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tasks”. Real-world task is a piece of work undertaken for oneself or for others, freely or for some reward. The examples are painting a fence, dressing a child,
filling out form and others. Therefore, it is also called non-technical, non- linguistic one. Secondly, pedagogical task means an activity or action which is
carried out as the result of processing or understanding language or response. The examples are drawing a map while listening to a tape, listening instruction and
performing command. Tasks are defined as what the learners do in the classroom.
b. Theory of Language and Learning
According to Richards and Rodgers 2001:223, “Task-Based Language Teaching TBLT refers to an approach based on the use of tasks as the core unit
of planning and instruction in language teaching.” Task-Based is a logical development of Communicative Approach as it depicts three principles which are
included in Communicative Approach, those are: activities that involve real communication are essential for language learning, activities in which language is
used for carrying out meaningful tasks promote learning and language that is meaningful to the learner supports the learning process. Supported by the Hong
Kong Ministry of Education quotation as cited by Nunan 2004:13-14: The task-based approach [upon which the curriculum is built] aims at
providing opportunities for learners to experiment with and explore both spoken and written language through learning activities that are designed to
engage learners in the authentic, practical and functional use of language for meaningful purposes. Learners are encouraged to activate and use whatever
language they already have in the process of completing a task. The use of tasks will also give a clear and purposeful context for the teaching and
learning of grammar and other language features as well as skill…All in all, the role of task-based language learning is to stimulate a natural desire in
learners to improve their language competence by challenging them to complete meaningful tasks. CDC 1999:41
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Further, Krahnke 1987:57-58 explains that Task-Based Language Teaching enforces students to do the activities for non instructional purpose
outside of the classroom as the chances for language learning. Tasks are different from the other activities to the degree non instructional purpose and a measurable
outcome and they bring the real world into the classroom. Therefore, the intent of Task-Based Language Teaching is to use the real-life needs and activities as
learning experiences. Nunan 2004:12 argues that the experiential learning is the basis of TBLT
where the learner’s immediate personal experience involved. The active involvement of the learner is also central as it allows students to have
“experiential learning” in the process of “learning by doing”. Experiential learning theory provides the basic view of learning as personal growth which enables the
learners to be self-directed and responsible for their own learning. As a logical development of Communicative Approach, TBLT put its focus
on the language use where the students actively practice their speaking ability in the language. The theory of language emphasizes on making meaning because
language is a means of making meaning. TBLT Approach is primarily motivated by the theory of learning rather than
language. Since TBLT Approach is expected to bring about a change in teaching and learning process in the extracurricular activity, it is considered important to
mention the theory of learning. The theory of learning is used to offer and design task activities in the teaching and learning process. According to Richards and
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Rodgers in “Approaches and Methods in Language Teaching” there are three learning principles which include:
1 Tasks Provide both the Input and Output Processing necessary for
Language Acquisition
Canale, as cited by Krahnke 1987:59, states: Linguistic and sociolinguistic competence is acquired through the
comprehensible input as the student processes the information necessary to perform the task plus whatever instruction in language form that
accompanies it; discourse competence is acquired through experiencing the various discourse types called for by the tasks; and strategic competence or
the ability to use communicative strategies, is acquired through the need for understanding during the interaction required to accomplish the tasks.
From the acquisition theory above, TBLT becomes a strategic approach as it
offers both input and output. The input appears when learners process the information each other which they have as their linguistic and sociolinguistic
competences. They attempt to acquire discourse and strategic competence in the process of doing the tasks through using the language. Finally the outcome of the
process is the tasks accomplishment. Through the process of doing the tasks, the learners attempt to acquire many competences. Therefore, TBLT is said to focus
on the process rather than product. Even though the focus is not on the output or product of the task, output is still needed as a means of assessment.
2 Task Activity and Achievement are Motivational
Richards and Rodgers 2001:229 stated that tasks may improve the learner motivation and finally promote learning as they have well-defined dimensions and
closure, involve authentic language, are varied in terms of format and operation,
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include physical activity, involve partnership and collaboration, tolerate and encourage a variety of communication styles and call the learners past experience.
3 Learning Difficulty can be Negotiated and Fine-tuned for particular
Pedagogical Purposes
Long and Crookes, as cited by Richards and Rodgers 2001:229, states tasks are seen as vehicles to present appropriate examples of the target language
and for delivery of comprehension and production chances of negotiable difficulty.
Further supported by Larsen and Freeman 2000:144, TBLT offer the learners with natural context for language use. The learners work to complete the
task and allow them to have the opportunity to interact. Natural context of language use will enable the learners to start and respond the daily conversation
which usually happened in their environment.
c. The Characteristics of Task-Based Language Teaching
