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systematically and critically in a well-organized way. By writing the news, the students also learn how to respect the public interest.
The writer has discussed the instructional models and the basic theories of newspaper journalism. They provide the writer with adequate data that function as the
basic theories in designing the materials. Thus, the writer still needs an approach to apply the designated materials. The writer chooses task-based learning as an
appropriate approach.
4. Task-based Learning
The writer has selected task-based learning as an approach in applying the designed materials. This study aims to design a set of English instructional materials
to provide the students with a lot of exposures in learning English and task-based learning approach can give some tasks that enable the students to learn English
naturally through newspaper journalistic activity. This section will explain the characteristics of task-based learning, types of task, and the procedure of task-based
learning.
a. Characteristics of Task-Based Learning
Task-based learning is one of the approaches in communicative language teaching. Larsen-Freeman 2000:144 says that a task-based approach aims to provide
learners with a natural context for language use. The learners work on some tasks and they will use the target language naturally. Willis 2003:24 also supports the
statement by saying that the learners are free to choose whatever language forms they wish to convey what they mean, in order to fulfill the task goal. In completing the
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tasks they also have the opportunity to interact. Larsen-Freeman 2000:144 says that in interactions with others, the learners may acquire words, phrases, or expressions
which are not familiar with them, but that new knowledge of the target language can be useful at a later time.
Willis 2003 gives seven characteristics of task-based learning framework that are different from other approaches:
1 In task-based learning framework, the learners use the target language naturally and frequently, so that the target language is already familiar when
the learners get the language focus phase. The designed tasks in task-based learning have established the context.
2 In learning language, the learners do not repeat, manipulate or apply the target language but the language focus activities encourages them to think and
analyze. 3 Listening and reading have more varied exposure to natural language. The
tasks allow the learner to listen and read naturally during the teaching learning process. The learners do not just listen to or read some examples made-up to
illustrate a single language term. 4 In learning language using task-based framework, the learners will understand
that language is more than verb tenses and new vocabularies. Task-based learning framework includes all the language elements as the exposure.
5 The learning activities are flexible. The learner may ask about any aspect of language at the analysis stage.
6 Fluency that may be the most important thing in learning the target language is expected to establish the learners’ accuracy.
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7 In task-based learning, the activities integrate all form skills – listen, speak, read, and write – in natural way.
b. Types of Task
Tasks play important role in task-based learning approach. According to Willis 2003:23, the tasks will stimulate the learners to always use the target
language for a communicative purpose in order to achieve an outcome. Therefore, Willis 2003:40 also says that the learners should not orientate themselves towards
the result of the tasks. The main objective of task-based learning is not the completed- task but the process during the task is being completed.
Willis 2003 provides six types of task as follows:
1 Listing
This type of task brings the environment in which the learners should talk about a lot of things when they are trying to explain their ideas. The processes
involved are: a Brainstorming: the learners try to exploit their own knowledge or
experience when they grab some ideas and put them into one full concept. It can be done in pairs or individual.
b Fact-finding: the learners do some small research by asking other people or referring to books.
2 Ordering and sorting
Ordering and sorting activities provide the learners with some useful exercises to differentiate some items in several ways. These tasks involve four main processes:
