Principles of

Task-Based
Language
Teaching
 Member Group

Cempaka Sekar Ayu Elva Pamela Nuraeni Ani H.

L. (1908103064) (1908103056)
(1908103024)
 Definition

• Nunan (1989) defines a task as a a piece of classroom work which involves learners in
comprehending, manipulating, producing or interacting in the target language while their
attention is principally focused on meaning rather than form.

• TBLT can be defined as providing leaning activities and engaging learners to practice in
the authentic and functional use of language for meaningful purposes (Nunan, 2004).

• Task-based language instruction can be described as a language course whose syllabus or

teaching and learning activities are organized around tasks (Nunan,1988a; Markee, 1997).
 Task Methodology
1. Pre-tasks typically take one of four forms:
1) performing a task similar to that of the main task;
2) observing a model to help understand how to perform the task;
3) creating non-task activities to prepare learners for the task; or
4) setting a time limit allowing participants to strategically plan for the main task.

2. Main tasks entail both task-performance and process options to optimally manage task
implementation.

3. Post-tasks encompass three major pedagogic goals.

1) to provide an opportunity to repeat the task either under identical or modified conditions to
reinforce mastery.
2) students are invited to reflect on task performance to discuss communication related difficulties and
problem-solving issues.
3) the teacher may allocate attention to forms that were problematic during in-task performance that
they failed to use naturally.
 Characteristics the Task of TBLT

Willis (1996) mentioned there are four characteristics related to the task of
TBLT:

1. it provides the students with more activities to get exposed to the target
language.
2. it does not inhibit students from setting up their own hypothesis and taking
risks to test them out.
3. task-based teaching framework allows more flexibility for teacher.
4. it offers the teachers more options and create more dynamism in the
classroom.
 Principles of Task-Based Language Teaching

Nunan (2007) has summarized seven principles which have to be

followed in the frame of task- based language teaching:

1. Scaffolding
2. Task dependency
3. Recycling
4. Active learning
5. Integration
6. Reproduction to creation and
7. Reflection”
 Benefits

1. TBLT was perceived as a ‘right’ teaching method or

approach.
2. TBLT actively engaged students in learning English.
3. TBLT was deemed relevant with the current
curriculum in Indonesia.
4. TBLT could increase students’ motivation in learning
English.
5. TBLT’s scaffolding helps students to “use” the
language and “accomplish” the tasks.
 Challenges

1. TBLT was time-consuming in terms of the preparation.

2. Understanding the features of a task was quite complicated and
confusing.
3. The scaffolding method was not easy to implement.
4. “Getting-right-in-the-end” remained a big question.
5. TBLT was not an approach to prepare students for an exam.
 The Implementation of task-based activities

Pre-task Main task/Task Language Focus

cycle
1. Pre-task Introduction to topic and task:
• Teacher explored the topic with the class and highlights useful words and phrases.
• Teacher asked students to do the imitative practice. In pairs, they listened carefully to the recording (pay
attention to the speakers‟ intonation and pronunciation) and used it as a model to emulate. After that, they
recorded themselves and then listened to their own recording (pay special attention to their production of the
sounds).
• Teacher asked students to transcribe own their recording and after that compared the transcription between
theirs and the fluent speakers.

2. Main Task/ Task Cycle Planning and report the task:

• Teacher explained task instruction.
• Teacher asked students to do the main task
• Teacher asked students to present the task in front of the class.

3. Language focus
Analysis and practice/ review:
• Teacher provided the discussion and guided the students in analysing their works
• As the review, students did an exercise about the topic. After that they have to report their work by reading it
aloud in pair in front of the class.
 References

Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing task-based language
teaching in Indonesia: Teachers’ perception. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan
Pengajarannya (e-Journal), 7(1).
Aflah, M. N., Salam, U., & Sada, C. (2015). Implementing task-based language teaching in speaking class
to hospitality students at Alpha University Pontianak. Jurnal Pendidikan dan Pembelajaran
Khatulistiwa, 4(12).
Rudd, M. (2019). Examining the Effect of Task-Based Language Teaching on University Business
Students in Bangkok. IJEE (Indonesian Journal of English Education), 6(1), 30-47.
Nopita, D. Implementing Task-Based Language Teaching: A Solution For English Teachers To Improve
Students Speaking Skill. In Proceeding of International Conference on Art, Language, and Culture
(pp. 238-242).
Priyana, J. (2006). Task-Based Language Instruction.
Thanks!