APPLYING COMPUTER BASED TBLT IN FAMILIAR WAYS

By Novian Faqih
Abstract
Task Based Language Teaching is one of a well-known modern teaching
approach which is widely applied by language Teachers (Reinders & Thomas,
2009). The approach contains specific instructions of developing task to engage
students during the teaching and learning process (Ellis, 2009). There is a demand
for English teacher in 21st century to use technology in language teaching which
one of the technology is computer based technology. However, according to the
survey by Son, Robb, and Charismiadji (2011), most teachers in Indonesia seem to
be familiar in using and accessing information with computers, but they are not
widely competent in the use of CALL (Son, Robb, and Charismiadji). Therefore,
teachers need to be acknowledged by many different kinds of applications in the
use of various types of computer-based activities, one of them are simple
application of technology which can be collaborated with TBLT.
The purpose of this paper is to provide the examples of application taskbased instruction in computer-based task. The paper provides the examples on how
the activities required in the syllabus can be extracted into lesson plan with
computer-based TBLT. The paper also provides the examples of teacher and
learners role in the lesson. In addition, the paper deliver the examples of six types
task of TBLT: Listing, Ordering & Sorting (sequencing, ranking, classifying),
Matching, Comparing, Problem solving, Sharing personal experiences (Ellis,2003)
in computer-based form. All of the example of task, applied using familiar computer
application i.e. Power Point, Blog, and Edmodo.
Keywords: language teaching, task, technology

A. Introduction
Task Based Language Teaching is one of a well-known modern
teaching approach which is widely applied by language Teachers (Reinders &
Thomas, 2009). The approach contains specific instructions of developing task
to engage students during the teaching and learning process (Ellis, 2009). There
is a demand for English teacher in 21st century to use technology in language
teaching which one of the technology is computer based technology. However,
according to the survey by Son, Robb, and Charismiadji, most teachers in
Indonesia seem to be familiar in using and accessing information with
computers, but they are not widely competent in the use of CALL (Son, Rob,
& Charismiadji, 2011). Most of them are only experienced enough in operating
a computer and accessing the website for downloading materials. They are not
able yet to manage a website, it is important therefore to design an educational
website which is manageable and not overwhelmed the students. Besides, there
is a growing need in using the internet as media in English instructions and
English teachers need to utilize it in their instructions. There are many English
teachers who have not utilized it in their instructions; though they are
experienced at typing (they probably have at least ever used a computer for
word processing). Therefore, teachers need to be acknowledged by many
different kinds of applications in the use of various types of computer-based
activities, one of them are simple application of technology which can be
collaborated with TBLT.

Task-based language teaching (TBLT) proposes the use of tasks as a

central component in the language classroom because they provide better
contexts for activating learner acquisition processes and promoting L2 learning
(Edwards and Willis). Teachers and learners believed that the task-based
course helped the learners to become more independent thinker(Mcdonough).
A language learning task is an activity that has a non-linguistic purpose or goal
with a clear outcome and that uses any or all of the four language skills in its
accomplishment by conveying meaning in a way that reflects real-world
language use(Edwards and Willis).
B. Discussion
1. Task Based Learning
Task-based language learning (TBLL), also known as task-based
language teaching (TBLT) or task-based instruction (TBI) focuses on the
use of authentic language and on asking students to do meaningful tasks
using the target language(Willis)
According to Nunan, task-based language teaching has following principles
and practices(Nunan):
a) A needs-based approach to content selection.
b) An emphasis on learning to communicate through interaction in the
target language.
c) The introduction of authentic texts into the learning situation.
d) The provision of opportunities for learners to focus not only on
language but also on the learning process itself.

e) An enhancement of the learners own personal experiences as

important contributing elements to classroom learning.
f) The linking of classroom language learning with language use
outside the classroom.
In task based language teaching there are criteria for a task to be
considered as task which in practical have benefit and can be successful in
targeting the purpose of language learning. A task Willis and Willis (2007)
offer the following criteria in the form of questions.
a) Will the activity engage learners' interest?
b) Is there a primary focus on meaning?
c) Is there a goal or an outcome?
d) Is success judged in terms of outcome?
e) Is completion a priority?
f) Does the activity relate to real world activities?'
2. Teachers role in Technology-Based Languange Teaching
Chee and Wong (2003) argue that the teacher can play three kinds of
roles. The first role is as the presenters, he elaborates some teachers
responsibilities as the presenters. The first is gaining attention; the teachers
should make the topic relevant to the learners and try to relate the learner
interest. The second one is informing learners the objective of the lesson. The
teachers should let the students know what they will be learning. The third
responsibility is recalling previous learned materials; in this case the teacher
should get the learners to recall what they have learnt before and connect to the

information. The forth is providing guidance. The teacher helps the learners to
achieve the learning objectives. The fifth is obtaining performance. The teacher
is in charge of asking the learners to practice what they have been taught. The
sixth is providing feedback i.e. informing the learners how they are progressing.
In accordance with the learning assignment, the teacher should also assess
assessment the learners performance and evaluate the knowledge they have
been acquired. The last is enhancing retention and transfer, for example, helping
the learners to remember ad transferring their skills to another situations.
The second role is as facilitators. He mentions that the teachers in
interactive media should provide guidance hold discussions, monitor the
learners understanding and encourage their work, the third role of teachers is as
designers. The teacher in this case should design materials focusing on students
centered learning rather than teaching information (Chee and Wong, 2003).
3.

Computer-based in Task-Based Language Teaching.

According to Ellis, there are six activities that the potential to become

effective tasks (Willis). The tasks can be provided using one type of technology
such as (web-based tools, websites or apps) to create meaningful learning
opportunities for the learners and give learners an experiential educative process
where they use the target language as in real life situations.
The following are the example of the six activities which are developed by
Microsoft Office Powerpoint and post in Edmodo which completed by the
extension software called Articulate Studio.

a) Listing and/or brainstorming

Example:

Picture 1. Listing and/or brainstorming

b) Ordering and sorting
The activity can be sequencing, ranking, or classifying.
Examples:

Picture 2. Ordering and Sorting

c) Matching
The activity can in the form of matching captions / texts / recorded
extracts to pictures; short notes or headlines to longer texts, e.g. news
items.
Examples:

Picture 3. Matching
d) Comparing: finding similarities and differences
Example:

Picture 4. Comparing: finding similarities and differences

e) Problem-solving
In this kind of task, students are given a problem related to their daily
life or the environment. The student will propose their point of view and
alternative solutions to solve the problem.
Example:

Picture 5. Comparing: finding similarities and differences

f) Sharing personal experiences and story telling
In this activity students are asked to share their personal experiences and
tell their valuable story. Teacher need to define clear goals and set
precise instructions to make this activity encourages students
interactions.
C. Conclusion
It is possible to apply the Task Based Language Teaching, one of a
well-known modern teaching approach which is widely applied by language
Teachers (Reinders & Thomas, 2009), in a computer-based task which only

used Ms.Office Powerpoint and Edmodo. The previous example of the task
are the simplest task which according to Willis (2003), the tasks are
activities that generally have the potential to become effective tasks. In these
kind of activities the role of teacher a teacher in interactive learning media
has roles as a presenter, facilitator and designer of the tasks.

Reference
Chee, Tan Seng, and Angela FL Wong. "Teaching and learning with technology:
an Asia-Pasific perspective." (2003).
Edwards, Corony, and Jane Rosemary Willis, eds. Teachers exploring tasks in
English language teaching. Basingstoke: Palgrave Macmillan, 2005.
Ellis, Rod. Chapter 8: The Methodology of Task-Based Teaching. Task-based
language learning and teaching (2003): 243278. Print.
Jane, Willis. "A Framework for Task-based learning." (1996).
Willis, Dave, and Jane Willis. Doing task-based teaching. Oxford University
Press, 2008.
Mcdonough, K I M. Teachers and Learners Reactions to a EFL Course in
Thailand. 41.1 (2015): 107132. Print.
Nunan, David. What Is Task-Based Language Teaching? (2004): 115. Print.
Son, Jeong-bae, Thomas Robb, and Indra Charismiadji. Computer Literacy and
Competency: A Survey of Indonesian Teachers of English as a Foreign
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Thomas, Michael, and Hayo Reinders, eds. Task-based language learning and
teaching with technology. A&C Black, 2010.

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