Task-based Learning (TBL) in the Classroom for EFL Learners: How and Why?
DOI:
https://doi.org/10.26486/jele.v6i2.1330Keywords:
Task-based Learning (TBL), English Classroom, EFL LearnersAbstract
In language teaching and learning, there are several methodologies and approaches; one of them is Task-Based Learning. Since the 1980s, this approach has had the most pedagogical attention in second language pedagogy. Task-based Learning is becoming increasingly common worldwide, particularly in English classes in Indonesia. The task's goal is to establish a clear reason for language use and create a natural meaning for language learning. The ideas and principles of Task-based Learning have proven to be effective in classrooms. This paper aims to explain why teachers should implement Task-Based Learning (TBL) in the language classroom and how to implement TBL during classroom instruction. The discussion begins with the introduction and the description of TBL. Then, it goes on TBL characteristics and continues with the approaches, the benefits, and framework of TBL.
References
Alisjahbana, S. T. (1990). “The teaching of English in Indonesia†In J. Britton., R. E. Sheffer, & K. Watson (Eds.) Teaching and Learning English World Wide. Philadelphia: Multilingual Matters, LTD.
Andon, N. (2010). Task- based L2 pedagogy from teacher’s point of view.TESOL-2010, Boston. Retrieved on June 25,2020, from www.slideshare.net/victorgaogao/on task based- learning-lesson-design.
Büyükkarci, K. (2009). A critical analysis of Task-based Learning. Kastamonu Journal of Education, 17(1), 313-320.
Dailey, A. (2009). Key Motivational Factors and How Teachers Can Encourage Motivation in their Students. MA Dissertation, University of Birmingham. Retrieved from http://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/secondlanguage/DailySLAKeyMotivationalFactorsandHowTeachers. Pdf
Ellis, R. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.
Ellis, R., Sheen, Y. (2006). Re-examining the role of recasts in SLA. Studies in Second Language Acquisition, 28, 575-600.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Gatbonton, E. and Segalowitz, N. (2005). Rethinking communicative language teaching: a focus on access to fluency', Canadian Modern Language Review, 61(3), 325-53.
Lin, Z. (2020). Task-based Approach in Foreign Language Teaching in China: A Seminar Paper Research Presented to the Graduate Faculty, University of Wisconsin-Platteville, 2009. Available online http://minds.wisconsin.edu/bitstream/handle/1793/34571 /Zhu,%20Lin.pdf.txt?sequence=3, accessed June 25, 2020.
Littlewood, W. T. (1999). Second language teaching methods. In B. Spolsky (ed.), Concise encyclopedia of educational linguistics. Amsterdam: Elsevier, 658–668.
Long, Michael H. 1985. Input and second language acquisition theory. In S. Gass and C. Madden (Eds.), Input and second language acquisition Rowley, Mass.: Newbury House, 377-393.
M. Long. (2000). Focus on form in task-based language teaching. In R. Lambert & E. Shohamy (Eds.), Language policy and pedagogy. Essays in honor of A. Ronald Walton, Philadelphia: John Benjamins, 179–192.
Newton, J. (2001). Options for vocabulary learning through communication tasks. ELT Journal, 55(1), 30-37.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge:Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
P. Skehan. (1996). A framework for the implementation of task based instruction. Applied Linguistics, 17(1) , 38–62.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, UK: Cambridge University Press.
Ridder, I., Vangehuchten, L., & Gomez, M. (2007). Enhancing Automaticity through task-based language teaching. Applied Linguistics, 28 (2), 309-315.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan.
Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-86.
Supriyono, K. &Sugirin. (2014). Pengembangan media pembelajaran membaca Bahasa Inggris SMP berbasis web. Pengembangan Media Pembelajaran Membaca Bahasa, 1(1), 49 – 64.
Swan, M. (2005). Legislation by hypothesis: the case of task-based instruction. International journal of Applied Linguistics, 26(3), 376-401.
Willis, J. (1996). Framework for Task-Based Learning. Harlow: Longman.
Published
Issue
Section
License
Authors who publish with JELE (Journal of English Language and Education) agree to the following terms:
Authors retain copyright and grant the JELE (Journal of English Language and Education)  right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in JELE (Journal of English Language and Education). Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JELE (Journal of English Language and Education)
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
