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
The language which used in spoken and written is different. Willis 1966: 32 states that “when speaking spontaneously, we compose in real time and often resort
to lexical phrases, rather than building complete sentences word by word.” It follows that in task-based, the learners should not expected to speak in full sentences when
doing tasks in small group.
f. Types of Task
Willis 1996:26-28 categorizes six types of tasks. The first is listing. This task tends to make the learners produce a lot of talks while explaining their ideas. “The
processes involved in listing are brainstorming, in which learners draw on their own knowledge and experience either as a class or in pairs groups and fact-finding, in
which learners finding things out by asking each other or other people and referring to books, etc. The outcome would be the completed list or a draft mind map. The
second is ordering and sorting. This task involves four main processes: sequencing items, actions or events in a logical or chronological order, ranking items according
to personal values or specified criteria, categorizing items in given groups or grouping them under given headings and classifying items in different way. The
third is comparing. In this task, the learners have to compare information that 13
actually similar but from different sources or version. They have to identify the common points or the differences. “The processes in the comparing task are
matching to identify the specific points and relate them to each other, finding the similarities and things in common and finding the differences” Willis, 1996:27.
The fourth is problem solving. Willis 996:27 explains: Problem-solving task made demands upon people’s intellectual and reasoning
powers, and, though challenging, they are engaging and often satisfying to solve. The real life problems involve expressing hypotheses, describing
experiences, comparing alternatives and evaluating, and agreeing on solutions.
The process and the time will vary depending on the type and complexity of the problem. The fifth is sharing personal experiences. This task encourages learners
to talk more freely about themselves and share their experiences with others. The result of this task is casual social conversation. The last is creative tasks. These tasks
are often called project and involve pairs or groups of learners in some kind of free creative work. They have stages than other tasks, and can involve combination of
task types: listing, ordering, and sorting, comparing, and problem solving. Doing research outside the class is sometimes needed. Two important things which should
be considered to carry out and finish this task are organizational skills and team- work.
Pica, Kanagy, and Falodun 1993 as cite by Richards and Rodgers 2001:234 classify tasks according to the interaction that occurs in task
accomplishment. They categorize five types of tasks. The first is jigsaw task. In this task the learners have to combine pieces of information into whole or complete
information. Learners readlistenview their part and report to the others what it 14
contains. They then discuss how it all fits together. “The final product is either the reassembled text or a new piece containing the synthesized information written by
the group or presented orally” Richards and Rodgers, 2001:234. The second is information-gap task. In this task one student or groups of students has one set of
information and another student or group has a complementary set of information. In order to complete an activity they must negotiate and find out what the other’s
student information is. The third is problem solving task. Here, the students are given a problem and a set of information. They must find the best solution to the problem.
There is only one resolution of the outcome. The fourth task is decision–making task. In this task the students are given a problem which has a number of possible
outcomes and they must choose one through negotiation and discussion. It makes the students think critically and cooperatively to find the best solution. The last task is
opinion-exchange task. Learners will be encouraged to discuss and exchange the ideas. They do not need to reach agreement. Each of them just should tell what their
own opinion is.
g. The teacher’s Respond to the Students’ Errors
