9 2
Give learners practice with both fluency and accuracy. 3
Provide opportunities for learners to talk by using group or pair work, and limiting the teacher talk.
4 Plan speaking tasks that involve negotiation for meaning.
5 Design classroom activities that involve guidance and practice in both
transactional and interactional speaking. The researcher considers those five principles as the basic in designing the
materials for the learners.
2. Task-Based Learning
Task-based learning is selected by the researcher as an approach in applying the designed materials. This research is aimed at designing English
speaking materials to provide the students with a lot of exposure in learning English and task-based learning approach can give the students some tasks that
facilitate the students in learning English naturally through English Extracurricular Activity. This section will explain the definition of task-based
learning, types of task and the procedure of task-based learning.
a. Definition of Task-Based Learning
This approach is one of Communicative Language Teaching Approach. Task-based learning is an approach which uses tasks as the core unit of planning
and instruction in language teaching Richards Rodgers, 2001. Larsen- Freeman 2000: 144 says that task-based approach aims to provide the learners
with a natural context for language use. The learners will work on some tasks and they will use the target language naturally.
10 Nunan 2004 also supports the statement by saying intellectual growth
occurs when learners engage in and reflect on sequence of tasks. Tasks which are given to the learners are aimed at facilitating them in learning language. Thus, the
learners are free to choose whatever language forms they wish to express what they mean in order to achieve the task goal Willis, 2003. The task goals are the
vague and general intentions behind any learning task. They provide a link between the task and the broader curriculum Nunan, 2004.
According to Willis 2003: 77 in task-based lea rning, “communication
tasks where language forms are not controlled involve learners in an entirely different mental process as they compose what they want to say, expressing what
they think or feel.” It means that the teachers give the freedom for the students to express anything they want. Still focus on giving the task to accommodate the
learners want, the teacher should recognize the needs of the learners. Willis 2003 delineates seven characteristics of the task-based learning
framework that are different from other approaches: 1
In task-based learning framework, the learners use the target language naturally and frequently, so that the target language is already familiar when
the learners get the language focus phase. The designed tasks in task-based learning have established the context.
2 In learning language, the learners do not repeat, manipulate or apply the
target language but the language focus activities encourages them to think and analyze.
11 3
Listening and reading have more varied exposure to natural language. The tasks allow the learners to read and listen naturally during the teaching
learning process. The learners do not only listen to and read some examples made-up to illustrate a single language term.
4 In learning language using task-based learning framework, the learners will
understand that language is more than verb tenses and new vocabularies. Task-based learning framework includes all the language elements as the
exposure. 5
The learning activities are flexible. The learners may ask about any aspect of language at the analysis stage.
6 Fluency that may be the most important thing in learning the target language
is expected to establish the learners’ accuracy. 7
In task-based learning, the activities integrate all from skills – listen, speak, write and read
– in natural way. Then, the explanation of what task-based learning is has explained and it
continues with the type of tasks in task-based learning.
b. Types of Task
