111 A list of titles, presented in the Table 4.15, was result of the materials final
revision. The researcher had made some adjustments with the result of the final revision of the subject contents. The researcher had made some changes in
determining the title and writing the title. The researcher also had considered the learning and teaching activities. The detail information of the revision is presented
in the materials revision section.
6. The Organization of Task
As it had been mentioned in the previous section, each unit had a sequence of tasks. The tasks were teaching or learning activities that were specified based
on the subject contents that had been selected and organized and stories that had been developed. In specifying the teaching or learning activities, the researcher
applied TBLT conceptual basis and framework. The reason was because TBLT provided clear guidelines and supported the Indonesia current curriculum, the
SLBC of 2006. It also provided effective and efficient condition for learning and teaching English for grade VII students at SMP Negeri 2 Yogyakarta.
In this workbook, each unit consisted of rehearsal tasks and activations task. Rehearsal tasks were designed to give students opportunities to prepare and
practice what they have learned from the teacher. The type of rehearsal tasks were listing, ordering and sorting, and comparing. Then, activation tasks were designed
to give students opportunities to reproduce or manipulate what they have learned from the teacher. The types of activation task were problem solving, sharing
personal experiences, and creative tasks. They were developed based on the adaptation of Willis‟ six types of tasks. Besides, each unit consisted of language
tasks and communicative tasks. They were designed to develop students‟ language
112 knowledge and skills. They were developed based on the adaptation of the ten-
step procedure based on Richard, Hull, and Proctor.
a. Language Tasks
Language tasks consisted of vocabulary and grammar tasks. They would give more focus on the form rather than the meaning. The researcher selected the
word of “master” to label the language tasks because the meaning of the word is a skilled person. The researcher expected that by doing the language tasks the
students would have proficiency and show great skills in vocabulary and grammar. Therefore, they had supporting knowledge to develop language skills.
1. Vocabulary Tasks
Vocabulary tasks were designed to develop knowledge about meanings, synonyms, antonyms, word families, collocations, and word uses. The vocabulary
tasks entitled Word Master. The examples of the activities were finding the meaning of the words, recognizing the synonym or antonym of the words,
differentiating between nouns, adjectives, and adverb, ordering words into phrases, matching, naming, and listing objects based on the given picture.
2. Grammar Tasks
Grammar tasks were designed to develop knowledge on the language rules, such as tenses, phrases, clauses, and sentence structures. The grammar tasks
entitled Grammar Master. The examples of the activities were arranging scrambled words into sentences, constructing sentences based on the given key
words and tenses, changing direct speech into indirect speech, constructing declarative sentences based on the given interrogative sentences, constructing
imperative sentences based on the picture, recognizing, and differentiating tenses.
