starting point in learning, while their personal experience when doing the tasks becomes the central point of learning Nunan, 2004.
In task based learning, tasks are central in immersing learners in a meaningful communication using the target language, which in consequence, promotes learning.
Nunan 1989 defines tasks as activities which can stand alone as fundamental units and which require comprehending, manipulating, or interacting in authentic language,
while the attention is principally paid to meanings rather than to forms. Tasks provide the necessary exposure and also opportunities of language use needed for acquiring
the target language because the tasks are normally done in pairs or in groups. Exposure happens when they listen to the teacher’s instruction, to their friends’
speaking, and also when they have to read handouts to complete the tasks. Learners are expected to make sense of the input received in exposure either consciously or
unconsciously. When learners notice the language features and internalize them in their language system, learning is promoted. Tasks will also encourage learners to
learn communicative competences like giving opinion, interrupting, and presenting their results to the whole class. Learners will acquire the language faster and more
efficiently when they have to communicate Willis, 1996. There are two kinds of syllabus design that are appropriate for task-based
materials according to Nunan 2004. The first one is theme-based syllabus, where the contents are organized into topics. Themes will provide context for doing the
tasks and learning the language in a meaningful way. The second one is task-based syllabus, where the contents are organized based on the task difficulty. Understanding
the principles and beliefs of task-based learning helps the writer to know how the ideal task based teaching-learning activities should be done.
b. Types of Tasks
There are two types of tasks: tasks according to the analysis of communicative language use and tasks according to the strategies behind them. Willis 1996, pp. 26-
28 classifies six types of tasks according to the analysis of communicative language use. They are:
1
Listing
Listing tasks tend to generate a lot of opportunities for language use, as learners explain their ideas. The processes involved are brainstorming and fact-
finding. The outcome would be the completed list, or possibly a draft mind map.
2 Ordering and Sorting
These tasks involve 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 ways, where the categories themselves are
not given.
3 Comparing
Broadly, these tasks involve comparing information from two or more sources to identify common points andor differences. The processes involved are: matching
to identify specific points and relate them to each other, finding similarities and things in common, and finding differences.
4 Problem Solving
Problem-solving tasks make demands upon people’s intellectual and reasoning powers, and, though challenging, they are engaging and often satisfying to
solve. The processes and time scale will vary enormously depending on the type and complexity of the problem. These tasks pose a problem to solve for the learners. It
can be in the form of puzzles, real-life problems, fact-finding and investigation, or case study.
5 Sharing Personal Experiences
These tasks encourage learners to talk more freely about themselves and share their experiences with others. The resulting interaction is closer to casual social
conversation in that it is not as directly goal-oriented as in other tasks. For that reason, these open tasks may be more difficult to get going in the classroom.
6 Creative Tasks
These are often called projects and involve pairs or groups of learners in some kind of freer creative work. They also tend to have more stages than other tasks, and
can involve combinations of task types. Therefore, this kind of task will require longer time to finish compared with other tasks. Organisational skills and team-work
are important in getting the task done. 14
