Language Circle: Journal of Language and Literature 15 (1) October 2020 1-9 P-ISSN 1858-0157

Available online at http://journal.unnes.ac.id/nju/index.php/LC E-ISSN 2460-853X

Implementation of Task-based Learning

in Teaching English in Indonesia: Benefits and Problems
Muhammad Badrus Sholeh
Universitas Negeri Makassar, Indonesia
Email: badrus2011@gmail.com

DOI https://doi.org/10.15294/lc.v15i1.26004
Submitted 1 September 2020. Revised 30 September 2020. Accepted 18 October 2020

Abstract
A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of
them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL
have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learn-
ing in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This
paper seeks to review Task-based Learning (TBL), covering the definition of ‘task’ and Task-based Learning
(TBL), the characteristics and stages of TBL, the teacher and students’ roles in Task-based Learning, and also
the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and
problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language
teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learn-
ing in Indonesia.

Keywords: task-based learning; teaching English; Indonesia; benefits; problems

INTRODUCTION

ning. Language development has been seen as a
result of natural processes. Tasks are done daily,
Appropriate teaching methods influen- such as writing a letter or reporting or talking to
ce successful learning in foreign languages. The someone over the phone. TBL seeks to develop
20th century saw a series of approaches and met- inter-language students through the provision of
hods, such as the Grammar-Translation Method, a task and, after that, language to solve it (Ske-
Direct Method, Communicative Approach, etc. han, 1998). TBL tasks enable students to engage
Such methodologies and methods have various- and improve their language skills considerably.
ly influenced the teaching of foreign languages. Tasks assisted in Task-based Learning are seen
Task-based Learning (TBL) started to gain a gro- as resources that teachers and learners can use to
wing interest in the late 20th century to promote meet clear language goals and objectives (Samu-
communicative skills growth. Some contempora- da and Bygate, 2008).
ry work, such as the studies by Long and Crookes This approach encourages the actual use of
(1991), and Skehan and Foster (1999), also reflect language, which facilitates the effective integrati-
Task-based Learning’s focus. Task-based learning on of skills. Nunan (1999) endorsed this concept
(TBL) aims at using authentic language across by explaining that TBL requires listening, spea-
practical activities. This approach promotes mea- king, reading, and writing to complete the ques-
ningful and student-centered communication. tion presented by the same exercise challenge. As
Students can use terms in their tasks freely and a result, TBL facilitates and encourages incorpo-
creatively. rating skills by undertaking daily-life activities
Prabhu (1987) first introduced the idea of that develop communicative skills for students as
TBL in his Bangalore project that centered on it provides students the chance to learn the lan-
communication through the participation of stu- guage target continuously. Students see learning
dents in doing “task.” They were provided clearly as a way to explore constructive class activities
with a set of problems and information/opinion that establish real dialogue in which problems are
gaps addressed through the English medium un- solved, and ingenuity displayed. Implementing
der the guidance of teachers. Prabhu said that the this approach in class typically leads to real-life
focus of language was inhibiting language lear- activities that allow all the language skills to be
 Language Circle: Journal of Language and Literature 15 (1) October 2020 1-9

practiced. It helps students discover various com- Nunan (2004) describes tasks as activi-
municative opportunities inside and outside the ties that can stand alone as fundamental units
classroom that support language practice by per- and involve authentic language comprehension,
forming near or related activities to everyday life. manipulation, or interaction while emphasizing
Students play central roles in Task-based meanings rather than forms. Tasks provide the
Learning. They have the amount of opportunity necessary exposure and language usage opportu-
and duty to negotiate course content, select lan- nities needed to acquire the target language be-
guage forms from his / her linguistic repertoire, cause the tasks are typically performed in pairs
and explore different options for task performan- or groups. Exposure occurs when students listen
ce and task results (Breen & Candlin, 1980). Task- to the teacher’s instruction, to the speech of their
based Learning incorporates the best ideas from friends, and when they have to read hand-outs to
communication language instruction to shift the complete the tasks. When learners have to com-
traditional learning method, where students may municate, they will acquire the language faster
not have learned to communicate. It establishes and more efficiently (Willis, 1996). Meanwhile,
a specific language use objective and provides a Harmer (1998: 71) said Task-based Learning puts
natural language analysis context. Tasks in lan- the focus of learning on the progress of specific
guage classrooms are a central component of tasks. Task-based Learning is an approach aimed
Task-based Learning because they provide a fra- at encouraging students to act at their speed and
mework that stimulates learning processes and for processing and reorganizing their inter-langu-
facilitates second language acquisition. Conse- age within their degree and field of interest.
quently, one of the factors determining the task’s Richards and Rodgers (2001: 223) identify
complexity will be the cognitive demands placed Task-based Learning as an approach that focused
upon the learner in a task-based approach (Ro- on using tasks as the center planning units and
binson, 2001). language teaching. TBL is a framework for lan-
The paper seeks first to review Task-based guage teaching that concentrated on the students’
Learning literature on the concept of Task-based allocated tasks. It is the focal point of language
Learning (TBL), the characteristics and stages teaching activities that tasks are given. Generally,
of TBL, teacher and student roles in Task-based Students’ tasks can be assumed to be TBL’s basic
Learning, and the advantages and disadvanta- principles. For this situation, however, the stu-
ges of Task-based Learning. It also discusses the dents’ task toward the beginning of the material/
implementation, benefits and problmes of Task- meeting turns into this approach’s sign. When
based Learning in the Indonesian EFL context. a new type of material is given, the teacher can
create a great deal of elaboration from various in-
METHODS teractions that teachers sometimes insert an idea
in the students’ minds. In TBL, students will be
This is a literature review focusing on the expected to get a handle on the information to be
concepts of Task-based Learning and the imple- transmitted initially in any case. Afterward, the
mentations of this approach in Indonesian con- teacher’s draft will be restricted to false or true
text. It also discuss the benefits and problems of conclusions or maybe pure improvement. This
implementing TBL in Indonesia. This library- approach will more enhance the role of teachers
based research reviewed some studies, researches, as supervisors.
or literatures including books and peer-reviewed From the definitions above, it could be
journal articles. The searched databases included inferred that Task-based Learning is an approa-
ERIC, Wiley Online Library, Oxford Academic, ch that expects students to execute the task and
Researchgate, Semantic Scholar, Google Scho- utilize the task as the basis of unit preparation,
lar, Global Research & Development Services, preparing and executing practical activities that
CiteSeerX and Academia. Keyword searches are essential to the learning process. Task-based
were carried out using the following combina- Learning promotes the role of tasks as a signi-
tions: task-based, task-based learning, TBL, TBI, ficant element of the language classroom, as it
TBLT, ESL, EFL, ELT, and language acquisi- gives a superior explanation for initiating learner
tion. Following this, more content was checked acquisition processes and encouraging foreign
for reference lists. language learning. Hence, TBL depends on a
language learning theory rather than a language
RESULT AND DISCUSSION structure theory.
The objective of Task-based Learning is to
Definition of Task-based Learning (TBL) enhance the activities of language students rather

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 Language Circle: Journal of Language and Literature 15 (1) October 2020 1-9

than the activities of teachers. It is up to the te- ged to convey their thoughts on the lesson’s the-
acher to perform various tasks that help learners me, both orally and written. Such ideas should be
experience the target language spontaneously, in- the basis of a meaning analysis from a communi-
dividually, and initially (Willis, 1996: 25). Each cation operation.
task will give students new personal knowledge Completion of Task. Task-based Learning
of the target language, and at this point, the te- lets students to complete a task. The emphasis of
acher plays a significant role. The teacher must be the classroom activities is the task. Language is
responsible for the awareness-raising process that the tool that students use to achieve to accomp-
must be followed by the experimental task. lish the task. The task is an activity that uses lan-
Simple pair work and group work are fre- guage to get a specific result.
quently used in Task-based Learning to promo- Besides, Nunan (2004) proposes the fol-
te student engagement and collaboration. Even lowing 8 Task-based Learning principles: Scaf-
more formal cooperative learning models can be folding: Students should get support from the
used in Task-based Learning. Task-based Lear- lessons and materials. Task chains: Every activi-
ning applies to all levels of language ability, but ty and task will build on the previous task. Re-
the activity’s essence varies from level to level. cycling: The language recycling will maximize
Another essential feature of Task-based Learning the learning opportunities. Organic learning:
is that it is not intended to dictate or control the Language skills gradually “grow.” Active lear-
learners’ language forms. However, as they talk, ning: Students learn best through the constructi-
learners will make some mistakes, but they must ve use of the language they are using. In other
see their mistakes as a nominal part of learning. words, they learn by doing. Integration: The te-
Learners must feel free to experiment for them- achers will explain the grammatical structure and
selves and risk-taking with the target language. how to the fabric for communication purposes.
Therefore, the teacher should encourage them Reflection: Students should have the ability to
not to say anything but to take the risk of doing reflect on what they know and how well they do.
something wrong. Copying to creation: Students should not only
learn and practice what was written for them, but
Characteristics of Task-based Learning they should also be able to use their imagination
Swan (2005) proposes the following Task- and creativity to solve real-world problems.
based Learning characteristics: Real-World Lan-
guage. Task-based Learning (TBL) is a teaching Stages of Task-based Learning
approach that fundamentally handles language Task-based Learning provides teachers
as a communication device instead of a study or an alternate teaching approach. The teacher
subject. TBL relies on real-world language use. does not describe which language to study in a
It underscores the activities of the real world. It task-based lesson. The lesson is based on a spe-
means that TBL concentrates on communica- cific task being performed. The language being
tion and interaction between the students who learned is decided at the same time because the
perform the task at the correct time using the students accomplish the task. Frost (2004) reveals
appropriate language. Task-based Learning also the following stages:
offers students chances to talk in the target lan- Pre-task. Teachers start the topic and provi-
guage and also the opportunity to rehearse the de detailed guidance to the students about what
language before using it outside the classroom in to do at the task level, and may support the stu-
a real circumstance. dents remember some vocabulary that may be
Learner-Centered. TBL allows the teach- helpful for doing the task.. Pre-task stage can in-
ing-learning cycle to be more learner-centered. volve playing a video of people doing the task.
The teacher opens up the possibility for the stu- It offers students a detailed outline of what to
dents to prepare and track their own learning by expect. The students should set aside notes and
utilizing task as the essential unit of learning. It is require the effort to plan for the task. Ellis (2006)
up to the teacher to create and give various tasks notes that the initial step are to pre-task the dif-
that will allow the students to practice the foreign ferent activities that teachers and students may
language naturally, independently, and originally. conduct before beginning the task. The pre-task
Focus on Meaning. Task-based Learning method aims to train students to fulfill the task of
is an approach that emphasizes on meaning rat- promoting learning.
her than form. That is, instead of doing discrete Task. The students do a task in pairs or
form-based exercises, students perform a group groups while the teacher supervises and provide
of communication tasks. Students are encoura- guidance. The second steps include a conversatio-

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nal lecture, mainly in nature, and offers oppor- for tasks: some pre-task preparation is significant
tunities for risk-taking students. The next step in for students. Such preparing activities can include
this phase involves common expectations and introducing subjects, explaining task directions,
successful scaffolding for the learners’ communi- helping students learn or remembering valuable
cation activities. words and phrases to promote the task easy to
Planning. Students formulate an oral or complete, and fractional presentation of the task
written report to explain what occurred in their process. Awareness-raising: the teacher utilizes a
task. Instead, in their classes, they practice what combination of shape-focusing strategies that
they would say. Meanwhile, the teacher is avai- incorporate care-focusing pre-task practices, the
lable to ask students for recommendations to cla- review of the provided text, controlled access to
rify their language issues. parallel tasks, and the utilization of featured ma-
Report. After that, students present oral- terials.
ly or read the written report back to class. The While students in the foreign language clas-
teachers choose the order of when the students sroom who incorporate Task-based Learning will
should present their reports and may provide play three key roles: Participant group: students
some immediate feedback about the material to perform several duties in pairs or small groups.
the students. The teachers can also play a recor- For students who are increasingly acclimated
ding at this point in performing the same activity with full-class activities and/or individual work,
to compare the students. This process has some pair or group work can need some adjustment.
pedagogical objectives, such as providing consis- Monitor: the tasks used in Task-based Learning
tent task results, promoting reflection on how the are to promote learning. Classroom activities will
task was done, and finally promoting disturbing help students learn how to use communication
ways in the learner’s task. language. Students must “attend” the message
Analysis. Then, the teacher points out the in task work, yet in addition how normally such
important components of the recording text for messages are stuffed. Risk-takers and innovators:
review by the students. They can be asked to note several tasks allow students to generate and inter-
fascinating characteristics in this text. The teach- pret messages lacking complete linguistic resour-
er may also illustrate the vocabulary used for the ces and previous experience. The purpose of the-
student’s interpretation during the study process. se tasks is said to be this. Students will need to
Practice. Finally, the teacher chooses lan- acquire the abilities to guess from linguistic and
guage fields to learn depending on the students’ contextual hints, ask for clarity, and communica-
needs and what resulted from the phases of the te with other students.
challenge and study. Students then conduct acti-
vities to boost their self-confidence and valuable Advantages and Disadvantages of Task-based
language notes. Learning
Some experts have suggested some of the
Teacher and Students Roles in Task-based advantages of Task-based Learning, so the teach-
Learning ers can use them to enforce it. Firstly, Task-based
Richards and Rodgers (2001) suggest that Learning offers a clear setting for the use of lan-
the creation of classroom interaction is the res- guage. The ordinary meaning can be achieved
ponsibility of both teachers and students in Task- by providing a variety of tasks to the students.
based Learning. Within a Task-based Learning, Hence the students directly study the language.
teachers and students’ positions change as colla- The students must work together to complete the
borative research TBL approaches learning and assignment assigned to the instructor. In a na-
teaching. Through Task-based Learning, stu- tural context, students have many opportunities
dents and teachers have specific responsibilities. to learn a language (Larsen, 2000:144). Second,
Richards and Rogers (2001) discuss the teachers Task-based Learning is student-centered. The
and the student’s roles in Task-based Learning, teacher should only present the word in pre-task
while far from being comprehensive. according to the teaching procedures in TBL. In
Three main roles should be played by te- the work cycle and language orientation, students
achers implementing Task-based Learning in the may then use their language. It leads the students
foreign language classroom: Selector and sequencer to become active learners.
of tasks: teachers have an important function in Nevertheless, they track the students even
choosing, chancing, and making tasks and after- while they do the job (Willis, 2006). Thirdly, the
ward shaping them according to students’ needs, students participate in Task-based Learning. The-
interests, and language skills. Getting ready students refore they are more likely to be associated with

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learning the target language (Willis, 2006). The The qualitative data was used by questionnaire
teacher may use them as guides to choose Task- and observation sheet to see students ‘ involve-
based Learning to teach English according to ment during the learning process. Meanwhile,
some of the advantages listed above. quantitative data was used to know the students’
In addition to some advantages, Task- ability to write descriptive text as the learning
based Learning also has weaknesses or disadvan- tool through the score of students. The first-year
tages. Because there are many learning activities Action Research (CAR) was done in two stages.
using Task-based Learning, students also spend Ideally, if the teacher is actively engaged in the
plenty of time. The teacher would say this if they teaching-learning process with at least 75 percent
are going to apply Task-based Learning. Another of students and 75 percent of students, the indica-
disadvantage is that the teacher should clarify the tors of this research success will earn 70 or more
task at the pre-task stage, so he or she has limited or better. It can be said that during the teaching
time to use the language or provide a role model. learning process, TBL will increase students’ par-
ticipation and the descriptive text writing skills of
Implementation of Task-based Learning in students.
Teaching English in Indonesia The next study was conducted by Zahro
Several researches have been conducted in (2005). The study’s research question is “How
Indonesia on Task-based Learning. These studies can Task-based Learning enhance reading under-
primarily analysed the application of TBL on a standing of students at IBB 10th at the SMA Mu-
tertiary level and in public school classrooms. hammadiyah 2 Gentengteaching-learning year
They highlighted the factors that restricted TBL’s 2014/2015?”. And the research question aims to
introduction in classes, including the confidence see how Task-based Learning can increase the
of teachers and other contextual factors in Indo- understanding of reading among students. Task-
nesia, such as the English exams program, availa- based Learning has been applied in small groups
bility of resources, students ‘ different needs, and or pairs in teaching and learning, 69,4 percent (20
language skills levels. students) in cycle 1 and 88 percent (26 students)
Hutagulung (2004) performed the first in cycle 2. Task-based Learning has improved stu-
empirical analysis. In her work, she used a desc- dent comprehension in two cycles from the avera-
riptive qualitative design. It was also announced ge student ratings (61.3) in cycle 1 to (72) in cycle
that Task-based Learning implementation runs 2. Based on the research findings, task-based edu-
effectively and adequately to Junior High School cation will help enhance students’ understanding
at the first-grade level. It shows that Task-based of reading in the SMA Muhammadiyah 2 Gen-
Learning is being introduced in Indonesia in teng academic year 2014-2015.
many English classrooms. The English teacher Besides, a study was performed by Sima-
of SMP Negeri 28 Surabaya is one of the teach- mora (2018). In this work, the researcher used
ers who introduce Task-based Learning. Wisnu quantitative research methods because TBLT will
did a research in 2006. A vocational high school enhance the student’s ability to write a descriptive
in Cimahi, West Java, undertook this research. text. The study was designed in two groups before
It attempted to see the potential application in the post-test phase. Besides, the results indicated
a local context of Task-based Learning in teach- that there are significant differences between the
ing speaking. This research also attempted to pre- and post-test approaches and that the student
evaluate factors leading to the instruction imple- writing ability was developed efficiently. The
mentation and clarify the importance of using results from the research show that t-value was
qualitative data in exploring TBL implementati- 6,441; the t-table is at least 2,145 and 0,00 < 0,05.
on. It was stated in this study that TBL may be The null hypothesis is therefore dismissed for the
applied when the instructor (1) adjusts different experiment, and the test hypothesis is accepted.
task cycles; (2) prolongs other task cycles; and (3) In short, TBLT can enhance the student’s writing
adopts specific language teaching methodologies ability.
in the TBI setting. Task-based Learning is also explored
The next research is carried out in SMAN through listening skills. A study was carried out
5 Bandarlampung by Desmayenni (2012). This by Arnoi (2018). The study aimed to determine
research aimed to find out whether Task-based the effect on the listening output of the first gra-
Learning (TBL) increases students’ participati- de of SMA Al-Kautsar Bandar Lampung of the
on during the process of teaching and learning Task-Based Language Teaching (TBLT). This re-
and the descriptive writing ability of students at search was carried out using a quantitative met-
SMAN 5 Bandarlampung’s first year students. hodology using a single pre-test design. Research

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findings found that there has been a statistically when the teacher considers creativity to involve
significant improvement in the listening perfor- students in the pre-task, it’s beneficial to students.
mance of students at first-grade SMA Al-Kautsar The alternatives suggested to increase vocabu-
Bandar Lampung with a sense level of 0.05 af- lary include predicting title- or subject-related
ter being educated in Task-based Language Te- terms and creating terms in a web word through
aching (TBLT). The statistical result has shown brainstorm, cooperative dictionary search, and
that the t-value (9.523) was higher than the t-table matching words with a meaning list (Newton,
(2.045), and the meaning value (0.00) was lower 2001). In the course of the assignment, it is found
than (0.05). From the above findings, it may be that a glossary allows the learner to acquire vo-
inferred that TBLT has a positive influence on cabulary, so these words are not preserved, but
students’ listening performance. words extracted from active processing have been
These studies indicate that TBL, given learned better (Newton, 2001). A better interac-
its positive effect, primarily has on schools in tive glossary is helpful than a standard glossary.
Indonesia’s teaching and learning sense of fo- Interactive glossary is the place where students
reign languages. The research discussed in this communicate. The instructor must make addi-
article thus contributes to TBL literature in Indo- tional efforts to create an engaging glossary. It
nesian contexts. is also worth encouraging students to negotiate
new definitions rather than relying on external
Benefits of Task-based Learning in Teaching sources. While the issue of vocabulary quality
English in Indonesia acquired through group work persists, learners
Task-based Learning provides many be- make impressive progress. Vocabulary preparati-
nefits as it is communication-based, allowing on is also said to occur naturally when students
previously acquired information to be passed to participate in collective task-based experiences.
current communicative contexts (Nunan, 2004). Completing the task if students are motivated to
It aims to engage learners in practical language document new terms and rewrite them and if the
usage (Ellis, 2009). original words are evaluated in various meanings
Task-based Learning makes students connect and ways to boost their language comprehensi-
precipitously. The students are allowed to use on. The teacher must guarantee that students can
any vocabulary and grammar they learn. For meet and investigate new vocabulary without di-
example, a role-play needs the student openly rect teachers’ assistance through training and use
uses words. It gives students the opportunity to this vocabulary to accomplish significant task ob-
evaluate their vocabulary. It additionally allows jectives (Newton, 2001).
students to learn and benefit from certain words, Language learning does not take place
thereby increasing their trust level. The cognitive without the knowledge of encouragement and
ability and communication skills of the learners language resources. Task-based Learning forces
are established in the course of a task. Students’ students to utilize language in an engaged and
attention is based on problem-solving rather than community way. Students can discuss it turns
on individual language systems. It inspires more to talk and also evaluate diverse correspondence
motivated students. methodologies. Task-based Learning makes con-
Automaticity. Automation for language ditions that naturally improve language learning.
learning is intended to improve efficiency, accura- It gets ready for students to utilize their language
cy, and stability. (Rider I.et al, 2007). It is additio- in the real world.
nally recommended that automaticity is almost Maximizes the communication scope. Task-
indigenous. Research into cognitive psychology based Learning offers students the conditions to
and acquisition of second language indicates acclimatize what they feel and comprehend when
that automaticity is accomplished in an authentic carrying out the task. By completing the challen-
communication situation using creative language ge, students buy new language items and use the
rules (Rider et al, 2007). Learning based on as- language they have recently purchased. Tasks
signments makes ready for automaticity. Cogni- empower students to learn and acclimatize lan-
tive language theories recommend that real-life guage components they effectively perceive and
learning situations are useful for automatic lan- comprehend. They allow students to create their
guage knowledge (Ellis, 2009). recently gained knowledge into new communica-
Task-based learning allows language learners to tions contexts creatively. They involve students in
master vocabulary. In general, teachers are respon- purposeful communication and provide students
sible for teaching, and students do not participate. with opportunities to test diverse communicati-
Words that are taught are quickly forgotten, and on methods and equip them with vocabulary for

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their public use. do not assess oral communication, students fre-

Experiential learning. Experiential learning quently worry about the importance of oral par-
will build a critical conceptual foundation for ticipation.
Task-based Learning. The imminent personal Lack of Sufficient Resources. Resources can
knowledge of the students is the starting point allude to time, location, technology tools, TBL
for this approach. Intellectual development is supplementary materials, and so on. A few
claimed as students take part and focus on the schools in rural areas, for instance, might not
task sequences. Active participation is viewed as have the internet in the classroom. Therefore, te-
fundamental to this approach; therefore, it cen- achers should consider these confinements when
ters on learners. This goes against the method of planning task-based lessons.
transmitting information in which the students Linguistic insufficiency. Students who are
passively gain teacher awareness. Experiential beginners without linguistic resources find ta-
learning has different origins in various fields. king part in a challenge very challenging. It may
Psychologist David Kolbe has brought together be incredibly difficult and strenuous to continue
multiple aspects of social psychology, humanist the conversation while speaking about activities
education, developmental education, and cogni- such as role-play or explaining the discrepancies
tive theory (Nunan, 2004). learners can consider. They may not understand
what the task needs and may find it difficult to be
Problems of Implementing Task-based Learn- understood in the task. Students may eventually
ing in Teaching English in Indonesia be unmotivated to do the task and will lose their
While Task-based Learning can lead to self-confidence.
effective teaching-learning in Indonesia’s EFL Various and different classes. A class of stu-
classroom, some school settings may still be some dents with varying skills, styles of learning, and
issues (Ismail, 2017). They are defined as follows: levels of motivation. Thus, the tasks endorsed
Teachers with Limited Language Proficien- might apply to a few students, and it might be so
cy. When teachers want to integrate Task-based challenging for others, and it might be so simp-
Learning in the EFL classroom, they should have le for some others, and they might believe it is
sufficient language skills to guide and model stu- spending a lot of time to do the task. At the same
dent learning. Or on the other hand, they can time, it isn’t easy to account for learners with spe-
have adequate language instruction to promote cific previous knowledge levels. Students with
student language acquisition. Going to professio- insufficient knowledge may seem that the tasks
nal workshops or language events may help inspi- so challenging, and high-understanding learners
re teachers to develop their language skills. will find the tasks too straightforward and tedious
Inadequate teacher training in TBL methodolo- simultaneously.
gy. It could be an issue unless teachers are trained Large Class Sizes. Learning and teaching
in Task-based Learning. In this case, teachers based on tasks may need some additional time to
should follow TBL-designed textbook materials complete the tasks. In addition to big class size is-
as it could be a simple route for teachers to fi- sues, teachers may not have sufficient opportunity
gure out how to framework students adequately. to deal with each student and track their learning
Therefore, teachers must offer sufficient in-servi- procedure or progress. In answer, teachers may
ce training for teachers to rehearse TBL in their pick and train some significant -level students.
classrooms. Finally, teachers could join some de- We will help other students teach, or model tar-
velopment workshops in TBL aimed at gaining get skills and learn informative abilities all alone.
TBL professional knowledge. Teachers will feel Class Room Condition. Suppose the class-
more confident in implementing TBL in the te- room used in implementing Task-based Learning
aching and learning process. is too cramped (uncomfortable, overcrowded).
Traditional Examination-Based Syllabi. Nu- In that case, the teachers should adjust the clas-
merous teachers are worried that TBL would sroom or reduce energetic activity among the
sabotage students’ opportunity of success in changes you need.
conventional examinations, particularly if they
put more emphasis on grammar and consistency CONCLUSION
than on the ability to communicate appropriately.
School tests or outer open tests are often essen- With a view of the theoretical context and
tial motivators for students to study a language. practical aspect of Task-based Learning, it ap-
Everything that does not directly relate to them pears that TBL is better than the conventional
is also considered a waste of time. If their tests teaching approach because students are involved

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in the communicative classroom. The students Ellis, R. (2006). Current issues in the teaching of gram-
can be shifted from passive to active using TBL mar: An SLA perspective. TESOL Quarterly.
implementation. Students will have the oppor- 40(1), 83-107.
tunity to learn a specific language with authentic Ellis, R. (2009). Task-based language teaching: sorting
out the misunderstandings. International Journal
materials. The language skills and communicati-
of Applied Linguistics, 19(3), 221-246.
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