THE APPLICATION OF TASK-BASED LEARNING IN THE SECONDARY SCHOOLS OF INDONESIA
In this paper the writer briefly focuses on how to apply the task-based learning for the students who are studying English at the secondary schools in Indonesia. The writer identifies the concept, the procedure and the advantages of task-based learning which are closely related to the English curriculum of 2013. Through task-based learning, it is hoped that students will learn the language with meaning focus and try to use the language as a medium of communication. The model of task used in the classroom could be in form of seeking information, apologizing, expressing likes and dislikes, etc. Teacher should select various classroom activities as a task for the students to maximize opportunities to use English in a communicative way for meaningful activities. However, focussing on grammar is still possible because disregarding of grammatical form will virtually guarantee breakdown in communication, so the teacher might teach grammar less systematically and try to be integratedly with other four language skills. Authentic materials for task-based learning which are taken from newspapers and magazine articles, poems, manuals, recipes, telephone directories, videos, news bulletins, discussion programs are strongly recommended. Each task-based instruction should consist of two tasks: ‘pre-task’ and ‘task’ and they are divided into three steps: pre activity, while activity, and post activity.The types of tasks could be information gap activity, reasoning gap activity, and opinion gap activity.
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