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3. Task-Based Learning
Task-Based Learning becomes one of the alternatives in teaching method. Willis 2003: 25 shows that Task-Based Learning could motivate students to
master four major skills of English. Willis adds that Task-Based Learning is not just intended to get the students to do one task and another task because if it
happens, the students would be expert to do task. Task-Based Learning gives opportunities to the students to participate in the classroom activities. So, they can
express their ideas. In Task-Based Learning, the teacher has a role to facilitate the students in learning. Willis 2003: 40 says that, in Task-Based Learning, most of
the emphasis is on the students. The teacher has control to ensure that the students understand with the lesson. To apply Task-Based Learning in the classroom
activities, the teacher should understand about Task-Based Learning Framework.
a. Components of the Task-Based Learning Framework
Willis 2003: 38 explains about three phases of the Task-Based Learning Framework.
1 Pre-Task
Introduction to the topic and task The teacher clarifies the topic to the students in order to help the students to
understand the teacher’s instruction about the task. The students pay attention to the teacher’s explanation.
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2 Task Cycle
Task The students do the task in pairs, group, or individually. Then, the teacher has
the role to control and monitor the students’ activities. Planning
The students prepare to report what they have done to the whole class, how they did the task. The teacher helps the students to correct and or give feedback
to the students’ work and ensures that the purpose of the report is clear enough. Report
The students report the task to the class and they could compare the result. The teachers give brief feedback on content and form it.
3 Language Focus
Analysis The students examine and discuss specific features of the text or transcript of
the recording. The teacher reviews each analysis activity with the class. Practice
The teacher conducts practice of new words, phrases, and patterns occurring in the data.
b. Types of Task
Willis 2003: 26 presents six types of task in the Task-Based learning. The task would help the teacher to develop a variety of tasks on what the topic the
teacher has.
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1 Listing
Listing tasks tend to generate a lot of talk as learners explain their ideas Willis, 2003: 26. The processes are 1 brainstorming, in which learners draw on
their knowledge and experience either as a class or in pairsgroups and 2 fact- finding, in which learners find things out by asking each other or other people and
referring to books.
2 Ordering and Sorting
This task involves four main processes which are 1 sequencing items, actions or events in a logical or chronological orders, 2 ranking items according
to personal values or specified criteria, 3 categorizing items in given groups or grouping them under given headings, and 4 classifying items in different ways,
where the categories themselves are not given Willis, 2003: 26.
3 Comparing
The task involves comparing information of a similar nature but from different sources or versions in order to identify common points and or
differences Willis, 2003. The processes are 1 matching to identify specific points and relate them to each other, 2 finding similarities and things in
common, 3 finding differences Willis, 2003: 27.
4 Problem Solving
In this task the students analyze real or hypothetical situations, reasoning, and decision making.
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5 Sharing Personal Experience
In this task the students narrate, describe, explore, and explain attitudes, opinions, and reactions.
6 Creative Tasks
This task is the combination of previous task such as listing, ordering and sorting, comparing, etc.
4. Syllabus
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