d. The Characteristic of the Teaching-Learning Processes
The class activities have an explicit purpose and a clear outcome. They are goal oriented. The emphasis is on understanding and conveying meanings in order to
complete the task successfully. “While learners are doing tasks, they are using language in meaningful way” Willis, 1996:24. According to Willis Willis,
1996:40 the activities are divided into three phases:
1 Pre-task
In the pre-task, the teacher will introduce the topic and define the topic and
tasks to the learners, present what the students are going to do in the task phase, provide the students with key vocabulary or grammatical constructs. The teacher
may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task. In short, in this phase, the teacher
brainstorm the topic to the students in order to make they think clearly and sensibly.
2 Task Cycle
“In the task cycle phase, the learners have a chance to use whatever language they already know in order to carry out the task, then to improve that language, under
teaching guidance, while planning their reports of the tasks” Willis, 1996: . The task cycle phase consists of three components. They are task, planning and report.
3 Language focus
“Language Focus provides the learners chance to study some of the specific features naturally occurring in the language used during the task cycle” Willis,
1996: 40. This phase consists of Planning and Practice. In the analysis part, the learners are asked to recognize grammar and expressions. In the practice part, the
learners do the practice activities in the form of exercises or game. Most of the 12
activities are planned to be done in pairs or group because it has a number of advantages. It gives learners confidence to try out whatever language they know, or
think they know, in pairs or small groups without fear of being wrong or being corrected in front of the class. Besides, it gives learners experience of spontaneous
interaction while listening to what is being said. It also gives all learners a chance to notice how others express similar meanings.
e. Language Use in the Tasks
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