DESIGNING A LESSON PLAN FOR INDONESIAN ADULT STUDENTS BY USING TBLT (TASK BASED LANGUAGE TEACHING)

Muhammad Ahkam Arifin

doi:10.24252/eternal.v41.2018.a4

Abstract

This paper starts with the introduction concerning the development of the pedagogical implementation of second language acquisition (SLA) from communicative language teaching (CLT) to task based language teaching (TBLT). Within the same section, the definition of a task is also provided. It then continues to the design of the lesson plan by implementing the six-step model for TBLT as suggested by Nunan (24); the rationale for each of the step is presented. Lastly, it culminates with the evaluation over the principles applied in the design of the lesson plan.

Highlights

N the past twenty five years as a result of finding an alternative way of teaching effective strategies due to the constraints of the concept of method (Kumaravadivelu, 2001), there have been shifts among researchers interested in the pedagogical implementation of second language acquisition (SLA) from method-based pedagogy to postmethod pedagogy (Kumaravadivelu 2001; 2006) and from communicative language teaching (CLT) which emerged during 1970s (Skehan, 2003) to task based language teaching (TBLT) (Kumaravadivelu, 2006; Branden 2006)
Some principles underlying CLT are: (1) real communicative activities through which students use a great deal of language are believed to be essential for SLA, (2) meaningful tasks, which require students to engage in meaning-related processing within those activities, support language learning, and (3) the language learning process can be promoted when the learner finds language meaningful and relevant to his genuine, realistic situations (Richards and Rodgers, 2001; Li, 1998)
Skehan (1996; 1998) posits TBLT has the similar view of communicative language teaching as he refers “tasks” to activities that primarily focus upon meaning

Summary

INTRODUCTION

I n the past twenty five years as a result of finding an alternative way of teaching effective strategies due to the constraints of the concept of method (Kumaravadivelu, 2001), there have been shifts among researchers interested in the pedagogical implementation of second language acquisition (SLA) from method-based pedagogy to postmethod pedagogy (Kumaravadivelu 2001; 2006) and from communicative language teaching (CLT) which emerged during 1970s (Skehan, 2003) to task based language teaching (TBLT) (Kumaravadivelu, 2006; Branden 2006). Sheen states that it is unjustified to follow Long and Nunans views that methods in SLA do not exist in that teachers as practitioners do not implement the methods as expected, and that methods mostly give little or no difference in classroom implementation, which trigger the two authors to adopt task based syllabus (TBS) as a replacement To support his statements, Sheen mentions some studies For the definition that will be used throughout this paper, I shall refer to Branden (2006) that tasks are any activities in which students engage to reach an objective that requires them to use their language resources This type of task is generally called “pedagogical task” (Nunan, 2004), or “classroom task” (Calvert & Sheen, 2014). Considering that Nunans model seems to be more specific than other models of TBLT (e.g. Willis, 1996; Ellis, 2003), I will use Nunans six-step model for my lesson plan

Schema Building

Authentic Listening Practice

Focus on Linguistic Elements