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Figure 2.2: Yalden’s Design Model Yalden, 1987, p. 88
2. Task-based Language Teaching a. Task Definitions
In defining the term ‘task’, Nunan 2004 differentiates the term ‘task’ itself; target task and pedagogical task p. 1. He uses target tasks to point out to
the implementation of language outside the classroom. On other hand, pedagogical task is pointed as the uses of language in the classroom.
Strengthen the point of defining the term ‘task’ by Nunan, Willis 1996 defines task as “activities where the target language is used by the learner for a
communication purpose goal in order to achieve an outcome” p. 23. Therefore, the writer comes up with definition of task as the classroom activity which has the
goal to make the students comprehend the target language and use communicative language to direct them to reveal and extend the meaning.
b. Task Components
There are some components needed to create a task. As proposed by Nunan 2004, the components of task cover goals, input and procedures which
Needs Survey
Description of purpose
Develop- ment and
implemen- tation of
classroom procedures
Selection Develop-
ment of syllabus
Evaluation Production
of a Proto- syllabus
Production of a
pedagogical syllabus
17 are supported by the roles of teacher and learner as well as settings p. 41. The
relationship between a task and its components can be seen below.
Figure 2.3: Relationship between Task and Its Components Nunan, 2004, p. 41
From the diagram, it can be seen that a single task can be created by the contribution of goals, input, procedures, teacher’s and learner’s role, and settings
working together. The explanation on the task components can be delivered as follows.
1 Goals
On the back of any task, there are general purposes. The general purposes themselves are the goals Nunan, 2004, p. 41. Thus, there must be the purposes
behind any task which are called as the goals. The goals, as noted by Nunan 2004, may not have a “simple one-to-one relationship” to the tasks p. 42. It
means one task might have one or more goals.
2 Input
Nunan 2004 notes input as “the spoken, written and visual data that learners work with in the course of completing a task” p.47. It means there are
some kinds of data which the learners should deal with when working on a task. In this input, the use of authentic materials is being considered. Nunan refers
Goals Input
Procedure
TASK
Teacher Role
Learner Role
Setting
18 authenticity to “the use of spoken and written material that has been produced for
purposes of communication not for purposes of language teaching” 2004, p. 49. Thus, when working on the task, the learners should deal with material which is
have a purpose for the communication.
3 Procedures
Procedures deal with what are going to do by the learners in the classroom Nunan, 2004, p.52. The procedure aims to encourage the goals of any
task to be achieved. By planning suitable procedures of task, the learners can easily gain the input.
4 Teacher and Learner Roles
Nunan 2004 notes the roles of the teacher and learner are aimed at “carrying out learning tasks as well as the social and interpersonal relationships”
p. 64 between them. It means the success of learning in the classroom depends on the cooperation of both teacher and learner in the classroom.
5 Settings
Settings for the task-based learning deal with the mode and environment. As stated by Nunan 2004, the mode refers to “whether the learner is operating
on an individual or a group basis” while the environment refers to “where the learning actually takes place” p. 71-72. It can be concluded that in settings the
variety of task model and the setting of place are arranged.
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c. Task Varieties
There are many varieties of task which can be adapted for delivering the lesson. According to Willis 1996, there are six types of task which can be
applied pp. 26-28. The six types of task are elaborated as follows.
1 Listing
Listing type enables the students to come out with their own ideas on the topic discussed. The students can do the “brainstorming” and “fact-finding”. As
the final result of doing this type of task, the students gain the complete list or a mind mapping draft on the topic discussed.
2 Ordering and Sorting
These types of tasks cover four process of activity. They are to arrange items in a good chronological order, rank items based on the particular personal
value and criteria, group items based on the categorization, and classify items in different ways. Those processes can be used to make ordering and sorting types of
tasks become more interesting.
3 Comparing
In this type, the students are provided task which deals with comparing information from different sources. There are three processes which are included
in this type. They are to match specific items and find their relation to each other, to find the similarities of things as well as find the differences.
4 Problem Solving
In problem solving type of task, the students are encouraged to deal with reasons and intellectual in solving the problem. This is such a challenging type of
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