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6 Reproduction to Creation
The learners should be led to accomplish reproductive tasks to creation tasks which mean that the learners should reintegrate topic that the learners
reproduce with a new way.
7 Reflection
In the process of learning, the learners should be given an opportunity to reflect what they have learnt and how their understanding toward a topic due to a
consideration that learners who are able to reflect what they have learnt will be better learners.
Those are the principles of task-based language teaching which should be fulfilled in task-based language teaching. Those principles are also used as
consideration in analyzing the framework of task-based language teaching presented below.
d. A Framework of Task-Based Language Teaching
The model of task-based language teaching offered by Nunan 2004 could be seen as follows.
Picture 2. Framework of task-based language teaching
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From the diagram presented above, it can be seen that target tasks should be adopted in designing pedagogical tasks as a reference. Pedagogical tasks have
two types which are rehearsal task and activation task. Rehearsal task is a task which is directly and obviously related to the target tasks. Meanwhile, the
activation task does not assume the students to master language which is used in their field but it reinforces learners to initiate the application of language functions
and structures in which the learners are not limited to use a specific lexical and grammatical resources.
In this framework, form-focused work is presented in the form of enabling skills since it is designed to develop skills and knowledge of language that
provides the process of authentic communication. There are two kinds of enabling skill which are language exercises and communicative activities.
Language exercise could be divided into two exercises which are lexical focus and grammatical focus. Meanwhile, communicative activity means an activity which
has an element of meaningful communication and provides controlling practice of limited language items.
e. Task-based Syllabus Design
Task-based syllabus design which adopts the principle of analytical approaches is basically a form of development of a synthetic approach syllabus.
Wilkins in Nunan 2004 defines synthetic approach as an approach in which parts of the language are taught separately gradually. However, learning is unstable,
one and other learners are different in term of learning. Therefore, the analytical approach emerges to repair this mistake. This approach way is breaking apart
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language into pieces and required to analyze. Then, this approach is going to be the basis of task-based syllabus design including project-based, content-based,
thematic, and text-based syllabuses. Related to this, in task-based syllabus design, Nunan 2004 offers two
considerations of syllabus design which are concerning on units of lesson and broader syllabus model. The first consideration is arranged by “task chaining”
way while the broader syllabus model is arranged based on the topic or theme. In “task chaining”, there are several steps that should be followed, which are:
1 Schema building which will introduce the learners to the topic, set the
context, and recognize the vocabulary related to the tasks completion. 2
Controlled practice in managing target language vocabulary, structures and functions since the learners will start to be introduced with communicative
flexibility. 3
Authentic listening practice which can expose the learners to authentic or simulated conversation
4 Focusing on linguistic elements which will make the learner easier to see
the relationship between communicative meaning and linguistic form 5
Providing free practice to encourage learners to use language creatively 6
Introducing the pedagogical task Meanwhile, in understanding the broader syllabus model, it is important to
know that there is a theme of language function proposed by Halliday in Nunan 2004 which are macro-function and micro-function. In macro-function level,
there are three activities that people usually use language. They are transactional
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or service macro-function, interpersonal or social macro-function, and aesthetic macro-funtion. Transactional or service macro-function refers to language used to
exchange goods and services. Interpersonal or social macro-function refers to language used to socialize with others while aesthetic macro-funtion refers to
language used for enjoyment. Meanwhile, micro-function level refers to language used in everyday interactions. For the instance is asking for and giving directions.
That is all about syllabus design. Related to this, in designing task-based materials it is also important to comprehend what the components of tasks are.
f. Task Components
