16 8 It takes time to learn. Learning is not instantaneous. For significant learning
we need to revisit ideas, ponder them, try them out, play with them and use them. This cannot happen in the 5-10 minutes usually spent for a longer time
to learn. If the students reflect on anything they have learned, they will realize that it is the product of repeated exposure and thought.
9 Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This idea of motivation
as described here is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know “the reason why”, we may
not be very involved in using the knowledge that may be instilled in us, even by the most severe and direct teaching.
4. Task - Based Learning
Teachers have been using tasks for hundreds of years. Frequently, in the past, the task was a piece of translation often from a literary source. The
traditional way that teachers have used tasks is as a follow-up to a series of structure, function or vocabulary based lessons. In this study, the writer is not
distinguishing between acquiring and learning. There are certain basic principles that can help the teacher to select and device useful classroom activities that are
more likely to stimulate language learning. According to Willis 1996:11, most researches would agree that in order for anyone to learn a language with
reasonable efficiency, three essential conditions must be met. These are basic enough to apply to all learners, regardless of their individual cognitive styles.
17 There is also one additional condition that is desirable, though not essential. These
conditions are summarised in the following figure:
Condition for Language Learning
Essential Desirable
Figure 1. Condition for Language Learning Willis, 1996:11
a. The Importance of Task-Based Learning Nunan states that task-based syllabuses represent a particular realization of
communicative language teaching. Instead of beginning the design process with lists of grammatical, functional-notional, and other items, the designer conducts a
needs analysis which yields a list of the target tasks that the targeted learners will need to carry out in the ‘real-world’ outside the classroom. Meanwhile, the
students also need authentic data in which it refers to the samples of spoken or written language that have not been specifically written for the purposes of
language teaching. http:www3.telus.netlinguisticsissuessyllabusdesign.html According to Willis, tasks are activities where the target language is used
by the learner for a communicative purpose goal in order to achieve an outcome 1996:23. In other words, the emphasis is on understanding and conveying
meaning in order to complete the tasks successfully. An important feature of Task Based Learning is that learners have the freedom to choose whatever language
forms they wish to convey what they mean, in order to fulfill, as well as they can,
Exposure
to enrich but comprehensible
input of real spoken and written
language in use
Use
of the language to do things
i.e. exchange meanings
Motivation
to listen and read the language and
to speak and write it
i.e. to process and use the exposure
Instruction
in language i.e. chances to
focus on form
