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- 2. 2 • As teacherswe always complain about our students do not speak in English in our classroom. They might feel threaten or shy; but the fact is, few of them actually dare. • The Task-Based Learning (TBL) helps students to have a meaningful experience with the language and give them context and the result is motivation.
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- 4. A task isany activity that learners engage in to process of learning a language. (Williams and Burden, 1997:168) 4
- 5. A task isa range of learning activities from the simple and brief exercises to more complex and lengthy activities such as group problem-solving or simulations and decision-making. (Breen, 1987:23) 5
- 6. An activity whichrequired learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a task. (Prabhu , 1987:24) 6
- 7. What is TaskBased Learning? 7
- 8. TBL isa 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 8 (Lightbrown and Spada, 1999)
- 9. Instead of alanguage 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) 9
- 10. 10 Why do weuse a task-based approach?
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- 12. • to givelearners 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, 12 (Willis, 1996: 35–6)
- 13. Teacher Roles 1. Selectorand sequencer of tasks 2. Preparing learners for tasks 3. Consciousness-raising Learner Roles 1. Group Participant 2. Monitor 3. Risk-taker and innovator 13
- 14. 1. Jigsaw Tasks 2.Information-gap Tasks 3. Problem-solving Tasks 4. Decision-making Tasks 5. Opinion exchange Tasks 14
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- 17. Pre-task Introduction to topicand task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Task Cycle 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) 17 Task: Students do the task, in pairs or small groups. Teacher monitors.
- 18. Fill in thischart about your classmates’ preferences Name Favorite male singer Favorite female singer Favorite TV actor or actress Favorite TV series Favorite place in Bali 18
- 19. 19 As the tasksare 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
- 20. 20 • TBLT allowsmeaningful communication. • Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. • Encourages students to be more ambitious in the language they use. • The psychological dynamics of the group which works together to complete a task will have a great influence on the success.
- 21. 21 Students will staywithin 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.
- 22. It may helpto encourage students to use the target language actively and meaningfully. But still, many aspects of TBL have to be justified such as task type, task sequencing and evaluation of task performance. 22 CONCLUSION