Problem Solving Sharing Personal Experiences

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2. Task-Proper Phase

The purpose of task-proper phase is to engage students in planning, practicing, producing, performing, and presenting the tasks. The examples of the activities are practicing a dialogue or a written exercise, performing a simple role- play, delivering a short monologue, or constructing a functional text based on the given structures, forms, or topics.

3. Follow-Up Phase

The purposes of follow-up phase are to repeat tasks using different or freer situations, reflect the performance of the previous tasks by summarizing, commenting, suggesting, discussing, or reporting, and give more attention to the form by reviewing the errors. In this phase, giving feedback is very important so that students can perform better in the next activities. The three-phase sequence is the most common procedure. However it is not the only procedure to sequence subject contents within a task. Richard, Hull, and Proctor sequence tasks into more detailed procedure. It is called “a ten-step procedure” as cited in Nunan, 2004, para. 102-103.

1. Snapshot

It presents real-world information that introduces the topic of a unit or cycle and develops vocabulary. Follow up questions can be used to personalize the topic and develop the discussion of the material.

2. Conversation

It introduces new grammar or vocabulary in a communicative context and presents functional and conversational expressions. It becomes the part of improving speaking skills. 37

3. Grammar Focus

It presents controlled and freer communicative activities using the introduced grammar. In controlled activities, students do exercises based on certain requirements that have been already introduced by the teacher. In freer activities, students can use the grammar based on their personal context.

4. Fluency Exercise

It provides personal practices of the related material and increase the opportunity of individual practice. However, it can be done in forms of pair, group, whole class, or role play activities. It can include oracy and literacy fluency.

5. Pronunciation

It focuses on important features of spoken language, such as sounds, stress, rhythm, intonation, reductions, and blending. It functions to support speaking and reading skills.

6. Listening

It develop a wide variety of listening skills, such as listening for gist, listening for details, and inferring meaning from the context. charts, graphics, or tables can be used to support it.

7. Word Power

It develops students‟ vocabulary through word maps or collocation exercises. It includes the understanding on meanings, synonyms, antonyms, word families, collocations, and word uses. It can be followed by oral and written activities to help students understand the meaning and the use of the vocabulary based on certain context.