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.
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b. Communicative Tasks
Communicative tasks consisted of listening, speaking, reading, writing, and creative tasks. The creative tasks were additional tasks. They gave more
attention to both focus on form and meaning. The researcher selected the word “let‟s” the short form of “let us” to label the language skills and creative tasks
because the researcher had an intention to encourage the students to participate actively in the activities. Actually, there were four categories in language skills
activities. However, in this workbook, the researcher decided to exclude the last category extensive because the grade VII students of junior high school only
discussed short and simple texts.
1. Listening Tasks
Listening tasks were designed to introduce English sounds and speech processes rate of delivery, stress, rhythm, intonation, and colloquial language
and develop listening skills, such as listening for gist, listening for details, and inferring meaning from the context. The tasks entitled
Let’s Listen. The listening tasks focused on three categories. They were intensive to comprehend language
components, responsive to make a short response, and selective to scan certain information. The examples of the activities were identifying missing words,
recognizing sentence, paragraph, or dialogue paraphrase comprehension check, responding questions or instructions, and recognizing correct picture based on the
listening passages.
2. Speaking Tasks
Speaking tasks were designed to develop spoken production. The tasks entitled
Let’s Speak. The speaking tasks focused on three categories. They were
