9 Give attention to the high frequency words across the four strands of a course.
The high frequency vocabulary should be used in every skill and fluently accessed.
Encourage students to reflect on and take responsibility for learning. It consists of informing students of different types of vocabulary, training
students to be familiar with the vocabulary, giving opportunities to choose what to learn and how to learn, and giving students encouragement and opportunity to
reflect and evaluate the learning process.
2. Task-Based Learning
The researcher discusses the nature of Task-Based Learning TBL, components of TBL, and types of task and activity in this section.
a. The Nature of Task-Based Learning
Nunan 2004 defines TBL as a realization of Communicative Language Teaching approach at the levels of syllabus design and methodology p. 10. TBL
aims at creating the optimum conditions for language learning. Willis 2003 identifies these three essential conditions as
“the exposure to the target language, opportunities to use the target language for expressing meaning, and the
motivation to engage with exposure and use what they know ” p. 3.
According to Basquille 2004 , “TBL is applicable in the widest variety of
learning contexts as its rationale ” p. 5. Therefore, TBL is relevant no matter
what the level, age, culture, mother-tongue, motivation and previous learning experience of students. Thus, tasks can vary in length and complexity according to
the level of the class.
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According to Nunan 2004, there are six characteristics of TBL, namely a need to content selection, an emphasis on learning to communicate in the target
language, the use of authentic texts, the availability of opportunities for students to focus on both language and the learning process, an improvement of the
students’ personal experiences, and the connection of classroom language learning with language outside the classroom p. 1. Furthermore, Skehan 1998, as cited
in Nunan 2004, states five characteristics of a task in TBL. Those characteristics are meaningful, comparable to real-world activities, assessable, prioritizing task
completion, and eliminating other’s people meaning to reproduce p. 3.
b. Components of Task-Based Learning
According to Willis 2003, in TBL, the teacher is generally a facilitator who keeps the learning condition concussive p. 40. Willis 2003 defines
components of Task-Based Learning TBL as “pre-task, task cycle, and language
focus ” p. 38. Pre task section is about the introduction to the topic and tasks. The
task cycle consists of three steps, namely are task, planning, and report. The language focus contains analysis and practice.
Willis 2003 divides pre-task section into three more parts. They are “introducing the topic, identifying topic language, and giving task instructions”
p. 52. Students will do the task in task cycle. According to Willis 2003, in task cycle, students will do the task in pairs
or small groups p. 52. When most pairs have finished the task, the teacher has to stop the task. After that, the teacher acts as a linguistic adviser while students
prepare to report in front of the class the way they did the task and what have they
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learnt about. The task cycle ends with the presentation from selected groups. At the end of each presentation, the teacher gives feedback.
The last component of TBL defined by Willis 2003, p. 38 is language focus. It is divided into two steps. The first one is analysis. In analysis, students
discuss the specific characteristics of the text. The second one is practice. In practice, the teacher gives students an opportunity to practice new words, phrases,
and patterns occurred in the text after students has done the analysis
c. Types of Task and Activity
Pattison 1987 as cited in Nunan 2004 classifies the types of task and activity based on Task-Based Learning into seven classifications. Those are
“questions and answers, dialogues and role plays, matching activities, communication strategies, pictures and picture stories, puzzles and problems,
discussions and decisions ” p. 57. The detailed explanations are as follows.
Questions and Answers These activities are based on the notion of creating an information gap. It
aims students at discovering their classmate’s choice. These activities can be used
to practice vocabulary. Dialogues and Role Plays
Students are given two choices in performing dialogues and role plays. They are permitted to perform scripted or improvised dialogues and role plays.
The purpose of choices is students may participate willingly and learn thoroughly by what they say in their dialogues and role plays.
