7 Stage 7
After doing some revision of the input, teacher may moves back to the stage 1 up to 6 with the revised input to improve the unit.
The information of materials development is important on designing the listening materials. The information is useful to develop sources into learning
materials which are appropriate with the purposes of the study. Furthermore, the steps of designing materials are utilized as a guidance to select and develop
sources into learning materials.
8. Task Based Language Teaching TBLT
a. Definition of Task
According to Nunan, Task Based Language Teaching TBLT has some principles which underline the steps and its practices. He states that TBLT is a
need-based approach which focuses on the content selection and emphasizes on the learning through interaction in the target language Nunan, 2004:1. Therefore,
students’ personal experience becomes essential aspect on the learning process. The students will focus not only on the language but also on the learning process
itself. TBLT also introduces authentic materials to the learning situation, which makes a link between classroom learning with the language use outside the
classroom Nunan, 2004:1. A task becomes important element on the teaching learning process.
According to Willis 1996:23, task is activity in which the target language is used by the learner in a communicative purpose to achieve the outcome. Moreover,
Nunan 2004:4 states that task is a piece of classroom work which involves the learners in comprehending and producing the target language by activating their
grammatical knowledge to express and convey the meaning.
b. Component of Task
Nunan proposes minimum specification of the task components. They are goals, input, procedures, settings, teachers and learners roles. Each of components
will be described as follows: 1
Goals Goals are general targets on any learning tasks. Goals are reasons on why
the learners carry out a particular task Nunan, 2004:41. 2
Input Input is any spoken, written and visual data that is performed by the
learners in order to complete the task Nunan, 2004: 47. Input can be made and provided by teachers, books, students’ themselves, and any other sources.
3 Procedures
Procedures will give the details on what learners actually do with the input to achieve the objective of the learning task Nunan, 2004:52. Moreover, Nunan
adds about procedural authenticity. Procedural authenticity is a procedure which aims to imitate and practice, in the classroom, the kinds of things that the learners
need to do outside the classroom Nunan, 2004:54.
4 Learners and teachers roles
Role is the part which learners and teachers are expected to perform in doing learning task as well as the social and interpersonal relationship between
them Nunan, 2004:64. According to Richard and Rogers 1986, as stated in Task-Based Language Teaching
,
a method and task will reveal assumption on the learners’ role in the learning process Nunan, 2004: 64. Moreover, Breen and
Candlin 1980, as stated in Task-Based Language Teaching, teacher has three main roles in the communicative classroom: teacher as a facilitator, teachers as a
participant, and teacher as an observer and learner Nunan 2004: 67. 5
Settings ‘Settings’ is the classroom arrangement which is specified for the task.
Another consideration concerned with settings is whether the task is performed wholly or partly outside the classroom Nunan, 2002: 70-71. Moreover, it is
important to distinguish between ‘mode’ and ‘environment’ in settings for TBLT. Learning mode is whether learners working as an individual or a group basis,
while environment is the place where the learning takes places Nunan, 2004:71- 72.
c. TBLT Framework
Nunan proposes six steps of TBLT framework. The six steps for developing units of work would be described at the next page:
1 Schema building
In this step, schema building exercises are developed to introduce the topic, put the context of the task, and introduce some key vocabulary and
expressions used to complete the task Nunan, 2004:31. 2
Controlled Practice This step provides students controlled practice in applying vocabulary,
expressions, and structures within the communicative context. Students may be given brief conversation and asked to practice it in pairs Nunan, 2004:31-32.
3 Authentic listening practice
This step involves intensive listening practice which exposes students to authentic or simulated conversation of the previous step. The listening practice
may integrate the extended language form of the model conversation which is used in step two Nunan, 2004: 32.
4 Focus on linguistic elements
In this step, students carry out a series of exercises which are focused on the linguistics elements used in the context. Before analyzing linguistic elements,
students have seen, listened and spoken the language in the communicative context Nunan, 2004: 32. Nunan adds that this method will make students easier
to notice the relationship between communicative meaning and linguistics forms. 5
Providing freer practice This step offers students to involve in a freer practice by doing some tasks.
Here, students should be encouraged to make up whatever language they had learnt to complete the task Nunan, 2004:32-33.
6 Introduce the pedagogical task
The last step of the unit is introduction to the pedagogical task which should be accomplished by the students to achieve the goals of the learning
Nunan, 2004: 33. The theory of TBLT provides further explanation of TBLT which is applied in
this study. This study applied TBLT framework on the development of units of design materials. Moreover, the explanation of TBLT will help the writer to
develop tasks on each unit of the designed materials.
B. Theoretical Framework
This part elaborates theoretical framework which consist of steps to conduct this study. It is consist of six steps which adapted from RD cycle and
Yalden’s instructional design model. In addition, this study considers theories of listening, syllabus design, material development, task based language teaching,
and also information of vocational school and school-based curriculum KTSP. Yalden’s instructional design model is chosen because it has some
strengths which supporting the process of designing listening materials. Yalden’s model has recycling process in the evaluation stage. This recycling process would
determine the appropriateness between the purposes of the study with the final performance of the program. It involves revisions and adjustments which can be
started at any stages based on the feedback. Other strength is that the Yalden’s model provides need analysis. Need analysis plays important role in developing
