Task Varieties Task-based Language Teaching a. Task Definitions
22 52. This means that the teacher should be able to control the classroom when the
students do the task. The next phase in task cycle is the planning. In planning, the students
prepare their report on what the information they get from the task to be shared to the class. Willis notes the role of the teacher in the planning phase is “as linguistic
adviser, giving feedback” in order to “help students to correct, rephrase, rehearse, andor draft a written report” 1996, p. 52. Thus, in this phase, the students work
on the preparation to share what they get to the class by the guidance from the teacher in using the exact language to present the report.
The last phase in task cycle is the report. This phase requires the students to present their report to the class in verbal or written. As Willis noted about the
teacher’s role in this phase that “teacher acts as chairperson, linking the contribution, summing up” and, as the teacher does in the planning phase, giving
the feedback on the report presented 1996, p. 52. The task, planning, and report phase enable the students to be accustomed to using the target language in
communication.
3 Language Focus
After the task cycle, it is time to apply the language focus. The language focus is aimed at underlying the specific language features occurred during the
task cycle. Willis suggests two activities to complete the language focus. The activities are analysis and practice. In analysis activity, Willis 1996 notes the
students “analyze texts, transcripts, and sets of examples taken from familiar data” p. 100. It means the students discuss specific features used in the text or
23 recording they hear. Besides, the practice activity is usually conducted by
requiring the students to work on “words, phrases, pattern and sentences from the analysis activities” Willis, 1996, p. 100. Thus, the students have a chance to
review what they get after analysis the language focus.