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There are several task types according to Prabhu 1987:46-47, Pattinson 1987 and Richards 2001:162 which may vary the task types.
d. The Task Types
The Task-Based Language Teaching places tasks as a core unit in learning a language. Therefore, the selection of the task types will be a paramount
consideration in designing the instructional materials. In order to get so much information about the task types, there will be presented some task typologies
delivered by some proponents. The first typology stated by Willis 1996:26-27 who divides task types into
six, those are: listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative tasks. First, listing involves brainstorming and
fact-finding either in pairs or group, the outcome can be in forms of completed list or mind mapping. Secondly, ordering and sorting includes sequencing items,
actions or events in logical or chronological order, ranking items on specific criteria, categorizing items or classifying items in different ways. Thirdly,
comparing involves matching to identify specific points and relate them to each other, finding similarities and things in common, and finding differences. The
fourth, problem solving demands upon people’s intellectual and reasoning powers, though challenging, they are engaging and satisfying to solve. It can be in
form of puzzle, real-life problem and others. While sharing personal experiences encourage the learners to talk more freely about themselves and share their
experiences with others, creative tasks involve listing, ordering and sorting, comparing and problem solving. Teamwork is the most important aspect in this
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type of task. The tasks are mostly done though collaborative learning when the learners work in pairs and in groups. The communicative interaction will provide
the students with much opportunity to the real language use. Another typology showed by Pattinson 1987 where he explores seven task
and activity types. Those are: questions and answers, dialogues and role plays, matching, communication strategies, pictures and picture stories, puzzles and
problems, discussions and decisions. Questions and answers are based on the notion of creating information gap between the learners by letting them
transferring given information from one person to another. In dialogues and role plays students will be more willing to learn if they are involved and given some
choice of what to say in their role play rather than told to simply repeat a given dialogue in pairs. While matching include recognizing matching items, or to
complete pairs or sets, communication strategies such as paraphrasing, inventing words, using gestures, asking for feedback, simplifying which can be used to
encourage learners to practice communication. Many activities can be stimulated through the use of pictures and picture stories, for example spot the difference,
memory test or sequence pictures to tell story.
e. The Framework of Task-Based Language Teaching
