23 3.
Describing objectsthings, people, characteristics, times, days, months and years.
4. Producing simple utterances for basic functions
5. Explaining any activity being done
6. Understanding memo and menu, schedule of travel, and traffic signs
7. Understanding words, foreign terms and simple sentences by applying
learned formula 8.
Writing simple invitation letters The writer concludes that School Based Curriculum has a special
characteristic. Every school has the opportunity to formulate the indicators based on the condition of its school. School Based Curriculum provides standard
competence and basic competences as the basic for formulating the indicators. The material designed should be based on the standard competence and basic
competence of the School-Based Curriculum.
2. Task-Based Language Teaching
There have
been many
researchers who define and explain about task-
based language teaching. Nunan 2004: 4 stated that “a pedagogical task is a piece of classroom works that involves learners in comprehending, manipulating,
producing or interacting in the target language”. Task can facilitate the learners in order to do the activities in the classroom. According to Nunan 2003: 24, Task-
Based Language Teaching is an approach to design language courses of which the point of departure is not an ordered list linguistic items, but a collection tasks. In
24 teaching speaking, tasks can provide the opportunities for the learners to express
and explore spoken language through leaning activities that are designed for the learners. In task-based language teaching, teacher plays a role as a facilitator and
gives wide opportunities for the students to use language. In order to apply task-based language teaching appropriately, teachers
should know how to develop unit works and the principles for Task-Based Language Teaching.
a. Procedures of Developing Unit of Works
Nunan, 2004: 31-35 stated that there are six 6 steps of developing unit of works in Task-Based Language Teaching, they are:
1 Step 1: Schema building
The first step is schema building. This step is used to introduce the topic by giving the schema building exercise which includes the key vocabulary and the
expressions that the students will need in order to complete the tasks. Schema building also can give the students’ understanding about the context of the task
they will do. 2
Step 2: Controlled practice The second step of developing unit of works is controlled practice. This
step is used to provide opportunities for the students to practice using the vocabularies, structures and language functions in the conversation. The students
are given conversations and they can practice the dialogues in pairs.
