Figure 2.1: The Branch of English Language Teaching, taken from ESP by Hutchinson and Waters 1987:17
2. Task-Based
It is a natural approach, an approach which provides learners with natural context of language use. Task- based facilitates the learner with the activities
where the target language is used by the learner for a communicate purpose in order to achieve an outcome Willis, 1996:23.
The following are some of the principles of task-based:
a. Defining Task
Nunan 1989:10 states that “a task is a piece of work which involves learners comprehending, manipulating, or interacting in the target language while their
attention is principally focused on meaning rather than form”. Tasks in the Task- based Learning are not defined as various activities including grammar exercises,
practice activities, and role plays. Willis Willis, 1996: 23 says that tasks in task-
English for Teaching
English for Medical
Studies English for
Technician English for
Economics English for
Secretaries English for
Psychology
English for Academic
Purposes EAP English for
Occupational Purposes EOP
EAP EOP
EOP EAP
English for Science and Technology
EST English for
Business and Economics
EBE English for
Social Sciences ESS
English as a Foreign
Language EFL English for
Specific Purposes ESP
General English GE
English Language
Teaching ELT English as a
Second Language ESL
English as a Mother Tongue
EMT
10 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
based are always activities where the target language is used by the learner for a communicative purpose goal in order to achieve an outcome.
b. The Roles of the Learners
Richard and Rodgers 2001: 235 state that there are three roles for learners in Task-based Learning. The first role is the learners as group participants. Many tasks
will be done in pairs or small groups therefore the learners play a role as group participants. The second role is the learners as monitors. The learners should notice
how language is used in communication. The third role is the learners as risk-takers and innovators. “The learners will be required to create and interpret message for
which they lack full linguistics resources and prior experience. The skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with
other learners may also need to be developed” Richard and Rodgers, 2001: 235.
c. The Roles of the Teacher
The central role of the teacher is as the selector and sequencer of tasks. “The teacher selects, adapts, andor creates the tasks themselves and then form these into
an instructional sequence in keeping with learner needs, interests, and language skill level” Richards and Rodgers, 2001: 236. The teacher also has the role to prepare
learners for tasks. The teacher begins the lesson by using pre-task which is including topic introduction, clarifying task instructions, helping students learn or recall useful
words and phrases to facilitate task accomplishment, and providing demonstration of task procedures. The last role of the teacher is as the consciousness-raising. “The
teacher employs a variety of form-focusing techniques, including attention- focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of
highlighted material” Richards and Rodgers, 2001: 236. 11
d. The Characteristic of the Teaching-Learning Processes
Kategori