Language teaching methodology

1. IMPROVING SPEAKING SKILL THROUGH TASK-BASED
INSTRUCTION IN HIGH SCHOOL STUDENTS
PRESENTED BY : FITRIANI _21216251100
LECTURER : Prof. Dra. Hj. Suwarsih Madya, M.A., Ph.D.
LANGUAGE TEACHING METHODOLOGY

2. introduction
Body
Paragraph
Conclusion

3. Introduction
1. Second language teaching is a
supremely complex hustle
2. speaking plays the most prominent
role in human communication.
3. Teachers’ role in teaching process 4. Communicative competence

4. 5. EFL teachers can apply Task-
based Instruction (TBI)
Nunan ( 2004)
TBI has been carried out in
language learning to boost
meaningful use of the second
language and develop
communicative competence
(Lou et al., 2016)
TBI was superior methodology
in language learning

5. Nevertheless,
teaching speaking is not a convenient tasks.
EFL teachers find troblesome in forming students get implicated
in speaking skill.
Several learners have a right capability in the grammar structure but
they are not skilled to speak communicatively.
They are competent to speak with correct grammar but
they are not powerful to say something suitable followed in the social context.
Also, some other students are still mislead in comprehending
an individual message which is stated through spoken language.
So, they have a low motivation to speak English

6. The Component Underlying Speaking Effectiveness
Grammatical
Competence
Discourse Competence.
Sociolinguitic Competence
Strategic

7. Principles of Teaching Speaking

8. Give students opportunities to initiate oral
commmunication
Encourage the development of speaking
strategy

9. Characteristic of Communicative Language Teaching
Overall goals Fluency and accuracy
Relationship of form and function.

10. Focus on real-world contexts
Autonomy and strategic involvement
Student roles.
Teacher roles.

11. Task-Based Instruction

12. Nunan (2004) desribes task as an activity
that occur privately as fundamental unit
and cover authentic language interaction,
comprehension, manipulating while
regarding meaning rather than form
Martin (2001) describes task is an activity
that requires student to use a language
which focus on meaning to reach a goal of
learning.

13. Figure 1. Framewok for TBLT by Nunan (2004;, 25)

14. Characteristics of The Effective Task :
2. The topic problem is available to tackle
3. There is connection in real-world
4. The priority in doing task is important
5. To assess the task based on the result
1. Meaning is key

15. Framework in applying Task-based
Language Teaching
• Pre-
task
• During-
task
• Post-
task

16.  The teacher introduces the topic and gives the
students clear instructions on what they will have
to do at the task stage and might help the students
to recall some language that may be useful for the
task.
1. Pre-task

17. During-task
 Students start performing a communication task, by
the background language they have already
learned.
 Additonally, Barrot (2017) provided that task can be
categorized in many ways ; (1) personal information,
(2) narrative, (3)decision-making task
communication, (4) enabling task pedagogic, (5)
target task, (6) problem solving, (7) structured input
task.

18. 2. Ordering and Sorting
5. Comparing
4. Problem solving
3. Sharing personal experiences
Creative task
1. Listing

19. Post-tak
1. Repeat performance
The students do repeating performace of
the task. It will give them better output.
Such as they will be more fluent and more
natural in language use 2. Reflection
The task for teacher is to give the student
about how the task is showed in form of a
report (oral/written). She may be asked to
comment on their performances.
3. Problem Solving
Here, the student may have facing problem
during the tas

20. The principles of TBLT
1.Scaffolding
6.Reproduction
to creation
5.Integration
4. Active
learning
2.Task
dependency
3. Recycling
7. Reflection

21. Characteristic of TBLT
 (Brown, 2015)
 Task ultimately point learners beyond the form of
language alone to real-world contexts
 Task specifically contribute to th communicative goals
of learners
 Their elements are carefully designed and not simply
haphazardly or idionsyncractically thrown together
 Their objectives are well specified so that you can at
some late point accurately determine the succes of one
task over anoother
 Tasks enggage learners, at some level in genuine
problem-solving activity.

22. Strengths and Weakness of TBLT
• process is
enjoyable and
motivating.
1. Free to control
Langauage
2. Students’ need
3. A lot time to
communicate/practice

23. Weakness of Task Based Language Teaching
 Therefore, not all the scientics accept this strength
and it also resides a controversial approach. Bruton,
(2002) agreed with Swan (2005) that Task based
learning is unsuitable for low-level students.
 Such as in the during task phase, student is required
to communicate with classmate and weak student
often lack proficiency to speak in the target language
to fullfill the assigned task.

24. Improving speaking through TBI
 The connection for language teachers to aplly CLT
as a means of set up their students for interaction in
the real world. Moreover, communicative tasks
drived under TBLT will allow the students not only
increase their spontaneous spoken discourse but
also prepare them for real-life interaction such as
lectures and broadcasts.

25.  TBLT is one of trends of Communicative Language
Teaching (CLT). The teacher can uses TBLT in the
speaking classroom.
 (Tryadi et al., 2020) : The students who are thought
with the TBLT have better speaking skill than those
who are not.
 Albino (2017) : felt encouraged to speak,the students
believed in thier potentials to use second language,
the students felt vocabulary also increase and they
recognized the relevance of the TBLT approach help
them.

26.  Stepani, (2016) : TBLT as a benefit approach
because TBLT contributes to students’ sepaking skill
and enhances students’ participation
 she also found that there were some challenges in
TBLT such as teacher’s competence, availability of
time, and mixed ability students. She also
recommend that TBLT can be used in a long period
time.

27. However, Barrot (2017) (issue and
challange) in using TBLT.
 (a) it constrains turn-taking; (b) it leads to minimalization
minimal volume of language) and indexicality because
learners focus more on accomplishing the task than producing
language; and (c) tasks spawn too many clarification
requests, comprehension checks, confirmation checks, and
self-repetition which are unproven and unprovable as to their
role in second language acquisition. Finally, TBLT narrowly
considers contexts and lacks consideration of
sociopolitical, historical, and cultural aspects of
language. Hence, many scholars advocated for intercultural
approach. With this, Seedhouse argued that task-based
learning may be well fit within ESP approach in which the aim
is to expose learners to real-life tasks. As to its role in general
English, Nunan claimed that as long as the tasks are within
the realities of the learners when they are outside the
classroom, tasks may be an option

28. I required to teacher to consider following
some aspects before do the task;
1. Selecting the topic
2. Guidance
3.
Teachers’autonomy
4. Teachers’
motivation
5. Reviewing

29. Conlusion
 TBLT here is essential approach to assits the
students’ opportunities to improve their speaking
skills based on the framerwork of TBLT it self. Like in
the pre-task, during-task and also post-test.
However, in doing this approach, the teacher should
attention about the aspects what the writer write
above. in implementing Task Based Language
Teaching particulary in speaking skill, hopefully the
teacher is already having a good communicative
competence before, because if the teacher does not
have communicative competence, its impossible for
his/her train student to have the good competence.

30. THANK YOU