19
taking on a different role and even identify from his or her usual one, simulation is frequently longer than a role play and can allow the student to maintain his or her
normal persona. In the case studies, the learners study the facts of a real-life case, discuss the issues involved and reach some kind of decision or action plan. Group
project has a clear target or end-product, is often in the form of a written report. However, the learners will not only have to write, but also use other skills listening,
speaking, and reading in conducting this type of task. The last type of task which is common in ESP is the oral presentation. Oral presentation is usually a part of the
other types of task. For example, the learners in a simulation or project work may have to give an oral presentation as a report.
d. The procedures
There are two kinds of procedures in developing tasks. Davies and Pearse 2000: 196, recommend a three-stage procedure.
1. Pre-task The activities are introduction to the topic and task, provision of useful input
listening, reading, brainstorming, etc, reactivation provision of essential language, or giving definition of the task objective, process, time limit, etc.
2. Task In this stage, the students are planning the task, then doing the task and reporting
on the task presenting the product of the task. Here, the teacher is monitoring and guiding as necessary all the time.
20
3. Post-task The task activities in this stage focus on the language used. The students practice
the language as necessary. The activities are in the form of discussions or other activities that require the students’ participation.
Willis 1996: 56-57 recommends a similar sequence of activities: 1. Pre-task
In this stage, the students are introduced to the task. The students may do a pre- task, for example, topic-based odd-word-out games. The teacher may highlight
useful words and phrases, but would not pre-teach new structures. 2. The task cycle
This stage consists of task, planning, report, and post-task. 3. The Language focus
The students do some language-focused tasks. Here, the students underline the language items used and practice using the language through communicative
tasks.
e. The learner roles
According to Richard and Rodgers 2001: 5, there are three primary roles that are implied by task work. These are:
1 Group participant Since many tasks will be done in pairs or small groups. The students need to
participate and get involved in the activities.
21
2 Monitor Class activities have to be designed so the students have the opportunity to notice
how language is used in communication. 3 Risk-taker and Innovator
The skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with the other learners may also need to be
developed.
f. Teacher roles
There are also three roles for the teacher: 1 Selector and Sequencer of tasks: The teacher selects, adapts andor creates the
tasks themselves and then forms into an instructional sequence in keeping with learner needs, interests, and language skill level.
2 Preparing learners for tasks: The teacher has responsibility to prepare the tasks so it can be conducted attractively for all participants. The activities might include
topic introduction, clarifying task instructions, helping the students learn or recall useful words and phrases to facilitate task accomplishment, and providing partial
demonstration of tasks procedures. 3 Consciousness-raising: The teacher should employ a variety of form-focusing
techniques, including attention-focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of highlighted material.
