LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

6 TBI A
Lecturer: Desi Wijayanti Ma’rufah M.Pd.

Arranged by Group 1:

1. Latifah 214110404081
2. Salman Mutaqin 214110404037
3. Maulida Ahsan Khalifa Pambudi 214110404100
4. Yasmine Ghaitsa Najwa Zhafira 214110404104

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYA AND TEACHER TRAINING

UIN PROF. K. H. SAIFUDDIN ZUHRI PURWOKERTO

2024
PREFACE

Thank God for the presence of Allah SWT who has given His mercy and grace so that
we can complete the preparation of the paper “Learning Language through Task and
Activities”. This paper is an assignment for the Teaching English for Young Learners course
which we completed on time. We are aware that in the preparation of this paper there are
shortcomings and mistakes that we will use as learning in the future. With all the
improvements and criticisms built from readers. In addition, we hope that the preparation of
this paper can provide benefits for anyone who reads it. It is our great hope that with all our
limitations, the knowledge that we convey can be accepted and becomes a knowledge that is
useful and a blessing.

The author acknowledged that there are still a lot of errors in this paper. Therefore,
constructive criticism and suggestions from readers are highly expected for improvement.

Purwokerto, March 20 2024

Authors

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TABLE OF CONTENT

PREFACE ................................................................................................................................. ii
TABLE OF CONTENT ........................................................................................................... iii
CHAPTER I INTRODUCTION ............................................................................................ 1
1. Background of The Paper ...................................................................................................... 1
2. Problem Formulation ............................................................................................................. 1
3. Purpose of The Paper ............................................................................................................. 1
CHAPTER II DISCUSSION ................................................................................................... 2
1. Language Learning Through Task and Activities .................................................................. 2
2. The Principles of Learning Language Through Task and Activities ...................................... 2
3. The Types of Task to Teach English for Young Learners ...................................................... 4
4. The Considerations for Teachers in Designing Assignments for Students ............................. 5
CHAPTER III CLOSING ........................................................................................................ 7
1. Conclusion .............................................................................................................................. 7
2. Suggestion ............................................................................................................................... 7
BIBLIOGRAPHY ..................................................................................................................... 8

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CHAPTER I
INTRODUCTION

1. Background of The Paper

Language learning has always been a vital aspect of human development and
communication. With globalization and the need for multilingual competencies,
effective language learning methodologies are continuously being explored. One such
approach is learning through tasks and activities, which emphasizes practical
engagement and contextual application of language skills. This background study
delves into the historical development, theoretical foundations, and practical
implications of task-based language learning (TBL).
The evolution of language teaching methodologies has seen a shift from
traditional grammar-translation methods to more interactive and communicative
approaches. The late 20th century marked a significant change with the introduction
of the Communicative Language Teaching (CLT) approach, which focused on the
ability to communicate effectively in real-life situations. This laid the groundwork for
Task-Based Language Teaching (TBLT), which further refined the principles of CLT
by centering the learning process around meaningful tasks.

2. Problem Formulation
1. What is language learning through task and activities?
2. What are the principles of learning language through task and activities?
3. What are the types of task to teach English for young learners?
4. What are the considerations for teachers in designing assignments for students?

3. Purpose of The Paper

1. To understand the meaning of language learning through task and activities.
2. To find the principles of learning language through task and activities.
3. To find out the types of task to teach English for young learners.
4. To find out the considerations for teachers in designing assignments for students.

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CHAPTER II
DISCUSSION

1. Language Learning Through Task and Activities

Language learning through tasks and activities is a pedagogical approach that
emphasizes the use of authentic and meaningful tasks to facilitate language
acquisition. This approach views tasks as the primary environment for learning, where
learners engage in comprehending, manipulating, producing, or interacting in the
target language to achieve specific goals. Tasks are designed to be engaging,
challenging, and relevant to real-life situations, allowing learners to develop their
communicative competence and language skills in context.
Aspects of language learning through tasks and activities include:
a. Clear Purpose: Tasks should have a clear purpose and meaning for the
learners, aligning with their cognitive and social development.
b. Meaning is Primary: Tasks focus on the meaning of the language rather
than just the mechanics of grammar and vocabulary.
c. Real-World Connection: Tasks are designed to have a connection to real-
world activities, making language use relevant and practical.
d. Active Engagement: Learners are actively involved in the tasks, which
helps them make sense of the activities and find meaning in the language.
e. Balanced Demands and Support: Tasks should balance the demands on
learners with appropriate support to ensure optimal language learning.
f. Assessment: Tasks are often assessed based on the outcome, which can
include the language used and the effectiveness of communication
(Almeida et al., 2016).

2. The Principles of Learning Language Through Task and Activities

The principles of learning language through task and activities involve several
key elements that enhance the effectiveness of language acquisition. Here are some of
the main principles:
a. Meaning-Focused Learning:

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Meaning is Primary: Tasks should focus on meaning rather than linguistic
forms. This approach encourages learners to use language for authentic
purposes and to communicate effectively (Almeida et al., 2016).
b. Comprehensible Input:
Exposure to Comprehensible Input: Learners need to be exposed to
comprehensible input, which is crucial for language acquisition. This can
be achieved by using authentic materials and ensuring that the input is
clear and understandable.
c. Interaction and Communication:
Interaction and Communication: Tasks should facilitate learner interaction
and communication. This can be achieved by engaging learners in
activities that require them to use the target language to solve problems or
complete tasks.
d. Error Acceptance:
Making Errors is Natural: Errors are a natural part of the language
acquisition process. Learners should be encouraged to produce the target
language, even if it includes errors, as this facilitates learning.
e. Balancing Demands and Support:
Balancing Demands and Support: Tasks should be designed to balance the
demands on learners with the support provided. This ensures that learners
are challenged but not overwhelmed (Priyana, 2001).
f. Variety and Flexibility:
Variety of Tasks and Activities: Tasks should be varied to cater to
different learner needs and preferences. This can include different genres,
topics, and levels of complexity.
g. Focus on Form:
Focus on Form: Tasks should also focus on form, allowing learners to
attend to both meaning and form. This helps learners develop linguistic
competence.
h. Motivation and Engagement:
Motivation and Engagement: Tasks should be designed to engage learners
and maintain their motivation. This can be achieved by making tasks
interesting, challenging, and relevant to learners' lives.
i. Teacher Support:
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Teacher Support: Teachers should provide support and guidance as
needed, but also allow learners to take control and make decisions during
tasks. This encourages learner autonomy and active participation
(Sutiyatno Sistem Informasi STMIK Bina Patria, 2014).
j. Authentic Materials:
Authentic Materials: Tasks should use authentic materials and real-world
scenarios to provide learners with practical experiences and opportunities
to use the target language effectively (Nur et al., 2020).

3. The Types of Task to Teach English for Young Learners

Criteria for task selection and design in L2 research and pedagogy have been
approached from different perspectives. Some SLA researchers have pointed out that
in selecting communication tasks, it is important to make the linguistic features of the
language (phonological, syntactic, pragmatic, etc.), the medium (phonic, graphic), the
skills (listening, reading, writing, speaking) and the format of the tasks consistent with
the objectives of the study and/or the use in the L2 classroom. Lynch argues that the
selection of task-focused discourse, in which both the native speaker (NS) and the
non-native speaker (NNS) are actively engaged in a real and concrete task, rather than
merely listening to each other in a passive way, is essential for the purpose of
collecting data and for use in the L2 classroom (Lynch, 1988). Identify the following
five main types of communication tasks used in L2 research and pedagogy :
a. Jigsaw tasks: Tasks that require speakers to exchange given information
(e.g., completing a partially missing chart).
b. Information-gap tasks: Tasks that involve organizing given information
(e.g., arranging historical events in a chronological order, ordering pictures
to make a story).
c. Problem-solving tasks: Tasks that require the exchange of information to
solve a problem (e.g., how to reduce the environmental pollution,
predicting the final part of a story).
d. Decision-making tasks: Tasks that require the exchange of opinions and
making decisions or reaching unanimity (e.g., conducting a project,
planning a party).

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e. Opinion-exchange tasks: Tasks that require the exchange of opinions.
(e.g., mixed-sex education, students wearing uniforms at secondary or high
school) (Shehadeh, 2018).

4. The Considerations for Teachers in Designing Assignments for Students

The following are some consideration for the teacher in designing any task for
the students:
a. Make sure the task is clear
The students must know what they are expected to do and where they can
find the resources and materials they need to complete tasks. It is also
essential to tet them know when they will have to work, and how much
time they must devote to the task, and when the task need to be completed.
b. Give tasks that are challenging but achievable for all students
Tasks of intermediate difficulty, those that allow students to experience
improvement in their skills, are most effective in producing feelings of
competence. It means the teacher needs to avoid easy task or difficult task.
Furthermore, to make the tasks are challenging but achievable for all
students can be done by following points:
- Vary the difficulty of tasks among students according to their skill
levels. Providing tasks that are appropriately challenging for every
student in a group of students whose skills vary requires
individualizing the complexity of the tasks. Teachers are sometimes
reluctant to vary tasks because they are concerned that students will
feel embarrassed about doing assignments that are easier than those
completed by their peers. To the contrary, completing assignments and
being able to take personal responsibility for success are far more
likely to encourage self-confidence than repeatedly failing to do the
more difficult tasks that classmates are given. Moreover, all students
can take pride in their success if the teacher creates a climate in which
hard work and success are rewarded at whatever level each student is
working.
- Give tasks that can be completed at different levels. Teachers can vary
the difficulty of the task, in part, by providing tasks that can be

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completed at different levels and by conveying different expectations.
The point is that the students understand that they are expected to
complete the task at a level that requires real effort and persistence and
will thus help them develop their skills. Differential expectations can
be conveyed by guiding students' choices (e.g., of the book selected to
report on), and by making direct statements and evaluation ("This is
technically correct, but you could have made a more compelling
argument").
- Make sure that the highest achievers are challenged. Teachers need to
prepare in challenging the high-achieving students to deal with the
difficulties they will inevitably encounter in future educational
contexts and in life.
c. Organize assignments to provide frequent opportunities for students to see
their skill level increase. In order to create moderately challenging, tasks
need to provide opportunities for regular feedback which indicates
improvement in skill or understanding. In organizing assignments to
provide frequent opportunities for students to see their skill level increase
can be done as following:

- Order problems and assignments by difficulty level to provide students

with a sense of increasing mastery.
- Break down difficult tasks into subunits to emphasize that students
receive positive competence feedback before they become discouraged
or concerned about the direction in which they are headed because ome
children may need smaller units and more frequent positive feedback
than others.

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CHAPTER III
CLOSING

1. Conclusion
Learning Language through Tasks and Activities provides a comprehensive
overview of the pedagogical approach of learning language through tasks and
activities. The authors discuss the historical development, theoretical foundations, and
practical implications of task-based language learning (TBLT). The paper highlights
the key principles of TBLT, including meaning-focused learning, comprehensible
input, interaction and communication, error acceptance, balancing demands and
support, variety and flexibility, focus on form, motivation and engagement, teacher
support, and authentic materials. These principles are essential for effective language
acquisition and communicative competence. The authors also identify five main types
of communication tasks used in L2 research and pedagogy: jigsaw tasks, information-
gap tasks, problem-solving tasks, decision-making tasks, and opinion-exchange tasks.
These tasks are designed to engage learners in real-life situations, promoting
active participation and practical language use. In terms of teacher considerations, the
paper emphasizes the importance of clear task instructions, challenging but achievable
tasks, and providing frequent opportunities for students to see their skill level
increase. Teachers should also ensure that the highest achievers are challenged and
provide feedback that indicates improvement in skill or understanding. In conclusion,
the paper provides a thorough examination of the principles and practices of learning
language through tasks and activities.

2. Suggestion

Although the author wants perfection in the preparation of this paper, in

reality, there are still many shortcomings and errors that need to be corrected. This is
due to the lack of knowledge that the author has. Therefore, constructive criticism
and suggestions from readers are highly expected for improvement.

7
BIBLIOGRAPHY

Almeida, C. S. de, Miccoli, L. S., Andhini, N. F., Aranha, S., Oliveira, L. C. de, Artigo, C. E.,
Em, A. A. R., Em, A. A. R., Bachman, L., Chick, K., Curtis, D., Peirce, B. N., Askey,
D., Rubin, J., Egnatoff, D. W. J., Uhl Chamot, A., El‐Dinary, P. B., Scott, J.; Marshall,
G., Prensky, M., … Santa, U. F. De. (2016). Revista Brasileira de Linguística Aplicada,
5(1), 1689–1699.
https://revistas.ufrj.br/index.php/rce/article/download/1659/1508%0Ahttp://hipatiapress.
com/hpjournals/index.php/qre/article/view/1348%5Cnhttp://www.tandfonline.com/doi/a
bs/10.1080/09500799708666915%5Cnhttps://mckinseyonsociety.com/downloads/report
s/Educa

Lynch, A. J. (1988). J. Lynch.

Nur, S., Sholeh, M. B., & Salija, K. (2020). Task-Based Learning (TBL) in EFL classr
oom.pdf AUTHOR Crossref database Crossref Posted Content database Excluded from
Similarity Report Task-Based Learning (TBL) in EFL classroom: from theory to
practice. International Journal of Humanities and Innovation (IJHI, 3(4), 138–143.

Priyana, J. (2001). Task-Based Language Instruction. 1–15.

Shehadeh, A. (2018). Learning through tasks. The Cambridge Guide to Learning English as a
…, 271–280. https://www.researchgate.net/profile/Ali-Shehadeh-
2/publication/341030839_Learning_through_tasks/links/5ea9f37745851592d6abadfa/Le
arning-through-tasks.pdf

Sutiyatno Sistem Informasi STMIK Bina Patria, S. (2014). Jurnal TRANSFORMASI

(Informasi & Pengembangan Iptek). Jurnal TRANSFORMASI, 10(2), 1–10.