Name: Dewi Peronika Silitonga

Nim: 210911020130
Task: Report the Public Lecturer
Lecturer: F. ARI ANGGRAINI SEBAYANG S.Pd.,M.A

The Report

This lecture is organized by English Department of Sam Ratulangi University at:

Day/Date: Thursday, 13 October ,2022

Time: 15.30- 18.00 WITA

Place: Sam Ratulangi University‟s zoom meating and at Youtube

Dean of Faculty of Humanities

Maya Pinkan Warouw, S.S.M.Hum.,m.Ed,Ph.D

Commitee Chair

PROF. Golda J. Tulung,SS.,MA.,Ph.D.

Speaker

Bill Glenny Wullur, MAED.,Ph.D.

Moderator

Adriyani Marentek S.S,MA,Ph.D

 F. Ari Anggraini Sebayang S.Pd.,M.A

Participant : 199 participant

Course Material : Student Management in TLBT Lesson

Teaching Antropolinguistics: Speech Performance

 Task based Language Teaching

 TBLT earning
 TBLT AND Engagement

 Multidimensional Engagement

 Language Related events

 Indicators of Engagement
What is the Task- based Language Teaching (TBLT)

Long (2015:6):*Task is the real-world activities people think of when planning,

conducting, or recalling their day. that we can things like brushing their teeth , preparing
breakfast, reading a newspaper, taking a child to school, responding to e-mail messages,
making a sales call , attending a lecture or a business meeting, having lunch with a
colleague from work , helping a child with homework, coaching a soccer team , watching a
TV program . Some task are mundane, some complex. Some require language use, some
do not; for others, it is optional.

Example of task:

Student A: Shopper
Find out which items you can buy and tick them on your list.
1. Orange
2. Egg
3. Flavor
4. Powder Milk
5. Biscuit
6. Jus

Student B: Store Clerk

Note down any items your costumers ask for that you do not stock.
1. Bread 7. Rice
2. Salt 8. Sugar
3. Apples 9. Curry Powder
4. Tims of fish 10. Biscuits
5. Coca- cola 11. Powdered milk
6. Flour 12. Dread beans
This is the daily interaction to communication between them and they will be picking up
the peach.

What is the Task – based Language Teaching ( TBLT)?

 Learning activities are organized around tasks instead of sequenced around language
items (structural, functional, situational/ topical, lexical, etc.) (Long, 2015)
 Task were organized by their types and complexity 9 what personal resources are
needed ) ( Robinson, 2011)

TBLT: The four Characteristics of a task

 Gap
 Resources
 Outcome
 Focus of attention
 Different information
 Learner‟s own language
 Expected result at completion
 Mutual understanding/ meaning ( Lambert, 2020)
Why TLBT?

By doing task, learner could learn the structure of the language naturally and meaningfully
(Long, 2016)
 Explicit knowledge vs. Implicit Knowledge
 Weak vs. strong interface theory
 Intentional Learning vs. Incidental Learning

Explicit vs. implicit knowledge (N. Ellis, 1994)

 Rule based
 Loosely organized system
 Isolated aspects of knowledge
 Focus on accuracy
 Tacit, comprehensive and well organized knowledge
 Intuitively sense the right and wrong
 Automatization
 Focus on fluency

Strong vs. weak interface position (Deceiver, 1995; Ellis, 2008)

Explicit knowledge if diligent study about grammar, listening or reading to be implicit

knowledge but if never learning about that it will weak and to be weak implicit knowledge.

Incidental vs. Intentional Learning (Ellis, 2015)

 Unconscious, unintentional, unplanned- by product of learning activities

 Focus on the message
 Natural acquisition of language
 Implicit knowledge
 Conscious, structured, and loaned learning procedure.
 Focus on the structure.
 Structure or grammar- based learning.
 Explicit knowledge.

What is the Task- based Language Teaching (TBLT)?

Learners are engaged in a real life interaction relevant to their needs and encourage the
development of real- life skills.
 Situational vs. Needs analysis

Ultimate goal for TBLT: Student’s engagement

 Engagement creates an environment facilitative of second language acquisition.

Without engagement, learning is limited.
 Task engagement enables some learners to progress faster in their second language
teaching (Phil & Duchesne, 2016).
 It can provided “concrete effect on learners; behavior” (p.3). ( Lambert, Philip &
Nakamura, 2016 )
Engagement
 Previous construct of engagement ( Finn, 1989):
 Classroom attendance
 Stay in school and practice
 Academies time
 Performance
 Engagement = motivated behavior (Nakata, 2006), factional phase (Butler & Lee,
2006), term effort (Taguchi et al., 2009), and „motivational currents‟ (Dornier, et al.
2015).
Engagement in ELT (Svalberg, 2009)
 Engagement= heightened attention toward the language
 Expressing ideas
 Willingness to initiate a conversation
 Facilitated by language- related episode( LRE) = verbal interaction where learners
attend to the linguistics features
 Svalberg argues that LRE how learners pick up the language ( incidental learning )

Engagement – recent development

 Engagement is thus context- based, and revealed by language output ( Svalberg,
2009)
 Engagement should be based on action rather than motivation ( Sang & Hiver, 2021,
Hiver et al, 2021)
 Engagement = “ a state of heightened attention and involvement”
 Multidimensional ( 4 dimensions ) which “ interdependently and mutually influence
one another “ ( Phil& Duchesne 2016 )
 Engagement is dynamic and cloud be stipulated ( Hiver et al, 2021 )

Engagement (Phil & Duchesne 2016)

Dimensions

1. Cognitive engagement Attention to activity , recommending to

others

2. Behavioral engagement Participation and effort

3. Emotional engagement Interest and attachment to topics

4. Social engagement Partners collaboration

Indicator of engagement (Wulur, 2021)

 Elaborative clauses - CE
 Negotiation moves - CE
 Disagreement - CE
 Recasts – CE, SE
 Completing peer utterance – CE, SE
 Turn counts – BE
 Word counts – BE
 Time on task – BE,SE
 Back – channeling‟s – EE,SE
Findings

CE is best measured by elaborative clauses and

negation moves. Recasts are used less often, and
disagreement and completing peer utterances are
rarely used.

Cognitive Engagement The allow used of disagreements and peer utterances

( CE ) due to limited opportunity for speaking English.
The local culture also discourages the use of frontal
disagreement and completing peer utterances.

Socio- emotional engagement is measured by pack –

channeling
Emotional Engagement ( EE )
EE is perceived to be triggered by topic interest
And topic familiarity

Social Engagement ( SE ) Socio- emotional engagement is measured by recast

and completing peer utterances, socio – behavioral
by turns – counts, and socio- emotional by back –
channeling.

The rare used of completing peer utterances could be

influenced by local culture which discourages
interrupting the partner‟s speech.

All- male pair‟s outperformed male – female and all

female pairs in terms of recasts & turns counts.

Participant responses suggest several factors that may

influence the way a person engages in the
conversation:
1. The inhibition to less acquainted partner
2. Partner‟s attention
3. Their compatibility or chemistry
4. The willingness to work together.

Task engagement

Multi-dimensional Engagement The learner perceived the task to be difficult, both in

terms of meeting the task demand, and in using
English to convey intentions.

Thematic Findings

1. Mental extension and motivation in task 1. 1 Persistence in completing the task

completion 1.2 Motivation in doing the task

Because since the first lesson we feel like learn something. There are many things that we
did not know before, and then we learned it. Therefore, we gradually become more serious
in doing the task, because we knew that we would learn something. Interview transcript
no#3 Respondent #14 male
I will not get bored when I am involved actively, particularly in doing task like this.
Interview transcript no #2 Respondent # 6 male

Thematic findings

2. Effort and involvement in interaction 2.1 Grading your effort

2.2 Involvement in Interaction

Yeah, I give myself an 8 as well for effort, interview transcript # 4 male

I rate my effort as 9.5 point, interview transcript no #1 Respondent # 5 female

I will not get bored when I am involved actively, particularly in doing task like this.
Interview transcript no #2 Respondent #6 male

Yes, more I participate in this activity, interview transcript no #2 Respondent #10 male

Thematic Finding

3. Topic attachment and engagement 3.1 Interest to talk about the topics
3.2 Familiarity with the topics

It is easier to talk when you know the topic. And we can make long talk from the topic.
Interview transcript no#2 Respondent #6 male

Yeah. Definitely, I when make I like the topic. I will have something to talk about. So that
we can see what is like living in other countries. Interview transcript no # 4 Respondent
#18 male.

I like to talk about delivery route, because it is interesting. We are challenged to give and
receive direction and it is like real. Because we have to make choices whet ere to turn left
or right, it allow us to think, and it is really challenging. Therefore we are interested to
learn. Interview transcript no#3 Respondent #14

Thematic Findings

4. Engagement in working with a partner 1. 4.1 Acquaintance with the partner

4.2 Partner‟s noticing and ignoring
4.3 Encouragement and challenge from the
partner
4.4 Resolving differences with the partner

It depends; I don‟t think it will be the same. Sometimes when we talk to partner of
different gender, we feel shy. We cannot just talk about everything, especially when we did
not know each other. Interview transcript no #3 Respondent #11 female.

Yeah, the partner will definitely give influence on your work; however it is not about
gender, but about the person. Interview transcript no #4 Respondent
Thematic Findings

5. Task difficulty 5.1 Difficulty in meeting the task demand

5.2 Difficulty in using English to convey
intentions

Because my speaking is not so good. It is quite difficult for me to recognize what word
should I use, and difficult to arrange it for talk. Interview transcript no #4 Respondent #16
male.

Well, something it is difficult to understand what my partner is talking about, especially

because I think I am bad at listening. This is my weakness. Interview transcript no #4
Respondent #17 female

Conclusion.
 The need of a method to encourage learners to speak and interact meaningfully and
contextually in English with their peers
 The focus toward learner‟s engagement which in turn facilitates learning.
 Engagement can be observed in their classroom students‟ activities
 TBLT encourage students to speak and challenge their to perform their best.