24 5 Sharing personal experiences
These tasks encourage learners to talk more freely about themselves and share their experiences with others. The process could be narrating, describing,
exploring and explaining attitudes, opinion, and reactions. Since this task is not goal-oriented as in other tasks, it may be difficult to be carried out 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. These tasks tend to have more stages than other
tasks, and could involve combinations of task types. The learners could be more creative using the target language they learn. The process could be
brainstorming, fact-finding, ordering and sorting, comparing, problem sorting and many others.
These kinds of tasks involve different cognitive process and support the activities developed in the design. Some of the tasks would be combined and
applied since they are appropriate for the needs in this study, and they could support the learners to have their listening activities in the classroom.
b. Learner Roles in Task-Based Instructions
Richards and Rodgers 2001: 235 propose several numbers of specific roles for learners, they are:
1 Group participant It is very common for the learners to do the task in small groups or in
pairs. The learners are expected to be accustomed to participating in small group
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 or in pairs, instead of to the whole-class andor individual work.
2 Monitor Since the purpose of the tasks given is to facilitating the learners, they
have the opportunity to notice how language is used in communication which requires the learners not only to attend the message in task work but also to the
form in which the message may emerge. 3 Risk-taker and innovator
In Task-Based Instructions, the learners would have more practice in restating, paraphrasing, using paralinguistic signals. They need to develop their
skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners.
c. Teacher Roles in Task-Based Instructions
There are three roles of the teachers in Task-Based Instructions proposed by Willis 1996: 40-41. In the TBI, firstly, the teacher is generally a facilitator.
Facilitating learning involves balancing the exposure and use of language, and ensuring the students are both of suitable quality. Secondly, the teacher also acts
as a language guide who guides the students focusing on the language form. Last, teacher as a course guide who explains to the learners the objectives of the course
and how the components of the tasks framework can achieve the objectives.
d. The Components of Task-Based Instructions
Willis 1996: 38 states that the learning process in Task-Based Instructions consists of three phases: pre-task, task cycle, and language focus.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 1 Pre-task
The point of introductory focus on topic and language is not to teach large amounts of new language, and certainly not to teach one particular grammatical
structure, but to boost the students’ confidence in handling the task, and give them something to fall back on if necessary Willis, 1996: 38. In this stage, the teacher
should introduce the topic and the tasks to the students which are conducted through the brainstorming ideas, pictures, mime or personal experience to
introduce the topic. It is important that the teacher should create attention and give the learners chance to prepare to do task on the topic given. This step means to
ensure that the learners understand about the task, goal, and the result. Therefore, the clear explanation and detail instructions must be given.
2 Task-cycle a Task
In this phase, the students are allowed to carry out the activities and task in pairs or in small group. The main focus of the task is to get on meaning or
content rather than on the form of the target language. The emphasis is on spontaneous, explanatory talk and confidence building. Thus, it is necessary
for the teacher to help the students formulate what they want to say without intervening to correct their error of form.
b Planning Planning is the essential part of task cycle because it prepares the next
stage where the students are asked to report how they did the task and what the outcome was. In this part, the teacher may correct the errors that the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 students made and give the suggestion to improve their language.
c Report This part could be categorized as the conclusion of the task cycle stage.
Learners are to report, compare findings or begin to survey what they have done in groups, whole class or in pairs.
3 Language focus This last stage of the TBI learning process continues the repot phase and
provides an opportunity for explicit language instructions. The purpose is to highlight the specific language features from the materials used earlier in the task
cycle. The focus is on the learners to the forms of the target language after processing the meaning.
This stage consists of two steps namely analysis and practice activities. The aim of the analysis activities is to get the students to identify particular
features of language form and language use in their own time. On the other hand, practice activities could be naturally combined with analysis work and are useful
for consolidation and modification. After identifying the language form and use, the learners have to practice it through some exercises like repetition, memory
challenge, and dictionary exercise. The components of Task-Based Instruction are presented in Figure 2.3.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
Figure 2.3: The Components of Task-Based Instructions Willis, 1996: 114
5. Listening
