Task-Based Learning for Young Learners

Figure 2.2 Task-Based Learning Framework Willis, 1996: 38

d. Task-Based Learning for Young Learners

The importance of acquiring words and phrases becomes the main consideration in The Task-Based Learning for beginners before they start learning grammar Willis, 1996: 118. It becomes the consideration for a teacher in teaching young learners. A teacher should prioritize to teach vocabulary first before delivering other elements and skills of the langua ge for learners. The purpose is to make learners more prepared to learn other elements and skills of the language when they have enough stock of words. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI To do this, a teacher needs to give lots of exposures to young learners. It is in line with the framewo rk of Task-Based Learning for beginners or young learners. Willis 1996: 116 states that giving a lot of exposure to beginners or young learners can facilitate them to prepare the next phase of learning the target language. It means that giving rich but comprehensible exposures is of importance for young learners to be able to interact more with the target language. Teaching young learners using Task-Based Learning has a little difference with teaching adults. The difference is put on giving exposures to the learners. When a teacher teaches young learners, he should give them more exposures. The implication of this is that the pre-task phase is longer than the other phases, those are task cycle and language focus. In other words, the proportion of task cyc le phase is shorter and in language focus phase, the concentration is on words and phrases. It is done to reduce any fear occurring when young learners, at the first time, learn a foreign or a second language. From the explanation above, it can be inferred that the framework of teaching young learners using Task-Based Learning differs from the framework of teaching adults. As the framework is a little bit distinct, so the framework of Task- Based Learning for beginners or young learners can be drawn in figure 2.3. as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Language Focus Finding, identifying, and classifying common words and phrases. Practice of classroom language and social phrases. Keeping personal dictionaries Figure 2.3. Task-Based Learning Framework for Beginners and Young Learners Willis, 1996: 116

e. The Implementation of Task-Based Learning