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8. Writing
It includes practical writing activities that extend and reinforce the materials and help students to develop compositional skills. It includes forming
correct sentences, organizing sentences into a paragraph, and organizing paragraphs into a composition.
9. Reading
It develops reading skills, such as reading for details, skimming, scanning, and making inferences. Pre-reading and post-reading questions can be used to
develop the discussion.
10. Interchange Activity
It encourages students to personalize what they have practiced in previous steps and learned to implement their knowledge in real communication. It
involves pair work, group work, and whole-class activities, such as information sharing and role playing.
Nunan 2004 mentions that the strength of the ten-step procedure is that it encourages students to see, hear, and use the target language in order to link
linguistic forms and communicative functions para. 101. It means the procedure show the integration of the activities. The activities focus on both form and
meaning. They are also arranged in a sequence way that shows a continuum process.
Last, integrating means a process of combining or linking two or more different items into one continuum framework. It can be done by arranging the
tasks in such a way that makes clear relationships between linguistics form, communicative function, and semantic meaning.
Nunan 2004 calls it as “task
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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