School Level Based Curriculum of 2006 Grade VII Students of Junior High School

43 In designing the workbook, the researcher also uses stories. They have some elements, such as themes, characters, plots, structures, and settings. They are design to present subject contents and teaching or learning activities. In specifying teaching or learning activities, the researcher considers the underlying principles of teaching grammar, vocabulary, and four language skills. The researcher also applies TBLT conceptual basis and framework. Therefore, the researcher uses the term of tasks to refer the activities. In combining the stories and the tasks into one continuum framework, the researcher adapts the three-phase sequence based on Nunan. Therefore, each unit in this workbook consists of pre-task phase the beginning of the story, task- proper phase a sequence of tasks, and follow-up phase the ending of the story. The sequence of tasks consists of rehearsal tasks and activation tasks. They cover language exercise vocabulary and grammar and communicative activities listening, speaking, reading, writing, and creative tasks. In selecting the task types, the researcher adapts Willis ‟ classification six types of task. Then, in organizing the task sequence, the researcher adapts a ten-step procedure based on Richard, Hull, and Proctor. The researcher adapted the ID model because it involves clear and specific stages. It also provides flexibility in determining the sequence of the stages and conducting the revision. In determining the sequence, the researcher can start from any stages. However, the researcher needs to consider the influence of each stage to other stages. Then, in conducting the revision, the researcher can start from any stages where lacks and weaknesses are found. Besides, it is useful for a large-scale program involving large group of people or sources because it can minimize the 44 budget, time allocation, and manpower. The researcher sequences the ID stages based on Figure 2.3. Identifying Students‟ Characteristics Formulating Goals, Topics, and General Purposes Specifying Learning Objectives Selecting and Organizing Subject Contents Specifying Teaching or Learning Activities and Resources Identifying Support Services Revision Figure 2.3 The Adapted Stages of Kemp’s ID Model In Figure 2.3, the arrows indicate the sequence that has been determined by the researcher. Then, the broken lines with arrows indicate that the revision can be started from any stage where lacks and weaknesses are found. It can be done back and forth for each stage before continuing to other stages. Besides, it is not necessary to repeat all stages based on the sequence that has been determined.