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and structure. From that definition, it can be said that communicative approach focuses on how the learners can use the language for
communication not only how they understand it. According to Fauziati 2009, Besides Task-Based Language Teaching
TBLT, there are some approaches belong to communicative approach. They are Communicative Language Teaching CLT, Cooperative
Language Learning Coop.LL, Competency-Based Language Teaching CBLT, Content-Based Instruction CBI, and Genre-Based Approach
GBA.
a. The Meaning of Task Based Learning and Teaching TBLT
Task Based Learning and Teaching TBLT is one of the ways in teaching and learning. Sometimes, it is only called task based
learning. According to Estaire and Zanon 1994:12, Task Based Learning TBL is class work organized as a sequence of tasks and
it is a task generating the language to be used, not vice versa. In addition, according to Richard and Rodgers 2001:223, TBLT
refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. From those
definitions, it can be said that in TBLT, the teacher ask the students to do a series of tasks. They will learn about some specific items of
language by doing the task. According to Feez in Richards and Rodgers 2001:224, there are some key assumptions of task-based
instruction as follows:
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1 the focus is on process rather than product. 2 basic elements are purposeful activities and task that
emphasize communication and meaning. 3 learners learn language by interacting communicatively and
purposefully while engaged in the activities and tasks. 4 activities and tasks can be either: those that learners
might need to achieve in real life; those that have a pedagogical purpose specific to the classroom. 5
activities and task of task-based syllabus are sequenced according to difficulty. 6 the difficulty of a task depends
on a range of factors including the previous experience of the learner, the complexity of the tasks, the language
required to undertake the task, and the degree of support available.
As stated above, TBLT is an approach based on the sequence of tasks. According to Edward 2005:17, there is no single definition
of the task because of the different perspectives and purposes. However, according to Prabhu in Richard and Rodgers 2001:233,
task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which
allows teacher to control and regulate that process. Therefore, the teacher has a big role in the process of giving the task. Not only
select and ask the students to do the task but also the teacher controls and determines the regulations when the students do it.
Most of the authors divide task into two types: communication task and enabling task.
a. Communication task According to Nunan in Edward 2005:18, communication
task is a piece of classroom work involving learners in comprehending, manipulating, producing, or interacting in the
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target language while their attention is principally focused on meaning rather than form. From that definition, it can be said
that communication task proposed to make the learners develop their English skill, especially for communication. It does not
focus on linguistics aspects such as grammar, or vocabulary. b. Enabling task.
According to Estaire and Zanon 1994:15, enabling task is task providing learners with the necessary linguistic tools to
carry out a communication task. It means that enabling task focused on the linguistic aspects rather than the meaning so the
learners can communicate well.
b. The Stages in Task Based Learning and Teaching TBLT
