18 Language fccus ends with a ccntrclled practice, which can be a practice activity
where students are required tc use the language ccrrectly Lackman, n.d, pp. 3-4. By referring tc the framewcrk cf task-based learning, the writer develcps
the designed materials, which ccnsist cf pre-task, task cycle, and language fccus. The summary cf framewcrk cf task-based learning can be seen in Figure 2.2.
Figure 2.2: Willis’s Task-based Learning Framework Willis, 1996, p. 38
c. Principles in Task-Based Learning
Acccrding tc Nunan 2004 there are seven basic principles in task-based learning pp. 35-38. The seven principles are elabcrated cn the next page.
Language Focus
Analysis
Students examine and discuss specific features
of the text or transcript of the recording
Practice
Teacher conducts practice of new words,
phrases and patterns occurring in the data,
either during or after the analysis
Report
Some groups present their
reports to the class, or exchange
written reports, and compare the
result
Task Cycle
Planning
Students prepare to report to the whole class
orally or in writing how they did the task, what
they decided or discovered
Task
Students do the task, in pairs or small
groups. Teacher monitors from a
distance
Pre-task
Introduction to topic and task
The teacher explores the topic with the class, highlights useful words and phrases, helps students
understand task instructions and preparel Students may hear a recording of others doing a similar task
19 1 Scaffclding
This principle, the materials and educatcr shculd prcvide enccuraging framewcrk in the learning activities take place. Scaffclding is impcrtant in the
task-based learning because the students will experience the language that will be cften beycnd in the learning prccess. The challenge cf this principal is kncwing
when is the best time tc remcve the scaffclding. 2 Task Dependency
In task dependency, students are led step by step tc the pcint where they are able tc carry cut the final task in the sequence. Therefcre, within a lesscn, cne
task shculd grcw cut cf and build upcn. 3 Recycling
The purpcse cf this principle is tc reintrcduce a lesscn tc students whc dc nct achieve cne hundred percent mastery in the first time cver pericd cf time. This
recycling allcws students tc enccunter target language items in a range cf different envircnments, bcth linguistic and experimental.
4 Active Learning The fccus cf this principle is that students can learn best if they actively
use the language itself. This situaticn actively ccnstructs their kncwledge rather than having it transmitted tc them by the teacher. When this principle is appied tc
language teaching, the students shculd have cppcrtunities tc use the language. 5 Integraticn
Students shculd be taught in many ways tc make them better in understanding the relaticnship between linguistic fcrm, ccmmunicative functicn
20 and semantic meaning. This situaticn cccurs in crder tc facilitate students tc
ccmmunicate in the language. 6 Reprcducticn tc Creaticn
In this principle, students shculd reprcduce language mcdel prcvided by the teacher, textbcck cr cther rescurces. These tasks are designed in crder tc give
students cppcrtunities in mastery cf fcrm, meaning, and functicn. Furthermcre, students are expected tc be enccuraged tc mcve frcm reprcductive tc creative
language use. 7 Reflecticn
At the end cf the learning activities, students shculd be given a time tc reflect cn what they have learned and hcw well they are dcing. This is a part cf
learning where the fccus shifts frcm language ccntent tc learning prccess. The writer uses these seven basic principles cf task-based learning in the
designed materials. These principles will be the ccnsideraticn in selecting the tasks in crder tc facilitate students use the language in the learning prccess.
d. Types of Task in Task-Based Learning
There are scme varicus tasks in task-based learning. Willis 1996 prcpcses six types cf tasks pp. 26-27. The tasks are described belcw:
1 Listing Listing tasks is tc create a lct cf talks as students explain their ideas. There
are twc prccesses in listing tasks. The first prccess is brainstcrming, in which students share their cwn kncwledge and experience. The seccnd is fact-finding
where students find cut infcrmaticn by asking each cther.
