Task-based focuses the language learning process on how that language is used to accomplish the task conducted commonly in group. Richards 2006: 31
supports the use of tasks should fulfill some key characteristics of a task. The characteristics are:
1 It is something that learners do or carry out using their existing language resources.
2 It has an outcome which is not simply linked to learning language, though language acquisition may occur as the learner carries out the task.
3 It involves a focus on meaning. 4 In the case of tasks involving two or more learners, it calls upon the learners’
use of communication strategies and interactional skills. From those theories, it is assumed that a task is a number of meaningful
activities engaging learners in particular forms to comprehend, manipulate, produce or interact in the target language to result an outcome that can be
evaluated as a result of the study.
b. Tasks Goals
Implementing of the task-based has focused on several goals to reach as an outcome in language learning. Oxford 2006: 97 defines that the goals of task
consist of focus on meaning, focus on form and focus on forms. The descriptions of those goals are in the following:
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1 Focus on meaning. In this type of syllabus, learners receive chunks of ongoing,
communicative L2 use, presented in lively lessons with no presentation of structures or rules and no encouragement for learners to discover rules for
themselves. Grammar is viewed as developing naturally when the learner is ready for a given structure, so no structures should be discussed.
2 Focus on form. Long in Oxford 2006 views, a focus on form occurs when
attention is mostly on meaning but is shifted to form occasionally when a communication breakdown occurs.
3 Focus on forms. It means of presenting specific, preplanned forms one at a
time in the hope that learners will master them before they need to use them to negotiate meaning. The learner must synthesize all of the material himself or
herself; hence a focus on forms syllabus is a synthetic syllabus Wilkins in Oxford.
In line with Oxford, Shekan in Murphy 2003: 352 explains that the competing goal of the tasks should focus on accuracy, fluency, and complexity.
Those descriptions is very clear that the goal of task in task-based language teaching is the learners learn a target language focusing not only on form
but also on meaning by using real world activities.
c. Procedures of Task-Based Language Teaching in the Classroom
The Procedure of task-based language teaching in the classroom consists of tasks requiring increasingly complex use of language. The problem-solving of
practical tasks, usually done in groups, are designed to interest and challenge the learners sufficiently to get them to use the English they already knew and
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incorporate new items provided by input materials and the teacher. Generaly, the procedures of task-based language teaching consist of pre activity or pre-task,
main activity or task-cycle, and post activity or it is regarded as language focus. Li 2004: 73 outlines a three-stage procedure commonly recommended:
1 Pre-task. Introduction to the topic and task provision of useful input listening, reading, brainstorming, etc. If necessary, reactivation or provision of essential
language Definition of the task objectives, procedures, time limits, etc. 2 Task-Cycle. It consists of planning the task, doing the task, and reporting on
the task or presenting the product of the task teacher monitoring and guiding as necessary all the time
3 Post-task. It focuses on the language used, practice of the language as necessary, retrospective discussion of the task-awareness-raising. It is
important to emphasize that tasks in task-based language teaching should have very clear objectives and conclude with a very tangible sense of achievement
for the learners. Then, Willis in Richards 2006: 29 also proposes the sequences of task-
based activities that can conduct in the classroom including pre task activity, task cycle and language focus. The further descriptions of the phases of task-based
language teaching are: 1 Pre Task activity. In this phase, it covers introducing to the topic and task. The
activities that can be done are; 1 Teacher helps students understand and theme and objectives of the task, for example brainstorming ideas with the
class, using pictures, mime, or personal experience to introduce.2 Students do perpustakaan.uns.ac.id
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a pre-task, for example, top-based, odd-word-out games. Teacher may highlight useful words and phrases, but would not pre-teach new structure. 3
Students can be given preparation time to think about how to do the task. 4 Students can hear recording a parallel task being done so long as this does not
give away the solution to the problem. 5 If the task is based on text, students can read it
2 Task Cycle. In this phase, the students are led to work to accomplish the task. This phase consist of task, planning, and report.
a Task. There are several steps that can be done both by the students and the teacher; 1 The task is done by students and gives students to use whatever
language they already have to express themselves and say whatever they want to say. This may be in response to reading a text or hearing a
recording. 2 Teacher walks around and monitors, encouraging in supportive way everyone’s attempt at communication in the target language.
3 Teacher helps students to formulate what they want to say, but will not intervene to correct errors of form. The emphasis is in spontaneous,
exploratory talk and confidence building, within the privacy of the small group. Success in achieving the goals of the task helps students’ motivation.
b Planning. The steps of planning consist of; 1 Planning for the next stage where students are asked to report briefly to the whole class how they did
the task and what the outcome was, 2 students draft and rehearse what they want to say or write, 3 teacher goes around to advice students on language,
suggestion phrases and helping students to polish and correct their language, perpustakaan.uns.ac.id
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4 if the report are in writing, teacher can encourage peer-editing and uses dictionary. The emphasis is on clarity, organization, and accuracy, as
appropriate for a public presentation. 5 Individual students often take this chance to ask questions about specific language items.
c Report. In this stage teacher asks some pairs to report briefly to the whole class
so everyone can compare findings, or begin a survey and teacher comments on the content of their report, rephrase perhaps, but give no overt public
correction. 3 Language Focus. This phase might consist of analysis, and practice.
a Analysis 1 Teacher sets some language-focused tasks, based on the texts students
read or on the transcripts of the recordings they hear. 2 Teacher starts students off, then students continue, often in pairs.
3 Teacher goes around helping. Students can ask individual questions. 4 In plenary, teacher then reviews the analysis, possibly writing relevant
language up on the board in list form; students may make notes. b Practice. Practice activities can include:
1 Choral repetition of the phrases identified and classified 2 Memory challenge games based on partially erased examples or using
lists already on blackboard for progressive deletion 3 Sentence completion set by one team for another
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4 Matching the past-tense verbs jumbled with the subject or objects they had in the text
5 Dictionary reference with words from text or transcript The explanation above show that the procedures of Task-Based can be
carried out into three phase; pre-task, task cycle, and language focus. These phases can be implemented in many different kinds of tasks. In the first-two
phases, teacher brainstorms the students’ knowledge about topic they are going to learn, and then she monitors students’ work by encouraging them to learn
actively to accomplish the task and also she provides them with help but not teaching language. In the last phase, the teacher lead students to reflect what have
been done in the task cycle especially their language by explaining the language rules, analyzing, and exercising.
d. The Advantages of Task-Based Language Teaching
