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f. The linking of classroom language learning with language use outside
the classroom. Furthermore, the description of the objective of TBLT is stated by Larsen-
Freeman 2000: 144, as in the following: As with content-based instruction, a task-based approach aims to provide
learners with a natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is thought
to facilitate language acquisition as learners have to work to understand each other and to express their own meaning.
From the statement above, we can conclude that the learners are provided and expected to accomplish various tasks related to their real world. As a result, the
learners will have the ability to communicate accurately and effectively in the most common English language activities they may be involved in Richard Rodgers,
1986: 230.
b. The characteristics of TBLT
Feez 1998: 17, as quoted by Richard and Rodgers 2001: 224 summarized the key assumptions of task-based instruction. First, the focus is on process rather
than product. By doing various tasks, the learners have abundant opportunity to interact. During the activities, they can use and express their language ability and also
understand each other. Second, basic elements are purposeful activities and task that emphasize
communication and meaning. The tasks should have clear objectives that carried out using language. They have to communicate in completing the tasks such as inviting
someone, describing people, finding solution, giving direction, and so on.
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Third, learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks. The communicative task is a
piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally
focused on meaning rather than form. Nunan, 1989: 10. Fourth, activities and task can be either real-world task or pedagogic task.
Real-world task is a task that the learners need to perform in their real life. Real- world tasks are designed by conducting need analysis. Furthermore, in pedagogic
task the learners doing the activities not because they will do them outside the classroom but because it is assumed that they facilitate the development of a learner’s
general language proficiency. Fifth, activities and tasks of a task-based syllabus are sequenced according to
difficulty. The task is designed to interest and challenge the learners to use the target language they have already learnt and some new items provided by input material
and the teacher. Thus, the learners will be successful in completing the task. Sixth, the difficulty of a task depends on a range of factors including the
previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.
Furthermore, some additional learning principles play a central role in TBLT theory. These are:
1 Tasks provide both the input and output processing necessary for language acquisition.
