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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
114 intensive to produced oral language based on the controlled situation, responsive
includes interactions and comprehension test of limited level, and interactive includes complex and longer interactions and involve multiple participants. The
examples of the activities were direct response tasks, read-aloud tasks, dialogue completion tasks, picture-cued tasks, question and answer practices, giving
instructions or directions, discussions, and conversations.
3. Reading Tasks
Reading tasks were designed to introduce genres of written text and develop reading skills. The tasks entitled
Let’s Read. The reading tasks focused on three categories. They were perceptive to recognize discourse components,
selective to recognize lexical, grammatical, and discourse features, and interactive to negotiate meanings and identify relevant features of a text. The
examples of the activities were read-aloud tasks, multiple-choice tasks, picture- cued tasks, true or false tasks, matching tasks, comprehension questions, short
answer tasks, and ordering tasks.
4. Writing Tasks
Writing tasks were designed to develop written production. The tasks entitled
Let’s Write. The writing tasks focused on three categories. They were imitative to write letters, words, phrases, very brief sentences, and punctuations,
intensive to produce vocabulary and grammatical features based on the controlled context, and responsive to connect sentences into a paragraph and paragraphs
into a short composition. The examples of the activities were picture-cued tasks, form completion tasks, ordering tasks, short-answer tasks, sentence completion
tasks, guided question and answer tasks, and paragraph constructions tasks.
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