An Overview of Task-Based Learning

Figure 2.1 Four Conditions for Language Learning Willis, 1996: 11

c. An Overview of Task-Based Learning

Before the discussion about Task-Based Learning is explained deeper, it is important to, at least, view the background of this method in order to have clearer picture about it. Task-Based Learning is one of the development methods of communicative approach and becomes a new tendency in language teaching learning after the twenty first century. This method is distinct particularly from any other methods before the twenty first cent ury. Most of the methods before the twenty first century focus on form of language i.e. emphasizing on structural patterns or grammatical sentences. On the contrary, Task-Based Learning focuses on meaning rather than on the form of the language. However, it does not mean that the form of the language is disregarded. Willis 1996: 24 confirms that an important feature of this method is to make learners feel free to choose whatever language forms they wish to convey what they mean. Nonetheless, it does not indicate that this method takes no regard to the form of the language. Task-Based Learning focuses on utilizing task as the core of language learning process. It is clarified that task is a central focus in a supportive methodological framework in creating a real purpose for language use and providing a natural context of language learning Willis, 1996: 1. Employing task in language learning demands the learners to go about what to do with the target language, that is to practice the language. Task, in this method, serves as activities for the target language use. There are several reasons provided to put task as the main point Willis, 1996: 24-26. Firstly, task offers a number of activities that can be developed by a teacher to enrich learning. Learning activities created from task can be varied for example learners do problem solving with their peers to challenge them to express what they think about in the target language. This activity is challenging learners to put across their ideas in real language use. Secondly, task enables learners to interact with the target language and with other learners. Obviously, task exposes learners to interact directly to the language use. Interacting with language allows learners to experiment with language on their own. That is why, it would be all right for learners to make error while learning a language since error is normal part of learning. The discussion about Task-Based Learning cannot be separated from the framework constructing this method. Task-Based Learning has its own framework that makes it differ from any other method. Willis 1996: 38 divides the framework into three phases consisting of pre-task, task cycle, and language focus. The further explanation can be described, as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 1. Pre-task Pre-task is used to introduce learners to topic and task. It is the shortest stage of such phases in Task-Based Learning. This phase is used to explore the topic of language which requires learners to engage actively. It is aimed to give learners comprehe nsible and relevant exposure. Once learners have had enough exposure to the language, they will be more ready to participate to the next phase of learning. 2. Task cycle Task cycle is the longest phase in TBL framework. There are three stages within this phase including task by which learners do the task and teacher facilitates learning by monitoring learning activities carried out in class, planning by which learners prepare to report their findings, and report by which learners present their reports. 3. Language focus It is the last phase of TBL framework. Language focus allows learners to examine and discuss specific features of the target language such as words, phrases, and patterns. In other words, learners can take advantage of this phase to recall what they have learned previously. Thus, learners can use words, phrases, and patterns to convey meaning in the target language. From the explanation clarified above, the framework of Task-Based Learning can be summarized in the following figure. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Figure 2.2 Task-Based Learning Framework Willis, 1996: 38

d. Task-Based Learning for Young Learners