Classification of ESP Program

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4. Task-Based Language Teaching TBLT

Long 1985 states task-based language teaching is an approach in language teaching in terms of target tasks. According to Long, “target task is a piece of work undertaken for oneself or for others, freely or for some reward as cited in Nunan, 2004, p. 2. Based on the definition, it can be said that task-based language teaching focuses on using authentic language in the classroom in which the learners will learn more based on the tasks given. In this part, the writer would like to discuss four elements of TBLT, namely the principles of task-based language teaching, teacher roles, learners roles, and activity types.

a. The Principles of Task-Based Language Teaching

Nunan 2004 summarizes seven principles of task-based language teaching. Those principles are presented as follows: 1. Scaffolding An educator provides a supporting framework inside which the learning can take place. The educator needs to realize that at the beginning of the learning process, the learners should not be expected to produce language that has not been introduced. 2. Task Dependency The educator must be careful in making the task dependency framework. At the beginning of the instruction, it is important to let the learners spend greater their time in the receptive reading and listening tasks than in the productive tasks. Later on, the proportion changes and the learners spend more time in the productive speaking and writing tasks. 26 3. Recycling In this part, recycling allows the learners to encounter target language items in a range of different environments, both linguistic and experiential. Also, the learners will see how a particular item of linguistic features used in different content area. 4. Active Learning An active learning means the learners learn best by actively using the language they are learning. Afterward, it is important to give more opportunities for the learners to use the language. 5. Integration The educator gives clear explanation to the learners about the relationships between linguistic form, communicative function, and semantic function. 6. Reproduction to creation The educator designs tasks in order to give the learners mastery of form, meaning, and function. The learners should be encouraged to move from reproductive to creative language in use. 7. Reflection The educator gives the learners opportunity or task to reflect on what they have learnt and how well they are doing.

b. Teacher Roles

Richards and Rogers 2001 propose three main roles of teacher in task- based language teaching. The first role is the teacher acts as selector and sequencer of task. The teacher has an active role in selecting and designing tasks 27 for the learners. Also, the teacher must be careful in choosing tasks which mean tasks should be suited to learners’ needs, interests, and language skill levels. The second role is the teacher has to prepare the learners for tasks. In this section, the teacher can prepare pre-task for the learners. Thereafter, the learners should be assisted in learning and in remembering beneficial words or phrases to make the tasks easy to be done. The third role is the teacher as consciousness-raising. The teacher has a role to organize varied tasks. The teacher helps the learners to do the tasks given actively. Also, the teacher has to examine learners ’ tasks.

c. Learners Roles

Richards and Rogers 2001 classify the roles of the learners in task-based language teaching into three parts. The first part is learners as group participant. In this part, the learners do a number of tasks given in small groups or in pairs and individually. The second part is learners as monitor. In task-based learning, tasks are used as a tool for facilitating learning process. Therefore, it is essential for the teacher to organize classroom activities wisely in order to give opportunity for the learners to observe how the language is used in communication. The third part is learners as risk-taker and innovator. It means that the learners deal with some tasks. The teacher needs to motivate the learners to expand learners’ critical- thinking in learning. Also, the learners are trained to find out solution in doing the tasks given.