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2 Task activity and achievement are motivational. 3 Learning difficulty can be negotiated and fine-tuned for particular pedagogical
purposes. Those characteristics of TBLT which generally emphasize its teaching focus
on communicative tasks become the foundation of the material design which is conducted in the study.
c. Types of Tasks
There are many different meanings or definitions of a task. Therefore, there are also various descriptions of task types in TBLT. In his 1989 book on task-based
language teaching, Nunan divided tasks into two types. The first is real-world tasks, which are designed to practice or rehearse those tasks that are found to be important
in a needs analysis and turn out to be important and useful in the real world. The second is pedagogical tasks, which have a psycholinguistic basis in SLA theory and
research but do not necessarily, reflect real-world tasks. Furthermore, Prabhu as quoted by Larsen 2000, 148 identified three types of
tasks. Those are Information-gap activity which involves the exchange of information among participants in order to complete the tasks, Opinion-gap activity that requires
the students give their personal preference, feeling, or attitudes in order to complete a tasks, and Reasoning-gap activity requires the students to derive some new
information by inferring it from information they have been given. While in ESP, there are five types of tasks. Those are role play, simulation,
case studies, project work, and oral presentation. Role play involves the learner
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taking on a different role and even identify from his or her usual one, simulation is frequently longer than a role play and can allow the student to maintain his or her
normal persona. In the case studies, the learners study the facts of a real-life case, discuss the issues involved and reach some kind of decision or action plan. Group
project has a clear target or end-product, is often in the form of a written report. However, the learners will not only have to write, but also use other skills listening,
speaking, and reading in conducting this type of task. The last type of task which is common in ESP is the oral presentation. Oral presentation is usually a part of the
other types of task. For example, the learners in a simulation or project work may have to give an oral presentation as a report.
d. The procedures
There are two kinds of procedures in developing tasks. Davies and Pearse 2000: 196, recommend a three-stage procedure.
1. Pre-task The activities are introduction to the topic and task, provision of useful input
listening, reading, brainstorming, etc, reactivation provision of essential language, or giving definition of the task objective, process, time limit, etc.
2. Task In this stage, the students are planning the task, then doing the task and reporting
on the task presenting the product of the task. Here, the teacher is monitoring and guiding as necessary all the time.
