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language and also opportunities to use the language. There are two steps in language focus. They are analysis activities and practice activities.
The analysis activities aim to get the learners to identify and think about the features of language form and language use. It will help them to understand
the words, phrases, and certain patterns. After they analyze the language, then they practice it. Practice activities are usually integrated with analysis
activities. Practice activities are able to make the learners confidence to use the language.
Figure: 2.4. Components of Task-Based Cycle Willis, 2003: 52
c. The Role of Teacher
In task-based learning, the role of the teacher is generally as a facilitator. Being a facilitator means that the teacher needs to keep the amount of exposure
and use of language in balance and to ensure they are both of good quality Willis: 2003. As the facilitator, the teacher is involved in making the task and ensuring
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the learners understand with the materials given. Although the learners work independently, the teacher still controls overall and stops everything if it is
necessary. In addition, Willis 2003: 53 mentions three other teacher’s roles, such as: as a monitor, as a language adviser, and as a chairperson.
1 The teacher as a monitor As a monitor, the teacher needs to have self-control to encourage from a
slight distance and let the learners do the task by themselves. If the teacher finds the learners are getting stuck in doing the task, the teacher should help
them to out, but then withdraw again. Setting a time limit is important when the learners are asked to do the tasks. After the tasks, the teacher take up briefly
one or two point interests while monitoring, and to give positive comment on the way learners do the tasks.
2 The teacher as a language adviser When the teacher acts as a language adviser, the main role is to help the
learners negotiate meaning and express what they want to say. The teacher gives comment on good points and creative use of language. If the learners ask
to be corrected, point out errors which obscure the meaning, then explore various options together, and finally suggest alternative wordings.
3 The teacher as a chairperson When the task is presentation, the teacher needs to introduce the
presentations, to set a purpose for listening, to nominate who speaks next and to sum up at the end. It is essential to react first to the content of the reports
when summing up after presentation. Teacher should acknowledge the effort
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learners put in presentations, as well as showing a good interest in what they have done.
In task-based learning, the teacher in this approach acts as a monitor, a language advisor, and a chairperson. The teacher also helps the learners to achieve
the goals of learning by creating the objectives and materials. Although the teacher has right to control overall and stop everything if it is needed, the teacher
is not the main player in the teaching learning process. The main player in the teaching learning is the learners. In other words, the center of the learning in
teaching learning process is the learners.
d. The Role of Learners
