Key Concepts of Assessment in TBLT
42 development the adapted term of developing preliminary product, materials
validation the adapted term of the preliminary field testing by practitioner and expert, and revision the adapted term of the main product revision. The
researcher adapted the small scale of the cycle because it has already represented the requirement that should be taken to develop and validate an educational
product in the undergraduate degree. Then, the researcher does not conduct the implementation because of the difficulty in managing the process.
In the process of designing the workbook, the researcher employs the adaptation of
Kemp‟s ID model. It consists of six stages, identifying students‟ characteristics, formulating goals, topics, and general purposes, specifying
learning objectives, selecting and organizing subject contents, specifying teaching or learning activities and resources, and identifying support services. As an
addition, the researcher conducts a revision. The purpose is to revise and improve the quality of the design.
The researcher omits some stages because they are not necessary in designing a workbook.
In the process of identifying students‟ characteristic, the researcher involves grade VII students of SMP Negeri 2 Yogyakarta. The researcher
considers their motivation, attitudes, needs, interests, difficulties, and capabilities. In designing the workbook, the researcher applies integrated approach using the
second model, TBI. Therefore, the goals, topics, and general purposes are formulated to cover all four language skills. They are formulated from the current
curriculum, the SLBC of 2006 KTSP. In specifying learning objectives, the researcher us
es Bloom‟s taxonomy as the guideline. The learning objectives are specified to cover cognitive domain, affective domain, and psychomotor domain.
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