20
The roles of the teacher are important to achieve the successful classroom activities in TBL class. In this study, the researcher agrees with the three roles of
the teacher in TBL. Firstly, the teacher plans the task, and this means the teacher should select and create the suitable speaking materials based on the learner
s’ needs and skill levels. Secondly, the teacher is the facilitator to lead the learners in
a situation where the tasks have to be carried out. Thirdly, the teacher is the responsible person to bring back the learners to the expected situation or activity
if the learners are confused with the task instruction.
f. Syllabus in TBL
There are two kinds of syllabus design which are appropriate for task-based materials according to Nunan 2004; they two syllabus are theme-based syllabus
and task-based syllabus p. 25. In the theme-based syllabus, the contents are organized into topics. The themes provide contexts for doing the tasks using
meaningful language. In the task-based syllabus, the contents are organized based on the task difficulties. This study uses the combination syllabus of both theme-
based and task-based. In this study, the topics are arranged from the easiest topic to the most complicated topic.
4. Instructional Design Model
In order to accomplish this study, the researcher adapts Dick and Carey’s
2009 systematic design of instruction. Dick and Carey’s instructional design
model describes the steps to create the appropriate materials for language teaching and learning. According to Dick and Carey 2009, there are nine steps plus one
21
culminating evaluation which is not included in a part of the design process to design instructions pp. 6-8. The steps are elaborated as follows:
1. Identify instructional goals This step is aimed to find out new information and skills that learners
have to master when they have completed the instruction. The instructional goals can be derived from a list of goals, a performance analysis, needs assessment,
practical experience with learning difficulties of students, the analysis of people who are doing a job, or from some other requirements for the new instruction.
2. Conduct instructional analysis This step is to determine what skills, knowledge, and attitudes which are
needed by learners to be successful in the new instruction. This step is to find out the appropriate learning topics for the learners.
3. Analyze learners and context It is a parallel analysis of the learners. This step analyzes the context in
which they will learn the skills and analyze the context in which they will use them. This step is known
as needs analysis to find out the learners’ needs. 4. Write performance objectives
This step creates specific objectives of what learners will be able to do when they complete the tasks. This step is to determine the learning objectives.
5. Develop assessment instruments This step is aimed to measure learners’ ability to perform what the
designer described in the objectives by creating an assessment instrument. The possible
assessments for measuring learners’ achievement of critical skills across
22
the time include objective test, live performances, measures of attitude formation, and portfolios.
6. Develop instructional strategy This step emphasizes the components to foster lear
ners’ in learning activities including pre-instructional activities as stimulating motivation and
focusing attention, presentation of new content with examples and demonstrations, active learner participation and assessment, and follow-through
activities that relate the newly learned skills to real-world applications. This step is to find out the suitable learning phases.
7. Develop and select instructional materials This step is using the instructional strategy to produce instructions. This
typically includes the guidance for learners, instructional materials, and assessments. Therefore, this step is to select and create the suitable learning
materials. 8. Design and conduct formative evaluation of instruction
The purpose of this step is to create and improve instructional processes and products. A series of evaluations is conducted to collect data to identify
problems with the instruction or opportunities to make the instruction better. There are three basic phases in conducting formative evaluation; one-to-one
evaluation, small-group evaluation, and field trial which are done by the learners to measure the objectives.
23
9. Revise instruction The final step in the design materials and development process is revising
the instructions. The data from formative evaluation are used to reexamine the validity of the instructional analysis and the assumptions about the entry skills and
characteristics of learners. 10. Design and conduct summative evaluation
This step is the culminating evaluation. However, it generally is not a part of the design process. Summative evaluation occurs only after the instruction has
been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation is usually not conducted by the designer
but instead by independent evaluators, this component is not considered an integral part of the instructional design process. The nine steps are presented in
Figure 2.2.
24
: continuing to : feedback
Figure 2.2 Dick and Carey’s System Approach Model for Designing Instructions Dick Carey, 2009, p. 1
Identify Instructional Goals
Write Performance Objectives
Develop Assessment Instruments
Conduct Instructional Analysis
Analyze Learners and Contexts
Revise Instruction
Design and Conduct Formative Evaluation of Instruction
Develop and Select Instructional Materials
Develop Instructional Strategy
Design and Conduct Summative Evaluation
25
5. Materials Adaptation
