30 is planning, which comes after the task. It describes how the students to plan the
report effectively. After the students finish the task, the students tell the answer and discuss it with the teacher and the whole class. Here the teacher encourages
the students to speak, check the answers and give feedback for the students’
answers. The role of the teacher in this step is as the language adviser, helping students shape their meanings and express more exactly what they want to say. In
the process of this stage, teachers are allowed to corr ect the students’ language in
their speaking. The last stage of the task cycle is report which deals with the report as the conclusion of the task cycle. The teacher as the chairperson
summarizes the whole learning and teaching activity.
5. Parameters for Book Activities
Willis 1996 divides the textbook activities into four parameters. These parameters consist of some activities for the textbook that used task-based
learning technique. The parameters are goal, pre-task preparation time, interaction patterns, and post-task activities. For goal of the task, the teacher have to make
sure that the final goal is clear to the students, so they will know how to achieve the goal. In pre-task, the students can think the strategic planning of how to do the
task. Here, they are free to do their task by using different kind of skills. Next activity is about interaction patterns. It is some of the interaction that usually used
for doing the task. The interactions are individuals, pairs, groups, and also whole class interaction. The last activity is the post-task activity. This activity is about
reflecting and evaluating all the learning process. In this study the writer chose the
31 parameters for book activities to choose the sub-part for each unit in
supplementary material book.
B. Theoretical Framework
This part of the study explains the relation of theoretical description in solving problem which is mentioned in Chapter 1. It is important to include the
related studies to analyze the object of the study. To answer the first research problem about how a set of supplementary English materials for BOPKRI 1 Junior
High School using infographic media is designed, the writer has to understand about the principles in teaching grammar, vocabulary and the other elements in
English language , understand about the students’ characteristics and needs, and
also have some information about the curriculum which included the syllabus that used by the teacher.
As stated by Wisniewski and Fichter 2007, the infographic is as the visual media used to instruct, inform, illuminate and entertain readers p. 57. In
this study, the writer designed the infographic as the media to inform the language focus of each learning material. The infographic were combined with the task-
based instruction in a form of supplementary book. To make the supplementary book using the infographic, the writer should consider the topics so that they can
use the infographic to explore more the information of a topic easily Lamb and Johnson 2014, p. 55
In developing and designing the supplementary English materials, the writer
use Kemp’s Instructional design model to design the supplementary
32 material. Because of its flexibility, the writer can start to design the material from
whichever step the writer is ready to start. The writer also can omit the step that is not needed for the research. Out of eight steps on Kemp’s instructional media
design, the writer only used six steps; 1 Considering the goals, topics and general purposes, 2
Identifying learner’s characteristic and need by developing the pre- assessments 3 Specifying learning objectives, 4 List the subject content, 5
Selecting teaching learning activities and resources, and 6 design mater ials’
evaluation and revision.
Figure 2.16 Kemp Instructional Design Model steps
The content of the supplementary book that is designed by the writer is used the parameters of book activities by Willis 1996. Those parameters are
goaloutcomes, pre-task activities, interaction pattern, and post-task activities. T
he last step of Kemp’s instructional design model is to evaluate the student’s
Considering the goals, topic and general purposes
Design materials ’evaluation and revision
Identifying Learner’s Characteristics and Needs
Specifying the Learning Objective
Selecting teaching learning activities and resources List the subject content
