Awanda Novia N.

/138/Writing-IV

The book entitled Task-Based Language Teaching was written by David Nunan. It
was published by Cambridge University Press in Cambridge in 2004. This book is interesting
because of some reasons. Firstly, it is an informative book. Secondly, it provides some ideas
about how TBLT can be implemented for language teachers. The content of the book deal
with : 1) What is task-based language teaching? 2) A framework for task-based language
teaching 3) Task Components 4) An empirical basis for task-based language teaching 5)
Focus on form in task-based language teaching 6) Grading, sequencing and integrating tasks.
Each of the chapter can be summarized as follows.
In Chapter 1, it is talking about What is task-based language teaching? It discusses
several aspects/issues, such as : 1) Defining ‘task’, 2) Broader curricular consideration, 3)
Communicative language teaching, 4) Alternative approaches to syllabus design, 5)
Experimental learning, 6) Policy and practice, 7) The role of the learners.
Firstly, it defines task and explains how it will be applied. The central concept which
is defined by the author is a basic distinction between real-world or target tasks and
pedagogical tasks. Real world tasks, the using of language in the world in the classroom,
while pedagogical tasks are those that occur in the classroom. Long. (1985:89) argues that
“the target task is doing something for oneself or for others, freely or for some rewards. In
other words, hundred and one things people do in everyday life”. Based on Long’s argument,
it is non-technical and non-linguistic. Tasks have a non-linguistic outcome and it is different
from most classroom language exercises. Richards, et al. (1986) defines that pedagogical task
is “an activity or action which is carried out as the result of processing or understanding
language (i.e. as a response). Task may or may not involve in the production of language. A
task usually requires the teacher to specify what will be regarded as successful completion of
the task. The use of a variety of different kinds of tasks in language teaching is said to make
language teaching more communicative.” This definition emphasizes the importance of
having a non-linguistic outcome. In addition, the tasks become pedagogical because they are
transformed from the real world to the classroom.
Skehan (1998), puts forward five key characteristics of a task :
1) meaning is primary
2) learners are not given other people’s meaning to regurgitate
3) there is some sort of relationship to compare real-world activities
4) task completion has some priority
 5) the assessment of the task is in terms of outcome.

Curriculum is a large and complex context. The author differentiates curricululum in

3 types. Plan, which means processes and products that are created before learning process.
Syllabuses, text-book, and other resources are included in plan. Action, where the activities
of students in the classroom as the planned curriculum is enacted. Outcome, what students
learn as a result of the learning process. This tripartite division runs well enough in tradition
approaches in curriculum. However, the difference between the syllabus design and
methodology becomes more difficult after the emergence of communicative language
teaching (CLT). It requires a broad approach to curriculum where coincident consideration is
given to content, procedure, and evalution.
Synthetic approaches and analytical approaches in alternative approaches to syllabus
design David Wilkins. (1976). The synthetic approaches, the language is taught step by step,
the learners are introduced each part separately so that the acquisition and the structure of
languange can be formed. On the other hand, not all learners can acquire a learning perfectly
at a time. Therefore, analytical approaches appears to offer support for the alternative offered
by Wilkins. It presents with a holistic ‘chunks’ of language and the learners are asked to
analyze them. For all syllabuses which do not depend on a prior analysis of the language
belong to this second category. Task-based syllabuses also have project-based, content-based,
thematic, and text-bases syllabuses. In addition, experimental learning is an important
conceptual basis for task-based learning. When learners engage in and reflect on sequences of
tasks, intellectual growth occurs. The learners are learning from the experience that the have
done in learning process. In addition, it is a transmission approach to education in which the
teachers are more active than the learners. Many educational institutions and ministries of
education around the world, Task-based language teaching has become a cornerstone.
Moreover, it is claimed that task-based teaching was a central principle driving their English
language curricula by the government informants in all seven of the countries in Asia-Pasific
region.
In this final aspect of the first chapter, the author explains learner roles. Breen―a
frequent contributor to the literature on learner-centred teaching notes that outcomes will be
affected by learners’ perceptions about what they do on sequences of tasks. Adding to
curriculum a learning strategies dimension, it can sensitize learners to their own learning
processess. Therefore, it should be possible for learners to choose what and how they are
going to learn by themselves. Furthermore, the teachers can introduce elements of learner-
centred instruction.

In Chapter 2, it is talking about A framework for task-based language teaching. It

discusses several aspects/issues, such as : 1) A framework for task-based language teaching,
2) Syllabus design consideration, 3) Developing units of work, 4) Seven priciples for task-
based language teaching.
The tasks should be real-world tasks that are transformed into pedagogical tasks.
These are many things that we do with language in daily activities. Michael Halliday argues
that “at a very general level, we do three things with others (this is the transactional or service
macrofunction), we use it to socialize with others (this is the interpersonal or social
macrofunction), and we use it for enjoyment (this is the aesthetic macrofunction).” In order
to create learning in the classroom, the tasks can be placed from rehearsal to activation tasks.
The tasks has rehearsal rationale and activation rationale. rehearsal rationale means the task
which is designed to active learners’ emerging language skills.. Activation rationale is the
task which encourages students to activate a range of languages function and structure.
Furthermore, enabling skills are of two kinds : language exercises and communicative
activities in the TBLT framework. Form focus work is given in the form of enabling skills.
The lexical, phonological or grammatical are focused by language exercise and
communicative activities represent a kind of ‘half-way house’ between language exercises
annd pedagogical tasks.
A random collection of tasks with nothing to tie up together is one problem which is
generally experienced by teachers in a task-based program. In terms of unit of works or
lessons, the tasks are tied together through principle of ‘task chaining’. In addition, “They
are tied together topically/thematically through the macrofunction, microfunction, and
grammatical elements they express.” Nunan D. (2004: 25).
The author proposes a six step procedure how the teachers can develop instructional
sequences around tasks. Step 1, schema buiding. It develops a number of schema-building
exercises that will be needed by learners to complete the task. Step 2, Controlled practice. It
provides students with controlled practice in using the target language vocabulary, structures
and functions. Step 3, authentic listening practice. It involves learners in intensive listening
practice. Step 4, Focus on lingustic elements. The learners focus on one or more linguistic
elements. Step 5, Provide freer practice. The learners will create their own meaning and own
language. Step 6, Introduce the pedagogigal task. The learners are in a group discussion.
 Moreover, the author mentions seven principles for task-based language teaching.
1. Scaffolding, Materials and lessons that will be given to learners should provide
supporting framework. The teachers also should ensure the learning can take place.
2. Task dependency, Each task should be related as the sequence and it tells a
‘pedagogical story’.
3. Recycling, The language learning is facilitated. In addition, the learners active the
‘organic’ learning principle.
4. Active learning, the learners are more active than the teacher. It focuses on premise,
learners learn from what they have done.
5. Integration, the teachers should ensure that the relationships between linguistic forms,
communicative function and semantic meaning are integrated in learning process.
6. Reproduction to creation, the learners reproduce the language which is learned by
teachers. Then, they can create or use the language more creatively.
7. Reflection, the learners should be given opportunities to reflect on what they have
learned and how well they are doing.