25 One of the characteristics of CLT gives the opportunity for the learners to
focus, not only on language but also on the learning process itself. It means that the learners have the right to the process of learning a language.
Larsen 2000: 130 states that one of the basic assumptions of CLT is that by learning to communicate students are more motivated to study a foreign language
since they will feel they are learning to do something useful with the language. A teacher gives students an opportunity to express their individual interest by having
them share their ideas and opinions on a regular basis. Students are enhanced by many opportunities to develop their ability by cooperative interaction to
communicate with their fellow students and the teacher. Thus, students or learners need language to communicate their knowledge beside they need knowledge from
the language they study
2. Task-Based Language Teaching
Studying a certain foreign language as a communication, learners should do some activities especially in class. By so doing, teacher should make some various
activities in class. The activities can be done by using task. Richard states that a task is an activity or goal that is carried out using language, such as finding a solution to
a puzzle, reading ...2001: 224. In his other book he states that task is proposed as useful vehicles for applying these principles 2001: 223.
Richards states: Task-Based Language Teaching refers to an approach based on the use of
tasks as the core unit of planning and instruction in language teaching. Some of its proponents present it as a logical development of communicative
language teaching since it draws on several principals that formed part of the communicative language teaching movement 2001: 223.
26 Nunan in Richard offer the definition of task:
The communicative task [is] a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the
target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to
stand alone as a communicative act in its own right 2001: 224.
As learners work to complete a task, they have the opportunity to interact. Larsen states that interaction is thought to facilitate language acquisition as learners have to
work to understand each other and to express their own meaning 2000: 144. By so doing learners are able to know whether they have comprehended correctly their
task or not. Through task learners are able to interact each other. Further Larsen states that by interacting with others, they get to listen to language which may be
beyond their present ability, but which may be assimilated into their knowledge of the target language for use at a later 2000: 144.
Richard says: Learners should be actively involved in using communication strategies,
such as clarification, confirmation, comprehension checks, requests, repairing, reacting, and turn taking. The underlying notion is that
opportunities to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward inter
interlanguage development 2002: 101-102.
Learners will do the interaction to others through task given by teacher. Because of
that the teacher should create various tasks to the learners. It should be suitable with their capability and wants. A teacher may not force a task to the learners if they
don’t want to do this task. It means that as a teacher, he should be able to manage his class well. If the learners don’t want to do his task, teacher should have the way
to ask learners to do that. In any case teacher is as a manager in class. They should
27 give motivation to the learners to be active in class. Besides, teacher should control
the task well. Teacher should give motivation to learners. Harmer defines that class management is as the ability to control and inspire a class. Further he says that class
management is one of the fundamental skills of teaching. Teachers find it much easier if their students believe that they are interested in them and available for them
2001: 3. To manage his class and give learners the right tasks teacher should make their lesson interesting in class so learners don’t fall asleep. Teacher should have
good character and personality because it is crucial in the classroom. Task is used to make the learners want to use the target language enjoyably. Teacher should make
how the learners want to use the target language by task. Harmer states that getting students to do various kinds of homework like written exercise, composition or
study is the best way to encourage student 2001:9. Brown states that the interaction between your approach and your classroom practice is the key to
dynamic teaching. The best teachers always take a few calculated risks in the classroom, trying new activities here and then 1998: 75. What Brown said means
that as a teacher one should create various activities to engage the learners to learn the target language.
This task motivates the learners to use the target language. Richard states that there is a dialogue between learners and teacher and between the learners
themselves to stimulate ideas, opinion, and perceptions about the material 2002: 96. Further White in Richard states:
The most salient characteristics of analytic syllabuses is as follows: a they are primarily concerned with how material are learned processes-oriented;
b some degree of negotiation between learners and the teacher occurs; c the content is fundamentally defined as what the subject means to the learner
28 and what the learner brings to the subject in terms of knowledge and interest;
d assessment is partially decided based on the learners’ own criteria of success; and e the instructional situation is far more cooperative than in
more traditional, teacher-fronted classroom 2002: 96
It means that a teacher should give the opportunity to the learners to decide what they want to learn. Teacher gives the opportunities to learners what subject they
want. Beside that teacher asks learners to find and bring the material based on their background knowledge and interest. Opportunities for production may force
learners to pay close attention to form and relate between form and meaning. In other words, tasks will create a rich environment capable of activating the learners’
intuitive. Task which is selected by the learners will engage them to be active in learning process than task which is focused on teacher. By so doing, teacher should
give learners the opportunities to select their material, for it can motivate learners to study, active in teaching learning process. Teacher may not force to the learners
what they should learn. The forcing may cause someone to be bored to do something. Learners will not have motivation to learn. Learners will not enjoy in
learning process. Teachers are not ultimately responsible for their student’s motivation. They
only encourage by word and deed. Actually the real motivation comes from each individual Harmer: 2001: 8. One of the main tasks of teachers is to provoke
interest and involvement in the subject even when students are not initially interested in it. It is by their choice of topic, activity, and linguistic content that may
be able to turn in a class around. Besides task which is given to the learners, the provocation to the learners is influenced by their attitude to class participation, their
conscientiousness, their humor, and their seriousness. Richards says that engaging
29 learners in task work provides better context for the activation of learning process
than form focused activities and hence ultimately provides better opportunities for language learning to take place 2001: 223. In other book Richards and Renandya
state that task also provides input to learners and opportunities for meaningful language use both of which are generally considered valuable in promoting
language acquisition. 2002: 97. Based on the description above it means that task is very crucial to learners to learn foreign language. Task has the strength to
encourage learners to learn the target language. Learners get an incentive to learn the target language. Based on the principle of task-based learning theory, the writer
applies some tasks in her teacher learning process. The tasks given vary in accordance to the subject matters being discussed and the ability of the students.
3. The Nature of Reading
