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to the language focus task. In using context, the learners try to understand the context of the tasks. Then, selective listening is used to accept the key information
they have to carry out the tasks in watching a related video. After that, learners practice the key information to be applied in the next tasks. Finally, after the
learners have all knowledge needed in the language focus, learners are able to use conversational pattern to start new conversations and keep the conversations
going naturally. Fourthly, affective tasks are to find their errors and to revise the errors.
Personalizing and self-evaluation are the two things which are carried out by learners to share
learners’’ feelings about the errors they have done and then think how well they understand the topic by self-evaluation.
Fifthly, creative task is used to dig up as much knowledge as they have and then select the correct and incorrect things related to. In this study,
brainstorming is a creative task which is suitable to be used in the pre-task, task- cycle, and language focus to think as many new words and ideas as learners can to
carry out the task.
d. The Learner Roles in TBL
According to Richards and Rodgers 2003, there are three roles that are implied by a task; they are group participant, monitor, and risk-taker and
innovator p. 235. The three learner roles ere explained in the following points. 1 Group participant
Most of the tasks are carried out in pairs or small groups. Thus, the learners will be involved in the activities. To carry out some tasks, the researcher forms the
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learners in a group of three people or in pairs so that learners are able to share ideas one another and be active in learning activities.
2 Monitor Class activities have to be designed to show the language forms so that the
learners have the opportunity to notice how language is used in a communication. Learners as the monitor means that they are able to notice the language use in the
tasks and analyze the language. After that, they are able to use the language forms in the next activities to carry out the next tasks. If learners are confused with the
language forms, it is possible to them to ask the teacher about the problems while they are monitoring the language forms.
3 Risk-taker and innovator The skills of guessing from linguistics and contextual clues and asking for
clarification and consulting with other learners may also need to be developed in this role. This role provides learners to use their own understanding to answer
some language forms problems or ask their friends to find out the expected answer of the problems before asking the problems to the teacher.
In this study, the three learner roles will be considered in designing the speaking materials because in TBL, the roles of the learner are very important.
The three roles are considered to make learners be active in the learning activities. The three roles also give learners chances to guess and notice the language used in
authentic tasks for the tour guide of Kalisuci Gunungkidul, and give learners to share their understanding and difficulties to others by discussing the tasks they
did together.
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e. The Teacher Roles in TBL
