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Unit Topic Learning Objectives
Indicators
5. Respond to others’ thanking using appropriate expressions.
6. Apologize to others using appropriate expressions.
7. Respond to others’ apologizing using appropriate expressions.
Table: 4.5. The Learning Objectives
4. Listing Subject Content
The next step was specifying the subject content. The content of the materials was based on task-based learning. There are eight 8 units in the
designed. The writer divided each unit into five sections in each unit.
a. Warming-Up
This section is pre-activity of the learning. It aims to give brainstorming activities to the learners which will direct them to the topic. Moreover, this section
also activates learners’ knowledge about the topic. In task-based learning, Warming-Up section is called pre-task phase. This section is the first component
of the task-based learning.
b. Practice
This section gives examples of dialogue related to the topic being learnt. It consists of dialogues between a homestay host and a foreign guest. The dialogues
are written based on the real situation that occurs in homestay of Desa Wisata Kembang Arum
. The dialogues allow the learners to learn how to use the language in the real situation. In task-based learning, Practice section in this material is a
part of language focus .
According to Willis 2003: 40, language focus is the last
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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phase in the task-based learning framework. Language focus is divided into two parts. The parts are analysis and practice. Based on the components of task-based
learning framework, the Practice section of these materials is the analysis of the language focus. The writer decided to put this section after the pre-task phase, not
in the last phase, because the level of the learners was beginner. Beginner learners need adequate exposures before they are asked to produce or use the language. It
aims to make the learners ready to use the language. In teaching speaking for the beginner learners, teacher should not force them to speak or use the language first
if they prefer not to speak Willis, 2003: 118. It is important to provide a balance between exposure and use Willis: 2003: 18. Balancing between exposure and
use will create the readiness of the learners to use the language.
c. Communicative Activities
Communicative Activities section is the main task in this design. This part gives opportunities to the learners to use the language. The learners are
encouraged to be active to construct and practice dialogues. It consists of a game and a role-play related to the topic. The purpose of these activities is to improve
their speaking skill and give an opportunity to perform their speaking ability. Communicative Activities section in these materials is the task cycle of the task-
based learning.
d. Language Focus
