“Meaningfulness Principle” is activities in which language is meaningful to

18 the task goals. The teacher can monitor from a distance, and, especially in a monolingual class, should encourage all attempts to communicate in the target language. But, this is not the time for advice and correction. Learners need to feel free to experiment with language on their own, and to take the risks. Fluency in communication is what counts. All learners need to experiment and make errors. Furthermore, Willis 1996:14 states that success and satisfaction are key factors in sustaining motivation. If students feel they have achieved something worthwhile, through their own individual effort, they are more likely to participate the next time. Hence, the need for teachers is to set achievable goals and to highlight students’ success. b. The varieties of tasks Willis states six types of tasks 1996: 26. They are: 1 Listing Listing may seem unimaginative, but in practice, listing tasks generate a lot of talk as learners explain their ideas. The processes involved are brainstorming and fact finding. Brainstorming is the situation in which learners draw on their own knowledge and experience either a class or in pairs groups. Moreover, fact-finding is the situation in which learners find things out by asking each other or other people and referring books, etc. 2 Ordering and sorting These tasks involve four main processes. The processes are sequencing items action or events in a logical or chronological order, ranking items according to personal values or specified criteria, categorising items in given groups or 19 grouping them under given headings, classifying items in different ways where the categories themselves are not given. 3 Comparing Broadly, these tasks involve comparing information of a similar nature but from different sources or versions in order to identify common points andor differences. The processes involved are matching to identify specific points and relate them to each other, finding similarities and things in common, finding differences. 4 problem solving Problem-solving tasks make demands upon people’s intellectual and reasoning powers, and, though challenging, they are engaging and often satisfying to solve. The processes and time scale will vary enormously depending on the type and complexity problem. Real-life problems may involve expressing hypotheses, describing experiences, comparing alternatives and evaluating and agreeing a solution. Completion tasks are often based on short extracts from texts, where the learners predict the ending or piece together clues to guess it. The classification ends with case studies, which are more complex, entail an in-depth consideration of many criteria. 5 Sharing personal experience These tasks encourage learners to talk more freely about themselves and share their experiences with others. The resulting interaction is closer to casual social conversation in that is not as directly goal-oriented as in other tasks. For that very reason, however, these open tasks may be more difficult to get going in the classroom. 20 6 Creative tasks These are often called projects and involved pairs or groups of learners in some kind of freer creative work. They also tend to have more stages than other tasks, and can involve combinations of task types: listing, ordering and sorting, comparing and problem solving. Out-of-class research is sometimes needed. Organizational skills and team-work are important in getting the task done. In real-life rehearsals pairs or groups of students predict, plan and rehearse what they could say in typical real-life situations. As mentioned above, there is open task type which is loosely structured with less specific goal. On the other hand, there is also closed task which is highly structured and have very specific goals. In this study, task with specific goals are good ways of encouraging students to interact in the target language in the language classroom. c. Component of the Task Based Learning Framework In designing reading materials, the writer chooses a task based learning framework that was developed by Jane Willis 1997:40. The step becomes the basis of this design. According to Willis, the framework consists of three phases. They are: The first phase is Pre-task phase. The pre-task phase introduces the class to the topic and the task, activating topic-related words and phrases. To set up a task successfully, teachers should maintain themselves to construct advance preparation. Preparing teacher’s own task for the first time may seem to involve a lot of preliminary work, but the teacher can always use them again with different classes. And once the preparation is done, the teacher will find during the task PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI