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Not only learners who play important role in the teaching and learning process in the Task-Based Language Teaching but also the teacher. Willis
1996:40 further explains that the role of the teacher is as a facilitator. The teacher should keep in mind about the key condition for learning. He or she
should make sure the balance between the exposure and the language use. Furthermore, the teacher should ensure the learners to understand and become a
course guide who shows the objectives and how the components of the task can achieve it.
f. Task-Based Language Teaching for Beginners and Young Learners
Since the speaking instructional materials designed is intended for the second graders, it is important to know how Task-Based Language Teaching can
be useful for beginners and young learners. In TBLT, the learners learn by doing; the learning is the part of the task itself. Therefore, the learner tries to acquire the
language in the natural context by doing activities or tasks. Supported by Brewster, J., Ellis, G., and Girard, D 2004:41-42, the
learning-centered activities should be taken into account in teaching beginners and young learners. The learning-centered allows the learners to interact where the
pupils have a chance to work on tasks in order to engage in organized talk with each other that is to use language in a more creative way. Further, tasks may
encourage learners to express opinion, role playing and others which allows plenty opportunities to speak.
Willis 1996:118 adds the first thing that the beginners should learn is vocabulary rather than grammar. Children will learn their language by listening
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and finally producing approximate renderings of words and phrases. Therefore, tasks allow the learners to listen and participate to the meaning-focused
interactions from the very beginning to acquire the new language naturally. Teaching and learning process of beginners is different from adults, thus the
TBLT framework will be different one another. First, the time given for exposure in the first phase or pre-task will take longer than the standard framework.
Second, the cycle may consist of shorter tasks rather than one long. Third, unless the learners haven’t gained confidence, the planning and report stages are omitted
replaced by short report given by the teacher. The brief description of the Willis’ framework of TBLT for beginners and young learners 1996:116 can be seen in
Figure 2.3 on the next page. From Figure 2.3, Willis 1996:125 states that it is important to teach social
language where the teacher simply chats to socially provides useful experience of language. It is important to expose learners to everyday social language in class.
Whenever you meet the learners outside the classroom, speak in the target language. According to Brewster, et.al 2004:41-42 state, in their book titled
“The Primary English Teacher’s Guide”, there are several language patterns which can be taught namely: simple greetings, social English, routines, classroom
language, asking permission and communication strategies. Task-Based Language Teaching focuses on the use of tasks as the core unit
of planning and instruction in language teaching. Since this approach is the logical development of Communicative Approach, it views language as a means of
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communication. Because the language use is emphasized in TBLT, many tasks and activities in TBLT involve conversation on its realization.
3. Teaching Speaking for Beginners and Young learners
