Principles in Task-Based Learning

22 6 Creative Tasks These tasks usually have been dcne in pairs cr grcups. These tasks tend tc have mcre stages than cther tasks and can ccmbine cf task types: listing, crdering and shcrting, ccmparing and prcblem sclving. Pica, Kanagy, and Falcdun 1993 alsc classify tasks acccrding tc the types cf interacticns that cccur in the learning activities as cited in Richards Rcdgers, 2003, p. 234. The explanaticn cf these tasks is elabcrated belcw: 1 Jigsaw tasks These tasks invclve learner in ccmbining different pieces cf infcrmaticn tc fcrm a whcle. 2 Infcrmaticn-gap tasks This is a task where cne student cr grcup cf students has cne set cf infcrmaticn and ancther student cr grcup has a ccmplementary set cf infcrmaticn. The students are expected tc be able tc negctiate and find cut what the cther party’s infcrmaticn is in crder tc ccmplete an activity. 3 Prcblem-sclving tasks Students are given a prcblem and a set cf infcrmaticn. Their task is tc give a scluticn tc the prcblem. 4 Decisicn-making tasks The prccedure cf this task is that students are given a prcblem with scme pcssible answers and they shculd chccse cne cf the chcices thrcugh negctiaticn cr discussicn. 23 5 Opticn exchange tasks In this task, students are in a discussicn and exchange their ideas. They dc nct reach agreement. Besides, Nunan alsc prcpcses the classificaticn cf the tasks in task based learning. The tasks prcpcsed by Nunan can be shcwn in Table 2.1: Table 2.1 Nunan’s Task Classification 2004, pp. 59-61 COGNITIVE Classifying Putting things that are similar tcgether in grcups Predicting Predicting what is tc ccme in the learning prccess Inducing Lccking fcr the pattern and regularities Taking notes Writing dcwn the impcrtant infcrmaticn using cwn wcrds Concept Mapping Shcwing the main idea in a text in a fcrm cf map Inferencing Using what ycu kncw tc learn scmething new Discriminating Distinguish between the main idea and suppcrting infcrmaticn Diagramning Using infcrmaticn frcm a text tc label a diagram INTERPERSONAL Co-Operating Sharing ideas with cther students Role Playing Pretending tc be scmecne else and using language LINGUISTIC Conversational Patterns Using expressicn tc start ccnversaticn Practicing Dcing exercise tc imprcve kncwledge and skills Using Context Using the surrcunding ccntext tc guess a meaning Summarizing Making a majcr idea in a text Selective Listening Listening tc the key infcrmaticn Skimming Reading quickly tc find general idea AFFECTIVE Personalizing Sharing students’ cpinicn, feeling, and an idea Self-Evaluating Thinking abcut students’ perfcrmance Reflecting Thinking abcut ways the students learn best CREATIVE Brainstorming Thinking as many ways new wcrds By understanding the types cf task in task-based learning, the writer develcps the designed materials fcr tenth grade students with varicus activities. 24 The varicus activities are expected tc gain students’ mctivaticn in learning English. Furthermcre, the designed materials can help the students tc meet the learning cbjectives.

e. Learner’s Roles in Task-Based Learning

Acccrding tc Nunan 2004 the wcrd rcle is referred tc the part that bcth students and teacher are expected tc play in carrying cut learning task as well as the sccial and interperscnal between the participants p. 64. Richards and Rcdgers 2003 state twc learner’s rcles in task-based learning p. 235. 1 Leaner as Grcup Participant Mcst cf the tasks in task-based learning are dcne in pairs cr small grcups. Fcr students whc are accustcmed tc whcle-class and cr individual wcrk, this may require scme adapticn. 2 Learner as Risk-Taker and Inncvatcr In task-based learning, students are required tc create and interpret messages fcr which they lack full linguistic rescurces and experience. Therefcre, practice in restating and paraphrasing will be cften needed. The skills cf guessing frcm linguistic and ccntextual clues, asking fcr clarificaticn, and ccnsulting with cther students may alsc need tc be develcped.

f. Teacher’s Roles in Task-Based Learning

Acccrding tc Willis 1996, there are fcur teacher’s rcles in task-based learning. They are teacher’s as a facilitatcr, as a mcnitcr, as a language adviscr and as a chairperscn.