27 for the learners. Also, the teacher must be careful in choosing tasks which mean
tasks should be suited to learners’ needs, interests, and language skill levels. The
second role is the teacher has to prepare the learners for tasks. In this section, the teacher can prepare pre-task for the learners. Thereafter, the learners should be
assisted in learning and in remembering beneficial words or phrases to make the tasks easy to be done. The third role is the teacher as consciousness-raising. The
teacher has a role to organize varied tasks. The teacher helps the learners to do the tasks given actively. Also, the teacher has to examine learners
’ tasks.
c. Learners Roles
Richards and Rogers 2001 classify the roles of the learners in task-based language teaching into three parts. The first part is learners as group participant. In
this part, the learners do a number of tasks given in small groups or in pairs and individually. The second part is learners as monitor. In task-based learning, tasks
are used as a tool for facilitating learning process. Therefore, it is essential for the teacher to organize classroom activities wisely in order to give opportunity for the
learners to observe how the language is used in communication. The third part is learners as risk-taker and innovator. It means that the learners deal with some
tasks. The teacher needs to motivate the learners to expand learners’ critical-
thinking in learning. Also, the learners are trained to find out solution in doing the tasks given.
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d. Task and Activity Types
Pattison 1987 proposes seven task and activity types in task-based language teaching as cited in Nunan, 2004, p. 57. Those task and activity types
are presented as follows: 1.
Dialogues and role plays The teacher can create an atmosphere in which the learners have a chance to
use the target language. For instance, the learners are given clear instructions to create dialogues. The teacher can give some choices of what to say and explain
clearly what the learners should do in creating the role plays. It is used to help the learners participate actively in using the target language.
2. Matching activities
In this part, the teacher provides a set of dialogue and asks the learners to complete the dialogue by matching the items provided. In matching activity, the
learners can work in pairs to increase learners’ talk time in the target language. 3.
Communication strategies In this activity, the learners should be encouraged to produce ideas in a
limited time. It is used to help the learners to think quickly and effectively. For example, learners are given a task to paraphrase and to invent words.
4. Pictures and picture stories
The teacher provides some pictures to stimulate learners to use the target language. For example, memory test, sequencing picture to tell a story. For this
activity, the teacher can ask the learners to speak using the pictures given.
