5. Task-based Learning
Skehan 1998: 95 defines task as: an activity in which meaning is primary: there is a communicative problem to
solve; there is some sort of relationship to compatible real-world activities; task completion has some priority; and the assessment of the task is in terms
of outcome.
“Task-based provides the learners with a natural context for language use. Task-based learning is not just about getting learners to do one task and then another
task and then another. If that were the case, learners would probably expert at doing tasks, but they wouldn’t be able to communicate fluently” Willis, 1996:40. As
Willis 1996:40 states, “the task cycle offers learners the chance to use whatever language they already know in order to carry out the task, and then to improve that
language, under teacher guidance, while planning their reports of the tasks”. The teaching techniques required for task-based learning are not very
different to those of ordinary mainstream language teaching. The differences lie in the ordering and weighting of activities and at the fact that there is a
greater amount of student activity, and less direct, up-front teaching Willis, 1996: 40.
6 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II LITERATURE REVIEW
This chapter discusses the theoretical description and theoretical framework. The theoretical description discusses of some descriptions of the theories related to
this study. The theoretical framework concerns with the theories discussed in the descriptions used by the writer in this study.
A. THEORETICAL DESCRIPTION 1. English for Specific Purposes ESP
a. The Origin
It is believed that ESP grew as a phenomenon out of a number of converging trends. There are three mains reasons of the increasing growth of ESP Hutchinson
and Waters, 1987:6. Those reasons will be discussed briefly below:
1 The demands of a Brave New World
“There was an expansion in scientific, technical, and economic activity on an international scale. This expansion called a world unified and dominated by two
forces: technology and commerce, which in their relentless progress soon generated a demand for an international language” Hutchinson and Waters, 1987:6. Because of
this, most people wanted to learn English since English was the key to get involved in international technology and commerce. Finally, it created new generation of
learners who knew the specific reason why they were learning language.
2. A revolution in linguistics
“Traditionally, the aim of linguistics had been to describe the rules of English usage. However, the new study shifted attention away from defining the formal
features of language communication” Hutchinson and Waters, 1987:7. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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