SECTION 5
TASK AND PROJECT WORK
TASK AND PROJECT WORK
CHAPTER 9-10
( Implementing Task-Based Language Teaching – Project Work: A Means to Promote Language and Content )
In implementing task-based language teaching, there are several points that we have to prepare before we design or implanting task-based language teaching. First is topic choices, a key element to the success of this project lies in the fact that the learners or students have primary control over the topic they investigate. Choice topic also is an important thing to implementing task-based language teaching. Second, the fundamental benefit of task, many individual aspect of the project clearly meet the definition of task laid out by skehan (1998).specifically, Skehan proposes that a task is an activity in which meaning is primary, there is a communication problem to solve, and the task is closely related to real-world activities.Next is pre-task activities, are used at several points in the project. They are essential for providing adequate support to the learners in their attempts to deal with a series of complex, challenging task. Then, the negotiation of meaning, communication strategies, and contextual linguistic input, in implementing task-based language teaching, there are several problem that have to face the possible improvement to the project. Skehan (1998) list several major problems which exist where task-based language teaching is concerned. First, although early empirical indications strongly support the use of task as an effective way to conceptualize language teaching, the amount of research is still insufficient. Second, and more worrisome, is the fact that no task-based program has been implemented and subjected to rigorous evaluation. Contents-based instructional allows for the natural integration of sound language-teaching practice such as alternative means of assessment, apprenticeship learning, cooperative learning, integrated-skill instruction, project work, and the use of graphic organization. Project-based learning should be viewed as a versatile vehicle for fully integrated language and content learning, making it viable option for language educators working in a variety of instructional setting, including general English, English for academic purpose, and English for specific purpose.
There are several points or step to developing a project in language classroom. According to Richards (2002) there are 10 steps to developing a project in language classroom. First step is students and instructor agree on a theme for the project, to set this stage the instructor gives students an opportunity to shape the project and develop some sense of shared perspective and commitment. Second is students and instructor determined the final outcome, students and instructor consider the nature of the project, its objectives, and the most appropriate means to culminate the project. Third is students and instructor structure the project, how the teacher and students structure that project in order it became a good project and appropriate with the students need. Forth, is instructor prepares students for the language demands of information gathering, the instructor can make plan language instruction activities to prepare students for information-gathering tasks. Fifth, students gather information, in practice the language, skills, and strategies needed to gathering information, students are now ready to collect information and organize it so that others on their team can make sense of it. Sixth, instructor prepares students for the language demands of compiling and analyzing data. Seventh, students compile and analyze information. Students compile and analyzing information to identify data are particularly relevant to the project. Eighth, instructor prepares students for the language demands of presentation of the final product. Ninth, students present final product. After following the steps before, students are now ready to present the final outcome of their project in front of their friends in classroom. And the last step to developing a project in language classroom is students evaluate the project. After following the steps, now students evaluate the project in order it will be good in the next project.
REFERENCE : Richards, Renandya. 2002 Methodology in Langauge Teaching. Cambridge University Press.
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