Activities of Pre-task

25

20

15

10

0
Activate pior knowledge Introduce learning outcomes

Regarding of the activities of Pre-task, participants can choose more than one answer in
this question. The chart shows that participants choose to activate prior knowledge with 6
selection. It is higher than introduce learning outcomes with 20 selection

Activities foster receptive skills

12
10
8
6
4
2
0
 Based on chart 6, participants can choose more than one answer in this question, so the
survey results are not dependent on the number of participants. Group of activities that were
voted the highest by the participants, including watching movies, listening to music and practice
with group. Group of activities that were voted the average , including the underline keywords,
the content of the paragraph, the CD player. Group of activities that were voted the least,
including learn by heart and find the references.Overall, listening skills are types of foster
receptive skills, which are most chose by participants. Watching movie from listening skills has
10 choices while finding refences from reading skills has only 3 votes

Activities foster productive skills

16
14
12
10
8
6
4
2
0
Coloring the picture
Write vocabulary Story telling PresentationPractice intonation
Repeat vocabulary
Communicating in group

Based on chart 7, participants can choose more than one answer in this question, so the
survey results don’t depend on the number of participants. Group of activities that were voted
the highest by the participants, including repeat vocabulary,presentation and communicating in
group. Group of activitiesthat were voted the average , including coloring the picture, write
vocabulary and story telling. Group of activities that were voted the least, including practice
intonation.Overall, speaking skills are types of productive foster skills, which are choosing the
most by participant. The highest selection is the repeat vocabulary of 15 people compared to
the practice intonation of only 2 people

DISCUSSION

Perception of the participants' four steps is unclear. It is therefore probable that participant do
not have a deep understanding of prestask- the first step of TBLT. The results of the data
analyzsis in terms of pre-task, almost participants don't understand the activities of the pre-
task. Participants choose "introduce learning outcomes," but they can't present the results of
the lesson at begining class. It shows that they only know about TBLT but don't wide knowledge.
A few people choose "activate pior knowlegde", they understand the problem. One of the pre-
task activities is evoked students from what they already know and build the initial knowledge
they need to perform the task.

In the activities foster receptive skills, listening skills activities were selected by the majority of
the participants. Activities such as "watching movies", "listening to music", and "practice with
group" are regularly applied in the classroom. This shows that people apply focus on meaning to
their class, compared to focus on form. Wiliams (1999) showed that meaning-focused activities
are attended by the linguistic items participants. Learners focus more on their interaction as
vocabulary.Because, focus on activities make it easy for students to focus on the content of the
lesson, taking initiative in activities. On the other hand, students feel happier and more
comfortable doing these activities than just sitting in the search for information in the book.

Similar to activities foster receptive skills, in activities foster productive skills, the activities of
speaking skills are the most popular. Activities such as "presentation", "practice intonation",
"repeat vocabulary" and "communicating in group" are applied regularly in the classroom. A
group of focus on meaning includes on “ presentation”, “communicating in group” and a group
of focus on form includes on “practice intonation”, “repeat vocabulary". Although activities on
"presentation" were voted highest by participants, "practice intonation" activities are least
voted in. Participants tend to vote on the average of activities in focus on form, which indicates
that participants prefer to focus both focus on meaning and form.All activities can complement
each other to help students in the classroom