TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?

Muhammad Badrus Sholeh; Kisman Salija; Sahril Nur

doi:10.46244/geej.v8i1.1295

Muhammad Badrus Sholeh Universitas Negeri Makassar
Kisman Salija Universitas Negeri Makassar
Sahril Nur Universitas Negeri Makassar

DOI: https://doi.org/10.46244/geej.v8i1.1295

Keywords: Task-Based Teaching, English Teaching, EFL Classroom

Abstract

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.

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