Literature Review: The Positive Effects of using Task-Based Language Teaching Approach in Classroom

by Ifti LD

The growth of interest in Task based language Teaching has been increase in recent years. The evidence comes from the huge number of the existence of recent journals and books that is relating to Task Based Learning, as well as there are many teachers adopted this method. This assumption is supported by Zan Mao (2012) research study about the application of TBLT to English Reading Classroom, it is stated that task-based approach has been tried by many English teachers.. The amount of research also demonstrates that Task – Based Language Learning has been accepted in teaching and learning process. Acquilino Sanchez (2004) in his journal judged that the principles in Task Based Language has been generally accepted. Thus, this paper will be focused on why Task based language teaching has been recommended in ELT since some experts accepted using TBLT approach.

Task-Based approach is under the umbrella of Communicative Language Teaching (Douglas Brown, 2000). Hence, communication became one of the purpose of this approach. Furthemore, Jeremy Harmer (2007) conducted that in using TBLT approach, the learners are offered with a task they have to complete or a problem they have to solve. According to journals and books, there are some definitions of task by the experts. David Nunan (1989) in his study about Task-Based Language Teaching argued that the meaning of task is a part of classroom work that involves learners in understanding, manipulating, creating or interacting in the target language, which is focused on meaning rather than grammatical form. It makes clear that the task is concerned with process of semantic and pragmatic meaning. In line with Nunan, Prabhu (1987), stated that task as an activities that required learners to reach an outcome from given information through some progression of thought. Besides, Skehan (1998) proposed the limitations of task, that the meaning is primary and the assessment of tasks are done in terms of outcome. From these definitions, they all stressed that task is a means of communicative act which is more focused on meaning, and the process includes comprehending, manipulating, interacting using target language and have an outcome as a product.

Ali Shehadeh and Christine Coombe in their book entitled “From Theory to Practice in Task Based Learning” argued that TBL facilitates Second Language Acquisition (SLA) and makes L2 learning and teaching in class more principled and effective. This statement is supported by Nazenin Ruso (2007) study about the influence of Task-Based learning, Nazenin Ruzo indicated that TBLT increase teacher professionalism for effective teaching and learning. To make the learning process effective, usually the teacher gives variety of task. Huajing Zhao in his article makes it clear that the learning process could be more effective when the task is related to meaningful communication through the variety of manipulation task. The manipulation of the task can be from simple to more complex. The more complex the task, the more students will be engaged in the interactions. It is supported by Rod Ellis (2009) statement, in her journal about misunderstanding of TBLT demanded that if the outcomes of the task is complex, the result language is also complex.

Besides the learning becomes more effective, giving a task creates motivation to the learner. Motivation itself is the most important factors of language learners’ characteristics. In this case, Zhuomin Sun (2010) identified that the material of the task can be a means to motivate learner in improving their language acquisition. Therefore, task materials are having a very important effect and role in language learning and teaching activity. Faris Keblawi declared that the difficulty of task gives a sense of achievement and motivates the students. The material of the task is the most factor that influences the learners’ motivation. Yet, the teacher must pay attention in applying the appropriate material. The material of the task must be relevant to their knowledge and useful for their background or upcoming career.  Galina Kavaliauskiene (2005) and Munirah (2015) argued that TBLT involves students in performing tasks related to their future profession and increase learners motivation. Besides the material, the teacher must consider and prepare the strategies that they will use and it would inspire the learners to do the task. Dornyei (2001) highlight the importance of presenting a task in a technique that motivates learners. Therefore, the technique gives the big impact in motivating learners. The more teacher well prepared the task material, the easier learners can stimulated and inspired by it.

It can be clearly seen that TBLT approach influences classroom performance and motivation of the learners. The experts also emphasis that giving a task gives positive result, such as can motivate students and makes the learning more process effectives.

REFERENCES

Ellis, Rod.2009. Misunderstanding of TBLT. Japan: Shanghai International Studies University

Dornyei, Z.2001.Teaching and Researching Motivation. Harlow England: Longman.

Douglas Brown.2000.Teaching by Principles An Interactive Approach to Language Pedagogy. Longman

Harmer, Jeremy.2007.The Practice of English Language Teaching. Essex England: Longman

Kavaliauskiene, Galina.2005.Task-Based Language Learning and Learning Outcomes in the ESP Classroom. Lithuania: Mykolas Rumeris University

Keblawi, Faris. A review of language learning motivation theories.

Mao, Zan.2012. The application of TBLT to English Reading Classroom. Finland : Academy Publisher

Munirah.2015.Using Task-Based Approach in Improving the students Speaking Accuracy and Fluency. America : American Research Institute

Nunan, David.2004.Task-Based Language Teaching. Cambridge: University Press.

Prabhu, N S.1987. Second Language Pedagogy. Oxford University Press: Oxford

Ruso, Nazenin. 2007. The influence of Task-Based learning. Turkish : Eastern Mediterranean University

Sanchez, Acquilino.2004.The Task-Based Approach in Language Teaching. Spain: Universidad de Murcia

Shehadeh Ali, Christine Coombe.xxx. From Theory to Practice in Task Based Learning. Arab: United Arab Emirates University Press

Skehan.1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press

Sun, Zhuomin.2010.Language Teaching Materials and Learner Motivation. Finland: Academy Publisher

Zhao, Huajing. How Far Do the Theories of Task-Based Learning Succeed in Combining Communicative and from-Focused Approaches to L2 Research. Cambridge