task based syllabus

1. PRESENTED BY :
SUPARTI
USPAN SAYUTI
TASK-BASED SYLLABUS

2. POINTS WILL BE DISCUSSED:
 Definition of task-based syllabus
 Aspects of Task-based Syllabus Design
 Types of Tasks
 Advantages and Disadvantages of Task-based
Syllabus
 Conclusion

3. DEFINITION OF TASK-BASED
SYLLABUS
 A Task
Task is a piece of classroom work which involves
learners in
comprehending, manipulating, producing, or
interacting in the target language which their
attention is particularly focuses on meaning rather
than form (1989:10) By David Nunan
 Syllabus
Syllabus is refers to the selecting and grading of
content (Nunan.1989. 14)

4. DEFINITION OF TASK-BASED
SYLLABUS
 So, task-based syllabuses are constructed with
varieties of tasks as the basic blocks, focusing on
using the target language in real world rather than
drilling on the isolate grammatical items.

5. ASPECTS OF TASK-BASED
SYLLABUS DESIGN
Language data
Information
Practice

6. LANGUAGE DATA
1. Authentic data are samples of spoken or
written language that have not been
specifically written for the purpose of
language teaching.
2. Non-authentic data are dialogues and
reading passages that have been specially
written.

7. INFORMATION
They need experiential information about the
target culture, they need linguistic
information about target language
systems, and they need process information
about how to go about learning the
language.

8. PRACTICE
The third and final essential element is
practice.
“Practice makes perfect”

9. TYPES OF TASKS
 Real-world or target task
 Pedagogical tasks
 Rehearsal task
 Activation task
 Enabling skills
 Language exercise
 Communication activity

10. ADVANTAGES AND
DISADVANTAGES OF TASK-
BASED SYLLABUS
Advantages Disadvantages
 No guidance on how to
combine the grammatical items
with the communicative skills.
 No guidance provided on the
selection of tasks and how
tasks might be related to the
real-world language needs of
the learners
 Difficult to degree tasks
 Teacher-training courses
 Goals
 Input
 Activities
 Teacher role
 Learner role
 Settings

11. CONCLUSION
 Task-based syllabuses are constructed with
varieties of tasks as the basic blocks, focusing on
using the target language in real world rather than
drilling on the isolate grammatical items. In
making practical decisions about task-based
syllabus design, one must consider all the
possible factors that might affect the teach ability
of the syllabus. Adjusting the choice and
integrating the different types according to
learners’ needs.