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WELCOME TO ANDY’S

PRESENTATION
THE IMPLEMENTATION PROCESS
OF TASK-BASED LEARNING TO
IMPROVE SUDENTS’ FLUENCY IN
SPEAKING CLASS AT FIRST
SEMESTER STUDENT
INTRODUCTION
• English nowadays is a International language
• Student have to learn English in a communicative
way in order to process the language in use
• There are so many popular methodologies that
implemented in learning language, one of them is
TASK-BASED LEARNING
• TASK-BASED LEARNING is implemented in
speaking class at English program study, Jambi
University
2. REVIEW OF RELATED
LITERATURE
• 2.1 task based learning definition
• Harmer (2008) describe that task based learning makes
the performance of meaningful tasks central to the
learning process. It is informed by the belief that if
students are focus on the completion of a task, they are
just as likely to learn language as if they are focusing the
language forms
• Walsh (2005) It is post (anti) PPP framework of
procedures for a language lesson developed by
authors/researchers in the area of TEFL/TESL.
2.2 DEFINITON OF TASK
• Prabhu(1987) task is an activity which required learners
to arrive at an outcome from given information through
some process of thought, and which allowed teacher to
control and regulate that task
• Skehan (1996) a task is an activity in which: meaning is
primary: there is some communication problems to
solve; there is some sorts of relationship to
comparable real world activities; task completion has
some priority; the assessment of the task is in terms of
outcome
• Willis (1996) A task is an activity "where the target
language is used by the learner for a communicative
purpose (goal) in order to achieve an outcome."
2.3 Why Task-Based Learning?
• Conditions for Language Learning
• Desirable
– Instruction in language (i.e. chances to focus on form
Essential
– Motivation to listen and read the language and to speak and
write (i.e. to process and use the exposure)
– Use of the language to do things (i.e. exchange meanings)
– Exposure to a rich but comprehensible input of real spoken and
written language in use
• The TBL framework supports these conditions in a
classroom environment.
Types of tasks
• 1. Listing
– Brainstorming
– fact-finding
Outcome: Completed list or draft mind map.
• 2. Ordering and sorting
– Categorizing
– Classifying
Outcome :Set of information ordered and sorted
according to specified criteria sequencing
ranking
Types of tasks
• 3. Comparing
– Matching
– finding similarities
– finding differences
Outcome: Could be items appropriately matched or
assembled, or the identification of similarities and/or
differences.
4. Problem solving
– Reasoning
– decision making
Outcome: Solutions to the problem, which can then be
evaluated. analyzing real situations analyzing
hypothetical situations
Types of tasks
• 5. Sharing personal experiences
– exploring and explaining
– attitudes,
– opinions, reactions
Outcome :Largely social. narrating describing
• 6. Creative Tasks
– ordering and sorting
– comparing
– Brainstorming
– Fact-finding
– problem solving and many others
Outcome: End product which can be appreciated by
a wider audience.
2.4 Goal of task
• Oxford (2006) described potential task
goals fall into three main groups:
1.Focus on meaning
2.Focus on form
3.Focus on forms
2.4.1 framework for task based
teaching and learning
Shekan (1996) framework:
• Pre-task. Introduce pre-task planning activities
• During the task. Students do the task. Teacher
emphasizes the appropriate balance between
complexity, accuracy, and fluency
• Post task. Student redo the task or perform the
task in front of the class
2.4.2 framework for task based
teaching and learning
Willis (1996) framework:
• Pre-task. Introduction topic and
task
• Task cycle. Task, planning, report
• Language focus. Analysis, practice
3. Methodology of research
• 3.1 research design
In this research, I will use qualitative approach.
Hancock (2002) describe Qualitative research is
concerned with developing explanations of
social phenomena. That is to say, it aims to help
us to understand the world in which we live and
why things are the way they are.
in this research I am going to describe and
analyze the data that will be found.
There are two points that are going to be
answered in this research:
1. How the task-based learning method
implemented in the speaking class at first
semester first semester student of English
study program, faculty of teacher training
and education, University of Jambi?
2. What are student perception about the
implementation of this method?
3.2 source of the data
• The data of this research will be taken
from implementation of task-based
learning method at first semester first
semester student of English study
program, faculty of teacher training and
education, University of Jambi
3.3 data collection procedure
• I will do the following steps in my analysis:
1.I observe the whole class’ teaching and
learning activities
2.I will record the speaking activities
3.I make critical note about the process of
teacher and learning
4.I give the questionnaires about the
Implementation to the students
3.4 data analysis technique
• First, the data will be collected by
using instrument stated above
• Explaining what happen in every
meeting
• Analyzing the student speaking
fluency into appropriate character

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