Develop Assessment Instrument Develop Instructional Strategy

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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. 62 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. 63 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