TEYL Task Based Activities
TEYL Task Based Activities
TEYL Task Based Activities
This paper was prepared to fulfill the assignment of Teaching English for
Young Learners
Arranged by:
We give thanks to Allah SWT who has showered so many blessings and guidance
as well as blessings and greetings to Messenger of Allah, Prophet Muhammad SAW
who has led us to a clear and clear direction and purpose.
This paper was prepared to fulfill the task of the Teaching English for Young
Learners course entitled "Tadk Based Activities". Authors also thank to Mrs.
Yasinta Wulandari, M.Pd, as a lecturer in the Teaching English for Young Learners
course, who has provided direction, guidance, and motivation in completing this
paper.
The author knows that this paper still has many shortcomings. Constructive
suggestions and criticism are highly expected to complete and improve this paper.
Hopefully this paper can be useful for those who read it.
Authors
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TABLE OF CONTENT
COVER ................................................................................................................................. i
PREFACE ............................................................................................................................ ii
TABLE OF CONTENT......................................................................................................iii
CHAPTER I INTRODUCTION ......................................................................................... 4
1.1. Background.......................................................................................................... 4
1.2. Problems Formulation ......................................................................................... 4
1.3. Purposes ............................................................................................................... 5
CHAPTER II THEORIS AND DISCUSSION ................................................................... 6
2.1. Definition of Task Based Activities .................................................................... 7
2.2. Purpose of Task Based Activities for young learner……..……………………..6
2.3. Methods…………………………………………………………………………7
2.4. Advantages and Disadvantages......................................................................8
CHAPTER III CONCLUSION ........................................................................................... 9
3.1. Conclusion ........................................................................................................... 9
3.2. Suggestion………………………………………………………………………9
BIBLIOGRAPHY………………………………………………………………………..10
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CHAPTER I
INTRODUCTION
1.1. BACKGROUND
Teaching English as a foreign language for young learners does not only need
passion on the part of the teacher, but also outsanding pedagogical skills that meet the
characteristics of young learners. It is common knowledge that young learners have a
preference of learning by playing. They want to have some joyful learning through
singing, physical activities and appropriate materials and instruction. By recognizing the
student’s needs, the teacher could adopt appropriate teaching methods and strategies for
fun and effective teaching learning process (Setyaningsih, 2007) on (Suseno, 2020).
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1.3. PURPOSES
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CHAPTER II
THEORIS AND DISCUSSION
Engaging learners in real language use has been considered as the most effective
way to teach a foreign language which is done by designing tasks- discussions, problems,
games, etc. (Willis & Willis, 2007). Similarly, Prabhu (1987) who first developed task-
based learning believes that students learn the target language better if they focus on the
task. Task which holds an important place in foreign language teaching is defined as
an activity that necessarily involves language (Richards, Platt &Weber, 1985). In other
words, task work provides better opportunities for language learners to use the
language as vehicles. Prabhu (1987) defines a task as an activity in which learners create
an outcome from given information through some process of thought, and which
requires teachers to regulate that process.
The emphasis in task-based learning is on understanding. Language learners are
involved in tasks to negotiate meaning. Rather focusing on the than correct use of the
language, meaning and communication are given attention to. Simply put, meaning is
primary and form is left aside. Thus, learners function as users rather than learners
because tasks require them to involve in verbal interaction. Task-based learning
focuses on the process of communication by setting learners tasks to complete using the
target language that will lead to language acquisition as learners will have to endeavor to
express themselves or understand others; therefore, one advantage of this task-based
learning is that learners are given the opportunity to use the full range of skills and
language they have at the same time (Lindsay & Knight, 2006).
Grammar is a technical term in the study of language but at the same time it is a
word people use in their everyday ‘language about language’, as familiar as spelling or
punctuation. The majority of non-specialist view grammar as adhering of a set of rules
that have been written down. Handed down through generations and taught in schools.
Most people think of these rules as logical and abstract.
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2.2. PURPOSE OF TASK BASED ACTIVITIES FOR YOUNG LEARNERS
Task-based learning provides learners a chance to use the target language in order
to improve language proficiency under teacher guidance. In task-based learning the
learner places himself/herself in a real situation where oral communication is needed to
perform task. A task is an activity where the target language is used by the learner for a
communication purpose in order to achieve an outcome (Willis, 1996). Based on this
definition it can be said that the goal of tasks is to create a real purpose for language use
in which learners interact communicatively.
2.3. METHODS
In the pre-task stage the teacher introduces the topic and teaches some words or
phrases in order students to understand the task instructions better. In the task-cycle stage
the tasks are performed by the learners. The learners carry out the tasks in the target
language. In the language focus stage teacher and the learners talk about the language
used so that the learners stand a better of making corrections for the next task. In order
the tasks performed by the students to be useful for them, they need to include some
certain features.
Ellis (2003) identifies the following features of a task:
• A task is a work plan
• A task primarily focuses on meaning
• A task is designed to use the language in real-world processes
• A task can involve any of the four language skills
• A task engages cognitive processes
• A task has a clearly defined communicative outcome
Tasks include activities in which a problem is solved. While performing the tasks
in the classroom, learners use the language in natural contexts. In other words, learners
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are involved in a meaningful situation by means of tasks. During task completion the
emphasis is on both the process of doing and the content. Simply put, language learners
integrate what and how by task-based learning. It is believed that through working with
activities learners use the language skills for task completion; thus, acquisition will take
place. Similarly, Shekan (1998) puts forward five characteristics of a task as:
• Meaning is of paramount importance
• Learners are not given other people’s meaning to regurgitate
• Task has a relationship with real world activities
• Task completion has significance
• The assessment of the task is in terms of outcomes
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CHAPTER III
CONCLUSION
3.1. Conclusion
3.2 SUGGESTION
This paper is not perfect and needs to be improved for the effectiveness and
utilization of learning Task Based Activities, especially in TEYL in Education.
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BIBLIOGRAPHY
Ellis, R. (2018) Reflections on task-based language teaching. Bristol; Blue Ridge Summit,
PA: Multilingual Matters (Second language acquisition, volume 125).
Nunan, D. (2004) Task-based language teaching. Cambridge, UK; New York, NY, USA:
Cambridge University Press (Cambridge language teaching library).
Willis, D. and Willis, J. R. (2011) Doing task-based teaching. 5. print. Oxford: Oxford Univ.
Press (Oxford handbooks for language teachers).
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