Procedures of Developing Unit of Works

26 1 Principle 1: Scaffolding The first principle is scaffolding. The teachers should provide a supporting framework for teaching learning. At the beginning of the study, the students should not be expected to produce language that has not been introduced before. The teacher should manage the scaffolding so that the learning process will go smoothly. 2 Principle 2: Task dependency The second principle is task dependency. The teacher should give tasks which develop and build up from the task have gone before so that the students can learn step by step until they understood about the topic. 3 Principle 3: Recycling The third principle is recycling. The recycling means that the students are given opportunities to learn the language in different situation and condition. 4 Principle 4: Active learning The forth principle is active learning. The students should be given wide opportunity to actively using language they are learning. The teacher can ask the students to work in pairs or in group in order to practice using the language. 5 Principle 5: Integration The fifth principle is integration. Here, the teacher should give deeper understanding to the students about the topic. The teacher also should explain the relationships between linguistic form and language function in order to give clear perception about the topic. 27 6 Principle 6 : Reproduction to creation In this principle, the students must be given opportunities to produce their own sentences. The students can work in group and in pairs in order to practice creating conversations to express themselves. The students also can reproduce the conversation from the textbook given by the teacher. 7 Principle 7 : Reflection The last principle is reflection. In the learning process, the students should be given opportunities to reflect what they have learned, how well they are doing, and the difficulties they face in the learning process. From the discussion above, the writer concludes that Task-Based Language Teaching provides wide opportunities for the students to speak English. In designing the speaking materials teachers or designers should consider the procedures of developing unit works and the principles of Task-based Language Teaching. The procedures of developing unit works help the designers in developing the unit works in the materials.

B. Theoretical Framework

As the basis for the material design, the writer employs a model synthesized from two models. The models come from the Kemp, and Dick and Carey. Those two models are combined to make a framework in conducting this research. The writer will select some steps from the models because in general they have the same description. The writer tries to combine the model of Kemp and Dick and Carey to be used in the designing of a set of Instructional Speaking