SYLLABUS OF TIME CLASS

No Material Activity Competence Tools

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1. Introduction  Facilitators and co-  Students are able to  3 Plano

facilitators introduce use KDRTV when papers
themselves one by they speak in
one. English.  3 pack
sticky note
 Facilitators explain  Students understand
KDRTV's material about the using of  6 markers
and tongue twister. personal pronoun.  3 tapes
 Facilitators devide the  3 erasers
participants into three
groups.

 Co-facilitators give
sticky notes to the
participants and allow
the participants write
down dos and don'ts
then, stick it to plano
paper.

 Facilitators explain
the material about
personal pronoun.

2. Simple  Co-facilitators give an  Participants are able  6 markers

Present & energizer before to explain about
Simple Past entering the material. their daily activity  3 erasers
using Simple
 Facilitators explain  1 pack
Present Tense.
the material about flour
Simple Present Tense.  Participants are able
to explain about
 Participants will be their unforgettable
given a task by moment using
facilitators to make a Simple Past Tense.
vlog in their house,
they have to talk
about their daily
activity using Simple
Present Tense.
  Facilitators explain
the material about
Simple Past Tense.

 Facilitators give a
task to the
participants to make a
story about the
unforgettable moment
using Simple Past
Tense, then the
participants will
present their story in
front of the class.

3. Present  Co-facilitators give an  Participants are able  6 markers

Perfect & energizer before to understand the
Simple entering the material. using of Present  3 erasers
Future Perfect Tense and
 Facilitators explain  1 pack
use it in their daily
the material about flour
conversation.
Present Perfect Tense.
 Participants are able
 Facilitators give some to explain about
exercises to the their future dream
participants related to using Simple Future
the material about Tense.
Present Perfect Tense.

 Facilitators explain
the material about
Simple Future Tense.

 Facilitators give a
task to the
participants to make
an imaginative story
about themselves in
ten years later in
terms of their
education, job,
residence, family, etc.

 Participants present
their imaginative
story in front of the
 class.

4. Describing  Co-facilitators give an  Participants are able  6 markers

friends energizer before to describe people
entering the material. and every thing in  3 erasers
English.
 Facilitators explain  1 pack
the material about flour
how to describe
people.

 Facilitators give some

vocabularies related
to the material about
describing people.

 Facilitators give a
task to the
participants to
describe their close
friend.

 Participants will be
given an opportunity
to tell their friends
about their task in
front of the class.

5. Numbering  Co-facilitators give an  Participants are able  6 markers

energizer before to understand the
entering the material. difference between  3 erasers
ordinal and cardinal
 Facilitators explain  1 pack
numbers.
the material about flour
numbering consist of  Participants are able
ordinal and cardinal to use ordinal and
numbers. cardinal numbers in
their daily
 Facilitators ask the conversation.
participants to draw
the thing that will be
sold by them.

 Participants pretend
as a TikTok seller to
promote the thing that
have been drawn by
 them.

 Facilitators, co-
facilitators, and
participants will ask
some questions about
their things and
making a bid

6. Giving  Co-facilitators give an  Participants are able  6 markers

direction energizer before to understand about
entering the material. preposition of  3 erasers
place.
 Facilitators explain  1 pack
the material about flour
preposition of place.

 Facilitators give some

exercises to the
participants related to
the material about
preposition of place.

7. Giving  Co-facilitators give an  Participants are able  6 markers

direction energizer before to give directions in
entering the material. English properly by  3 erasers
using preposition of
 Facilitators brush up  1 pack
place.
the previous material flour
about preposition of
place.

 Facilitators explain
the material about
how to give directions
in English

 Facilitators give some

vocabularies related
to the material.

 Facilitators give a
map to the
participants and ask
them how to get to
some places using
 preposition of place.

 Fasilitators ask the

participant to draw
their route from their
house to campus.

8. Sing a song  Co-facilitators give an  Participants are able  6 markers

energizer before to understand the
entering the material. pronunciation of  3 erasers
each word in
 Facilitators give  1 Speaker
English.
explanation about  1 Mic
listening activity.  Participants are able
to understand the
 Facilitators share a meaning of English
paper to each song.
participants which
contain imperfect  Participants are able
lyric of the song to explain about the
moral value of
 Facilitators play a English song.
song two until three
times.

 While listening to the

song, facilitators ask
participants to fill the
blank lyrics.

 Facilitators ask
participants to write
the answer on the
white board.

 Facilitators check the

answers of the
participants one by
one.

 Facilitators ask
participants to explain
the meaning of each
paragraph.

 Facilitators ask
participants to explain
 about the moral
values or the
messages of the song.

 Facilitators play the

song again and sing
together with the
participants.

9. Simple  Co-facilitators give an  Participants are able  6 markers

debate energizer before to argue with their
entering the material. friends in a simple  3 erasers
way.
 Facilitators explain  1 pack
the material about flour
debate activity.

 Facilitators give some

vocabularies and
expressions about
debat activity.

 Facilitators devide
participants into two
groups.

 Facilitators give some

motions, those
motions will be
argued by the
participants.

 Facilitators give time

to participants to do
"case building" in 15
minutes.

 Facilitators give
chance to each
participants to state
their arguments.

 Facilitators evaluate
each participants by
giving some
comments about their
 performance.

10. Imaginative  Co-facilitators give an  Participants are able  6 markers

story energizer before to make an
entering the material. imaginative story  3 erasers
using random
 Facilitators give  1 pack
words in English.
someone instructions flour
about the material
how to make a good
imaginative story.

 Facilitators ask
participants to write
ten vocabularies.

 Facilitators ask
participants to write
an imaginative story
using twenty
vocabularies they
have written.

 Facilitators ask
participants to read
their imaginative
story in front of the
class

11. Role play  Co-facilitators give an  Participants are able  6 markers

energizer before to create an
entering the material. imaginative story.  3 erasers

 Facilitators explain  Participants are able  1 pack

about the activity they to be brave to flour
will do. perform.  HVS
 Facilitators divides papers
participants into two
small groups

 Facilitators give a role

to each participants.

 Facilitators ask
participants to create
their own imaginative
 story with their group
based on their role.

 Participants perform
their imaginative
story in front of the
class.

 Facilitators give some

comments or
feedbacks about their
participants
performance.

12. Speech/  Co-facilitators give an  Participants are able  6 markers

advocation energizer before to speech properly
campaign entering the material. in terms of  HVS
expression, body papers
 Facilitators give language and many
explanation about  3 erasers
more aspects.
Speech and  1 pack
Advocation campaign flour
in terms of definition,
purpose, and how to
do it.

 Facilitators give a text

to each participants
which contain about
some issues.

 Facilitators give
chance to participants
to read the whole text
and prepare for their
performance.

 Facilitators give
chance to each
participants to
perform in front of
the class.

 Facilitators give some

comments or
feedbacks about
participants'
 performance.

13. Watching  Co-facilitators ask  Participants are able  LCD

movie participants to gather to re-tell a short
in general class. movie in English  Speaker
and perform in front
 Facilitators explain of the class.
about activity they
will do.

 Facilitators play a
short movie three
until four times

 Facilitators ask
participants to write
some important things
about the movie they
have seen in terms of
characters, plot, story,
and moral value.

 Facilitators devide
participants into their
group's.

 Facilitators ask
participants to re-tell
the short movie they
have watched using
their own language.

 Each participants
perform one by one in
front of the class.

14. Final  Co-facilitators ask the  Participants can  LCD

destination participant to gather answer the
in general class. questions correctly
based on the
 Fasilitators give a link material provided in
of quizez on the previous
WhatsApp group meeting.
 Facilitators ask the  Participants can
participant to answer perform the drama
the questions as with appropriate
 grammar test and body language,
show the rank of expression, and
quizez with LCD fluent speaking.

 Facilitators devide
participants into their
group's.

 The facilitator asks

participants to talk
about a predetermined
topic for 2 minutes as
speaking test

 Facilitators asks
participants to
perform a 5-minute
short drama with
predetermined groups
of three people each.