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Listening and reading have more varied exposure to natural language. The tasks allow the learners to read and listen naturally during the teaching
learning process. The learners do not only listen to and read some examples made-up to illustrate a single language term.
4 In learning language using task-based learning framework, the learners will
understand that language is more than verb tenses and new vocabularies. Task-based learning framework includes all the language elements as the
exposure. 5
The learning activities are flexible. The learners may ask about any aspect of language at the analysis stage.
6 Fluency that may be the most important thing in learning the target language
is expected to establish the learners’ accuracy. 7
In task-based learning, the activities integrate all from skills – listen, speak, write and read
– in natural way. Then, the explanation of what task-based learning is has explained and it
continues with the type of tasks in task-based learning.
b. Types of Task
Task is important in task-based learning approach. According to Willis 2003:23, the task will stimulate the learners to always use the target language for
a communicative purpose in order to achieve an outcome. There are several types of tasks based on the many authors. They are Richards and Rodgers 2001, Willis
2003 and Nunan 2004.
12 Willis 2003 defines six types of task as follow:
1 Listing
Listing tasks tend to generate a lot of opportunities for language use, as learners explain their ideas. The processes involved in this type are brainstorming
and fact-finding. The outcome would be the completed list, or possibly a draft mind map.
2 Ordering and Sorting
These tasks involve four main processes. They are sequencing items, actions or events in logical or chronological order, ranking items based on the
personal values or specified criteria, categorizing items in given groups or grouping them under given headings, and classifying items in different ways,
which its categories are not given. 3
Comparing These tasks involve comparing information from two or more sources to
identify common points. The processes involved are: matching to identify specific points and relate them to each other, finding the similarities and things in
common, and finding differences. 4
Problem Solving Problem solving tasks allow the learners to show their intellectuality and
ability to think and analyze. These activities are quite challenging and engaging. The learners will never stop to solve the selected problems if it is interesting. The
duration and processes depend on the type and complexity of the problem.
13 5
Sharing Personal Experiences This type of task is goal-oriented as in other tasks. The learners are free to
talk everything about themselves or their experiences. The sharing personal experiences activity can be used as the simulation for the learners. Thus, they are
more familiar with the similar kind of conversation in a real life. 6
Creative Tasks Creative task are often the combination of the other task types: listing,
ordering and sorting, comparing and problem solving. Creative works are usually done in pairs or groups because the learners must do several task types in one
activity. Sometimes, they also need an out-of-class research. Creative tasks also need organizational skills and teamwork.
According to the strategies behind the tasks, Nunan 2004: 59 classifies tasks into five categories: cognitive, interpersonal, linguistic, affective, and
creative. Each of those categories is divided into several kinds of tasks. The classification proposed by Nunan can be seen in table 2.1.
Table 2.1 Nunan’s Task Classification Nunan, 2004:59
Cognitive Tasks Classifying
Putting the things that are similar together in groups Predicting
Predicting what is to come in the learning process Inducing
Looking for patterns and regularities Taking Notes
Writing down the important information in a text in your own words
Concept Mapping Showing the main ideas in a text in the form of a map
Inferencing Using what you know to learn something new
Discriminating Distinguishing between the main idea and supporting
information Cognitive Tasks
Diagramming Using information from a text to label a diagram
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Interpersonal Tasks Co-operating
Sharing ideas and learning with other students Role Playing
Pretending to be somebody else and using the language for the situation you are in
Linguistic Tasks Conversational Patterns
Using expressions to start conversations and keep them going Practicing
Doing controlled exercises to improve knowledge and skills Using Context
Using the surrounding context to guess the meaning of an unknown word, phrase, or concept
Summarizing Picking out and presenting the major points in a text in summary
form Selective Listening
Listening for key information without trying to understand every word.
Skimming Reading quickly to get a general idea of a text
Affective Tasks Personalizing
Learners share their own opinions, feelings, and ideas about a subject
Self-evaluating Thinking about how well you did on a learning task, and rating
yourself on a scale Reflecting
Thinking about ways you learn beat Creative Tasks
Brainstorming Thinking of as many new words and ideas as one can.
Richards and Rodgers 2001 classify tasks into the following categories:
1 Jigsaw task: in this task, the learners combine different pieces of information
to form a whole, such as arranging the some parts of parts of a story into a
good order.
2
Information-gap task: this task requires the learners to have a negotiation to
find out what the task should be. In this task, there must be at least two students who have a set of information.
3 Problem-solving task: the learners are given a problem and a set of
information then they must find out the way out of that problem. 4
Decision-making task: the learners have to discuss each other to find out some solution of a problem and then they negotiate the best solution.
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5 Opinion-exchange task: in this task, the learners engage in discussion and
exchange of ideas. They do not need to reach an agreement. c.
The Procedure of Task-based Learning
In applying task-based learning, we need to see the procedure in order to make the implementation easier. Willis 2003 states that
“task-based learning consists of three phases, namely the pre-task phases, the task cycle phases and the
language focus phases. ” During the pre-task phases, the teacher introduces the
topic and tasks to the learners. While in the task cycle phases, the learners do the exercises or task with the language they have already known before. The function
of the teacher here is to guide the learners improving their language. Then, the learners will be ready to plan the report of the tasks. For the last phases, in the
language phases the learners will discuss some specific features of the language that come naturally during the task cycle phase.
Figure 2.1: Willis Task-based Learning Framework Willis, 1996:38
Pre-task
Introduction the topic and tasks
Language Focus
Analysis Practice Task
Task Cycle
Planning Report
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3. The 2013 Curriculum
