practicing their current ability of the languages for processing information. The content focus is aimed to create meaningful
communication in the classroom. Therefore, language is not provided in isolation, rather it is brought in a certain discourse. The language
focus element provides learners the correct model of language knowledge in order to enable them to show how language works and
implement them in activities. The last element is task as the language use realization. The tasks are designed to meet the communicative task
in order to provide learners the opportunity to use the language knowledge under the content through the unit Hutchinson and Waters,
1987.
3. Task-Based Language Teaching
a. Definition of TBLT
Task-Based Language Teaching is a methodology that concerns to plan and to delivery instruction by the use of
communicative and interactive task. The tasks meet the criteria for essential language teaching since they include negotiation, meaningful
interaction and communication. Furthermore, the tasks also allow students to learn the grammar as the result of the authentic language
use Richards and Schmidt, 2002. Task-Based Language Teaching is also known as Task-Based
Instruction. It is the methodology which has the process-based in language classroom activities. According to TBLT, the language
Pre-task
Introduction to the topic
Task cycle
Task, Planning, Report
Language focus
Analysis, Practice
learning in the class can be achieved through the use of instructional tasks. It also becomes a boost to enable the classroom interaction
Richards, 2006. Furthermore, the use of tasks is the heart of the ultimate suggestions of Task-Based Instruction or TBLT. It is because
the task used promotes meaningful interaction and communication which bring the principles of second language acquisition into
language teaching Renandya and Richards, 2002. In term of stages in the instructional process, Willis 1996
suggests three basic stages; the Pre-task, the Task-cycle, and Language focus In Harmer, 2001. In the Pre-task, the teacher explores the topic
with the class and also can highlight useful words and phrases. Further, the teacher also assists students to understand the task instructions.
During the Task-cycle, the students perform the task individually, in pairs, or in small group while the teacher monitors
from a distance. Next, students plan or rehearse how they will tell the class what they did and they then report on the task either orally or in
writing or compare notes. In the Language focus stage, the students examine and discuss specific features of any listening or reading text
Figure 2. 2: The Willis TBL framework Willis in Harmer, 2001
which they have found in the previous tasks while the teacher may conduct some form of practice of specific language features which
have promoted by the previous tasks Willis in Harmer 2001.
b. Task Definition in TBLT
