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b. Develop Assessment Instrument
In this study, the assessment instrument was called self-evaluation. The self-evaluation was made by the researcher and answered by the learners as their
reflection in each unit. First, the learners described how their feeling was after finishing every unit whether they understand, in doubt, or confused. After that the
learners were asked to write the useful vocabulary in each unit to ensure whether they understood the lesson or not. Then, the learners were also asked to write the
difficult things in each unit to find out their weaknesses. Then, the teacher was able to review again in the next meeting. Therefore, the teacher was able to
measure learners ’ understanding of each unit based on the self-evaluation
assessment sheet of each unit. The self-evaluation can be seen in Appendix E.
c. Develop Instructional Strategy
The purpose of developing instructional strategy was relating the new learning skills to real-world application. The researcher made three steps to
deliver the materials smoothly by Willis’ task sequence 1996. They were pre- task, task cycle, and language focus. Those three sequences of task were put into
three classroom activities; they are pre-activity, whilst-activity, and post activity. The pre-task was in the pre-activity. The task cycle and language focus was in the
whilst-activity. In the post activity there was a reflection phase or self-evaluation phase which was answered by the learners. In each task activity there was some
titles to represent the task sequence which can be seen in Table 4.7 on the following page.
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Table 4.7 The Task-Sequence in Learning Activities Title
Classroom Activity
Willis’ Task-
Sequence Description
Get Ready Pre-task
Pre-task This
phase contained
some introducing questions or activities
related to learners’ daily life with the topics. This phase was to introduce
the topic and to help learners to recall their knowledge on the topic so that
they would be ready for the topic in every beginning of each unit.
Let’s Do It
Whilst- activities
Task- cycle
This phase was included in the task section. The learners were given
main task activities. This section provided useful language,
expressions, and vocabulary which would be helpful to carry out the
tasks. This section gave time to dig up learners’ knowledge as much as
possible to carry out the tasks.
Things to Remember
Language focus
This phase was included in language focus section. The teacher showed
the common mistakes that were often made by learners in carrying out the
tasks. Then, the teacher explained the correct language forms and language
features. After that, the teacher asked the students to find out their mistakes
and correct them.
Let’s Play This phase was also included in
language focus section. In this section, the learners were asked to
make a conversation and perform it to
whole class.
Making a
conversation in this section was chosen because it was related to their
work to guide English speaking guests as they were expected to
communicate in English fluently and correctly. This section could be used
to check whether the learners already understand with the whole materials
or not. If the conversation was acceptable, it can be concluded that
learners
already understood the
lesson.
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Title Classroom
Activity Willis’
Task- Sequence
Description
How Far am I?
Post- activities
- Additional
Phase created by
the researcher
This phase was a reflection or self- evaluation
section. This section
provided the description of three feelings, namely, understand, doubt,
and confused
which would be chosen by the learners after finishing
every unit. The learners were able to write some useful things and
difficult things that learners have learnt. Thus, if there
was any
students who was still confused or in doubt, and had the difficulties
with the materials, the teacher might review quickly in the next meeting.
To support the designed materials, the researcher made a teacher’s guide
to help the teacher implemented the designed materials. The teacher’s guide
consisted of syllabus, lesson plans, instructions for each activity, answer keys to exercises, and video transcripts. The researcher allocated 120 minutes for each
unit in each meeting. The teachers’ guide can be seen in Appendix E.
3. Developing Preliminary Form of Product