e. Integration
Teachers should teach the learners in the way which enable them to be clear toward the relationship between linguistic form,
communicative function, and semantic meaning Nunan, 2010. f.
Reproduction to creation Learners should be encouraged to move from reproductive to
creative language use. Therefore, they have the opportunity to master the form, meaning, and function through reproductive tasks
Nunan, 2010. g.
Reflection Learners deserve to get opportunities to reflect on what they have
learned and how well they are doing.
4. Unit Design and Development
a. Components of a Unit
According to Richards and Schmitt 2002 and Richards 2001, a unit in a course book can be define as a teaching sequence
which is normally longer than a single lesson but shorter than a module. In addition, a unit also consists of a group of lesson planned
within a single instructional focus. Therefore, a unit helps to reach a structured sequence of activities that lead toward a learning goal.
A unit is the part of instructional blocks that seek to achieve several aspects Richards, 2001:
a. to make the course more teachable and learnable;
b. to provide a progression in the level of difficulty;
c. to create overall coherence and structure for the course.
Therefore, considering the aspects that can be achieved by a unit in a course book, Richards 2001 accounts several factors that contribute
for a successful unit including: a
Length: sufficient but not too much material is included.
b Development: one activity leads effectively into the
next, the unit does not consist of random sequence of activities.
c Coherence: the unit has an overall sense of coherence.
d Pacing: each activity within a unit moves at a
reasonable pace. e
Outcome: at the end of the unit, students should be able to know or to do a series of things that are related.
To help attain the learning outcome achieved by units of work in the course book, Richards proposes a set of checklist to identify the
quality of a unit. He points that a unit of materials should: 1.
Give learners something they can take away from the lesson. 2.
Teach something that the learners feel they can use. 3.
Give learners sense of achievement. 4.
Practice learning items in an interesting and novel way. 5.
Provide a pleasurable learning experience. 6.
Provide opportunity to gain success. 7.
Provide opportunity for individual practice. 8.
Provide opportunity for personalization. 9.
Provide opportunity for self-assessment of learning. Considering the aspects that should be covered in a unit and the lists
above, then, a unit of material or course book consists of: 1.
Warning up activity, aims to enable students recall their existing knowledge before they enter the main activities.
2. Main activities, consist of receptive activities, that is, listening
and reading, and productive activities, that is, speaking and writing.
3. More practices, provides students additional tasks that sum up
the previous activities. 4.
Evaluation, aims to check the students‟ competence toward the lessons provided in the unit.
5. Summary, provides a summary of language focus, expression,
and grammar as focus of the unit. 6.
Reflection, gives space for students to reflect their feelings and what they have got from the unit.
7. Vocabulary list, provides a summary of important vocabularies
which are used in a current unit. It is also used as the confirmation of difficult vocabularies used.
b. Framework for Unit Design and Development
