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constructing the tasks. Afterward, the teachers can refer to Bloom Taxonomy to compose every task which is proportional to
the students’ competency. The first task should be the easiest task, and then the following task should have a higher
difficulty level. Fourth, the researcher recommends that the teachers arrange the test based
on the test difficulty level. The tests should consist of 25 easy questions, 50 moderate questions, and 25 difficult questions. The first questions should be
easy questions, followed by moderate questions, and ended by difficult questions. Since it is a vocabulary test, the teachers are suggested to put the words in
sentences in order to avoid the students give the inappropriate meaning.
2. For Future Researchers
The researcher suggests that the future researchers be creative in arranging the learning activities and the tasks. The future researchers should refer to
Bloom ’s Taxonomy in constructing the tasks. Bloom’s Taxonomy suggests a
description of levels of educational objectives. It will be useful to consider Bloom’s Taxonomy when defining the learning objectives. The researcher
recommends that the future researchers consider and define the learning objectives in constructing the tasks. Bloom
’s Taxonomy suggests the learning process should begin with the knowledge level Krathwohl, 2002, p. 213.
Therefore, the first task should be about defining, identifying, labeling, matching, naming, and selecting.
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European Commission. 2009. Task-based learning. Retrieved July 30, 2012 from http:www.languages.dkarchivepools-mmanualsfinaltaskuk.pdf.
Jaeger, R. M. Ed.. 1988. Complementary methods for research in education. Washington: American Educational Research Association.
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Retrieved August 1, 2012 from http:www.unco.educetlsirstating_outcomedocumentsKrathwohl.pdf.
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