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