14 2
Short Response In this type, the learners will only give short response to the materials. The
activities are response to the instruction, truefalse statement, detecting mistakes, skimming and scamming.
3 Longer Response
In this type, the learners give longer response answer or more actions. The activities are answering questions, note taking, summarizing, and long gap
filling. 4
Extended Response In this type, the listening activity is only a basic to extend reading,
speaking, or writing. The activities are problem solving and interpretation.
3. Task-Based Language Teaching
This section discusses about task-based language teaching. There are five parts in this sections namely, the definition of task-based language teaching, the
definition of task, the task-based language teaching framework, the task varieties, and the task component.
a. Defition of Task-Based Language Teaching
Task-based language teaching is a need-based approach which focuses on the content selection and emphasizes on the learning through interaction in the
target language Nunan, 2004. Nunan 2004 states that task-based language teaching makes a link between classroom learning with the language use outside
the classroom. In learning listening, the students can be helped by this approach to
15 explore more about listening because learning listening means that the students
learn the real situation for the example how native people speak.
b. Definition of Task
According to Wiilis 1996, task is activity in which the target language is used by the learner in a communicative purpose to achieve the outcome p. 23.
Moreover, Nunan 2004 states that task is a piece of classroom work which involves the learners in comprehending and producing the target learners in
comprehending and producing the target language by activating their grammatical knowledge to express and convey the meaning p. 4.
c. Task-Based Language Teaching Framework
Willis 1996 states that task-based language teaching framework consists of three phases p. 38. They are pre-task, task cycle, and language focus.
1 Pre-task
The pre-task phase prepares the students to do the tasks. This phase is not to teach large amounts of new language, and certainly not to teach one particular
grammatical structure, but to encourage the students’ confidence in handling the task, and give them something to fall back on if necessary. The teacher introduces
the topic and the tasks to the students which are conducted through the brainstorming ideas, pictures, mime or personal experience to introduce the topic.
This step aims to ensure that the learners understand the task, goal, and result. This phase can be shorter or longer depending on the learners’ degree of
familiarity with the topic and types of task.
16 2
Task Cycle Task cycle offers the learners the opportunity to use whatever language
they already know in order to carry out the task and to improve the language under the teacher guidance. Task cycle may be based on the reading or listening
text and it may be followed by the students hearing a recording of others doing the same tasks.
a Task
In this step, the students are allowed to carry out the activities and task in pairs or small groups. The main focus of the task is to get on meaning or content
rather than on the form of the target language. The teacher monitors the students and helps them to formulate what they want to say without intervening to correct
their error form. b
Planning In this step, the students prepare to report to the whole class how they did
the task, what they decided or discovered. c
Report In this step, the students present their reports to the class, or exchange
written reports, and compare result. The teachers may give feedback to the students’ reports to improve their understanding.
3 Language Focus
Language focus continues the report phase and provides an opportunity for explicit language instructions. The purpose is to highlight the specific language
features from the materials used earlier in the task cycle. By this point, the
17 learners will have already worked with the language and processed it on meaning,
therefore they are already to focus on the specific language form that carries the meaning.
This phase is divided into analysis and practice activities. In analysis activity, the students examine and discuss specific features of the text or transcript
of the recording. In practice activity, the teacher conducts practice of new words, phrases, and pattern occurring in the data, either during or after analysis.
d. Task Varieties
