“TASK BASED ACTIVITIES”

This paper was prepared to fulfill the assignment of Teaching English for
Young Learners

(Lecturer : Yasinta Wulandari, S.Pd., M.Pd.)

Arranged by:

1. Aiko Nur Rifani (20200213029)

2. Anisa Cholifatul (20200213016)
3. Mohammad Gono (20200213036)

ENGLISH EDUCATION PROGRAM

FACULTY OF SOCIO-ECONOMICS AND HUMANITY
UNIVERSITY OF NAHDLATUL ULAMA
PURWOKERTO
2023
 PREFACE

We give thanks to Allah SWT who has showered so many blessings and guidance
as well as blessings and greetings to Messenger of Allah, Prophet Muhammad SAW
who has led us to a clear and clear direction and purpose.

This paper was prepared to fulfill the task of the Teaching English for Young
Learners course entitled "Tadk Based Activities". Authors also thank to Mrs.
Yasinta Wulandari, M.Pd, as a lecturer in the Teaching English for Young Learners
course, who has provided direction, guidance, and motivation in completing this
paper.

The author knows that this paper still has many shortcomings. Constructive
suggestions and criticism are highly expected to complete and improve this paper.
Hopefully this paper can be useful for those who read it.

Purwokerto, 29 May 2023

Authors

ii
 TABLE OF CONTENT

COVER ................................................................................................................................. i
PREFACE ............................................................................................................................ ii
TABLE OF CONTENT......................................................................................................iii
CHAPTER I INTRODUCTION ......................................................................................... 4
1.1. Background.......................................................................................................... 4
1.2. Problems Formulation ......................................................................................... 4
1.3. Purposes ............................................................................................................... 5
CHAPTER II THEORIS AND DISCUSSION ................................................................... 6
2.1. Definition of Task Based Activities .................................................................... 7
2.2. Purpose of Task Based Activities for young learner……..……………………..6
2.3. Methods…………………………………………………………………………7
2.4. Advantages and Disadvantages......................................................................8
CHAPTER III CONCLUSION ........................................................................................... 9
3.1. Conclusion ........................................................................................................... 9
3.2. Suggestion………………………………………………………………………9
BIBLIOGRAPHY………………………………………………………………………..10

iii
 CHAPTER I
INTRODUCTION

1.1. BACKGROUND

Teaching English to Young Learners (TEYL) is designed to introduce you to the

theory and practice of teaching English as a foreign language (EFL) to young learners 3-
10 years old. Through engaging videos and practical readings, you will explore
approaches for teaching English to children that are not only effective but also fun and
engaging. You will learn techniques for teaching new vocabulary and grammar that
encourage student participation. In addition, you will gain new ideas for teaching
listening, speaking, reading and writing in a meaningful context. Through learner-
centered activities and group discussions, you will have many opportunities to share ideas
with peers and apply course content to your learning environment.

Teaching English as a foreign language for young learners does not only need
passion on the part of the teacher, but also outsanding pedagogical skills that meet the
characteristics of young learners. It is common knowledge that young learners have a
preference of learning by playing. They want to have some joyful learning through
singing, physical activities and appropriate materials and instruction. By recognizing the
student’s needs, the teacher could adopt appropriate teaching methods and strategies for
fun and effective teaching learning process (Setyaningsih, 2007) on (Suseno, 2020).

A common critique of task-based language teaching (TBLT) is that it is not suitable

for beginner-level learners. Littlewood (2007), for example, argued that learners need to
be taught some language before they can take part in a task. Swan (2005) claimed that
beginner level learners “urgently need a simple grammatical repertoire” (p.394) and
dismissed the claim of second language acquisition researchers, including myself, that
grammar is not necessary for beginners.

1.2. PROBLEMS FORMULATION

1) What is Task Based Activities?

2) What is the purpose of Task Based Activities for young learners?
3) What is the method to teach Task Based Activities to young learners?

4
1.3. PURPOSES

1) To understand the definition of Task Based Activities

2) To understand the purpose of Task Based Activities for young learners
3) To understand the method of teach Task Based Activities to young learners

5
 CHAPTER II
THEORIS AND DISCUSSION

2.1. TASK BASED ACTIVITIES

Engaging learners in real language use has been considered as the most effective
way to teach a foreign language which is done by designing tasks- discussions, problems,
games, etc. (Willis & Willis, 2007). Similarly, Prabhu (1987) who first developed task-
based learning believes that students learn the target language better if they focus on the
task. Task which holds an important place in foreign language teaching is defined as
an activity that necessarily involves language (Richards, Platt &Weber, 1985). In other
words, task work provides better opportunities for language learners to use the
language as vehicles. Prabhu (1987) defines a task as an activity in which learners create
an outcome from given information through some process of thought, and which
requires teachers to regulate that process.
The emphasis in task-based learning is on understanding. Language learners are
involved in tasks to negotiate meaning. Rather focusing on the than correct use of the
language, meaning and communication are given attention to. Simply put, meaning is
primary and form is left aside. Thus, learners function as users rather than learners
because tasks require them to involve in verbal interaction. Task-based learning
focuses on the process of communication by setting learners tasks to complete using the
target language that will lead to language acquisition as learners will have to endeavor to
express themselves or understand others; therefore, one advantage of this task-based
learning is that learners are given the opportunity to use the full range of skills and
language they have at the same time (Lindsay & Knight, 2006).

Grammar is a technical term in the study of language but at the same time it is a
word people use in their everyday ‘language about language’, as familiar as spelling or
punctuation. The majority of non-specialist view grammar as adhering of a set of rules
that have been written down. Handed down through generations and taught in schools.
Most people think of these rules as logical and abstract.

6
2.2. PURPOSE OF TASK BASED ACTIVITIES FOR YOUNG LEARNERS

Task-based learning provides learners a chance to use the target language in order
to improve language proficiency under teacher guidance. In task-based learning the
learner places himself/herself in a real situation where oral communication is needed to
perform task. A task is an activity where the target language is used by the learner for a
communication purpose in order to achieve an outcome (Willis, 1996). Based on this
definition it can be said that the goal of tasks is to create a real purpose for language use
in which learners interact communicatively.

2.3. METHODS

Willis (1996) suggests three stages in task-based learning:

• the pre-task
• the task cycle
• and the language focus

In the pre-task stage the teacher introduces the topic and teaches some words or
phrases in order students to understand the task instructions better. In the task-cycle stage
the tasks are performed by the learners. The learners carry out the tasks in the target
language. In the language focus stage teacher and the learners talk about the language
used so that the learners stand a better of making corrections for the next task. In order
the tasks performed by the students to be useful for them, they need to include some
certain features.
Ellis (2003) identifies the following features of a task:
• A task is a work plan
• A task primarily focuses on meaning
• A task is designed to use the language in real-world processes
• A task can involve any of the four language skills
• A task engages cognitive processes
• A task has a clearly defined communicative outcome

Tasks include activities in which a problem is solved. While performing the tasks
in the classroom, learners use the language in natural contexts. In other words, learners

7
 are involved in a meaningful situation by means of tasks. During task completion the
emphasis is on both the process of doing and the content. Simply put, language learners
integrate what and how by task-based learning. It is believed that through working with
activities learners use the language skills for task completion; thus, acquisition will take
place. Similarly, Shekan (1998) puts forward five characteristics of a task as:
• Meaning is of paramount importance
• Learners are not given other people’s meaning to regurgitate
• Task has a relationship with real world activities
• Task completion has significance
• The assessment of the task is in terms of outcomes

2.4 ADVANTAGES AND DISADVANTAGES

Advantages of Task-Based Learning

• Student interaction is ‘built in’ to the lesson, as they need to communicate to

complete the task.
• Students’ communication skills improve.
• Students’ confidence can improve as tasks can mimic real life.
• Students’ motivation can improve due to the same reason.
• Students’ understanding of language can be more profound as it’s used in realistic
contexts.

Disadvantages of Task-Based Learning

• Tasks have to be carefully planned to meet the correct criteria.

• It can take longer to plan.
• It’s also time-consuming adapting PPP-style coursebook lessons.
• Too much scaffolding in the early stages can turn a TBL class into a PPP class.
• Students can avoid using the target language to complete the task if:
• Tasks aren’t well-designed
• Students aren’t motivated.
• Students are too excited.
• Students feel lazy

8
 CHAPTER III
CONCLUSION

3.1. Conclusion

The emphasis in task-based learning is on understanding. Language learners are

involved in tasks to negotiate meaning. Rather focusing on the than correct use of the
language, meaning and communication are given attention to. Simply put, meaning is
primary and form is left aside. Thus, learners function as users rather than learners
because tasks require them to involve in verbal interaction. Task-based learning
focuses on the process of communication by setting learners tasks to complete using the
target language that will lead to language acquisition as learners will have to endeavor to
express themselves or understand others; therefore, one advantage of this task-based
learning is that learners are given the opportunity to use the full range of skills and
language they have at the same time (Lindsay & Knight, 2006).

3.2 SUGGESTION

This paper is not perfect and needs to be improved for the effectiveness and
utilization of learning Task Based Activities, especially in TEYL in Education.

9
 BIBLIOGRAPHY

Ellis, R. (2018) Reflections on task-based language teaching. Bristol; Blue Ridge Summit,
PA: Multilingual Matters (Second language acquisition, volume 125).

Nunan, D. (2004) Task-based language teaching. Cambridge, UK; New York, NY, USA:
Cambridge University Press (Cambridge language teaching library).

Willis, D. and Willis, J. R. (2011) Doing task-based teaching. 5. print. Oxford: Oxford Univ.
Press (Oxford handbooks for language teachers).

10