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Authentic listening practice The next step involves the students in intensive listening practice. The
students listen to speakers who talk about the topic. This step would expose them to authentic or simulated conversation.
4 Focus on linguistic element
In this step, the students take a part in sequence of exercises in which the focus is one or more linguistics elements. The function of this step is to make it
easier for the students to see the relationship between communicative meaning and linguistic form.
5 Provide freer practice
After involving within the constraints of the language models provided by the teacher and materials, it is the time for the students to in freer practice. They
can work individually, in pairs or in group. 6
Introduce the pedagogical tasks The final step is the introduction of the pedagogical task. Students can have
group work discussion and decision making task.
b. Principles of Task-Based Language Teaching
According to Nunan 2004, p. 35-37 Task-based language teaching has seven principles. They are:
1 Scaffolding: the teacher provides supporting frameworks on lessons and
materials when learning process takes place. 2
Task dependency: the students spend a greater proportion of time engaged in receptive tasks.
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Recycling: the students run into target language items. 4
Active learning: the students learn using the language they learn actively. 5
Integration: the teacher should teach the relationship between linguistics form, communicative function and semantics meaning.
6 Reproduction to creation: the students should be encouraged to move from
reproductive to creative language use. 7
Reflection: the teacher should add a reflective element and give the learners opportunities to reflect on what they have learned.
B. Theoretical Framework
This part discusses the correlation between the theories and the study. In designing the activities that provide the students opportunities to speak, the writer
has to understand the principle of teaching speaking and task-based language teaching. The writer will combine the speaking activities that are proposed by
Harmer 2001 with the task-based language teaching that is proposed by Nunan 2004. However, the writer w
ill not use all of Harmer’s speaking activities. The speaking activities used in this study are acting from the script, communication
games, discussion, prepared talks, questionnaires and role-play. The speaking activities will be combined together with Nu
nan’s steps developing units of works. The steps are schema building, controlled practice, authentic listening
practice, focus on linguistic element, provide freer practice and introduce the pedagogical tasks.
In developing the materials, this study adapts Dick and Carey instructional design model. The steps that the writer uses are identify instructional goals,
