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b. Task-cycle This stage offers the learners the chance to use whatever language they
already know in order to carry out the task. Then, the students improve that language, under teachers’ guidance. Feedback from teacher comes when the
students really want it. c. Language Focus
Language focus allows a closer study of some features occurring in the language used during the task-cycle. Thus, the learners will have already
worked with the language and processed it for meaning.
In spite of the focus on Task-Based Learning is students who actively finish the tasks; the teacher role also holds an important point in the framework.
The role of teacher is a facilitator who is always keeping condition for learning Willis, 1996:40. Facilitating learning involves balancing the amount of exposure
and using the language. In addition, teacher is also course guide, explaining to learners the overall objectives of the course and how the components of task can
achieve it. The framework of Task-Based Learning can be summarized as in the
figure 2.5 can be seen in the page 33.
d. Task-Based Learning for Beginners and Young Learners
Since the designed material is purposed for children, it is important to know how Task-Based Learning can be useful for children. As stated in the
previous sub-chapter, basically, Task-Based Learning takes learning as a part of
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the task itself. Thus, students learn to acquire a language in the natural context by doing the activities and tasks.
The importance of acquiring words and phrases becomes the main consideration in The Task-Based Learning for beginners before they start to learn
grammar Willis, 1996: 118. She adds that when someone visits foreign country, the need of dictionary is taken as the first consideration than the need of
grammatical book.
Figure 2.5 Task-Based Learning Frameworks Willis, 1996: 38
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In addition, children learn a language through listening and then begin to produce simple words and phrases. Therefore, tasks for children should provide
opportunity to listen and participate in meaning-focused interaction in order to help them acquire new language more naturally.
Giving students a lot of exposure to new language and making the exposure comprehensible are important in accordance with beginners. Otherwise,
beginners still feel shy to use the new language in front of other students. Thus, teacher has to consider affective factor which appreciates whatever language they
have. The use of group work and its advantages as stated in the previous sub- chapter also help beginners to reduce fear in learning language.
In addition, Willis ibid also states that in teaching beginners, teacher gives priorities in, first, establishing a relaxed, and anxiety free atmosphere in the
classroom. Second, providing a lot of exposure in which learners can make approximate sense. Third, building on what they know, but without expecting
perfection. Fourth, avoiding to force students speaking at the first time. Fifth, reassuring students of their progress, and generally boosting their confidence.
Since teaching children is different from teaching adults, the framework of Task-Based Learning is also different. The differences are put on; firstly, exposure
as one important component in language learning gets a larger proportion. It makes the pre-task is longer and the task-cycle is shorter. Secondly, the cycle
consists of short tasks rather the long one because students are less confident. Thirdly, the language focus concentrates on words and phrases.
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The framework of Task-Based Learning for Beginners and Young Learners can be summarized as in the figure 2.6.
