Grading, Sequencing, and Integrating Tasks

37

3. Grammar Focus

It presents controlled and freer communicative activities using the introduced grammar. In controlled activities, students do exercises based on certain requirements that have been already introduced by the teacher. In freer activities, students can use the grammar based on their personal context.

4. Fluency Exercise

It provides personal practices of the related material and increase the opportunity of individual practice. However, it can be done in forms of pair, group, whole class, or role play activities. It can include oracy and literacy fluency.

5. Pronunciation

It focuses on important features of spoken language, such as sounds, stress, rhythm, intonation, reductions, and blending. It functions to support speaking and reading skills.

6. Listening

It develop a wide variety of listening skills, such as listening for gist, listening for details, and inferring meaning from the context. charts, graphics, or tables can be used to support it.

7. Word Power

It develops students‟ vocabulary through word maps or collocation exercises. It includes the understanding on meanings, synonyms, antonyms, word families, collocations, and word uses. It can be followed by oral and written activities to help students understand the meaning and the use of the vocabulary based on certain context. 38

8. Writing

It includes practical writing activities that extend and reinforce the materials and help students to develop compositional skills. It includes forming correct sentences, organizing sentences into a paragraph, and organizing paragraphs into a composition.

9. Reading

It develops reading skills, such as reading for details, skimming, scanning, and making inferences. Pre-reading and post-reading questions can be used to develop the discussion.

10. Interchange Activity

It encourages students to personalize what they have practiced in previous steps and learned to implement their knowledge in real communication. It involves pair work, group work, and whole-class activities, such as information sharing and role playing. Nunan 2004 mentions that the strength of the ten-step procedure is that it encourages students to see, hear, and use the target language in order to link linguistic forms and communicative functions para. 101. It means the procedure show the integration of the activities. The activities focus on both form and meaning. They are also arranged in a sequence way that shows a continuum process. Last, integrating means a process of combining or linking two or more different items into one continuum framework. It can be done by arranging the tasks in such a way that makes clear relationships between linguistics form, communicative function, and semantic meaning. Nunan 2004 calls it as “task