TASK-BASED LEARNING

a. Definition

Harmer (1998: 71) said Task-based Learning puts the focus of learning on the progress of
specific tasks. Task-based Learning is an approach aimed at encouraging students to act at their
speed and for processing and reorganizing their inter-language within their degree and field of
interest. Meanwhile, Richards and Rodgers (2001: 223) identify Task-based Learning as an
approach that focused on using tasks as the central planning units and language teaching. TBL is
a framework for language teaching that concentrated on the students' allocated tasks.

From the definitions above, it could be inferred that Task-based Learning is an approach that
expects students to execute the task and utilize the task as the basis of unit preparation,
preparing and executing practical activities that are essential to the learning process. Task-
based Learning promotes the role of tasks as a significant element of the language classroom,
as it gives a superior explanation for initiating learner acquisition processes and encouraging
foreign language learning. Hence, TBL depends on a language learning theory rather than a
language structure theory.

b. characteristics

Nunan (2004) proposes the following Task-based Learning principles:

(a) scaffolding: students should get support from the lessons and materials,

(b) task chains: every activity and task will build on the previous task, (c) recycling: the language
recycling will maximize the learning opportunities,

(d) organic learning: language skills gradually "grow.",

(e) active learning: students learn best through the constructive use of the language they are
using,
(f) integration: the teachers will explain the grammatical structure and how to the fabric for
communication purposes,

(g) reflection: students should have the ability to reflect on what they know and how well they
do, and

(h) copying to creation: students should not only learn and practice what was written for them,
but they should also be able to use their imagination and creativity to solve real-world
problems.

c. stages

The language being learned is decided at the same time because the students accomplish the
task. Frost (2004) reveals the following stages:

- Pre-task.

Teachers start the topic and provide detailed guidance to the students about what to do at the
task level, and may support the students to remember some vocabulary that may help do the
task.

- Task.

Students do a task in pairs or groups while the teacher supervises and provide guidance. The
second steps include a conversational lecture, mainly in nature, and offers opportunities for
risk-taking students.

- Planning.

Students formulate an oral or written report to explain what occurred in their task. Instead, in
their classes, they practice what they would say. Meanwhile, the teacher is available to ask
students for recommendations to clarify their language issues.

- Report.
Students present orally or read the written report back to class. The teachers choose the order
in which the students should present their reports and may provide some immediate feedback
about the material to the students. The teachers can also play a recording at this point in
performing the same activity to compare the students. This process has some pedagogical
objectives, such as providing consistent task results, promoting reflection on how the task was
done, and finally promoting disturbing ways in the learner’s task.

- Analysis.

The teacher points out the important components of the recording text for review by the
students. They can be asked to note fascinating characteristics in this text. The teacher may also
illustrate the vocabulary used for the student’s interpretation during the study process.

- Practice.

Teacher chooses language fields to learn depending on the student's needs and what results
from the phases of the challenge and study. Students then conduct activities to boost their self-
confidence and valuable language notes.

d. Advantages and Disadvantages

1. advantages

a. Task-based Learning offers a clear setting for the use of language. The ordinary meaning can
be achieved by providing a variety of tasks to the students. Hence the students directly study
the language. The students must work together to complete the assignment assigned to the
instructor. In a natural context, students have many opportunities to learn a language.

b. Task-based Learning is student-centered. The teacher should only present the word in pre-
task according to the teaching procedures in TBL. In the work cycle and language orientation,
students may then use their language. It leads the students to become active learners.
2. disadvantages

a. Because many learning activities are using Task-based Learning, students also spend plenty of
time. The teacher would say this if they are going to apply Task-based Learning.

b. The teacher should clarify the task at the pre-task stage, so he or she has limited time to use
the language or provide a role model.

preferences

Harmer, Jeremy. (1998). How to Teach English: An Introduction To The Practice of English
Language Teaching. England: Longman.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.).
Cambridge, UK: Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Frost, R. (2004). A Task-based Approach. Online Documents at http://www.teachin-