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c. Task Varieties
There are many varieties of task which can be adapted for delivering the lesson. According to Willis 1996, there are six types of task which can be
applied pp. 26-28. The six types of task are elaborated as follows.
1 Listing
Listing type enables the students to come out with their own ideas on the topic discussed. The students can do the “brainstorming” and “fact-finding”. As
the final result of doing this type of task, the students gain the complete list or a mind mapping draft on the topic discussed.
2 Ordering and Sorting
These types of tasks cover four process of activity. They are to arrange items in a good chronological order, rank items based on the particular personal
value and criteria, group items based on the categorization, and classify items in different ways. Those processes can be used to make ordering and sorting types of
tasks become more interesting.
3 Comparing
In this type, the students are provided task which deals with comparing information from different sources. There are three processes which are included
in this type. They are to match specific items and find their relation to each other, to find the similarities of things as well as find the differences.
4 Problem Solving
In problem solving type of task, the students are encouraged to deal with reasons and intellectual in solving the problem. This is such a challenging type of
20 task due to the problem can be simple or complex. The short puzzles, prediction
on the ending of the story, and case studies can be used to complete the type of this task.
5 Sharing Personal Experiences
This type of task gives the students more chances to talk. The students are free to share their ideas or experiences related to the topic discussed. This is
time for the students to communicate with others by doing the sharing. It helps the students to be accustomed to interacting with others. However, this type of task is
better done outside the classroom due to the chances for students to interact with their friends to share each other’s experience are more outside the classroom.
6 Creative Tasks
In this type of task, there are chances to combine the other types of tasks to be done together. The tasks involve the grouping or pairing of the students. The
students work in pairs or groups to do the task. The students can be given the tasks of predicting what they are going to hear and then share their ideas to other
friends. After that they are asked to listing the answers from other friends and listen to the recording to know which answers is the closest one to the recording.
d. The Task-based Language Teaching Framework
The framework of task-based language teaching consists of three phases. The phases are proposed by Willis 1996. The phases of task-based language
teaching are presented as follows Willis, 1996, pp. 36-65.
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1 Pre-task Phase
This phase is aimed at introducing the topic and task. It usually takes a short time to do the pre-task depending on how deep the students’ knowledge on
the topic discussed Willis, 1996, p. 42. By doing the pre-task, the students are encouraged to be interested in doing the following task. There are some activities
in pre-task which can be applied in the classroom. The activities, as proposed by Willis 1996 are “to classify words and phrases, match phrases to pictures,
challenge the memory, brainstorm, think of questions to ask, and recount a similar experience” p. 44. The activities mentioned above can be used to attract the
student’s attention to deal with the topic lesson discussed.
2 Task Cycle
In task cycle, according to Willis 1996, the students are given “the chance to use whatever language they already know in order to carry out the task”
and using the language in “planning their reports of the task” p. 40. It means the students are freely using their own way to understand and do the task. After that,
by the guidance from the teacher, the students work with friends to share what they already catch on the task to the class.
The cycle is divided into three phase. They are task, planning, and report. In the task phase, the students start to do the task. The task can be pair task or
group task. The role of the teacher in the task phase is to “monitor and encourage” the students to do the task. Willis suggests the teacher to “stop the task when most
pairs have finished” as well as give the short “comments on content” 1996, p.
22 52. This means that the teacher should be able to control the classroom when the
students do the task. The next phase in task cycle is the planning. In planning, the students
prepare their report on what the information they get from the task to be shared to the class. Willis notes the role of the teacher in the planning phase is “as linguistic
adviser, giving feedback” in order to “help students to correct, rephrase, rehearse, andor draft a written report” 1996, p. 52. Thus, in this phase, the students work
on the preparation to share what they get to the class by the guidance from the teacher in using the exact language to present the report.
The last phase in task cycle is the report. This phase requires the students to present their report to the class in verbal or written. As Willis noted about the
teacher’s role in this phase that “teacher acts as chairperson, linking the contribution, summing up” and, as the teacher does in the planning phase, giving
the feedback on the report presented 1996, p. 52. The task, planning, and report phase enable the students to be accustomed to using the target language in
communication.
3 Language Focus
After the task cycle, it is time to apply the language focus. The language focus is aimed at underlying the specific language features occurred during the
task cycle. Willis suggests two activities to complete the language focus. The activities are analysis and practice. In analysis activity, Willis 1996 notes the
students “analyze texts, transcripts, and sets of examples taken from familiar data” p. 100. It means the students discuss specific features used in the text or
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