b. Meaning-focused Output
Meaning-focused output strand deals with productive learning which involves searching for and producing a word. It covers learning through speaking
and writing. The activities involved in this strand are being involved in conversations, telling stories, writing letters, and so on. This strand demands
certain conditions as focused-meaning input does. First, the students are required to write and talk about things that are largely familiar to them. Next, the students‟
main goal should be to convey their message to someone else. Besides, the proportion of the unfamiliar language the students need to use is small. The
students can also apply communication strategies, dictionaries or previous input to make up for gaps in their productive knowledge. Lastly, opportunities to speak
and write are large.
c. Language-focused Learning
It involves the intentional learning of language features such as pronunciation, spelling, vocabulary, grammar and discourse. The aim of this
strand is to learn language items. Typical activities in this strand involve pronunciation practice, learning vocabulary from word cards, translation,
memorizing dialogues, guessing from context, using dictionary, and getting feedback about writing. Language-focused learning activities mostly can have a
positive effect on learning and language use, but it is suggested to be applied in a small portion of the course and do not become the entire course. The language-
focused learning strand should not be held more than one-quarter of the time spent on the entire course.
d. Fluency development
The fluency development strand covers all the four skills of listening, speaking, reading and writing. The students are helped to make the best use of
what they have already known. Fluency development strand is also meaning- focused, which means that the student
s‟ aim is to receive and convey messages. The activities involved in this strand include speed reading, skimming and
scanning, repeated reading, ten-minute writing and listening to easy stories. The fluency strand will be accomplished if all of what the students are
listening to, reading, speaking or writing is mostly familiar to them. Besides, there is no unfamiliar language for the students and the students‟ focus should be on
receiving or conveying meaning. The students are suggested to be encouraged to perform. Lastly, there is a large amount of input or output exposed to the students.
However, it has to be noted that each strand should have approximately the same amount of time in a course in order to cover both receptive and productive skills.
5. Textbooks
This section mainly focuses on discussing textbooks, which covers the development of textbooks, the concept of textbooks, textbooks as an instructional
material, textbooks in the 2013 Curriculum, the criteria of good textbooks, and textbooks selection.
a. Development of Textbooks
Graves in Nunan 2003: 226 states that language books were mainly applied in the mid-twentieth century in order to understand the written text of the
target language. This is called grammar translation approach. In this era,
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