLUSION

ii
 CHAPTER I

INTRODUCTION

A. Background
Based on the Education Unit Level Curriculum, one of the objectives of
English Language Learning in High School is to build the ability to communicate in
English in both oral and written form. The ability to communicate includes listening,
speaking, reading, and writing. These four competencies are expected to prepare and
equip high school students for higher stakes or for the world of work in sectors that
require english skills.
To achieve the learning objectives of English as stated in the curriculum,
all the components that involved in the teaching and learning process at school must
participate. Taking into account each class has different characteristics, these
competing components must compete to increase the effectiveness and efficiency of
the teaching and learning process in the classroom according to the features of each
class.

B. Purpose
This paper’pupose is to describe the forms of planning, implementation, and
evaluation conducted in an effort to improve effectiveness and efficiency in the
process of learning English in the class
 CHAPTER II

DISSCUSION

2.1 Personal Letter

Learning objectives:
 The students be able to write a personal letter in English.
 The students know the generic stucture of personal letter.
 The students be able to distinguish between indonesia personal letter and English
personal letter.
 The students know the purposes of personal letter.

Language Features:
1. Sentence Structure – Accuracy of grammar may be more important than email.
Most of the time , complete sentence are expected.
2. Style – Language use may be personal

A. Pre-activity

Before learning activity the teacher should ask the the questions to the students like:

Now, I want to ask you question. Do you have a friend who lived far away from you?

If yes, have you ever written a letter for them?

Or, have you ever received a letter from them?

When did you write the letter?

What is the content of your letter?

B. Core
Personal letter is a type of letter that usually concerns personal matters and is sent
from one individual to another

Stuctures of Personal letter:

  Date
 Address
 Salutation
 Greeting: The greeting always ends with a comma. The greeting may be
formal, beginning with the word "dear" and using the person's given name or
relationship, or it may be informal if appropriate.
 Introduction
 Body/content: Also known as the main text. This includes the message you
want to write. Normally in a friendly letter, the beginning of paragraphs is
indented. If not indented, be sure to skip a space between paragraphs. Skip a
line after the greeting and before the close.
 Conclusion
 Closing
 Signature: Type or print your name. The handwritten signature goes above this
line and below the close. The signature line and the handwritten signature are
indented to the same column as the close. The signature should be written in
blue or black ink. If the letter is quite informal, you may omit the signature
line as long as you sign the letter.
 Postscript: If your letter contains a postscript, begin it with P.S. and end it with
your initials. Skip a line after the signature line to begin the postscript.

The purposes for Personal Letters

 To inform
 To keep in touch
 To share
 To persuade

Expression that can be used in personal letters:

Starting the letter:
 How are you?
 Hope this letter finds you...
 Thank you for your last letter.
 It was so good to hear from you.
  Sorry for answering late
 I am sorry I should have written earlier...
 Haven't heard from you in a while so I thought...
 I am sorry to inform you that...

Conclusion

 I am looking forward to seeing you soon.

 I am looking forward to hear from you soon.
 My best wishes for the coming test.
 See you.
 I will write soon.
 I will have to stop now.
 I am waiting for a quick reply.
 Looking forward to see you again.
 Bye.

This is the example of personal letters:

http://bse.kemendikbud.go.id

C. Post activity
This material focus on writting skill. After the teacher explains the material, the
students must write a personal letter

Rubic of scoring:
 Grammar
 Functuation
 Content
 Comprehension
What kind of things might you write in your friendly letter?

1. Tell your friend about something fun you recently did.

2. Congratulate your friend on a job well done for a recent accomplishment.
3. Ask you friend some questions. (What is your favorite color? Do you have any pets?
Do you play sports? etc.)
4. Share about a place you visited.
5. Ask for advice.
6. Tell about a book you've just read that you think your friend would also enjoy.

Remember to always use your best handwriting so your friend can read your letter. Use
proper punctuation, spelling and grammar. Follow the 'Golden Rule' of letter writing: Write
only the types of things that you would like to receive in a letter.

2.2 Cause – Effect

Learning Objectives:

 The student will be able to define and give an example of a cause and an effect.
 The student will be able to write their own cause and effect.
 The student will be able to give an effect for a given cause, or give a cause for a given
effect.
 The student will be able to apply cause effect in daily conversation.

Language features:

1) Conjungtion (cause & effect) (Becuase of ..., due to..., thanks to...)
2) Pronunciation and intonation
3) Spelling and punctuation

A. Pre-activity:

The teacher prepares examples of cause and effect.

“Today we are talking about cause and effect, but before that, I thought I would talk to you
about my weekend.” Then write the following examples on the board:
I left my shoes on the floor, and my dog chewed them up.
I went to the grocery store and then my house had food again

B. Material

a. Definition

A cause and effect analysis is an attempt to understand why things happen as they do.
People in many professions—accident investigators, scientists, historians, doctors, newspaper
reporters, automobile mechanics, educators, police detectives—spend considerable effort
trying to understand the causes and effects of human behavior and natural phenomena to gain
better control over events and over ourselves. If we understand the causes of accidents, wars,
and natural disasters, perhaps we can avoid them in the future. If we understand the
consequences of our own behavior, perhaps we can modify our behavior in a way that will
allow us to lead happier, safer lives.

 Cause-and-effect analysis explains why something happened--or is happening---and it

predicts what probably will happen.
 Sometimes many different causes can be responsible for one effect. Similarly, many
different effects can be produced by a single cause

Cause Effect

Earthquakes
Erosion
Heavy Rain
Mudslides
Poor Drainage
Deforestation
Steep Terrain

Flooding
Mudslides Property Loss
Injury and Death

b. Conjunction for Cause-Effect

1. Because

Because is a conjunction which shows cause and effect relationship. Because

introduces an adverb clause. It is followed by a subject and a verb. It is usually used when the
reason is the most important part of the sentence. Look at the pattern below:

Clause 1 (as a cause): My tyre (tire) was flat.

Clause 2 (as a effect): I came late

Then, we combine the two clauses above with conjunction because.

Combination 1: I came late because my tyre was flat. Or

Combination 2: Because My tyre was flat, I came late.

2. As and Since

As and Since are conjunctions. Yet on the certain situation, they have same meaning
with because to show cause and effect. As and Since are used when the reason is already
understood or is less important than the rest of the sentence. Yet Since is a little more formal
than as. Look at the pattern below:

Clause 1 (as a cause): The king had been assassinated.

Clause 2 (as a effect): The prince was crowned.

Then, we combine the two clauses above with conjunction as and since

Combination 1: The prince was crowned as/since the king had been assassinated. Or

Combination 2: Since/as the king had been assassinated, The prince was crowned.

3. For

For that we will discuss here means Because. For suggests that the reason is given as
an afterthought. And we have to note first that For-Clause never comes at the beginning of
the sentence. Now, look at the pattern below (by using the first sentence above):

Clause 1 (as a cause): I really need it to do my assignments from my college.

Clause 2 (as a effect): I decided to buy this notebook.
Then, we combine the two clauses above with conjunction FOR
I decided to buy this notebook for I really need it to do my assignments from my college.

Eamples:

 I don’t go to school because I am sick

 I am sleepy, so I don’t go to school
 He can not drive as he does not have license
 Since he was sick, the teacher allowed her to stay at home
 He was absence due to his illness
 The man was arrested by police because of his bad behaviour

More Signal Words of Cause-Effect

Cause                                Effect

 Because                        As a result

 The reason for            Outcome
 On account of              Finally
 Bring about                  Consequently
 Give rise to                  Therefore
 Created by                   For this reason
 Contributed by             Hence
 Led to                          Effect
 Due to                         Then
 Since                           So

Example in conversation

Dimas : Hi Robby, how are you?

Robby : Hi Dimas, I’m good. How about you?

Dimas : Fine, thanks. I heard that you won a futsal competition last week?
Robby : Yeah, I can’t say how pleased I am. That was because our work hard during 2
months.

Dimas : That’s fantastic! I’m glad to hear that.

Robby : The most memorable moment was when my teammates and I lifted the trophy. How
exciting it was!

Dimas : It sounds fun. Actually I also like playing futsal, but just for fun only.

Robby : That’s good. I will invite you to play together next week.

Dimas : Great! I’d love to. Thanks for inviting me.

Robby : You’re welcome Dimas. See you next week. I will call you to inform the day and the
time.  

Dimas : Alright Robby, I will wait for your confirmation. See you.

C. Post Activity:

 Have a volunteer explain what a cause and effect is, and then how you can tell which
is which.
 Then give an example, ” Harry is allergic to peanut butter, so he never gets to eat
like the other kids. ” Have volunteers pick out what is the cause and what the effect is.

2.3. Music

Learning objectives:
 The students be able to improve vocabularies.
 The students know how to pronoun words well
  The Students are able to finding meaning of new words correctly
 The Students are able to fill the blank lyric of the song correctly
 The Students are able to identify the information of the songs accurately
 The Students are able to identify the purpose of the song correctly

Language Features:
1.    Figurative language is the use of words, phrase, or sentence to beautify or
sometimes ti hide the meaning.
2.    Denotation and Connotation (Denotative is the real or the literal (dictionary
definition). Connotation is the hidden meaning)
3. Words, expression and pronunciation

A. Pre-activity

Before learning activity the teacher :

- Ask the student about their favorit singer “What is your favorit singer?”
- What song do students like?
- Teacher show singer’s Photo
- Ask the student about the singer that the teacher show the Photo before.

B. Materi

The Beatles

Hey Jude, don't make it bad

Take a sad song and make it better
Remember to let her into your heart
Then you can start to make it better

Hey Jude, don't be afraid

You were made to go out and get her
The minute you let her under your skin
Then you begin to make it better
And anytime you feel the pain, hey Jude, refrain
Don't carry the world upon your shoulders
For well you know that it's a fool who plays it cool
By making his world a little colder
Nah nah nah nah nah nah nah nah nah

Hey Jude, don't let me down

You have found her, now go and get her
Remember to let her into your heart
Then you can start to make it better

So let it out and let it in, hey Jude, begin

You're waiting for someone to perform with
And don't you know that it's just you, hey Jude, you'll do
The movement you need is on your shoulder
Nah nah nah nah nah nah nah nah nah yeah

Hey Jude, don't make it bad

Take a sad song and make it better
Remember to let her under your skin
Then you'll begin to make it
Better better better better better better, oh

Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude

C. Post Activity
the example of the task based on teaching objective :
Task 1 : Find the meaning of the words bellow !
Words Meaning
1.      refrain
2.      movement
 3.      Under your skin
4.      let her
5.      perform

Task 2 : Complete the missing lyric with listen to the song!

Hey Jude, don't make it bad
Take a ...... song and make it better
Remember to let her into your heart
Then you can …. to make it better

Hey Jude, don't be .......

You were made to go out and get her
The minute you let her under your skin
Then you ...... to make it better

And anytime you feel the pain, hey Jude, ......

Don't carry the ...... upon your shoulders
For well you know that it's a fool who .... it cool
By making his world a little colder
Nah nah nah nah nah nah nah nah nah

Hey Jude, don't let me down

You have ..... her, now go and get her
Remember to let her into your .....
Then you can start to make it better

So let it out and let it in, hey Jude, begin

You're waiting for someone to ....... with
And don't you know that it's just you, hey Jude, you'll do
The ....... you need is on your shoulder
Nah nah nah nah nah nah nah nah nah yeah

Hey Jude, don't make it bad

Take a sad song and make it ......
Remember to let her under your skin
 Then you'll begin to make it
Better better better better better better, oh

Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude
Nah nah nah nah nah nah, nah nah nah, hey Jude

Task 3 : Answer the following question bellow!

1.      Have you ever heard these song before?where?
2.      Why the singer sing this song?
3.      Can you describe what the songs about?
4.      What the meaning of the word “The minute you let her under your skin”?
5.      From the song can you write down what will we should do and should not do in the world?
6.      What is the moral value of the song?
 CHAPTER III

CONCLUSION

Based our Paper we can conclude that teaching english for senior high school’s students
is not simple matter, many things influence these activities, as a good teacher we must
creatively create classroom management, materials etc. Many media that can be used, but
Sons, pictures and powerpoint are the most effective and enjoyable media, by using picture
we can teach vocabulary easily. But it is important to choose a picture for which the students
already know most of the vocabularies they need to describe it.. As a creative teacher, we can
use the same songs again in different lesson to motivate the students and to build students’
confidence. If the students familiar with what they listen and say, they will feel more secure
about learning English.
For choosing the right media the teachers should be aware. Actually many media can be
used, but it must be remembered that teaching senior high school’s students is different from
teaching adults; so choose the effective and interesting one to make our students are interest
and active. Because when the students are active, engaged, and enjoying themselves, their
ability to learn and master new vocabularies and linguistic functions is much higher than if
they are simply learning by memorization or drills.