which they have found in the previous tasks while the teacher may conduct some form of practice of specific language features which
have promoted by the previous tasks Willis in Harmer 2001.
b. Task Definition in TBLT
Tasks in TBLT can be defined by examining the characteristics of task itself. First, tasks are the activities that the learners solve or do
by using their current language ability. Secondly, the outcome by carrying the tasks is not concerned to learning language. However, as
learners do the tasks, the language acquisition may occur. Then, focus on meaning is involved in the tasks as well. Fourth, tasks involve
communication strategies and interactional skills when the task is involved two or more learners Richards, 2006.
Regarding Task-Based Language Teaching which has the tasks as the central concept, tasks are categorized into two types, i.e. real-
world or target tasks and pedagogical tasks. As the name suggests, the real-world or target tasks are the tasks that emphasize the use of
language in the real use in daily life beyond the classroom Nunan, 2010. In addition, Long 1985 adds that the tasks are things at which
people do in everyday life either at work or at play and even in between, for example the tasks include borrowing book in library,
making hotel reservation, finding a street destination, et cetera. in Nunan, 2010. In addition, the real-world task is considered a rehearsal
tasks for learners before they do pedagogical tasks Richards, 2006.
In other hand, pedagogical task refers to the tasks that occur in the classroom. The classroom worked by the use of pedagogical tasks
engage learners in comprehending, manipulating, producing, or interacting in the target language. Pedagogical tasks focus on the use
meaning of language rather than the grammatical forms, therefore the tasks are involved in the use of communicative language Nunan,
2010. Furthermore, the pedagogical task is useful in a real-world task because it will help learners in facilitating the learning of language or
skills. The example of pedagogical tasks are filling in the blanks in a story and working out the meaning of ten nonsense words from clues
in a text Tomlinson, 1998. The action to do with the real-world and pedagogical tasks
then are needed to take into account. The real-world tasks should be transformed into pedagogical tasks in order to promote learning
opportunities in the classroom. After is has been transformed into pedagogical tasks, such tasks then are placed on a continuum from
rehearsal tasks to activation tasks Nunan, 2010. The detailed explanation can be seen through the framework for TBLT as follow:
In addition, regarding the earliest curricular applications of Task-based Language Teaching, Nunan 2010 proposes three
„principal task types‟ which can be used on the work of TBɝT. a.
Information-gap activity, which involves a transfer of given information from one person to another
– or from one form to another, or from one place to another-
generally calling for the decoding or encoding of information form or into language.
b. Reasoning-gap activity, which involves deriving some new
information from given information through processes of inference, deduction, practical reasoning, or a perception of
relationships or patterns.
c. Opinion-gap activity, which involves identifying and
articulating a personal preference, feeling, or attitude in response to a given situation.
c. Task Components
