A.

Introduction
Theoritically well-informed positions and beliefs about the nature of language,
the nature of language learning, and the applicibaty of both to pedagogical settings
(Brown (2001: 16). Task Based Languange Teaching refers to an approach based on
the use of task as the core unit of planning and intructions in language teaching. The
role of task has received further support from the some researchers in second
language acquisition, who are interested in developing pedagogical applications of
second language acquisition theory.
SLA research has focused on the strategies and cognitive procces employed by
second language leraners. This research has suggested a reassessment of the role of
formal grammar intrucstion in language teaching. TBLT has gained cois insiderable
attention within applied linguistic, though there have been few large scale practical
applications of it and little documentation concernig its implications or effectivennes
as a basis for syallbus design, materials development, and classroom teaching.
Task-Based Language teaching proposes the notion of task as a central unit
of planning and teaching.TBLT is a commonsensical understanding that a task is an
activity or goal that is carried out using language, such as findinga solution to a
puzzle, reading a mapand giving directions making a telephone call writing a letter or
reading a set of intructions and assembling a toy.
B. Task-Based Language Teaching
1. Approach
TBLT is motivated by a theory of learning rather than a thery of language. Several
assumptions about the nature of languagecan be said to underlie correct approach
to TBLT, these are :
Theory of language
a. Language is primiarly means of making meaning
In common with other realization of communicative language teachig,
TBLT emphazise the central role of meaning in language use.
b. Multiple Models of Language Inform TBI
Advoctes of task-based istruction draw on structural, function, and
interactional ,models of language, this seems tobe a more a matter of
convinience than ideology.
c. Lexical units are central in language use and language learning

Vocabullary is here to used to include the consideration of lexical phrases,

sentence stems, prefabricated routines, collactions, and not only words as
significant units of lexical anlysis and language pedagogy.
d. Conversation is the central focus of language and the keystone of language
acquisition
Speaking and trying to communicate with others trough the spoken
language drawing on the learners available linguistic and communicative
resource is concidred the basis for second language acquisition.
Theory of Learning
TBI shares the general assumptions about the nature of languafe learning
underlying Communicative Language Teaching some additional learning
principle play a central role in TBLT theory.
a. Task provide both the input and output proccesing necessary for laguage
acquisition
Task are believed to fooster procces of egotiation, modification,
rephrasing, and experimentation that are at the herat of second language
learning. TBLT proposed that the task is the pivot point for stimulation of
input-output practice, negotiation of meaning and transactionally focused
conversation.
b. Task activity and achievement are motivational
Task are also improve to learner motivation and therefore promote
learning. The learners use authentic language, they have well-defined
dimensions and closure, they varied in format and operation, they typically
include physicl activity, they involve partership and collaboration, the
learners past experience, and tolerate and encourage a variety of
communication styles.
c. Learning difficulty can be negotiated and fine-tuned ffor particular
pedagogical purposes
Task is that specific tasks can be designed to facilitate that use learnig of
particular aspects of language, task there is a trade-off between cognitife
processing and focus on form. Cognitively demanding task reduce the
sages, something that is tought to be necessary for accuary of messages,
something that is thought to be neccesary for accuary and grammatical
developmet.

2. Design
Objectives
As with other communicative approaches, goals in TBLT are determined by the
specific needs a particular learners. Seltion of tasks, according to Long and
Grookers (1993), should be based on a careful analysis of the real world needs of
learners (Richards and Rodgers 2001)
The Syllabus
The syllabus specific content and learning outcomes and is a document that
can be used as a basis for classroom teaching and the design of teaching materials.
TBLT do not preclude an interest in learners developmet of any of these
categories, they are more concerned with the procces dimensions of learning than
with te specific content and skills that might be acquired through the use of these
processes. The difference between a convencioanl laguage syllabus and a tasbased one are discussed below. A convetional syllabus typically specifies the
content of course from among these categories:
-

laguage structure

functions

topics and themes

macro-skills (reading, wrting, listening, speaking)

competencies

text types

vocabullary targets
Nunan (1989) suggest that syllabus might specify two types of tasks:
a. Real-word tasks, which are desiged to practice or rehearse those task that
are found to be important in a needs analysis and turn out to be importat
and useful in the real world.
b. Pedagogical tasks, which have a psycholinguistic basis in SLA theory and
research but do not neccessarily reflect real-world tasks.
In the Bangalore Projrct (a task-based desgn for primary age learners of
English), both types of task were used, as in seen from the following list of
the first ten task types:
No

Task Type
1. Diagrams
formations

Exmple
and Naming parts of a diagram with numbers
and letters of the alphabet as instructed

2. Drawing

Drawing geometrical figyres/formations

3. Clock faces

from sets of verbal instructions

Positioning hands on a clock to show a

4. Monthly calendar

given time
Calculating duration in days and weeks in
the context of travel, leave, and so on

5. Maps
6. School
tables
7. Programs

Constructing a floor plan of a house from a

description
time Constructing timetables for teachers of
particular subjects
and Constructing itineraries from descriptions

itineraries
8. Train timetables

travel
Selecting trains appropriate to given needs

9. Age and year of Working out year of birth from age

birth
10. Money

Deciding on quantitaties to be bought

given the money available

Types of learning and teaching activities

In TBLT several attempts have been made to group task into categories, as a basis
for task design and descreption. Will (1996) prooses six task types built on more
or less traditional knowledge hierarchies. There are:
1. Listing
The outcome is a list of things.
Examples :
Listening or reading: Students listen to fruits bought in a market and they are
supposed to make a list of the fruits they read or hear. The outcome can be in
written or spoken forms, meaning that the result can be reported
2. Ordering and sorting
Examples :
Students read or listen to a text about houses with different qualities and
prices. Students are to order which houses are the most expensive to the least
expensive, the best, to the worst. Other kinds of ordering and sorting are
possibly in ages, distances ( far or near ) and so on.
3. Comparing (matching, finding similarities, finding differences)

Examples
Students read or listen to a text about flowers. They are supposed to compare
which flowers have better performances , Jasmine or Sun Flowers, which
flowers have nicer smells , which flowers are the most expensive an so on. As
well, they can find which flowers have similarities in colours, smells and also
what differences are there in the shapes of flowers. Many other things can be
compared, quality of clothes, food, cars and so on. Comparison can also be in
ideas: wedding, culture, customs, events etc.
4. Problem solving
Analysing real situations, analysing hypothetical situations,
reasoning, decision making.
Examples
Students listen or read to news about some victims of earthquake. They need
help but the place is too far way, in a remote island, so it is difficult for people
to help them. They have to find ways of how to help them by considering
some possibilities.
5. Sharing personal experiences
Narrating, describing, exploring and explaining attitudes, opinions and
reactions.
Examples
Students are required to tell their past time or past holiday or what they think
about some well-known people behaviour.
6. Creative tasks
Brainstorming, fact finding, ordering and sorting, comparing, problem solving.
Examples :
Students are asked to discuss how to manage a mini-market in their kampong.
They have to discuss the feasibility study in establishing it.
Teacher Roles
The teacher is generally a facilitator, always keeping they key conditions for
learning in mind. Facilitating learning involves balancing the amount of exposure
and use language, and ensuring they are both of suitable quality.
Additional roles are also assumed forteachers in TBI, including:
-

Selector and sequencer of task

A central role of the teacher is in selecting, adapting and/or creating the tasks
themselves and then forming these into an instructional sequence in keeping
with the learner nesds, interest, and laguage skill level.
-

Preparing learners of tasks

TBLT proponents suggest that the learners should go into new tasks cold
and that some sort of pretask preparation or cuing is important. Such activites
might include topic intoduction, clarifying task itructions, helping, students
learn or recall useful words and phrases to facilitate task accomplishment, and
providing partial demonstration of task procedures.

Conscuisionsness-raising
TBLT proponents stress that this does not mea doing a grammar lesson before
studets take on task. It does mean employing a variety of form-focusing
techniques, including attention-focusing pretask activities, text explaration,
guided exposure to parallel tasks, and use of highlighted material.
Learner Roles
Primary roles that are implied by task work are:

Group participant
Many task will be one in pairs or small groups, for studets more accustumed to
whole-class and/or idividual work, this my require some adaptation.

Monitor
In TBLT, task are not empoyed for their own sake but as a means of facilitatig
learning. Class activitis have to be designed students have to opportunity to
notice how laguage is used in communication. Learners them selves need to
attend not only the message in task work, but also to the fom in which such
message tyically come packed.

Risk-taker and innovator

Many task will require learners to create and interpret message for which they
lack full liguistic resource and experience. Practice in restating, paraprashing,
using paralinguistic signals will often be needed. The skills of guessing from
linguistic and contextual clues, asking for clarification, ad concluting with
other learners may also ned to be develop.

The Role of Intructional Materials

Pedagogic Materials
Instructional material play an important role In TBLT it is dependent on a
sucfficent supply appropriate classroom task, some of which may require
considerable time, ingenuty, and resource to development. In TBLT are limited
only by the imagination of task the designer. Many contemporary language
teacng texts cite a task focus or task-based activities among their
credentials, though most of the tasks that appear in such books familiar
classroom activities for teachers who employ colaborative learning,
comunicative language teaching, or small gruop activities.
Realia
TBI proponents favor the use of authentic task supported by authentic material
possible. Popular media obviously provide rich resources for such materials.
3. Procedure

1. Pre-task
-

Intoduction to topic and task

Teacher explores the topic with the class, highlights useful words and phrases,
helps students understand task intructions and prepare. Students may hear a
recording of oters doing a similiar task.
Task cycle
2. Task
Students do the task, in pairs or small groups. Teacher monitors from a
distance.
3. Planning
Students prepare to report to the whole class (orally or in writing) how they
decided or discovered.
4. Report
Some groups present their reports to the class, or exchange written reports, and
compare results.
Language focus
5. Analysis

Students examine and discuss specific features of the text or transcipt of the
recording.
6. Practice
Teacher conducts practice of new words, phrases and patterns occuiring in the
data, either during or after the analysis.
C. Conclusions
Task-

Based

Teaching

offers

approach

Language
a

stuctured

to

learning, and supports

the notion that

learning occurs most

efectively

when related to the real-

life

task

undertaken

by

an

individual.

TBLT encourages the

development

of the reflective learner

and

accomodates

wide

range

of

learning styles. TBLT

offers

different rationale for

the use of a

task as well as different

criteria for the design and the use of tasks. Many aspect of TBLT have a yet to be
justified, such as proposed schemes for task types, task sequencing and evaluation of
task performance.

TASK-BASED LANGUAGE TEACHING

By:
Novian Faqih

: 2015083032

Erlinda Perlitasari

: 2015083018

Universitas Sarjana Wiyata Tamansiswa

Program Pascasarjana Pendidikan
Pendidikan Bahasa Inggris
2015

LESSON PLAN
Lesson Title: Getting to Know One Another
Communicative Goal(s): Introducing yourself; Asking/answering questions to
learn more about someone.
Objective(s): Students will be able to explore various common greetings and
ask appropriate questions when introducing themselves to
someone for the first time.
Focal Language Feature(s)

Grammar: Introduction to simple present

tense someone for the first time.

Vocabulary: Common greetings,

co-constructed with students
related to interview questions

Speaking and Pronunciation: Introductions

and conversation
Other : Pragmatics related to Small Talk and asking appropriate questions
when getting to know someone you have just met.
Description of Classroom and Student Population
Time Allocation: 10-15 minutes
Average Attendance: 10 - 15
Proficiency Level(s): Advanced Beginners to Advanced Intermediate
Languages Spoken: Javanese, Bahasa Indonesia
Copies and Materials
Handouts: Getting to Know Each Other; Pre-Course Questionnaire
Materials: Chart paper and markers, laptop, video-taped interview (optional)
Welcome and Introductions Pre-Task (5 minutes)
Notes
Instructor greets students as they come in and meets
Facilitate
each student individually.
introductions at
Instructor explores the topic with the class, highlights
table groups, if
useful words and phrases, helps students understand
needed to
task instructions and prepare.
support new
Task 1 (Sorting, Categorizing)
After students listen to the example of conversation, students asked to
categorize the following,
express expression into 4 groups (Greetings and the response, introducing
yourself, introducing others)
Greetings
Hello
Hi
Good morning
Good afternoon
Good evening
Good night
Introducing
other
This is Hasan.
This is my friend,
Hasan.
Task 2 (Gap Filling)
Students complete the

Introducing
yourself
My name is
Annisa.
Im Annisa.
How are you?
Responses:
Im fine, thanks.
Im very well,
thanks.
Im OK.
Not bad.

task by using the expression from Task 1.

B: __________ Anna. ________ are you?
A: Fine. Thanks Andri.
A: Hello._______ name is Anna.
__________________?
______ is your name?
B: ____________, thanks.
B: Andri.
C: Hello. My________________ Ani.
What is ________ name?
D: __________ name is Dodi.

Task 3 (Problem Solving)

Students given some situations and they ask act what they should do in the
situations, using the expression of greetings and introduction.
Example:
Situation: Andi, Denias, and Adib are new students. They are at the students association
office.
Questions
1. What does Andi say to Denias to introduce himself?
2. What does Denias say to Andi to introduce himself?
3. What does Andi say to Denias to introduce Adib?