4. Problem solving
These tasks demand upon people intellectual and reasoning power. It is quite challenging, but engaging and often satisfying to solve. The examples for these
tasks are short puzzle such as logic problem, while real life problems may involve expressing hypothesis, describing experiences, comparing alternatives, and
evaluating and agreeing a solution. 5.
Sharing personal experience These tasks give learners opportunity to talk freely about themselves or their
experiences. The result will be closer to social conversation. 6.
Creative task Creative tasks are often called project. These tasks involve pair or groups of
learners in some kind of creative work. They also tend to have more stages than other tasks and can involve combinations of task types.
2.1.4.2 Task Based Learning for Children
As has been mentioned in previous sub-chapter, children have
characteristics to be considered in selecting or creating task. Types of task are important for children. They do not have personal long-term motivation. Tasks for
children should be able to gain both confidence and satisfaction. Children need activities that can stimulate interest and involvement, since they may learn
something while doing the activity. As a matter of fact, many of the tasks and activities suggested for adult learners can be adapted for use with children. There
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is also a wonderful variety of games, action songs, and practical creative tasks that are less suitable for adult learners.
Willis 1996 argues that children are often less self-conscious and less anxious about beginning to learn new language. She adds that children are used to
making sense of things without understanding everything. As has been mentioned before, Susan Halliwell 1992 argues that they have very good memories and are
good at imitating. She adds that children enjoy playing games, singing, hearing stories and do not get fatigue by repetition, such as playing the same games or
hearing the same stories. They are often more used to activity-based learning. In this study the activities would be in the form of tasks.
The first priorities are children need relevant amount of comprehensible exposure to the new task with familiar and clear objectives. As has been stated in
the silent period hypothesis, even though children are keen on playing games, singing a song, or listening to a story, it will take longer time until they start
speaking the target language. As long as children participate in the activities it means they are increasing their vocabulary and beginning to acquire language
naturally. Children enjoy making things, drawing and colouring, practicing magic
tricks, preparing snacks, and doing simple science experiments. According to Willis, 1996 if the instructions are available only in target language, and
necessary materials can only be obtained if they ask in target language, such activities stimulate a natural need to understand and use it. She also offers three
sets of activities.
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1 Listen-and-do-activities This set does not necessarily involve language production, but provide
incentives for listening and trying to understand as much as possible. This involves physical response such as games, story telling, colouring, drawing,
and miming. 2 Classifying
This set, have the children to name object, pictures, or shapes, and short them into set. There are several choices of activities such as collecting games,
matching games, memory games, and traditional games. 3 Puzzle
This could be verbal hide and seek and modelling. Having some proponents of tasks in Task-Based language learning, the
writer would like to adapt, combine, and employ some tasks by Pattison, Phrabu, and Willis in the designed materials. The chosen task is tasks which are suitable
for children of Domby characteristic and need.
2.1.4.2 Role of Teacher, Learners, and Materials
