TABLE OF CONTENT

TABLE OF CONTENT…………………………………………………..........1

I. INTRODUCTION…………………………………………………...2
II. CONTENT…………………………………………………………...3
THE NATURE OF THE METHOD…………………………….....3
A. The Characteristics of Task-Based Language Teaching……...4
B. Implementing Task-Based Language Teaching.........................5
C. Critics Over Task-Based Language Teaching............................6

III. CONCLUSION……………………………………………………...7
REFERENCES………………………………………………………….……...8

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 I. INTRODUCTION
TASK-BASED LANGUAGE TEACHING (TBLT)

Task Based Language Teaching (TBLT) as an innovative approach is the

development of Communicative Language Teaching (CLT). It has linguistic, philosophical
and pedagogical bases, as well; however, its theories of learning are more fundamental
than those of language. TBLT focuses on language itself, language acquisition and
language performance, simultaneously. It is learner centered and promotes learners’
confidence and enthusiasm. The teacher is expected to be open minded and creative. Also,
learners are involved in classroom assessments and negotiation of meaning which increase
teachers’ and learners’ awareness of learning and test taking strategies, respectively.
However, the obligation put high pressure on teacher because they feel difficult to select
the trend of educational methodology (CLT) or strict with the traditional teaching (GTM)
as the best method.

Based on that problem, the success of learners’ study depends on the method that
applied by teachers in teaching and learning process. In order to master a lesson, a teacher
as an educator have to use good method in teaching learning process. In this case, this
paper will attempts to discuss about selecting teaching method whether to follow the trend
of educational methodology (CLT) or strict with the traditional teaching (GTM). Thus, it
can be feasible and is an effective teaching approach for English learners’ in classroom.

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 II. CONTENT
THE NATURE OF THE METHOD

In the 1980s, the task-based appearance as the implementation of the constructivist

theory and application of communicative language teaching (CLT) methodology has
significantly affected language learning in terms of teaching strategy, developing syllabus
and curriculum. The task-based view of language teaching is widely influenced by
constructivist theory of learning and communicative language teaching methodology (Jeon
and Hahn, 2000).

The work of applied linguist has developed the communicative language teaching
theory and application to language learning. As supported by Larsen-Freeman (2000),
Communicative Language Teaching (CLT) aims to apply the theoretical perspective of the
communicative approach by focusing on the communicative competence as the goal of
language learning. According to Berns in Sreehari (2012), in CLT, language teaching is
based on a view of language as communication, in which the speaker uses the language for
some purposes orally or literally. Littlewood (2013) claims that there are two types of
CLT:

1. The communicative perspective on language is primarily about what we learn. It

proposes that when we learn a language we are primarily learning not language
structures but language ‘functions’ (how to ‘do things with words’).
2. The communicative perspective on learning focuses attention on how we learn,
especially on our natural capacities to ‘acquire’ language simply through
communication without explicit instruction.

It is very dramatic to say that the first approach leads to a perspective that teacher
should not make any use at all of ‘traditional’ techniques such as explanations, drills and
question-and-answer practice as what we see in current education, teacher still imply those
traditional methods. As some studies have revealed that Grammar Translation Method
(GTM), and Total Physical Response (TPR) were the dominant seen in the practice of
language teaching and learning (Intarapanich, 2013; Chien, 2014). Ellis (2009) claims that
the teachers and educators in Asian countries are likely favor to philosophy of traditional
teaching that is radically different to the concept of TBLT.

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 Task Based Language Teaching (TBLT) is directly derived from CLT. TBLT is an
approach which offers students material and the students have to be actively involved in
the processing of learning to accomplish the goal of learning or complete the task
(Hashemi, Azizinezhad & Darvishi, 2012). Task based learning can help the student by
placing them in a situation like in the real world where oral communication is essential for
doing a specific task. Hence, the task-based approach aims at providing opportunities for
learners to use the target language both spoken and written language through learning
activities to engage the authentic, practical and functional use of language for particular
purposes.

A. THE CHARACTERISTICS OF TAKS-BASED LANGUAGE TEACHING

1. Student-centered

According to Killen (1966), student-centered also referred to as discovery

learning, inductive learning, or inquiry learning, place more stronger focus on the
learner. In student-centered, the teacher has less direct control over the learning
process in classroom. This student-centered approach focuses on meaning making,
inquiry and authentic activity. One characteristic of student-centered, students
don’t depend on their teacher all the time, waiting for instructions, words of
approval, correction, advice, or praise. They don’t ignore each other, but look at
each other and communicate with each other.

2. Natural Language Use

Language is treated as a tool rather than as an object for study and where,
therefore, meaning rather than linguistic form is primary. Some educators may
have ruled out the use of language in natural setting. As mentioned by Smith,
Butler, Griffith & Kritsonis (2007), many language teachers conceptualize
language as a set of systems such as sounds, vocabulary, and grammar. However,
they may not conceptualize language as a social event.

3. Rejection of Traditional Teaching

The traditional approach according to Ellis (2014), refers to both grammar-

translation and to presentation-practice-production. Grammar-Translation Method

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 appears relatively easy to apply and it makes few demands on teachers, which is
perhaps the exact reason of its popularity (Qing-xue & Jin-Fang, 2007). It’s very
clear that, many linguists have suggested educators to leave the traditional
approach. In GTM method the students are not forced to communicate in the
target language but to appreciate foreign literature. In CLT method, the students
are emphasized to communicate in target language for the daily and teaching
learning activities. Both approaches have been permanently in tension with each
other and seem to reappear in different ways and formats.

B. IMPLEMENTING TAKS-BASED LANGUAGE TEACHING

There are 3 frameworks in implementing TBLT (1) Pre-Task, (2) During-Task, (3)
Post-task (Ellis, 2009; Rozati, 2014).

1. Pre-Task

In this stage, the teacher gives students time to plan for the performance of the
task. It can consist of presenting useful words and phrases, brainstorming activities
or listening to native speakers who are doing the tasks. In the pre-task, the teacher
will present what will be expected of the students in the task phase. The instructors
may also present a model of the task by either doing it themselves or by presenting
picture, audio, or video demonstrating the task.

2. During-Task

Students start performing a communication task, by the background language

they have already learned. The task is an aim-centered activity that enables the
students to achieve a real outcome. Tasks can be classified in many ways: personal
information, narrative, or decision-making tasks communication or enabling tasks
pedagogic or target/authentic tasks and problem-solving or structured input tasks
(Barrot, 2016). During the task phase, the students perform the task, typically in
small groups, although this depends on the type of activity.

3. Post-Task

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 This stage has 3 pedagogy goals: (1) to provide opportunity for repeat the
performance, (2) to encourage reflection on how the task was performed, and (3) to
solve problems faced by students during performance (Ellis, 2009)

1. Repeat performance
When learners repeat the performance, it will give them better outcome such
they will be more fluent and more natural in language use.
2. Reflection
Teacher should ask the students about how the task is performed in form of a
report (oral/written). Students may be asked to comment on other
performances.
3. Problem Solving
Students may have facing problems during the task. This is the role of the
teacher to give clue to the students regarding the problem and asked the
students to discover the answer. If success is achieved, motivation will be
increased.

C. CRITICS OVER TASK-BASED LANGUGAE TEACHING

During its development, the TBLT has raised several debates on educators and
researchers. The critics mostly appear due to misunderstanding regarding the “task”. Ellis
(2009) has pointed out that. It is very often the case when a ‘new’ approach receives the
support of theorists and researchers in academe, critics will follow. TBLT is very obvious
challenging the educators who still implementing traditional teaching due to its easiness
and requiring less work for the teacher. However, the implementation of TBLT may face
several problems for the teachers and students.

1. Task Difficulty
Difficulty in understanding the task, requiring more time or more attention and
resources (Ganta, 2015)
2. Cognitive & Linguistics Demand
There must be vocabulary or structures the learners did not know. It is often found
in EFL classroom in which during the earlier stage of learning, the students don’t
have any primer knowledge about the target language.
3. Authenticity of the Task

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 It is been highlighted that the task in TBLT should be real world context. But there
are tasks like describing a picture to someone else so that they can draw the
picture, identifying the differences between two pictures, telling a story based on
pictures etc. which are unlikely to occur in real life situations.

III. CONCLUSION

TBLT provides ideal linguistic environments and conditions for negotiated

interaction and are thus potentially beneficial for language learning. TBLT has widely
used by educators in ESL and EFL. The complexity of the methods give opportunity to
those especially EFL students that have not experienced real English situation. However,
selecting teaching method is very difficult for the educators whether to follow the trend of
educational methodology (CLT) or strict with the traditional teaching (GTM). Indeed, this
put high pressure on the teacher. The capability of both teacher and students and also the
need of students must be the most important factor to determine the style of learning.

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 REFERENCES
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