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1 As facilitator
The teacher facilitates the communication between the class participants. The teacher may also facilitate the communication between the participants and
the various activities.
2 As participant
Besides being a facilitator, the teacher may also play role as participant in the learning process.
Based on the explanations above, the researcher decided to adopt this Communicative Language Teaching. Communicative Language Teaching has a
close relation with Task-Based Learning. These two motivates the students to learn and interact in class activity.
6. Task-Based Learning
Task-Based Learning enables the learner to interact when they are about to learn something. With lot of opportunity in interacting with others, the learners
will be able to understand each other and can express their own idea and feeling naturally. Willis 1996 stated that in task-based learning, the teachers play the
role as a facilitator and give the students enough opportunity in class.
a. Components of the Task-Based Learning Framework
Willis 1996 proposed three phased of task-based learning. They are:
1 Pre-task a Introduction to topic and task
The teacher explores the topic with the class, highlights useful words and phrases, and helps the learners understand task instructions and prepare. The
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learners may hear a recording of others doing a similar task, or read part of a text as a lead in to a task.
2 Task-Cycle a Task
The students do the task, in pairs or small groups. The teacher monitors from a distance, encouraging all attempts at communication, not correcting. Since
this situation has a private feel, the students feel free to experiment. Mistakes do
not matter. b Planning
The students prepare to report to the whole class orally or in writing how they did the task, what they decided or discovered. Since the report stage is public,
the students will naturally want to be accurate, so the teacher stands by to give
language advice. c Report
Some groups present their reports to the class, or exchange written reports, and compare results. The teacher acts as a chairperson, and then comments on the
content of the reports.
3 Language Focus a Analysis
The students examine and then discuss specific features of the text or transcript of the recording. They can enter new words, phrases and patterns in
vocabulary books.
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b Practice
The teacher conducts practice of new words, phrases, and patterns occurring in the data, either during or after the analysis.
b. Types of Activities
Pattison 1987 provides seven types of activities as follows.
1 Question and Answer
These activities are based on the concept of creating an information gap. The aim is for the
learners to discover their classmates’ knowledge, opinions, and experiences.
2 Dialogues and Role-Play
These activities can be wholly scripted or wholly improvised. The wholly improvised can happen if the learners are given some choice of what to say, and if
there is a clear aim to be achieved by what they say in their role-plays.
3 Matching Activities
In here, the learners are to recognize matching items, or to complete pairs or sets.
4 Communication Strategies
These activities are designed to encourage the learners to practice communication strategies such as paraphrasing, borrowing, or inventing words,
using gesture, asking for feedback, and simplifying.
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5 Pictures and Picture Stories
Many communication activities can be stimulated through the use of pictures and picture stories. The activities can be such as memory test, spot the
difference, and sequencing pictures to tell a story.
6 Puzzles and Problems
These activities require the learners to make guesses, draw on their general knowledge and personal experience, use their imagination, and test their power of
logical reasoning.
7 Discussions and Decisions
These activities require the learners to collect and share information to reach a decision.
B. Theoretical Framework
The theoretical descriptions mentioned above are the basis which will be the theories of framework for this research. There are two problem formulations in
this research. The first one is how is a set of integrated reading writing materials using task-based learning for the eighth grade students of
SMP Bopkri 2 Yogyakarta
designed. The second one is what does the designed set of integrated reading writing materials using Task-Based Learning for the eight grade junior
