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include physical activity, involve partnership and collaboration, tolerate and encourage a variety of communication styles and call the learners past experience.
3 Learning Difficulty can be Negotiated and Fine-tuned for particular
Pedagogical Purposes
Long and Crookes, as cited by Richards and Rodgers 2001:229, states tasks are seen as vehicles to present appropriate examples of the target language
and for delivery of comprehension and production chances of negotiable difficulty.
Further supported by Larsen and Freeman 2000:144, TBLT offer the learners with natural context for language use. The learners work to complete the
task and allow them to have the opportunity to interact. Natural context of language use will enable the learners to start and respond the daily conversation
which usually happened in their environment.
c. The Characteristics of Task-Based Language Teaching
There are some characteristics of Task-Based Language Teaching stated by some experts to support this study and shown below:
1 Bring the Real World into the Classroom
According to Krahnke 1987:57, tasks are a way of bringing the real world into the classroom. Tasks used in the TBLT should intent on the real-life needs
and activities of the learners so that they can use them as learning experiences. Further, Nunan 2004:1 states that TBLT provides the link between the
classroom language learning with the language use outside the classroom. In the
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TBLT classroom, the learners will experience real-world situation by doing pedagogical tasks. Therefore, it supports the contextual learning.
2 Focus on Process rather than Product
According to Nunan 2004:1, TBLT focuses on the process of the language learning rather than product. The goal is not merely the task’s accomplishment but
the process when the learners use the language to finish the task.
3 Communicative Interaction
Nunan 2004:7,19 argues that the basis view is that language as a tool for communication rather than a set of grammatical to be memorized. According to
Halliday, as cited by Nunan 2004:19, there are three functions in general level, namely exchanging goods and services, socializing with others and for enjoyment.
Since the focus is on the language use in doing the tasks, TBLT provides a great chance for learners to improve their speaking English ability as a major skill used
in communication. Further explained, TBLT encourages the learners to participate actively in
small, collaborative groups. TBLT allows the learners to learn language by interacting communicatively and purposefully while they are engaged in doing the
tasks.
4 Interesting Activities through Tasks
According to Krahnke 1987:61, TBLT requires a high level of creative and initiative on the part of the designer. In order to design the tasks into interesting
activities, the designer should be creative in finding various kinds of activities.
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There are several task types according to Prabhu 1987:46-47, Pattinson 1987 and Richards 2001:162 which may vary the task types.
d. The Task Types
