12 purposes. The format of the stories including the form, type, and theme is
determined based on students’ interest. Then, elements of the stories especially the characters, plots, and settings are determined to present subject contents and
teaching or learning activities. Finally, the titles of the stories are determined to represent the content of the story and attract students’ curiosity.
4. Task-Based Language Teaching
Task-based language teaching TBLT is a supportive methodological framework that aims to provide a rich and comprehensible exposure to language
in real- world uses or purposes. Based on Hong Kong Ministry of Education’s
argument, TBLT is an approach that: aims at providing opportunities for learners to experiment with and
explore both spoken and written language through learning activities that are designed to engage learners in authentic practical and functional use of
language for meaningful purposes… the role of task-based language learning is to stimulate a natural desire in learners to improve their
language competence by challenging them to complete meaningful tasks as cited in Nunan, 2004, p. 13-14.
It is valid to teach any target language, including foreign language because, according to Nunan 2004, TBLT strengthens important principles and practices,
such as the need-based approach, communicative language teaching, the introduction of authentic text, process-focused learning, experiential learning, and
the real-world language uses and purposes para. 1. In this research, the researcher uses TBLT conceptual basis and framework
to specify the teaching or learning activities. Therefore, the researcher uses the term of tasks to refer activities in the workbook. The researcher also considers
TBLT key concepts of assessment to determine the tasks. The tasks have three important elements, goals, input, and procedure. Then, the types of the tasks are
13 determined based on Willis’ classification. Finally, the researcher grades,
sequences, and integrates the tasks into one continuum framework. The researcher adapts the three-phase sequence based on Nunan and a ten-step procedure based
on Richard, Hull, and Proctor.
5. Grade VII Students of SMP Negeri 2 Yogyakarta
SMP Negeri 2 Yogyakarta is one of favorite and qualified junior high
schools in Yogyakarta. It is located at Senopati Street, number 28-30, Yogyakarta. The school uses semester system. In a year, there are two semesters, and each
semester lasts for six months. The school uses the SLBC of 2006 KTSP to plan, implement, evaluate, manage, and administrate the educational programs. Based
on the curriculum, English is taught as a part of aesthetic course. In a week, there are 4 meetings, and each meeting lasts for 40 minutes.
In this research, the researcher selects grade VII students of SMP Negeri 2 Yogyakarta
as the focus of the research. They are selected as the sample of the research because they have some characteristics that meet the aim of the research.
First, they are in the first semester of grade VII of junior high school. Second, they have learned English at least from grade IV of elementary school. Third, they
need English materials that can provide much exposure to English and develop their motivation and positive attitudes toward the English learning and teaching
process.
