The Meaning of Task-based Learning.

29 Figure 2.15 Components of the TBL framework Willis 1996: 52 In the pre-task, the students discussed the topic with teacher. Then the students highlight the useful words and phrases that help them in understanding the task instructions. As stated by Willis 1996, a good textbook will have ideas for introducing the topic and task, and will also include the preparatory activities for the learner which can be done before they move further in learning the language p. 46. Willis 1996 also added some activities for the pre-task such as classifying words and phrases, matching phrases to pictures, memory challenge, brainstorming, and mind maps. These activities help the teacher to introduce the topic to the students. Task cycle consists of three stages. First stage is a task, where the students do the task in pair or in small groups. The task helps students to develop fluency in the target language and strategies in communication. Through the task, the students are expected to become better communicators and also learn new words and phrases so they can enrich their knowledge in learning English. Second stage PRE-TASK Introduction to topic and task TASK CYCLE Task, Planning and Report LANGUAGE FOCUS Analysis and Practice 30 is planning, which comes after the task. It describes how the students to plan the report effectively. After the students finish the task, the students tell the answer and discuss it with the teacher and the whole class. Here the teacher encourages the students to speak, check the answers and give feedback for the students’ answers. The role of the teacher in this step is as the language adviser, helping students shape their meanings and express more exactly what they want to say. In the process of this stage, teachers are allowed to corr ect the students’ language in their speaking. The last stage of the task cycle is report which deals with the report as the conclusion of the task cycle. The teacher as the chairperson summarizes the whole learning and teaching activity.

5. Parameters for Book Activities

Willis 1996 divides the textbook activities into four parameters. These parameters consist of some activities for the textbook that used task-based learning technique. The parameters are goal, pre-task preparation time, interaction patterns, and post-task activities. For goal of the task, the teacher have to make sure that the final goal is clear to the students, so they will know how to achieve the goal. In pre-task, the students can think the strategic planning of how to do the task. Here, they are free to do their task by using different kind of skills. Next activity is about interaction patterns. It is some of the interaction that usually used for doing the task. The interactions are individuals, pairs, groups, and also whole class interaction. The last activity is the post-task activity. This activity is about reflecting and evaluating all the learning process. In this study the writer chose the