Do You Remember? Don’t Stop Now

The purpose of this phase serving as the pre-task phase in Willis’ task based learning framework was to prepare learners for the main task. Selective listening, conversational pattern, listing and sorting, using context, diagramming and jigsaw tasks were the kinds of tasks used in this phase. Working together on the tasks and exercises, learners would have the chances to explore the useful language items vocabulary, phrases they would encounter when accomplishing the main task later. Instead of form-oriented, most of the exercises were meaning- oriented, so that the important feature of task based learning, discussing grammatical items only after the task was completed, was preserved. c. Can You Do These? Similar with the Willis’ task-cycle phase, the tasks in this phase served as the main tasks of the lesson. The learners had to cooperate with their partners to solve the tasks, in which they were engaged in an authentic, meaningful communication. The main tasks were information gap role play, ordering and sorting classifying, diagramming, decision making, comparing, problem- solving, or creative tasks group project, whose focus was to provide learners the opportunities to produce and experiment with the language. It had to be noted, however, that learners’ grammatical errors should not be corrected yet. Instead, they should be carefully observed and noted for the explanation on the next phase.

d. Let’s Learn

The focus of the phase resembling Willis’ language focus phase was to make learners more aware of and understand the grammatical errors they produced. In this phase, learners’ significant errors were presented and discussed with the class, followed with grammar exercises. In the designed materials, the recommended grammatical item to be discussed and the exercises were constructed. However, if during the observation the teachers found a more urgent matter to discuss, the authority to decide was fully theirs.

e. It’s Time to Write

This additional phase served as a home assignment encouraging learners to think, reflect, and evaluate what they had learned. This phase utilized personalizing, reflecting, and self-evaluating tasks in the forms of two or three questions for learners to answer individually at home. The purpose was to help students monitor their own progress as well as to help the teacher understand the learners better.

4. Preliminary Field Testing

After the process of developing the preliminary form of the materials was accomplished, the next step to do was preliminary field-testing. This step aimed to evaluate the appropriateness of the designed set of the materials and to detect possible weaknesses and judge the suitability of the designed materials to be implemented. In this step, the writer adapted Kemp’s Instructional Design step, namely, evaluating designed materials. This step was conducted through expert validation and user validation. The background of the participants for the expert 71