The Definition of TBL The procedures of TBL

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a. The Definition of TBL

According to Richards and Rodgers 2003 task-based learning TBL refers to “an approach based on the use of task as the core unit of planning and instruction in language teaching” p. 223. According to Willis there are three principles in task-based language learning as cited in Richards Rodgers, 2003, p. 223. Firstly, communication activity is the focus of learning. In this study, the focus of learning is how the learners improve their speaking skills. Thus, practicing speaking make learners accustomed to speak in English as the objective. Secondly, communication activity is more on carrying out the meaning when language is used. Thus, the language used should be meaningful, relevant, and comprehensible. Thirdly, task-based learning emphasizes meaningful language that can support the learning process. Meaningful language means that both learners and interlocutors understand about the topic discussed and are not confused about the language used. Therefore, the task-based approach in this study is the approach in the process of teaching and learning of the tour guides in Kalisuci Gunungkidul which mostly uses communication activities to encounter speaking expressions to be captured and used, so that the guides are able to speak in English to carry out the speaking tasks in dealing with their every day jobs.

b. The procedures of TBL

This study applies the task sequence proposed by Willis 1996. Willis’ 1996 task sequence is pre-task, the task cycle, and the language focus p. 56. The task sequence is explained in the following points. 14 1 Pre-task The learners are introduced to the task. Then, the learners carry out the pre-task. The teacher or instructor may highlight useful words and phrases but do not pre-teach new language structures. The learners may hear a recording of others in doing a similar task. 2 The task cycle The activities in this stage are task, planning, and report. In the task phase, the learners carry out the task in pairs or small groups and teacher monitors from a distance. In planning phase, the learners prepare to report to the whole class on how they did the tasks. In report phase, some pairs or small groups present their reports to the whole class and compare the results. 3 The language focus In this stage, the learners underline the language items used and practice it using communicative tasks. The students analyze, examine, and discuss the specific features of the texts or transcripts in the task stage. Then, the learners practice the tasks. However, either during or after analyzing the tasks, the teacher conducts practice of new words, phrases, and patterns occurring in the tasks. The researcher agrees with Willis’ three phases of task because in pre-task, task cycle, and language focus phases provide a lot of English exposure and make learners to be more active in class. In Willis’ task-sequence, the learners should prepare, plan and report the task, and then, the learners analyze their report from the review of the teacher. After that, the learners revise the report. Finally, the learners re-report again using the correct language forms. 15

c. Types of Tasks in TBL