Name : Arabela Refo Widhiarti

NIM : 202010100311111

My impression about tasks based on written and spoken texts provides new knowledge
about a number of ways to design tasks based on written texts, and go on to see how these
texts can be recycled so that they become familiar to learners. it is the way these techniques
are ordered and deployed that makes the difference. There are several tasks given to
learners in tasks based on written and spoken texts in this chapter.
First, discussion task. These discussion assignments are effective at attracting interest and
providing reasons to read for learners. This activity involves the learner to do group
activities. Discussion activities in groups will certainly increase the confidence and English
skills of the learners, because the learners will read and talk to each other, this will certainly
improve the learners' ability to speak English.
The second is the prediction task. after I read this section, I only understand a little, that
reading activities will make us have questions to ourselves about what we read, in this case
this method will help improve the learner's English skills because the learner will find out by
reading or writing. ask the teacher about the questions they have.
third, jigsaw task sequences. This method is done in groups. when individuals have
information or opinions and other individuals have different information. in this case the
individuals will combine the information obtained to get the results. there is some other
ways of providing a jigsaw. 1. pre-task 2. putting the story together 3. preparation
fourth, student as question master. What I understand is this fourth way, individual learners
prepare their own questions, when they are at school and gather into groups by writing
down individual questions. another group predicts the questions that will be given by the
group. In this implementation, students are not allowed to refer to the text.