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7 In task-based learning, the activities integrate all form skills – listen, speak, read, and write – in natural way.
b. Types of Task
Tasks play important role in task-based learning approach. According to Willis 2003:23, the tasks will stimulate the learners to always use the target
language for a communicative purpose in order to achieve an outcome. Therefore, Willis 2003:40 also says that the learners should not orientate themselves towards
the result of the tasks. The main objective of task-based learning is not the completed- task but the process during the task is being completed.
Willis 2003 provides six types of task as follows:
1 Listing
This type of task brings the environment in which the learners should talk about a lot of things when they are trying to explain their ideas. The processes
involved are: a Brainstorming: the learners try to exploit their own knowledge or
experience when they grab some ideas and put them into one full concept. It can be done in pairs or individual.
b Fact-finding: the learners do some small research by asking other people or referring to books.
2 Ordering and sorting
Ordering and sorting activities provide the learners with some useful exercises to differentiate some items in several ways. These tasks involve four main processes:
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a Sequencing items, actions or events logically or chronologically. b Ranking some items according to a certain criteria or personal values.
c Categorizing or grouping some items into the suitable heading. d Classifying items in some ways according to the learners’ choice.
3 Comparing
The learners practice to identify some objects and try to compare them to each other.
The processes involved are: a Finding the specific points by matching some items.
b Finding similarities and things in common. c Learning to find differences.
4 Problem Solving
Problem solving tasks allow the learners to show their intellectuality and ability to think and analyze. These activities are quite challenging and engaging. The
learners will never stop to solve the selected problem if it is interesting. The duration and processes depend on the type and complexity of the problems.
5 Sharing Personal Experiences
This type of task is not goal-oriented as in other tasks. The learners are free to talk everything about themselves or their experiences. Sharing personal experiences
activity can be the simulation for the learners so that they are more familiar with the similar kind of conversation in the real life.
6 Creative Task
Creative tasks are often the combination of the other task types: listing, ordering and sorting, comparing and problem solving. Creative works are usually
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done in pairs or groups because the learners must do several task types in one activity and sometimes they need an out-of-class research. Creative tasks also need
organizational skills and teamwork. c. The Procedure of Task-Based Learning
In applying the task-based learning, we need a procedure that can make the implementation easier. Willis 2003:40 introduces the task-based learning that
consists of three phases: the pre-task phase, the task cycle phase, and the language focus phase. The teacher introduces the topic and the tasks during the pre-task phase.
In the task cycle phase, the learners do the exercises tasks with the language they have already known. The teacher functions as the guide to help the learners improve
their language. Doing the tasks under the teacher’s guidance, the learners are ready to plan the report of the task. Language focus, as the last phase, discusses some specific
features of the language that come naturally during the task cycle phase. Figure 2.4 is the task-based learning framework according to Willis 2003:38.
Figure 2.4. Components of task-based learning adapted from Willis 2003:38
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