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b. The Opinion on the Task Instructions
Fifteen students agreed that the instruction of the tasks was understandable. It was because of the use of simple and clear language in the
instruction. According to Willis 2003, the instruction-giving is a truly communicative use of the target language p. 44. Therefore, the instructions
should be understandable.
c. The Opinion on the Task Goals
The third statement was about the goal of the tasks. The result can be seen in Figure 4.4. Sixteen students or ninety four percent of the respondents agreed
that the tasks given had clear goals. Referring to Willis 2003, every task in the implementation of Task-Based Learning should have a clear specific objective
that must be achieved by the students p. 24.
Figure 4.4 The Result of the Opinion on the Task Goals
d. The Opinion on the Task Difficulty Level
The fourth statement was about the students’ opinions on the tasks
difficulty. The questionnaire brought the result that fifteen students or eighty eight percent of the respondents agreed that the tasks given were not too difficult or too
easy. Those tasks were equivalent to the student s’ ability.
94 6
Agree Disagree
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Conversely, there were two students who disagreed with the first statement. The result of the interview showed that a respondent thought that the
tasks were difficult because when he looked for the word meaning in the dictionary, he were not able to find it.
“tugasnya sulit, ada yang kata-katanya dicari di kamus, gak ada, jadi gak tau artinya.” Respondent1 The tasks were difficult, Miss. I couldn’t
find some of the words in the dictionary so I did not know the meaning.
e. The Opinion on the Task Requirements
Thirteen students or seventy seven percent of the respondents stated that tasks required them to utilize more than one language skill. Therefore, those tasks
could be considered as good tasks. According to Nunan 2004, good learning tasks should require the use of more than one macro skill p. 169.
f. The Opinion on the Task Accommodation to Recognize the Word Form
Fifteen students stated that the tasks helped them to pay more attention to the word form. The students needed to learn not only the word meaning but also
the word form to improve their vocabulary mastery. Thereby, the tasks should encourage the students to recognize the word form.
g. The Opinion on the Task Accommodation to Recognize the Word
Function
The seventh statement was the students’ opinions about the tasks’ role to help the students to pay more attention to the word function. There were fifteen
students who believed that the tasks could help them to recognize the word function in a sentence. The students needed to have the knowledge on the word
function in order to master the vocabulary.
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