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c. Types of Tasks in TBL
Nunan 2004 proposes five different five types of task based on the strategy. The five types of tasks are cognitive, interpersonal, linguistic, affective,
and creative p. 59. Each task has the examples of the learning activities. The example of the learning activities proposed by Nunan can be seen in Table 2.1.
Table 2.1 Nunan’s Task Classification Nunan, 2004, pp. 59-61
Cognitive
Classifying Putting similar things together in groups
Predicting Predicting what is to come in the learning process
Inducing Looking for patterns and regularities
Taking Notes Writing down the important things in own words
Concept mapping
Showing the main ideas in a text in the form of map
Inferencing Using what you know to learn something new
Discriminating Distinguishing between the main idea and
supporting information Diagramming
Using information from a text to label a diagram
Interpersonal
Co-operating Sharing ideas and learning with other students
Role playing Pretending to be someone else and act like them
Linguistic
Conversational patterns
Using expressions to start conversations and keep them going
Practicing Doing controlled exercise to improve knowledge
and skills Using context
Using the surrounding context to guess the meaning of an unknown word, phrase, or concept
Summarizing Picking out and presenting the major points in
summary form from a text Selective
listening Listening to key information without trying to
understand all Skimming
Reading quickly to get a general idea of a text
Affective
Personalizing Sharing own opinions, feelings, and ideas about
something Self-evaluation
Thinking about how well in studying and rate on a scale
Reflecting Thinking about ways to learn best
Creative
Brainstorming Thinking of as many new words and ideas as one
can
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In this study, the five types of task are included in the classroom activities. The
descriptions of Nunan’s 2004 five types of task are explained in the following paragraphs.
Firstly, cognitive tasks are used to measure learners ’ competencies in
understanding the new knowledge and to analyze and describe the new knowledge using their own language. In this study, the researcher applies three kinds of
cognitive task, namely, predicting, inferencing, and taking notes. The researcher designs the pre-task to introduce learners with the new topic. The pre-task
provides learners with some tasks such as describing something with their own language and finding the information on the related videos. Thus, to complete the
pre-task, the learners should predict, inference, and take notes to carry out the pre- task.
Secondly, interpersonal skill is used to dig up performance competencies that they have to be reflected in a real world. The researcher provides a role
playing task since the design materials are all about speaking skills. Then, the learners creates role playing task with the situation provided. Role playing task is
included in every unit because it facilities the learners to face the real world condition when they are guiding. In role playing task, the learners act to pretend
as the tour guides and English speaking guests. In role playing task, the learners should co-operate with their friends so that they are able to share ideas to carry
out the role playing task. Thirdly, linguistics tasks are used to know how far they are able to decide
the language based on the context. In this study, the researcher leads the learners
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to the language focus task. In using context, the learners try to understand the context of the tasks. Then, selective listening is used to accept the key information
they have to carry out the tasks in watching a related video. After that, learners practice the key information to be applied in the next tasks. Finally, after the
learners have all knowledge needed in the language focus, learners are able to use conversational pattern to start new conversations and keep the conversations
going naturally. Fourthly, affective tasks are to find their errors and to revise the errors.
Personalizing and self-evaluation are the two things which are carried out by learners to share
learners’’ feelings about the errors they have done and then think how well they understand the topic by self-evaluation.
Fifthly, creative task is used to dig up as much knowledge as they have and then select the correct and incorrect things related to. In this study,
brainstorming is a creative task which is suitable to be used in the pre-task, task- cycle, and language focus to think as many new words and ideas as learners can to
carry out the task.
d. The Learner Roles in TBL