Task Based Learning Theoretical Description

responsibility for their own vocabulary learning, students need to choose words that will be useful for them.

3. Task Based Learning

In this discussion, there are two parts that will be discussed. Those are the definition of task based and the framework of task based. a. The Definition of Task Based There have been many advocates or researchers defining and explaining the task based instruction. According to Freeman and Larsen 2000:44, in his book entitled Techniques and Principles in Language Teaching, a task-based instruction has aims in providing the students a natural context for language use. Using task-based, it is expected that the students are able not only do or complete the task given but also interact with other students and teacher. Interaction in task- based aims at facilitating the learners’ acquisition of language in which the learners have to express their own understanding. Willis 1996:18 stated that in task based learning, students are free to choose and to compose the communication tasks in which the language forms are not controlled. He also states that the students compose what they want to say and express what they think or feel. In task based learning, the role of the teacher is as the facilitator Willis, 1996:40. As facilitator, the teacher has many duties, for example guiding the students to do or complete the task and controlling and monitoring the teaching learning process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI In addition, Long and Crookes 1993 mentioned three different types of task-based instruction. The first is procedural, in which the teacher at first gives example to the teachers the ways how to do or complete the tasks. The second type is language learning should be seen as a process through communicative interaction. In this type, the students and teacher decide together the tasks to do. The last type is task-based language teaching which is made by the students. It focuses more on the meaningful interaction between the students. b. Framework of Task Based Learning According to Willis 1996, the components of task based are divided into three phases. They are as follows. 1. Pre Task In this phase, the teacher introduces the topic to the students and helps the students to understand the task instructions. Harmer 2002:87 added that in the pre task the teacher discusses the topic with the class and may highlight useful words and phrases. Before giving pre task language activities, the teacher should help the learners to define the topic area and then help the students to recall and activate words or phrases that will be used both during the task and outside the classroom. There are many activities that can be done in this phase. Willis 1996 suggests some of them, such as classifying words and phrases, matching phrases to pictures, memory challenge, brainstorming and mind-maps. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2. Task Cycle This phase consists of three stages, namely task, planning and report. a Task In this stage, the students do the task. They can perform the task in pairs or in small groups. The students also have chance to choose and use whatever language they already had and whatever they want to say to express themselves. The teacher, in this stage, is as the monitor. She or he monitors and encourages the students when the students are doing the task. b Planning In this phase, the teacher helps the students to plan their report effectively. The students are expected to maximize their learning opportunities in the task cycle. After doing task, the students tell the whole class what they did in the form of both oral presentation and written presentation. During the planning stage, the teacher becomes the language adviser. The teacher should help the students to shape the meanings and express exactly what they want to say. She or he is allowed to correct their language and give advice for them. c Report In this phase, the students present their report orally or written. To save the time, teacher can divide the students in pairs or small groups. In written report, the students may exchange their reports and compare the results. The teacher becomes the chairperson in this stage. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 3. Language Focus This phase consists of two stages, namely analysis and practice. In analysis stage, the students analyze and discuss the listening passage or reading text which they have to look up for the task. In practice stage, the teacher may conduct some form of practice of specific language features such as words, phrases, patterns and sentences. The components of task based can be summarized as follows. The Figure 2.2 The Components of TBL Framework Willis:1996 c. The Types of Tasks There are many types of tasks that can be used in the classroom. Willis 1996 suggests six types of tasks. They are as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 1. Listing This task involves two processes namely brainstorming and fact-finding. In the first process, the students draw on their own knowledge and experiences either as a class or in pairsgroups, while in the second process, the students are asked to find the things in their own ways, either by asking other people or referring to books. 2. Ordering and Sorting The task involves four processes. The first is sequencing items, actions, or events in a logical or chronological order. The second is ranking items according to personal values or specified criteria. Categorizing items in given groups or grouping them under given headings is the third process. The last is classifying items in different ways, where the categories themselves are not given. 3. Comparing There are three processes in this task. The first is matching to identify specific points and relate them to each other. The second is finding similarities and things in common. The third is finding differences. 4. Problem Solving In this task, the students are demanded to use their intellectual and reasoning power to solve the problem. The students also learn to analyze the real life problems which may involve expressing hypotheses, describing experiences, comparing alternatives and evaluating and agreeing a solution. There is no fixed process in this task because the process and time depend on the type and complexity of the problem. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 5. Sharing Personal Experiences The aim of this task is to encourage the students to talk more freely about themselves and also to share their experiences with others. 6. Creative Tasks These tasks are often called projects and involve pairs or groups of learners in some kind of free creative work. These tasks can involve the combination of task types such as listing, ordering and sorting, comparing and problem solving.

4. Students’ Characteristics