a Students do the task in pairs or small groups. The students have a chance to use language they already have to express themselves and say whatever
they want to say. b Teacher monitors from a distance or by walking around. The teacher may
help students to formulate what they want to say, but may not intervene to correct errors of form.
Planning
a Students prepare to report to the whole class orally or writing how they did the task, what they decided or discovered.
b Teacher helps students to polish and correct their language by giving advice on the language or asking them to use dictionaries.
Report
a Some groups present their reports to the class, or exchange written reports, and compare results.
b Teacher chairs, rephrases or gives comment on the content of their reports, but gives no overt correction.
3 Language Focus
Analysis
Students examine and discuss specific features of the text or transcript of the recording
Practice
Teacher conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis
b. Types of Tasks
Willis 1996 provided six types of tasks. They are: 1 Listing
This task involves two processes. The first process is brainstorming in which learners draw their own knowledge and experience either as a class or in
pairs or groups. The second process is fact-finding in which learners find things out by asking each other or other people and referring to books, etc.
2 Ordering and Sorting There are four processes involved in these tasks. The first process is
sequencing items, actions or events in a logical or chronological order. The second process is ranking items according to personal values or specified criteria.
The third process is categorizing items in given groups or grouping them under given headings. The forth process is classifying items in different ways, where the
categories themselves are not given. 3 Comparing
This task involves three processes. The first process is matching to identify specific points and relate them to each other. The second process is finding
similarities and things in common. The last process is finding differences. 4 Problem Solving
In this task, learners analyze real or hypothetical situations, reasoning, and decision-making. They will result solutions to the problems which can then be
evaluated. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 Sharing Personal Experiences This task encourages learners to talk freely about themselves and share
their personal experiences to others. Processes involved in this task could be narrating, describing, exploring and explaining attitudes, opinions, reactions.
6 Creative Tasks These tasks are often called projects and sometimes need out-of-class
activities. The tasks can involve combination of task types such as listing, ordering and sorting, comparing and problem solving.
c. Types of Activities
Pattison 1987 in Nunan’s book 2004 provided seven types of activities. They are:
1 Questions and Answers These activities are based on the concept of creating an information gap. In
the activities, learners are to discover their classmates’ knowledge, opinions, experiences, etc.
2 Dialogues and Role-Plays These activities can be wholly scripted or wholly improvised. However, if
learners are given choices about what to say, they may be willing to participate more than when they are told to repeat a given dialogue in pairs.
3 Matching Activities In this task, learners are to recognize matching items, or to complete pairs
or sets. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
