39 chaining”. Here, two or more tasks are tied together based on the similarities of
the macrofunctions, microfunctions, and grammatical lements that the tasks express para. 25.
g. Key Concepts of Assessment in TBLT
Brown 2004 defines assessment as “an ongoing process that encompasses a much wider domain” p. 4 than a method to measure students‟
ability, knowledge, or performance test. In TBLT, assessment requires students to perform an activity that simulates communicative competences or skills that
they will need to engage in real-world activities. Norris et al. call it “performance
assessment. ” It has three characteristics. The assessment must be based on tasks,
authentic, and rated by qualified judges as cited in Nunan, 2004, para. 145. There are many assessment techniques and procedures that can be used in
TBLT activities. Brindley suggests some techniques, such as observation on students work, informal discus
sion of students‟ progress, teacher-constructed classroom test, s
tudents‟ self-assessment procedure, teacher or students journal, oral proficiency rating, feedback, and standardized published tests as cited in
Nunan, 2004, para. 153. Additionally, Nunan 2004 suggest four principles. First is involving the direct assessment. Students are required to perform
communicative behaviors that they will need in the real world. Second is being criterion-referenced. It is more appropriate because it concerns on comparing
students how well they perform the task. Third is focusing on specific objectives of proficiency. The last is being formative in nature para. 164. According to
Brown 2004, it means “evaluating students in the process of forming their competencies and skills p. 6. The goal is to help students continue their growth.
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6. School Level Based Curriculum of 2006
Based on the Republic of Indonesia National Regulation UU RI no. 2 year 1989, which is launched on March 27, 1989, curriculum is defined as:
Set of plans and regulations of the purpose, content, material of teaching and learning, and method, which is used as the guidance in gaining certain
aims of education. Curriculum is designed to realize the national aims of education by conside
ring the learners‟ development of knowledge and technology, art, and the level of education in Indonesia. 2007,
http:www.dikti.go.idArchive2007uu_no2_1989.htm The current curriculum that is applied in Indonesia education system is the
SLBC of 2006 in Bahasa Indonesia, it is called Kurikulum Tingkat Satuan Pendidikan
. It was developed in 2006. The concept of the curriculum is developing democratic and non-monopolistic education by giving autonomy to
schools in planning, implementing, evaluating, managing, and administrating the educational programs. It provides general guidance in form of competence
standard and basic competence. Competence standard refers to description of knowledge, attitude and skills that students need to acquire. Basic competence
refers to minimal skills that students should acquire in order to achieve the competence standard.
Based on the curriculum, English is categorized as an aesthetic course. In this course, students not only learn about vocabulary and grammar but also use
and apply their knowledge and skills to communicate using the language. Therefore, the competence standard and basic competence covers receptive skills
listening and reading and productive skills speaking and writing.
7. Grade VII Students of Junior High School
Junior high school students are in stage of formal operational 12 years old. In this stage, they have already had an ability to recognize real situations and
