Development of Procedural Discourse
4.2 Operational Procedures of Task Based Learning
Task-based learning operational procedures include systemic activities in which one another has mutual link, as the foundation. Edwards and Willis 2005 described three stages of the activity of the task as below:4.2.1 Pre-task: Introduction to topic and task
In the pre-task, teachers will consider what is expected of the learners in this phase of the task. In addition, teachers also equip students with the key vocabulary and grammar or structure, to encourage learners to use what they need to comfortably complete the task. Teachersinstructors can also provide a good model for the right task independently or attach pictures, audio, video or demonstrate tasks as part of an enlightened understanding of learning exposure. During the assignment phase, the learners do the task, usually in small groups, although this depends on the type of activity. Unless the teacher plays a certain role in the task, the teachers role is usually limited as observers, fasilitator, motivator and mentor.4.2.2 Task-Cycle: Tasks,
Planning and reporting After completing the task, the students prepare a written or oral report to the class. Teachers instructors to post questions or otherwise is quite simply monitor learners. Students who attended then examine the information content. Follow-up, in which teachers can provide written or verbal responses, as appropriate, and students observe and do the same thing.4.2.3 Post-Task Language Focus: Analysis and Practice
In this stage the teacher re-evaluates what is happening in the task, particularly with respect to the language. This may include forms of language used by learners who have problems, and other forms that may need to be discussed further in the language or the form--function is used incorrectly. Meanwhile, practical activities at this stage can be used to discuss the material mentioned by teachers in the analysis phase. This is an opportunity for teachers to emphasize the importance of language. Meanwhile, the goal is to integrate the PBTT model ability to move from fluency to accuracy plus fluency. The range of tasks including reading texts, listening texts, problem solving, role playing, answering questionnaires, etc. PBTT model offers much flexibility and lead to more motivating activities for learners; it is integrated with a systematic approach to grammar and other linguistic skills that can be tailored to meet the needs of all learners. It is addressed as a system consisting of a number of supporting components, namely instructional and non instructional components. Interactions and functional relationships between components create the learning process and learning outcomes. Moreover, PBTT model also refers to the task in the presence and learning environment which is a prominent component. It could be argued precisely that component of learner is significantly distinguish between learning English with other learning techniques. English language learners of vocational technical school figure English as a foreign language that has certain characteristics, especially: 1 personal characteristics, 2 cultural motivation, 3 field, 4 knowledge skills, 5 interest, 6 learning objectives, 7 learningParts
» The Australian Introduction History
» Skills Victoria is the state government department responsible for VET delivery in
» Industry Skills Councils http:www.isc.org.au
» Attractiveness of VET to Local Youth
» Conclusion Australia’s vocational education and training
» Measure 1: The European Framework for Education and its meaning for the TVET in
» Measure 2: Improving collaboration of VET and Industry in the training process by web
» Function of Vocational Education and Training are:
» Internship and Public Policy
» On Campus Preparation Discussion
» On Site Company Arrangements
» Assessment of Learning Outcome
» Funding in the Vocational High Schools
» The Existing Financing Pattern
» Improving the learning quality.
» Improving the Programmed-Quality Target in Utilization of QMS of ISO 9001:2000.
» Improving the academic atmosphere quality.
» Improving the academic services quality.
» The Implementation of Quality Target of QMS of ISO 9001 : 2000.
» Obstacles in Implementing Quality Targets of QMS of ISO 9001: 2000.
» The Implementation Result of Quality Targets of QMS of ISO 9001:2000
» Impact of Quality Target of QMS of ISO 9001:2000.
» Schools need measures of success and areas for improvement that go beyond test scores.
» Educators must have a comprehensive understanding of what “school culture” is.
» Tools for developing and assessing school culture.
» Educational Leadership Constituent Council Standards
» PRIDE for Developing School culture
» A globally fundamental change in technology, economy, and the world of
» Competitiveness challenges of human resources HR Indonesia
» Curriculum Development Educational Redesign on Vocational Field in Indonesia
» Teaching Learning Process PBM
» Educator or Teacher Educational Redesign on Vocational Field in Indonesia
» Evaluation Educational Redesign on Vocational Field in Indonesia
» Competency-Based Assessment CBA Introduction
» Method Results and Discussion.
» Verbesserungsvorschläge auf der Basis ausgewählter Studiengänge in Deutschland
» Secondary School Level Characteristics
» The Role of Teacher Leadership in Teaching and Learning
» Evaluation and Diagnostics Procedures
» Polytechnic Education in Indonesia
» Qualifications Frameworks and Graduate Competence
» Conclusions and suugestion for further research
» Research Results and Discussion
» Vocabulary development Theoretical and Empirical Review
» Development of short clauses
» Development of Procedural Discourse
» Text Reading Development with Simple Structure
» Development of the Use of Passive Sentences
» Nature of PBTT model and Task
» Pre-task: Introduction to topic and task
» Task-Cycle: Tasks, Operational Procedures of Task Based Learning
» Post-Task Language Focus: Analysis and Practice
» Advantages Advantages and Limitations of PBTT Model
» Characteristics of Teachers of English Vocational Technical School
» Characteristics of Students Vocational Technical School
» Characteristics of Learning Design VESP
» The Learning of Consumer Education and the Values of Character Builder with All
» The Skill of Thinking Critically through Problem Solving Habituation
» The Problem Solving-Based Performace Assessment in the Learning of Consumer
» Principles of Learning Theory
» The purpose of ILS Model Development
» The Developed Learning Experience
» Video Based Learning Discussion 1 Teaching
» Social Media as Media Learning
» WBL Activities Structure and Anatomy of WBL 1 Definition WBL
» Work Experience-Based Structure and Anatomy of WBL 1 Definition WBL
» One form of apprenticeship WBL Learning
» Map cognitive WBL. Structure and Anatomy of WBL 1 Definition WBL
» The Profile of the Results of Sewing Woman’s Coat
» The Profile of Attitude of Sewing Woman’s
» The Profile of the Time Used in Sewing Woman’s Coat The Profil e of Sewing Woman’s Coat
» Information need Implementation 1 Requirement Definition
» Application Need Implementation 1 Requirement Definition
» Software Need Per Section Administrator
» Vocational High School Empowerment
» The Empowerment of Vocational High School Based on Total Quality Concept
» Discussion Rolling and Integrated WBL ModelRo-Ter WBL
» Project Based Learning Model 1. Model Development
» Principles of Competency Based Learning CBT
» Models of active student learning Learning by Doing
» Cooperative and Collaborative Learning
» Discoveri Learning Model Learning
» Problem-Based Learning Model Learning
» INTENTION OF AILR Adoption of Internet as Learning Resource
» Attitude Toward AILR FACTORS OF AILR INTENTION
» AILR Related Subjective Norm
» AILR Perceived Behavioral Control
» Discussion RESULT AND DISCUSSION 1 Results
» Suggestion CONCLUSION AND SUGGESTION 1 Conclusion
» Development of Teachers Professionalism
» Characteristics of Internet Based Learning
» How to Submit Internet-Based Learning
» The Advantages Internet-Based Education
» The Weaknesswa Internet-Based Education
» Development Model of Internet-Based Learning
» Internet-Based Learning Components Internet-Based Education
» Soft Skills for the Work Readiness in Industry
» Utilization and development advice More Products
» The Economic Transformation Program ETP is a comprehensive effort that will
» The History and Evolution of Polytechnics Development in Malaysia
» Efforts relevant to Standards since 2000
» Skill Development - Challenges
» Factor preventing in meeting the
» Evaluation of the OJT Monitoring Program
» High skills and work experiences
» Weak-collaboration provide Apprenticeship Training
» Strategic planning for implementing Tri Dharma PT
» Organizational work Apprenticeship Training
» Assessment, Evaluation and Recognition
» Vocational Education Issues in Indonesia The curriculum
» Zur Entwicklung deutscher Unternehmens- aktivitäten in Indonesien
» Das Corporate Social Responsibility CSR Programm der deutschen Unternehmen in
» Cooperation on Vocational School
» Dual System of Education Organization purpose
» Partner institutions: Dual System of Education component
» Education and Dual System of Education component
» System Assessment and Certification.
» Institutional Cooperation Dual System of Education component
» Guarantee the implementation of the PSG
» CONCLUSIONS RECOMMENDATIONS CONCLUSIONS AND RECOMMENDATIONS
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» Single Loop Learning Java ME
» mGBL Architecture System analysis 1 mGBL Infrastructure
» Scenario System analysis 1 mGBL Infrastructure
» mGBL Integration Testing in the Learning Integration testing is done by trying out a prototype
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