18 •
Comparing
Comparing task processes involve matching to identify specific points and relate them to each other; finding similarities and things in common; and
finding differences. •
Problem solving
In problem solving tasks, learners are to deal with analyzing real or hypothetical situations, reasoning, and decision making.
• Sharing personal experiences
These tasks encourage learners to talk more freely about themselves and share their experiences with others.
•
Creative tasks
These tasks involve learners in some kinds of freer creative work. They can involve combinations of the other task types.
b. The Characteristics of TBLT
Feez 1998 as quoted by Richards and Rodgers 2001: 224 summarizes the key assumptions of Task-Based Instruction. First, the focus of Task-Based
Instruction is on the process rather than the product. Second, its basic elements are purposeful activities and tasks that emphasize communication and meaning.
Third, the learners learn language by interacting communicatively and purposefully while engaging in the activities and tasks. Fourth, the activities and
tasks can be either those that learners might need to achieve in real life or those that have a pedagogical purpose specific to the classroom. Fifth, the activities and
tasks of a task-based syllabus are sequenced according to difficulty. The last, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19 difficulty of a task depends on a range of factors including the previous
experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.
Moreover, Nunan 2004: 35-38 proposes seven principles for Task-Based Language Teaching. They are as follows.
1 Scaffolding Lessons and materials should provide supporting frameworks within which
the learning takes place. At the beginning of the learning process, learners should not be expected to produce language that has not been introduced
either explicitly or implicitly. 2 Task dependency
Within a lesson, one task should grow out of, and build upon, the ones that have gone before.
3 Recycling Recycling language maximizes opportunities for learning and activates the
‘organic’ learning principle. 4 Active learning
Learners learn best by actively using the language they are learning. 5 Integration
Learners should be taught in ways that make clear relationships between linguistic form, communicative function and semantic meaning.
6 Reproduction to creation Learners should be encouraged to move from reproductive to creative
language use. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 7 Reflection
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
Besides, Willis 1996: 38 proposes three components in TBLT framework to create optimum conditions for language acquisition. Those three components
are pre-task, task cycle, and language focus. The components are presented in Figure 2.2.
Pre-task
Introduction to topic and task Teacher explores the topic with the class, highlights useful words and phrases,
helps students understand task instructions and prepare. Students may hear a recording of others doing a similar task.
Task Cycle Task
Students do the task in pairssmall group.
Teacher monitors from a
distance. Planning
Students prepare to report to the whole class
orally or in writing how they did the task,
what they decided or discovered.
Report Some groups present
their reports to the class, or exchange written
reports, and compare
results.
Language Focus Analysis
Students examine and discuss specific
features of the text or transcript of the
recording. Practice
Teacher conducts practice of new
words, phrases and patterns occurring in the data, either during or after the
analysis.
Figure 2.2 Task-Based Learning Framework Willis, 1996: 38
21
c. Writing in the Task-Based Learning Framework
