English through several tasks. This section will be developed based on the scientific steps.
3. Homework
This section aims to give students extra activity outside the classroom and to make them gain better understanding about knowledge that they
learn from the unit. 4.
Summary In this section, all the materials learned in the chapter are summarised.
This section helps students to finalise their understanding about the materials or to help them remembering the information that they forget.
5. Reflection
This section requires students to give feedbacks after they accomplish the unit. The format of reflection will guide them to give some feedbacks
about what they have learnt, what they like or dislike about the unit, and what they feel after accomplishing the unit.
6. Fun Activities
This section provides fun activities related to the field of patisserie. This section aims to colour the unit, so that the students find the unit is
interesting.
b. Framework for Unit Design and Development
Framework for unit design should be considered by the materials writers in developing materials in order to create well-structured units. The contents
of the units should be comprehensible and provide effective steps to make
learning meaningful. In accordance to that, a set of procedure proposed by Nunan 2004:31 can be taken into account in developing a unit. The
procedure consists of six steps as presented below:
a. Schema building
In this step, students are introduced to the topic, key vocabulary and expressions needed in completing the tasks.
b. Controlled practice
Controlled step is to provide students with controlled practice in using the target language vocabulary, structures and functions.
c. Authentic listening practice
In this step, learners are involved in intensive listening practice. The text can be spoken by native speakers. This step would expose them to
authentic or simulated conversation. d.
Focus on linguistic elements The students get to take part in exercises in which the focus is on one or
more linguistic elements. They might listen again to the conversations from step C and note the different intonation for different types of
question. e.
Provide freer practice The students have freer practice, where they move beyond simple
manipulation. Information gap is one of example of freer practice where students are asked to act out as people in real communication.
f. Introduce the pedagogical task
The final step of the instruction sequence is the introduction of the pedagogical task itself
– in this case a small group task in which the participants have to study a set of newspaper advertisements and decide
on the most suitable place to rent.
c. Task Continuity
The term “continuity” has the same meaning with “dependency” and “chaining” that is the interdependence of tasks, task components and
supporting enabling skills within an instructional sequence Nunan, 2004:125. The principles of task continuity should be fulfilled in order to
provide a structured sequence of tasks that lead to a learning outcome. The table below presents a psycholinguistic processing approach proposed by
Nunan 2004:126. This approach sequences tasks according to the cognitive and performance demands made upon the learner.
Table 1:
The “Psycholinguistic Processing” Approach by Nunan 2004:126
Phases Steps within phase
A. Processing
comprehension 1.
Read or study a text- no other response required.
2. Read or listen to a text and give a nonverbal,
physical response e.g. learner raises hand every time key words are heard.
3. Read or listen to a text and give a nonphysical,
non-verbal response e.g. checkoff a box or grid every time key words are heard.
4. Read or listen to a text and give a verbal
response e.g. write down key words every time they are heard.
continued
