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2 Monitor Class activities have to be designed so the students have the opportunity to notice
how language is used in communication. 3 Risk-taker and Innovator
The skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with the other learners may also need to be
developed.
f. Teacher roles
There are also three roles for the teacher: 1 Selector and Sequencer of tasks: The teacher selects, adapts andor creates the
tasks themselves and then forms into an instructional sequence in keeping with learner needs, interests, and language skill level.
2 Preparing learners for tasks: The teacher has responsibility to prepare the tasks so it can be conducted attractively for all participants. The activities might include
topic introduction, clarifying task instructions, helping the students learn or recall useful words and phrases to facilitate task accomplishment, and providing partial
demonstration of tasks procedures. 3 Consciousness-raising: The teacher should employ a variety of form-focusing
techniques, including attention-focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of highlighted material.
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g. The role of Instructional Material in TBLT
Instructional materials have the important role in promoting TBLT. The instructional materials should help the learners in achieving the objective of the
program. Materials in TBLT are dependent on a sufficient supply of appropriate classroom tasks. Otherwise, the teacher task designer should be able to choose,
create, and use the most appropriate task for the learners’ interest and needs.
4. Syllabus
A syllabus is defined as a document or statement of what will core at least what should be learned and taught Hutcinson and Waters, 1994: 80. Syllabus is
very crucial for teachers, because syllabus is a plan of work as well as a guideline and content for class content Robinson1991: 34.
a. Syllabus Types
Khranke 1987 outlines six types of teaching syllabus. 1 A structural or Formal syllabus
A structural syllabus or formal is a syllabus in which the content of language teaching is a collection of the form structures, usually grammatical,
of the language being taught. 2 A notional functional syllabus
A notional functional syllabus is a syllabus in which the content of language teaching is a collection of functions as that are performed when language is
used, or of the notions that language is used to express.
