Figure 2.3: Willis’ Task Based framework Willis, 1996: 52
2.1.4.1 Task Types
Since the writer uses task-based learning as an approach in this study, the task type would be vital for this study. There would be a lot of things to be
considered in designing instructional material for the first grade of Domby. Consequently, the writer needs task type reference from the proponents of task
based language learning. As quoted by Larsen and Freeman 2000: 148, Prabhu year mentions
three types of Task in TBL. First is information-gap activity which involves a
Language Focus
Analysis Practice
Pre-Task
Introduction to topic and Task
Task Cycle
Task Planning Report
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transfer of given information from one person to another or change the form to another or even from one place to another. For example, students have to match
the words in English and their meaning in Indonesia. Second is opinion-gap activity which involves deriving some new information from given information
through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns? One example is teacher’s time table on the basis of
given class timetable. Third is opinion-gap activity which involves identifying and articulating a personal preference, feeling, or attitude in response to the given
information. Another typology comes from Pattison. As quoted by Larsen and Freeman,
Pattison 1987 sets out seven tasks and activity types. They are: 1. Question and answers
2. Dialogue and role play 3. Matching activities
4. Communication strategies 5. Picture and pictures stories
6. Puzzle and problems 7. Discussion and decision
Willis 1996: 26-28 also proposes six types of tasks. In selecting the tasks or creating the tasks, teachers should consider the level of the students. The brief
introduction for each type is stated as follows.
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1. Listing Listing may seem unimaginative, but in practice, listing tasks tend to generate a
lot of talk as learners explain their ideas. The processes involved are: Brainstorming, in which learners draw their own knowledge and experience
either as class or in pairsgroups Fact finding, in which learners finds things out by asking each other or other
people and referring to a book, etc The outcome would be the complete list or possibly a draft mind map.
2. Ordering and sorting
These tasks involve four main processes: Sequencing item, actions or events in logical or chronological order
Ranking items according to personal values or specified criteria Categorising items in given groups or grouping them under given heading
Classifying items in different ways, where the categories themselves are not given
3. Comparing
Broadly, these tasks involve comparing information of a similar nature but from different sources or versions in order to identify common points and or
differences. The processes involved are: Matching to identify specific points and rate them to each other
Finding similarities and things in common Finding differences
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4. Problem solving
These tasks demand upon people intellectual and reasoning power. It is quite challenging, but engaging and often satisfying to solve. The examples for these
tasks are short puzzle such as logic problem, while real life problems may involve expressing hypothesis, describing experiences, comparing alternatives, and
evaluating and agreeing a solution. 5.
Sharing personal experience These tasks give learners opportunity to talk freely about themselves or their
experiences. The result will be closer to social conversation. 6.
Creative task Creative tasks are often called project. These tasks involve pair or groups of
learners in some kind of creative work. They also tend to have more stages than other tasks and can involve combinations of task types.
2.1.4.2 Task Based Learning for Children
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