25 5 Step 5: Provide freer practice
After having a presentation from the teacher and doing some exercises, in this step the learners are ready to practice their own understanding about the topic.
The learners are asked to make their freer practice. It can be individually, work in pair or work in group.
6 Step 6: Introduce the pedagogical task The last step is the introduction of the pedagogical task. Here, the learners
are given real situation or problem. Learners can have discussion in group and make their own decision.
c. Teacher and Learner Roles
1 Teacher Roles The teacher has important roles in class in making the teaching and learning
activities go well. Each approach in language teaching has different roles for teacher. According to Richards and Rogers, there are three roles of the teacher in
Task-Based Language Teaching TBLT. Those are: 1. Selector and sequencer of tasks
The teacher should select, adapt, andor create tasks that are suitable with learner needs, interest and language skill level.
2. Preparing learners for tasks The teacher helps learners in introducing topic, clarifying task instruction,
helping learner learn or recall words and phrases to facilitate task accomplishment, and providing partial demonstration of task procedures.
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26 3. Consciousness-raising
Teacher helps learners in the process of learning to make learners more understand by employing a variety of form-focusing techniques, including
attention-focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of highlighted materials.
2 Learner Roles There are three roles of the learner according to Richard and Rogers.
Those are: 1. Group participant
Learners will do the tasks individually, in pair or in group. 2. Monitor
Learners need to notice how language is used in communication because tasks are designed as a means of facilitating learning.
3. Risk-taker and innovator Learners are required to create and interpret messages for which they lack
full linguistic resources and prior experiences. Learners need to practice in restating, paraphrasing and using paralinguistic signals.
d. Type of Tasks
There are many types of tasks proposed by experts. Nunan 2004:59 classifies the tasks according to the strategies underpinning them. There are five
different strategies types: cognitive, interpersonal, linguistic, affective, and creative. The classification of tasks proposed by Nunan is shown in Table 2.1:
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27
Table 2.1: The classification of tasks proposed by Nunan
COGNITIVE
Classifying Putting things that are similar in groups
Predicting Predicting what is to come in the learning process
Inducing Looking for patterns and regularities
Taking notes Writing down the important information in a text in your
own words Concept Mapping
Showing the main idea in a text in the form of a map Inferencing
Using what you know to learn something new Discriminating
Distinguishing between the main idea and supporting information
Diagramming Using information from a text to label a diagram
INTERPERSONAL
Co-operating Sharing ideas and learning with other learners
Role Playing Pretending to be somebody else and using the language
for the situation you are in
LINGUISTIC
Conversational Patterns
Using expressions to start conversation and keep them going
Practicing Doing controlled exercises to improve knowledge and
skills Using Context
Using the surrounding context to guess the meaning of an unknown word, phrase, or concept
Summarizing Picking out and presenting the major points in a text in
summary form Selective
Listening Listening for key information without trying to understand every word
Skimming Reading quickly to get a general idea of a text
AFFECTIVE
Personalizing Learners share their own opinion, feeling and ideas about
a subject Self-Evaluating
Thinking about how well you did on a learning task, and rating yourself on a scale
Reflecting Thinking about ways you learn best
CREATIVE
Brainstorming Thinking of as many new words and ideas as one can
Willis 1996 proposes six types of task. Those are:
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28 1. Listing
The tasks involve processes of brainstorming and fact-finding. In brainstorming, learners draw on their own knowledge either as a class or in
pairsgroups. In fact-finding, learners find things out by asking each other or other people and referring to books, etc.
2. Ordering and sorting There are four main processes in this type of tasks:
1 Sequencing items, actions or events in a logical or chronological order 2 Ranking items according to personal values or specified criteria
3 Categorising items in given groups or grouping them under given headings 4 Classifying items in different ways, where the categories themselves are not
given 3. Comparing
There are three processes in this type of tasks: 1 Matching to identify specific points and relate them to each other
2 Finding similarities and things in common 3 Finding differences
4. Problem solving The tasks may involve real life problems such as expressing hypotheses,
describing experiences, comparing alternatives and evaluating and agreeing a solution.
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29 5. Sharing personal experiences
In this type of tasks, learners are required to talk about their experiences and share them with others.
6. Creative tasks These types of tasks are also called projects and it involves pairs or group
work. The tasks can involve combination of some tasks and it also can be an out- of-class research.
While Pica, Kanagy, and Falodun 1993, as cited in Richard and Rogers, 2001:234, classify tasks according to the type of interaction:
1. Jigsaw tasks: The tasks require learners to combine different pieces of information to form a whole, for example: learners are asked to arrange
different parts of a story into a good order. 2. Information-gap tasks: The tasks require learners to negotiate and find out the
information that they need in order to complete an activity. For example: a group of learners has one set of information and another group of learners has
a complementary set of information. They must find what the other party’s information.
3. Problem-solving tasks: The tasks require learners to find a solution to the problem that is given based on the information that they have. There is
generally a single resolution as the outcome. 4. Decision-Making tasks: Learners are given a problem with a number of
possible outcomes and they must choose one through negotiation and discussion.
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30 5. Opinion-exchange tasks: The tasks require learners to engage in discussion
and exchange of ideas, but they do not need to reach agreement. Having understood the various kinds of tasks as proposed by Nunan,
Willis, and Pica et al, the designer designed the tasks based on those types of tasks. The designer would have a lot of options that kind be used in designing the
tasks based on the learner needs and characteristics.
5. English for Specific Purposes
