4. The Understanding of Task-Based Learning
In designing the materials the writer uses task-based learning as the underlying theory to provide students with various exercises to practice their
listening skill required. The discussion of task-based learning covers the discussion on the definition of tasks, types of tasks, and task-based learning
framework.
a. Definition of Task
According to Willis 2003: 23, tasks are always activities where the target language is used by the learner for communication purpose goal in order to
achieve an outcome. Prabhu, as cited by Richard and Rodger 2001: 233 added that “a task is an activity which requires learners to arrive at an outcome from
given information through some processes of thought and teachers hold the control and the regulation of the process.” From the definitions, the writer
concludes that a task is a piece of classroom activities which involves learners to comprehend, manipulate, produce and interact to achieve the goal to communicate
in the target language.
b. Types of Task
Willis 2003: 26-27 divides six types of tasks as follows. 1
Listing There are some processes involved in these tasks. The processes are
described on the following page.
a Brainstorming
In this process, learners draw on their own knowledge and experience either in class or in pairsgroups.
b Fact-finding
In this task, learners, by referring to books or any other resources, find out things by asking each other or other people.
2 Ordering and sorting
There are four main processes in these tasks. First, it is sequencing items, actions or events in logical or chronological order. Second, it is ranking items
according to personal values or specified criteria. Third, it is categorizing items in given group or grouping them under given headings. Fourth, it is classifying items
in different ways, where the categories themselves are not given. 3
Comparing This task involves comparing information of similar nature but from
different sources in order to identify common points andor differences. The processes involved in this task are matching to identify specific points and relate
them to each other, finding similarities in common, and finding differences. 4
Problem solving This task makes demand upon people’s intellectual and reasoning power
and they are engaging and often satisfying to solve. The outcome would be solutions to problem in which it can be evaluated.
5 Sharing personal experiences
These tasks encourage learners to talk more freely about themselves and share their experiences with others. The resulting interaction is closer to casual
social conversation in which it is not goal-oriented as in other tasks. It may be more difficult to conduct in the classroom.
6 Creative tasks
These are often called projects and involve pairs of learners in some kind of freer creative work. They also tend to have more stages than other tasks, and
can involve combinations of task type such as listing, ordering and sorting, comparing, and problem solving.
While Pica, Kanagy, and Falodun 1993 as cited in Richard and Rodgers 2001: 234 classify tasks as the following.
a Jigsaw tasks
These tasks involve learners to combine different pieces of information to form whole or complete information.
b Information-gap tasks
These tasks involve the exchange of information among participants in order to complete a task.
c Problem-solving tasks
In this task, learners are given a problem and a set of information and they must arrive to the solution to the problem.
d Decision-making tasks
These tasks require learners to choose a number of possible outcomes of a problem through negotiation and discussion.
e Opinion exchange tasks
Learners engage in discussion and exchange of ideas. In this activity, they do not need to reach agreement.
c. Task-Based Learning Framework
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