Task-based Instruction in Indonesian
Classroom Practice: Its Implementation, Problems, and Solutions
M. Marcellino
The
most influential aspect of task-based instruction is that of 3 Ps:
presentation, practice, and production. However, its implementation in real
classroom practice calls for more accurate, comprehensive, linguistic,
psycholinguistic as well as processing conditions relevant to foreign language
learning and foreign language performance. As the approach used in this
instruction is obviously the keystone to successful achievement of classroom
practice, the selected and assigned tasks for the class become prime and
crucial variables significantly affecting the attainment of the desired
communicative objectives. This study presents various problems that this
instruction encounters in its implementation in Indonesian classrooms. It
explores the nature and features of tasks in task-based instruction and
examines various aspects of their use that might either enhance the learners’
optimum learning or impede their language development. It discusses problematic
issues around the various language activities and a series of techniques that
bring about different degrees of learning difficulties. Finally, it offers some
suggestions for selecting pedagogical tasks which will motivate learners,
engage their attention, and present an appropriate degree of intellectual and
linguistic challenge and promote their language development as efficiently as
possible.
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Marcellino, M. (2002, April). Task-based
instruction in Indonesian classroom practice: Its implementation, problems and
solution. Paper presented at the 37th RELC International
Seminar,
Website:
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