4. Task-based Language Teaching TBLT
a. The Definition of TBLT
Task-based Language Teaching TBLT or Task-based instruction is a methodology that can be regarded as a developing from a focus on classroom
processes Richards, 2006: 30. Further, Richards and Renandya 2002: 93 add TBLT as the use of task which serve to facilitate meaningful
communication and interaction. Moreover, Willis Willis 2007: 1 and Nunan 2004: 19 state that
Task-based Language Teaching is the effective way to teach a language as TBLT engages the learners in the real language use in the classroom and the
materials used are closely with the students’ daily life. Thus, it can be summarised that TBLT is a methodology that uses tasks
to engage the learners in the real language use in the classroom.
b. The Principles of Task-based Language Teaching TBLT
Nunan 2004: 35 underlines the seven principles of TBLT as follows. 1
Scaffolding Lessons and materials should provide supporting framework within
which the learning takes place. At the beginning of the learning process, learners should not be expected to produce language that has not been
introduced either explicitly or implicitly. 2
Task Dependency Within a lesson, one task should grow out of, and build upon, the ones
that have gone before.
3 Recycling
Recycling language maximised opportunities for learning and activates the organic learning principle.
4 Active Learning
Learners learn best by actively using the language they are learning. 5
Integration Learners should be taught in ways that make clear the relationship
between linguistic form, communicative function, and semantic meaning. 6
Reproduction to Creation Learners should be encourages to move from reproductive to creative
language use. 7
Reflection Learners should be given opportunities to reflect on what they have
learned and how what they are doing.
5. Materials Development
a. The Nature of Materials
Refer to Tomlinson 1998: xi, materials mean anything which presents or informs about the language being learned to help to teach language
learners. In addition, Brown 1995: 139 defines materials as any systematic description of the techniques and exercises to be used in the classroom
teaching. Materials can be in the form of textbooks, visual aids, cassettes, photocopied hand-outs, etc.
Some characteristics of good materials have been listed by Tomlinson 1998: 7-22 as follows:
1 Materials should achieve impact
2 Materials should help learners to feel at ease
3 Materials should help learners to develop confidence
4 What is being taught should be perceived by learners as relevant and
useful 5
Materials should require and facilitate learner self-investment 6
Learners must be ready to acquire the points being taught 7
Materials should expose the learners to language in authentic use 8
The learners’ attention should be drawn to linguistic features of the input 9
Materials should provide the learners with opportunities to use the target language to achieve communicative purpose
10 Materials should take into account that the positive effect of instruction
are usually delayed 11
Materials should take into account that learners differ in learning styles 12
Materials should take into account that learners differ in affective attitudes
13 Materials should permit a silent period at the beginning of instruction
14 Materials should maximize learning potential by encouraging
intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities
15 Materials should not rely too much on controlled practice
16 Materials should provide opportunities for outcome feedback
Moreover, Hutchinson and Waters 1987: 107-108 identify some principles related to a good characteristic as follows:
1 Materials provide a stimulus to learning.
2 Materials help to organize the teaching and learning process by providing
a path through the complex mass of the language to be learnt. 3
Materials embody a view of the nature of language and learning. 4
Materials reflect the nature of the learning task. 5
Materials can have a very useful function in broadening the basis of teaching training by introducing teachers to new techniques.
6 Materials provide models of correct and appropriate language use.
Form the descriptions above, it can be said that materials take the important role in teaching and learning activities. Materials become the input
and can increase the students’ motivation in learning. Those principles show
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