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active, the teacher should adjust hisher role with the learners’ activeness.
Richards and Rodgers 2001 also add that the learners have roles as group participants, monitors, and risk-takers or innovators and the teachers have roles as
selectors and consciousness raisers. 5 Setting
Setting refers to the classroom arrangement in which the tasks are being specified. Setting is divided into mode and environment. Mode refers to whether
the learners operate the task individually or in groups, while environment refers to where the learning actually takes place.
The relationship between a task and its components is presented below.
Figure 2.2 A Diagram of the Relationship Among Task and Its Components Nunan, 2004, p. 41
The diagram indicates that the goals, the input, the procedures, the teachers’ and learners’ roles, and the setting are the components to compose one
single task. In addition, Nunan 2004 states that the goals, input and the procedures are the minimum requirements of tasks supported by the teacher
s’ and learner
s’ roles and the setting.
c. Varieties of Task
There are many varieties of task based on an analysis of communicative language use. Pattison 1987 proposes seven types of task: questions and
Goals Input
Procedure Task
Teacher Role Learner Role
Setting
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answers, dialogues and role plays, matching activities, communication strategies, pictures and picture stories, puzzles and problems, discussion and decisions. On
this occasion, the writer would like to explain the other task types according to Willis 1996. There are six task types which can be adapted for almost any
topics. 1 Listing
These tasks tend to generate a lot of talks in which learners explain their ideas and the process involving brainstorming and fact-finding. Brainstorming is
an activity in which the learners draw on their own knowledge and experience either as an individual or group. Fact-finding is an activity in which the learners
find out something by asking each other or other people and referring to books. 2 Ordering and sorting
These tasks involve four main processes. They are sequencing items, actions or event in a logical or chronological order, ranking items based on
personal value or specific criteria, categorizing items in given groups or self- grouping under given heading, and classifying items in different ways where the
categories are not given. The outcome of these tasks is a set of information that has been ordered and sorted based on specified criteria.
3 Comparing These tasks involve comparing information of similar nature to different
sources or versions in order to identify common points andor differences. The processes in these tasks are matching to identify specific points and relate them to
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each other, finding similarities and things in common, and finding differences. The outcome of these tasks is varied according to the individual taskgoal.
4 Problem solving These tasks are conducted based on people’s intellectual and logical
thinking. They are challenging and often satisfying to be solved. The processes of these tasks are analyzing real or hypothetical situations, reasoning and decision
making. Those processes are various depending on the type and complexity of the problem.
5 Sharing and personal experience These tasks encourage the learners to talk more about themselves and
share their experiences with others. These tasks are maybe more difficult to be conducted in the classroom. The processes of these tasks are narrating, describing,
exploring and explaining attitudes, opinions, and reactions. This task can happen naturally during the other task types.
6 Creative task These tasks tend to have more stages than the other tasks, and they can
involve the combinations of task types, such as listing, ordering and sorting, comparing and problem solving. The processes are brainstorming, fact-finding,
ordering and sorting, comparing, problem solving, and many others. Besides tasks, Task-Based Language Teaching also has some components
to develop a unit of work. The components of Task-Based Language Teaching are explained in the following part.
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d. Task-Based Language Teaching Components
