4 The provision of opportunities for learners to focus not only on language but also on the learning process itself.
5 An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
6 The linking of classroom language learning with language use outside the classroom.
b. The Principle of TBLT
According to Nunan 2004, there are seven principles for task- based language teaching as follows.
1 Scaffolding Lesson and materials should provide supporting frameworks
within which the learning takes place. 2 Task Dependency
Within a lesson, one task should grow grow out of, and build upon, the ones that have gobe before.
3 Recycling Recycling language maximizes opportunities for learning and
activates the ‘organic’ learning principles. 4 Active Learning
Learners learn best by actively using the language they are learning.
5 Integration Learners should be taught in ways that make clear the
relationships between linguistic form, communicative function and semantic meaning.
6 Reproduction to creation Learner should be encouraged to move from reproductive to
creative language use. 7 Reflection
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
c. Task Components
Shavelson and Stern 1981, in Nunan, 2004 articulated their concept of task-based language teaching within the context of
education in general. Task components are content the subject matter to
be taught;
materials the
things that
learners can
observemanipulate; activities the things that learners and teachers will be doing during a lesson; goals the teachers’ general aims for
the task; studnets and social community. Meanwhile Candlin 1987 suggest that task should contain input, roles, settings, actions,
monitoring, outcomes and feedback. Nunan 2004 classifies the task components into goal, input,
procedures, teacher role, learner role, and setting which are represented in the following figure.
Figure 2.1 The Components of Tasks
Goals Teacher Role
Input TASK
Learner Role Procedure
Setting
1 Goals They are vague, general intentions behind any learning tasks.
they may related to a range of general outcomes communicative, affective, or cognitive or directly describe
teacher or learner behaviour. 2 Input
It refers to the spoken, written and visual data that learners work with in the course of completing a task. Input does not
refer to the authenticity of materials to provide learners with optional learning opportunities.
3 Prosedures They refer to what learners will actually do with the input
that forms the point of departure for the learning task. Procedures should mirror communictive performance in the
real world situation so that learners can apply them in real life.
4 Learner Role Role refers to the part that learners and teachers are expected
to play in carrying out learning tasks as well as the social and interpersonal relationship between the participants.
5 Teacher Role The teacher has three main roles communicative classroom
Been and Candlin: 1980. They are to act as a roles in the
communicative classrrom, to act a participant, and to act as an observer and learners.
6 Setting It refers to the classroom arrangement specified or implied in
the task. Setting also refers to where the learning takes place whether it is inside or outside classroom.
d. Task Types
