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Activities are stated based on the input data for students in accomplishing the goals of the tasks. Teacher and learner role are the part in which teacher and
learner are expected to play in carrying out the tasks. Setting of the task refers to the classroom arrangement specified and implied in the task given.
Figure 2.3 a Framework for Analyzing Communicative Task Nunan, 1989: 12
b. Four Conditions for Language Learning
The four conditions of language learning is taken as a part of the discussion because whatever methods are thriving in language teaching, there
must be certain condition that should be selected as a consideration to stimulate learning. Willis 1996:11 proposes a model of condition that should be met in
order to acquire the target language. There are four conditions in language learning to give students a lot of opportunity in experiencing the target language,
those are: language exposure, language use, motivation, and instructions. Language exposure, language use, and motivation are essential. Without
one or even two of those three components, students will not have big opportunity in experiencing the target language. The instruction is considered as desirable
because students can learn a language outside the classroom. The further explanation of those four conditions is described below:
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1 Language Exposure Giving language exposure to students is to make sense in whatever inputs
given. It might involve listening, reading or both. Moreover, the learning process within this language exposure might be conscious or subconscious. The exposure
gives students example in getting meaning and observing how others express the meanings that students want to be able to express.
Language teacher needs to pay careful attention in selecting inputs. The quality of the input is taken as the first consideration, for example giving the
students variety of types of language use. It will give students experience toward the language variety that may increase students’ motivation.
2 Language Use The goal of most methods in foreign or second language teaching is to
teach the students to communicate in the target language Larsen- Freeman, 2000: 121. Thus, it is impossible not to give students chance to make the real use of the
target language itself. The internalized process in using the language helps students to create
their own understanding. Students should be put in a setting they are risk-takers Breen and Cadlin, 1980 as quoted in Wisnu 2006:15. The process of making an
error is considered as natural. The more important point is that students experience the target language in variety of situation.
3 Motivation Motivation is needed in whatever people want to get their goal. In
accordance with language learning, motivation can be integrative, purely
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instrumental or both Willis, 1996:14. Integrative means the motivation is built to get involved in the community where the target language is spoken purely.
Instrumental means target language as a means to get certain goals. On the other hand, teacher usually finds that students do not have long
personal motivation. Learning English is considered as a subject that should be followed as the part of curriculum. Therefore, teacher has to select topics and
activities that serve to motivate in the short term. The activities are chosen to stimulate interest and involvement by students.
The involvement of students is expected to bring success and satisfaction in the students’ development process. Once students get satisfaction through their own
effort, it influences the students to participate next time. 4 Instruction
Instruction is desirable since it does not change the learners’ developmental change Willis, 1996: 15. Although instruction can, both speed up
the rate of students’ language development and increase students’ attainment, the participation of sufficient exposure and suitable condition are really needed.
The benefit of instruction is that students notice specific feature of the target language. It can give students the opportunity to process grammatical and
lexical patterns. Willis: ibid. Moreover, instruction aids learning if it is intended for controlled performance.
The four conditions for language learning can be summarized as the figure 2.3.
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Figure 2.4 Four Conditions for Language Learning Willis, 1996:11
c. Task-Based Learning
