Approach Method and Technique of TEFL

Task-based Language Teaching

Arrange by 10th Group:

Evi Roseria Sitinjak (2001030043)

Dian Lasri Nababan (2001030021)

Carolina Siaahaan (2001030005)

ENGLISH DEPARTMENT PROGRAM

FACULTY OF EDUCATIONAL SCIENCES TEACHER TRAINING

UNIVERSITY OF HKBP NOMMENSEN PEMATANG SIANTAR

2022

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 PREFACE

First of all, we as a group team praise to our gratitude to God because of his bless and
grace, we was able to complete this paper assignment entitled “Task-based language
Teaching”.
This paper is submitted to ful fill Approach Method and Technique TEFL assignment.
This English paper contains some definition and structure all task-based language Teaching.
Those explanation also can be used as a guidance who want to learn Communicative
Language Teaching. Hopefully, this paper can help the reader to expand their knowledge
about AMT of TEFL.

Pematang Siantar, 11 June 2022

The 10th group

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 TABLE OF CONTENT

COVER...............................................................................................................................1
PREFACE..........................................................................................................................2
TABLE OF CONTENT....................................................................................................3
CHAPTER I: PRELIMINARY........................................................................................4
A. BACKGROUND.....................................................................................................4
B. PROBLEMS............................................................................................................4
CHAPTER II: DISCUSSION...........................................................................................5
A. DEFINITION...........................................................................................................5
B. GOALS....................................................................................................................5
C. ROLES.....................................................................................................................6
D. CHARACTERISTICS.............................................................................................7
E. PRICIPLE................................................................................................................7
F. TECHNIQUE..........................................................................................................8
G. SKILL APPLIED....................................................................................................8
H. STREGHT...............................................................................................................8
I. WEAKNESSES.......................................................................................................8
CHAPTER III: CONCLUSION.......................................................................................9
REFERENCES..................................................................................................................10

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 CHAPTER I

PRELIMINARY

A. BACKGROUND

Based on the constructivist theory of learning and communicative language teaching

methodology, the task-based viewpoint of language teaching has emerged in response to some
constraints of the traditional PPP approach, denoted by the process of presentation, practice, and
performance (Ellis, 2003; Long & Crookes, 1991). Hence, it has the significant meaning that language
learning is a developmental process enhancing communication and social interaction rather than a
product internalized by practicing language items, and that learners master the target language more
powerfully when being exposed to meaningful task-based activities in a natural way. It was in the
eighties that this viewpoint of language learning gave rise to the flourishment of various task-based
approaches (Breen, 1987; Candlin & Murphy, 1987; Nunan, 1989; Prabhu, 1987). Moreover, during
the nineties, it developed into a comprehensive structure for the communicative classroom where
learners did task-based activities via cycles of pre-task preparation, task performance, and post-task
feedback via language focus (Skehan, 1996; Willis, 1996). Obviously, as Ellis (2003) states, task-
based language teaching has been re-investigated recently from a variety of perspectives covering oral
performance, writing performance, and performance assessment.
Task-based approach in second language teaching was first performed by Prabhu, who published
the Bangolore research report in 1982 and advanced the concept of task-based approach (Wei, 2004).
Researchers involved in taskbased approach have internalized experience from language research, the
research of language learning and the research of foreign language acquisition, and it is getting more
and more mature together with them. Its functions and value in constructing learner-centered
classrooms and language learning contexts, giving learners the chance to communicate and interact
and enhancing learners’ ability to deploy the target language and sort out communicative problems
were highly appreciated and recognized by researchers in the area of language teaching (Lin, 2009).
In spite of the widespread employment of tasks in language pedagogy, some prominent challenges
behind devising proper task-based syllabi and designing natural task-based materials, both of which
have been regarded as key factors to detecting the powerfulness of TBLT in communicative
classrooms, still remain unresolved. Many SLA researchers, in response to these challenges, are
presently shifting their focus from conceptualizing tasks to arranging and performing tasks relying on
observation of the practical efficacy of TBLT methodology in classroom practice (Jeon and Hahn,
2005).

B. PROBLEMS

1. What is task based language teaching?

2. What are the goals of task based language teaching?
3. What is the principles of task based language teaching?
4. What is the teacher and student role in task based language teaching ?
5. What is the characteristic of task based language teaching?
6. What is the technique of task based language teaching?

CHAPTER II
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 DISCUSSION

A. DEFINITION

Task is an activity where the target language is used by the learner for a communicative
purpose (goal) in order to achieve an out come.
Task based language teaching (TBLT) is a type of instruction that relies on the use of
authentic target language to do meaningful tasks. TBLT is also referred to as task-based
instruction (TBI) and can be considered a branch of Communicative Language Teaching
(CLT).

The notion of tasks is central to this type of instruction. The assessment of learning is mainly
based on task outcome and not only on the accurate use of the target language. For this
reason, TBLT is believed to be effective in learning target language fluency and developing
student confidence.

According to Van den Branden,2006 TBLT is an approach to language education in which

students are given functional tasks, that invite them to focus primarily on meaning exchange
and to use language for real-world,non linguistic purposes. Language tasks are purposeful,
and they are developed from the students’ real-life experiences. So that TBLT refers to an
approach based on the use of tasks aa the core unit of planning and instruction in language
teaching.

B. GOALS
TBLT has several goals,namely as follows:
1. To help learners develop implicit knowledge of the language that will enable them to
participate easily and naturally in communication.
2. To improve students communication skills
3. To improve students confidence ,as task can mimic real life.
4. To built students interaction to the lesson
5. To improve students motivation
6. To make students understanding deeper,as it’s used in realistic context
7. To make students consistent with educational philosophy
8. It contributes to the improvement of communicative fluency while not distrgarding accuracy.

C. ROLES

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Teacher’s role:
1. The teacher as mediator of language learning
Since learning is a process that differs between individual learners (in view of the fact that
individual students bring different prior knowledge, learning motivation, language learning
needs, and interests to the activity), much of the teacher’s role during task performance
consists of monitoring the different students’ task performance and tailoring input, feedback,
and support to the immediate needs of specific learners on a second-to- second basis
language.
2. The Teacher as a Change Agent
The teachers the implementation of TBLT is a gradual process of learning, which needs to go
through repeated cycles of trying out, reflecting, revising, and trying out again, to allow the
teachers to gain confidence and develop the professional expertise that is needed to raise the
learning potential of task-based work (e.g., Norris, 2015). As much as learners need
interactional support to learn from task-based work, language teachers who start working
with tasks similarly need such support. This type of interactional support and guidance will
help teach- ers develop the expertise and the confidence to use tasks to optimally promote
their students’ target language development and overcome some of the doubts and con- cerns
that they typically have in the first stage of adoption.
3. The Teacher as a Researcher
Research needs to highlight the concerns that teachers have with the tasks they are exposed to
and are working with. Research needs to document the interaction and the real life in
classrooms that tasks give rise to, in an attempt to link them to the instructed language
learning that results.

Student’s Role:
The role of students in the planning and implementation of the curriculum and its evaluation
is crucial. The central role of the learners in task-based language teaching is to complete the
task appropriately. Other roles include group participa- tion, monitoring, and risk-taker and
innovator (Richards & Rodgers, 2002). The students either complete the task alone or
actively participate in pairs, groups or the whole class activity to learn language through
meaningful communi- cation. In addition to active participation, the students help and
monitor each other’s work during task completion. They create and interpret messages even
though they lack full con- fidence.

D. CHARACTERISTICS

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1. Instructed language learning should mainly contain natural or naturalistic language
use
2. Instruction should support learner-centeredness rather than teacher-centeredness
3. Because totally naturalistic learning does not normally give rise to target-like
accuracy
4. This can be realized best by offering opportunities for focus on the form
5. Communicative tasks are especially suitable devices for such an approach
6. ore formal pre- or post-task language study may be beneficial
7. Traditional approaches are unproductive and unsuitable

E. PRINCIPLE

1. scaffolding
claims that the chosen lessons and materials have to ensure that learning can take
place.
2. task dependency
states that each task has to be connected with the one before as this sequence has to
tell a “pedagogical story”
3. Recycling
the learners can experience how the target language items function in closely related
contexts and in completely different ones.
4. active learning
focuses on the premise “learning by doing”.
5. Integration
the learners are able to recognize the relationship between function and form and
meaning.
6. Reproduction to creation
to creation, demands that creative language use develops from reproduction of
language models.
7. Reflection
that learners should be given opportunities to reflect on what they have learned and
how well they are doing.”

F. TECHNIQUES

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 1. Information Gap
sudent groups have different information and they they muat negotiate to find out the
other information.
2. Problem-solving task
Students are given a problem and some information and they must arrive at a solution.
3. Decising making task
Student are given a problem for which there are a number of possible solutions
4. Opinion exchange task
Learners engage in disccusion and exchange ideas. They do not need to reach an
agreement

G. SKILL APPLIED

1. Each skill namely listening, speaking, reading, and writing. but more focus on
speaking skills
2. Referring to the theories of TBLT and the aim of teaching speaking, it seems that
3. Indonesian English teachers can employ TBLT in teaching speaking.
4. using TBLT on students’ speaking skill which cover students’ accuracy, fluency
5. and comprehensibility and investigated students’ attitude toward the use of TBLT.

H. STREGHT

TBLT is applicable and suitable for students of all ages and backgrounds.
1. Students will have a much more varied exposure to language with TBLT.
2. Students are free to use whatever vocabulary and grammar they know, rather than just
the target language of the lesson.
3. TBLT helps students pay close attention to the relationship between form and
meaning
4. TBLT allows meaningful communication. Encourages students to be more ambitious
in the language they use.

I. WEAKNESSES

1. TBLT requires a high level of creativity and initiative on the part of the task.
2. There is a risk for learners to achieve fluency at the expense of accuracy.
3. TBLT requires resources beyond the textbooks and related materials usually found in
language classrooms
4. Task-based instruction is not teacher-centered and it requires individual and group
responsibility and commitment on the part of students. If students are notably lacking
in these qualities, task-based instruction may, indeed, be difficult to implement.
5. Evaluation of task-based learning can be difficult. The nature of task-based learning
prevents it from being measurable by some of the more restricted and traditional tests.
CHAPTER III

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 CONCLUSION

Task based language teaching (TBLT) is a type of instruction that relies on the use of
authentic target language to do meaningful tasks. TBLT is also referred to as task-based
instruction (TBI) and can be considered a branch of Communicative Language Teaching
(CLT).
According to Van den Branden,2006 TBLT is an approach to language education in which
students are given functional tasks, that invite them to focus primarily on meaning exchange
and to use language for real-world,non linguistic purposes. Language tasks are purposeful,
and they are developed from the students’ real-life experiences. So that TBLT refers to an
approach based on the use of tasks aa the core unit of planning and instruction in language
teaching.

REFERENCES

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https://www.myenglishpages.com/blog/task-based-language-teaching-tblt/
https://journal.iainkudus.ac.id/index.php/jetli/article/view/12183
https://scholar.google.co.id/scholar?
q=characteristics+of+tblt&hl=id&as_sdt=0&as_vis=1&oi=scholart
https://journal.iainkudus.ac.id/index.php/jetli/article/view/12183

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