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5. Task-Based Language Teaching
Among various methods of language teaching, the researcher chooses to adapt and apply Task-Based Language Teaching in the materials designed. Task-
Based Language teaching is a method that focuses on guiding the students to master the target language by using it through doing systematic tasks. For the
researcher expects that the students are able to independently learn the language by experience it through various tasks given, this method is chosen.
a. The Definitions of Task
Task is an activity or action which is carried out as the result of processing or understanding language i.e. as a response tasks may or may not involve the
production of language Richards and Rodgers, 1986 : 289. Breen 1987: 23 assumed tasks as a range of work plans that have the overall purposes of
facilitating language learning, form the simple and brief exercise type, to more complex and lengthy activity.
b. Task Characteristics
Skehan 1998 presented five key characteristics of tasks, i.e.: 1 Meaning is primary; 2 Students are not given other people’s meaning to regurgitate; 3
There is some sort of relationship to comparable real-world activities; 4 Task completion has some priority; and 5 The assessment of the task is in terms of
outcome.
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c. Principles of Task-Based Language Teaching
Nunan 2004 stated that pedagogically Task-Based Language Teaching has strengthened the following principles:
1. A needs-based approach to content selection. 2. An emphasis on learning to communicate through interaction in the target
language. 3. The introduction of authentic texts into the learning situation.
4. The provision of opportunities for students to focus not only on language but also on the learning process itself.
5. An enhancement of the student’s own personal experiences as important contributing elements to classroom learning.
6. The linking of classroom language learning with language use outside the classroom.
d. Task Types
Nunan 2004 offered three types of tasks, namely: information gap, reasoning gap, and opinion gap.
1. Information-gap activity This activity deals with transferring of given information from one person
to another, or from one for to another, or from one place to another – generally calling for the decoding or encoding of information from or into language.
2. Reasoning-gap activity In this activity, the students derive some new messages from given
26 information through processes of inference, deduction, practical reasoning, or a
perception of relationship or patterns. 3. Opinion-gap activity
An opinion gap activity involves identifying and articulating a personal preference, feeling, or attitude.
In 2003, Willis also proposed six types of task p.26-27. They are listed as follows.
1. Listing The listing tasks are dealing with the students’ expression of ideas. It
involves several processes: a Brainstorming
The students use knowledge and experience to explore new ideas either in class or in pairsgroups.
b Fact-finding In this process, the students find out the fact by asking other people and
referring to books, etc. 2. Ordering and soiling
There are four main processes in this tasks, namely: sequencing items, actions or events in logical or chronological order; ranking items according to
personal values or specified criteria; categorizing items in given group or grouping them under given headings; and classifying items in different ways,
where the categories themselves are not given.
27 3. Comparing
This task includes matching, finding similarities, and finding differences activities. The students are asked to identify the similarity or difference of
several items. 4. Problem solving
In this process, the analysis of situations is conducted. The process of solving problems is also strengthened here.
5. Sharing personal experiences This process encourages students to explore and explains attitudes, opinions,
and reaction towards something. This process has social impact. 6. Creative tasks
There are several processes in this task, namely: brainstorming, fact-finding, ordering and sorting, comparing problem, solving etc.
d. The Framework of Task-Based Language Teaching
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