Task-based Language Learning

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• As teachers we always complain about ourstudents do not speak in English in ourclassroom. They might feel threaten or shy;but the fact is, few of them actually dare.

• The Task-Based Learning (TBL) helps studentsto have a meaningful experience with thelanguage and give them context and the resultis motivation.

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What is task?

A task is any activity that learners engage in to process of learning a language.

(Williams and Burden, 1997:168)

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A task is a range of learning activities from thesimple and brief exercises to more complex andlengthy activities such as group problem-solving orsimulations and decision-making.

(Breen, 1987:23)

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An activity which required learners to arriveat an outcome from given information throughsome process of thought and which allowedteachers to control and regulate that process wasregarded as a task.

(Prabhu , 1987:24)

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What is Task Based Learning?

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TBL is a teaching approach which focuses

on the student by asking to do meaningful

activities or task.

These task can be daily routines like buying

a cup of coffee, going to the doctor, or talking

to someone on the phone

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(Lightbrown and Spada, 1999)

Instead of a language structure or function to be learnt, students are presented with a task they have to perform or a problem they have to solve.

(Harmer, J. The practice of English Language Teaching, 2007:71)

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Why do we use a task-based

approach?

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• to give learners confidence in trying out whatever language they know,

• to give learners experience of spontaneous interaction,

• to give learners the chance to benefit from noticing how others express similar meanings,

• to give learners chances for negotiating turns to speak,

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(Willis, 1996: 35–6)

Teacher Roles

1. Selector and sequencer of tasks

2. Preparing learners for tasks

3. Consciousness-raising

Learner Roles

1. Group Participant

2. Monitor

3. Risk-taker and innovator

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1. Jigsaw Tasks2. Information-gap Tasks3. Problem-solving Tasks4. Decision-making Tasks5. Opinion exchange Tasks

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-Books

-Newspaper

-Magazine

-Radio programs

-CDs

-TV

-Internet

-Board

-Worksheets

Pre-task

Task Cycle

Post-task

PROCEDURE

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Pre-taskIntroduction to topic and task: Teacher explores the topic with the class,

highlights useful words and phrases, helps students understand task

instructions and prepare.

Task Cycle

Task: Students do the task, in pairs or small groups. Teacher monitors.

Planning: Students prepare to report to the whole class( orally or in writing)

how they did the task, what they decided or discovered.

Report: Some groups present their reports to the class, or exchange written

reports and compare results. (Students receive feedback on their level of

success on completing the task).

Language

Focus

Analysis: Students examine and discuss specific features of the text or

transcript of the recording.

Practice: Teacher conducts practice or new words, phrases and patterns

occurring in the data, either during or after the analysis. (Willis 1996: 38)

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Fill in this chart about your classmates’ preferences

Name Favorite male

singer

Favorite

female singer

Favorite TV

actor or

actress

Favorite TV

series

Favorite place

in Bali

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As the tasks are likely to be familiar to the

students (eg: visiting the doctor), students are

more likely to be engaged, which may further

motivate them in their learning.

• It is more student-centered

• Allows more meaningful communication

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• TBLT allows meaningful communication.

• Students will be exposed to a whole range of lexicalphrases, collocations and patterns as well as languageforms.

• Encourages students to be more ambitious in thelanguage they use.

• The psychological dynamics of the group whichworks together to complete a task will have a greatinfluence on the success.

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Students will stay within the narrow confines of

familiar words and forms.

Some students can "hide" and rely on others to

do the bulk of the work and learning.

Difficulty of implementing task-based teaching

where classes are large and space limited

and/or inflexible.

It may help to encourage students to use thetarget language actively and meaningfully.

But still, many aspects of TBL have to be justifiedsuch as task type, task sequencing and evaluation oftask performance.

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CONCLUSION