Task-Based Approach In Blended Learning Environment

1

TASK-BASED APPROACH IN BLENDED LEARNING

ENVIRONMENT: SPEAKING CLASSES

THESIS

Submitted in Partial Fulfillment

of the Requirement for the Degree of

Sarjana Pendidikan

Resihan Cezary Pricilia Tobing

112010036

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2014

2


ENVIRONMENT: TRANSACTIONAL SPEAKING CLASSES

THESIS



Sarjana Pendidikan


112010036

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2014

3



THESIS



Sarjana Pendidikan


112010036

Approved by:

Dian Toar Y. G. Sumakul, M. A. Prof. Dr. Gusti Astika, M. A.

Supervisor Examiner

4

PUBLICATION AGREEMENT DECLARATION

As a member of the (SWCU) Satya Wacana Christian University academic community, I

verify that:

Name : Resihan Cezary Pricilia Tobing

Student ID Number : 112010036

Study Program : English Education

Faculty : Language and Literature

Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free

right for my intellectual property and the contents therein entitled:



along with any pertinent equipment.

With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce,

print, publish, post, display, incorporate, store in or scan into a retrieval system or database,

transmit, broadcast, barter, or sell my intellectual property, in whole or in part without my

express written permission, as long as my name is still included as the writer.

This declaration is made according to the best of my knowledge.

Made in : Salatiga

Date :

Verified by signee,


Approved by

Thesis Supervisor Thesis Examiner

Dian Toar Y. G. Sumakul, M. A. Prof. Dr. Gusti Astika, M. A.

5

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or

accepted for the fulfillment of any degree or diploma in any university. To the best of my

knowledge and my belief, this contains no material previously published or written by any

other person except where due reference is made in the text.

Copyright@ 2014. Resihan Cezary Pricilia Tobing and Dian Toar Y. G. Sumakul, M. A.

All rights reserved. No part of this thesis may be reproduced by any means without the

permission of at least one of the copyright owners or the English Department, Faculty of

Language and Literature, Satya Wacana University, Salatiga.

Resihan Cezary Pricilia Tobing:

6

TABLE OF CONTENTS

List of Tables .................................................................................................................. vii

List of Figures ................................................................................................................. viii

Abstract ............................................................................................................................. 1

Introduction ...................................................................................................................... 1

Review of Literature

Task-based approach

Definition of task ............................................................................................ 3

Task components ............................................................................................. 4

Task types ........................................................................................................ 6

Blended learning environment .................................................................................. 9

The Study

Context of the study ................................................................................................ 12

Object of the study .................................................................................................. 12

Data collection ........................................................................................................ 12

Data analysis ........................................................................................................... 13

Findings and Discussion

Data 1: Favorite writer ............................................................................................ 14

Data 2: Biography ................................................................................................... 17

Data 3: Picture story ................................................................................................ 21

Data 4: Role play .................................................................................................... 24

Conclusion ...................................................................................................................... 28

Suggestion ................................................................................................................ 28

Acknowledgments .......................................................................................................... 29

References ........................................................................................................................ 30

7

LIST OF TABLES

Table 1 Task 1 with Topic: Favorite writer ...................................................................... 17

Table 2 Task 2 with Topic: Biography .............................................................................. 20

Table 3 Task 3 with Topic: Picture stories ........................................................................ 23

Table 4 Task 4 with Topic: Role play ................................................................................ 26

8

LIST OF FIGURES

Figure 1.1 Picture of a writer ............................................................................................ 15

Figure 1.2 Questions and answers ................................................................................... 16

Figure 2.1 Outline and picture ......................................................................................... 18

Figure 2.2 Teacher‟s instruction ...................................................................................... 19

Figure 2.3 Questions and answers ................................................................................... 19

Figure 3.1 Picture to discuss ............................................................................................ 21

Figure 3.2 Picture stories ................................................................................................. 22

Figure 4.1 Role play ......................................................................................................... 24

Figure 4.2 Teacher‟s instruction ...................................................................................... 24

Figure 4.3 Teacher‟s reminder ......................................................................................... 25

Figure 4.4 Discussion and consultation ........................................................................... 25

9

Task-Based Approach in Blended Learning Environment:

Speaking Classes


(112010036)

ABSTRACT

Technology has become part of the educational fields. Schools and colleges have

begun to make the Internet as a need to smoothen the teaching and learning

process, and the same phenomenon has also been applying in language learning.

By mixing the classroom meeting and online learning, teachers and students have

more flexibility to do the teaching and learning. Giving materials and tasks for

students are no longer limited to time and place. Therefore, this study

investigated task types used in two classes of Transactional Speaking in Satya

Wacana Christian University in which the face-to-face interaction was blended

with the use of the Internet. The study consisted of both classroom and online

observations on the instructions and the processes of how the tasks were

accomplished. Facebook was chosen to be the online medium for these blended

classes, as there was a Facebook group created for these classes where the

teacher and students had interaction outside classroom. The analysis of the

qualitative data revealed that task-based approach is applicable in blended

learning environment. The study also indicated that the use of online medium in

language learning were positive and could give benefits to the students.

Key words: task-based approach, blended learning, speaking class

INTRODUCTION

Over the last decade, the use of technology in teaching and learning becomes nearly

universal. People engage with technology every day in order to facilitate their life. One

technology that is mostly used nowadays is computers, which now develops into laptops, net

books, even tablets. In educational environment, computers have huge influence toward

teaching and learning process, in this case is language learning. Because of the larger part

technology and computers play in society, the field of computer-assisted language learning

(CALL) has enjoyed a growing profile within the second language acquisition (SLA)

community (Levy & Stockwell, 2006). According to Egbert (2005), “CALL means learners

10

learning language in any context with, through, and around computer technologies”. Until

now, many CALL activities were created with the sole rationale that computers are useful

and motivating for students (González-Lloret, 2003). Egbert (2005) also stated that,

“CALL learners and teachers can be involved in all kinds of different tasks, from

writing essays to communicating in distance courses. Task content, structure, and

organization can have a major impact on learner achievement, as can the instructions

given for how to carry out the task, the structure and makeup of learner groupings to

carry out the task, and the expected task outcome.” (p. 4)

Nevertheless, CALL becomes useless if it is not connected with the Internet. Materials

and course information are now provided through online tools. The Internet becomes a

medium for teachers and students to keep in touch outside the classroom. Yet, classroom

meeting is also needed considering that using fully Internet for teaching and learning process

is not a good idea (Anderson, 2001). Based on this issue, teachers start to use blended

learning. The blended learning approach offers both an online and classroom meetings. By

using this approach, students can access the materials from the course. Moreover, they are

also able to do their task online. For decreasing time-consuming, the teacher can give task

and students can report their task online.

In language learning, especially second language learning, task-based approach is one

of the popular approaches used by teachers. Moreover, task-based approaches are compatible

with communicatively oriented methodology (Cuesta, 1995). This approach requires students

to communicate with the target language by doing the task given. Task may be grouped in

different ways to ensure a comprehensive range and variety of experiences for learners

(Scarino & Liddicoat, 2009). These groupings are called task types. Task types are

categorized based on four macro-skills: listening, speaking, reading, and writing.

People can easily know about task types that are used in traditional classroom by

looking at the printed textbook, but it is different in blended learning. In blended learning, the

teaching and learning process mixes two media. Teachers can give the task either on

11

classroom or in the online forum. Therefore, a research question which related to task-based

approach in blended learning is proposed. The research questions was:

How can blended learning be implemented in the Speaking Class from the perspective

of Task-Based Language Learning?

REVIEW OF LITERATURE

Educational environment changes as the globalization develops very quickly. It affects

on teaching and learning process which is now not only happened inside classroom. Students

are able to do their tasks independently outside classroom and they also still connected to

each other through online tools.

Students in any level of education must be familiar with a term named „task‟. In

English as a Foreign Language (EFL), the use of task is very crucial to help students in

learning and mastering the second language. Nevertheless, making and giving a task for

students is not a simple thing. Teachers have to consider many aspects in order to give an

effective task. A good task is one which allows the students to communicate using the second

language and also has benefit for students so they can feel easier in mastering the second

language.

Task-Based Approach

1. Definition of task

There are many definitions of task in literature and no single definition can work in all

teaching contexts. However, there are some definitions which are commonly used in point of

view of academic and language leaning. Williams and Burden (1997, as cited in Littlewood,

2004) assumes a task as “any activity that learners engage in to further the process of learning

a language” (p. 320). Furthermore, Willis (1996) defines tasks are “activities where the target

12

language is used by the learner for a communicative purpose (goal) in order to achieve an

outcome” (p. 23). From these definitions, a task should have goals or purposes and by doing

it, students can achieve the outcome.

Nunan (2004) divides task between a real-world task or target task and a pedagogical

task. Real-world task or target task refers to the uses of language beyond classroom. On the

contrary, pedagogical task refers to the task that occurs inside the classroom. He goes with

the definition of task as follows:

“A piece of classroom work that involves learners in comprehending, manipulating,

producing or interacting in the target language while their attention is focused on

mobilizing their grammatical knowledge in order to express meaning and in which the

intention is to convey meaning rather than to manipulate form. The task should also

have a sense of completeness, being able to stand alone as a communicative act in its

own right with a beginning, middle and an end.” (p. 4)

Moreover, Skehan (1998) puts five characteristics of a task: (a) meaning is primary, (b)

learners are not given other people‟s meaning to regurgitate, (c) have some relationship to

comparable real-world activities, (d) task completion has some priority, (e) the assessment is

outcome of a task. Meanwhile, Ellis (2003) identifies six critical features of a task. These

features are: (1) a task is a workplan, (2) a task involves primary focus on meaning, (3) a task

involves real-world process of language use, (4) a task can involve any of the four language

skills, (5) a task engages cognitive process, (6) a task has clearly defined communicative

outcome. From these points, it can be conclude that a task should contain a real-world

process, even though it is a pedagogical task. Task that presented in classroom should show

how language is used in a real-world situation. Since real-world situation is brought into

classroom, it is easier to achieve communicative outcome and meaning-focused language

used will also be applied well.

2. Task components

According to Nunan (2004), a task consists of three components which are goals,

input, and procedures. It is supported by Wright (1987a, as cited in Nunan, 2004, p. 41) that

13

task needs to contain two elements in minimal. Nunan (2004) states goals may relate to a

range of general outcomes such as communicative, affective, or cognitive. Clark (1987, as

cited in Nunan 2004, p. 43) gives four types of goal which are communicative, sociocultural,

learning-how-to-learn, and language and cultural awareness.

The second component is input. According to Nunan (2004) input refers to spoken,

written, and visual data that learners work in order to complete the task. The input may be

verbal (dialogue/role play) or non-verbal (pictures/gesture). The Methodological Principles of

Communicative Language Teaching and Task-Based Instruction by Doughty and Long

(2003) explains that input needs to be rich. Rich input entails “realistic samples of discourse

use surrounding native speaker and non-native speaker accomplishments of targeted tasks”.

In a real-world task, it can be attained from multimedia resources (TV, Internet, video, etc),

while in classroom, this can be achieved through the use of wide range of materials. The

input or material here should be made as interesting as possible because “if materials are

perceived as boring or as too easy or too difficult, learners will be unmotivated to do the task”

(Oxford, 2006).

The last component is procedures. It “specifies what learners will actually do with the

input that forms the point of departure for the learning task” (Nunan, 2004). There are some

ways to analyze tasks. Nunan (2004) suggests that “tasks could be analyzed in terms of the

extent to which they require learners to rehearse, in class, the sorts of communicative

behaviors they might be expected to use in genuine communicative interactions outside the

classroom”. Another way is in terms of the focus or goal. Procedural goals are basically

concerned with skill getting or skill using (Rivers and Temperly, 1978, as cited in Nunan,

2004, p. 54). Skill getting can be seen when learners use have memorization and

manipulation in mastering phonological, lexical, and grammatical forms. Skill using is when

learners use and apply these skills in communicative interaction. The last way of analyzing is

14

accuracy development and fluency development. Accuracy concerns on language display for

evaluation, while fluency focuses more on language use (Brumfit, 1984, as cited in Nunan,

2004, p. 56).

3. Task types

Since Task-Based Language Teaching (TBLT) shares several principles of

Communicative Language Teaching (CLT), the tasks given are those that involve more on

language communication. When students do the communicative tasks, they automatically use

the second language, so that students‟ skills will increase. There are many different task types

proposed by the experts, yet several of them have chosen to be described.

Pattison (1987, as cited in Nunan, 2004, p. 57-58) sets out seven task types. They are:

1. Questions and answers.

This task is the very commonly used among teaching and learning process. It is

based on the notion of creating an information gap. According to Prabhu (1987, as

cited in Nunan, 2004, p. 57) information-gap activity is when a person does the

transfer of given information to another. The activity involves the selection of

related information and the learners have to meet the criteria of correctness and

completeness in making the transfer. Almost any structure, function, or notion can

be practiced by doing this activity.

2. Dialogues and role plays

The activity in this task can be wholly scripted or wholly improvised. However,

Nunan agreed that learners will learn more thoroughly when they improvise the

given dialogue rather than just repeat it.

3. Matching activities

15

The activity is to recognize matching items, or to complete pairs or sets. The

examples of matching activities can be „Split Dialogue‟, it is where the learners

match given phrases.

4. Communication strategies

Learners are encouraged to practice more on the communication strategies such as

paraphrasing, asking feedback, or using gesture.

5. Pictures and picture stories

Picture is the key for the activity on this task. It can be spot the differences

between two pictures, sequencing pictures to tell a story, or make a story based on

picture given.

6. Puzzles and problems

Learners are required to make guesses, draw on their general knowledge and

personal experience, and use their imagination and their powers of logical

reasoning. The example of task is various because there are so many different

types of it.

7. Discussions and decisions

The activity is usually in form of pairs or groups. These are when learners have to

collect and share information to reach a decision. Learners have to discuss until

they decide something and agree to it.

Meanwhile, Willis (1996) gives six types of task. They include:

1. Listing.

This task type encourages learners to express their ideas so that it tends to

generate a lot of talk. There are two processes involved in this task type: a)

brainstorming, it is when the learners use their own knowledge and/or experience

in form of pairs/groups or as a class, and b) fact-finding, it is when the learners

16

find out things by asking others and referring to books, journal, and other media.

The outcome of listing would be a completed list or draft mind map.

2. Ordering and sorting.

This task type has four main processes: a) sequencing items, actions, or events in

logical or chronological order, b) ranking items according to personal values or

specified criteria, c) categorizing items in given groups or grouping them under

given heading, d) classifying items in different ways, where the categories

themselves are not given. The outcome from this task type is a set of information

or data that has been ordered and sorted according to specified criteria.

3. Comparing.

Comparing is generally when learners compare information of similar nature but

from different sources or versions. The purpose is to identify common points

and/or differences. The processes involved are matching to identify specific points

and relate them to each other, finding similarities, and finding differences. The

outcome from comparing is various according to the individual task goals,

however it could be the appropriate matched items, or the identification of

similarities and/or differences.

4. Problem solving.

This task works more on learners‟ intellectual and reasoning powers. Learners are

engaging and satisfying to solve the problem. The processes are analyzing real or

hypothetical situations and reasoning and decision making.The task could be real-

life problems, case studies, or incomplete stories/poems. The outcome is solutions

to the problem, which can be evaluated then.

5. Sharing personal experiences.

17

This task encourages learners to have more freedom to talk about themselves and

share their personal experience with others. The interaction is closer to the casual

social conversation which makes it not too goal-oriented compared to another task

type. This task could be in form of anecdotes, opinions, personal reminiscences, or

personal reactions. Learners go through the process of narrating, describing,

exploring, and explaining attitudes.

6. Creative tasks.

These are often called projects and usually put learners to work in pairs or groups

in some kind of creative work. The important thing to get the task done well is

organization skills and team-work. The task could be creative writing, media

projects, or real-life rehearsals. It can involve the combination of other task types.

The outcome can often be appreciated by a wider audience.

These task types from Pattison and Willis are the commonly used above all theories

about task types in Task-Based Approach. Some similarities can be found on these task types.

Questions and answers by Pattison might be similar to sharing personal experience which is

proposed by Willis. In both task types, students have to have prior knowledge about

something. The prior knowledge works when other students ask about it, or when they have

to tell their experience.

On the other hand, each expert has their own view about task types so that their types

are different from each other. Creative task by Willis could not be found in Pattison‟s task

types, so does matching activities which is proposed by Pattison. However, task types from

these experts are familiar and can be easily analyzed in any tasks. In addition, these task types

could be included in the tasks provided by blended learning.

18

Blended Learning Environment

The Internet provides a new medium of communication that enables us to gain access

to vast amounts of information on a broad range of topics (Anderson, 2001). As technology

becomes a key to the new world of education (Álvarez-Trujillo, 2008), the use of the Internet

has been used in many fields, such as medical education, engineering education, college

education, and so on. Terms such as web-based learning, e-learning, and online learning

dominated educational contexts. At this stage, Alonso et al. (2005, as cited in Torrisi-Steele,

2011, p. 361) view e-learning and online learning as “an alternative way [to face-to-face

teaching] to teach and learn”. The teaching and learning process is no longer limited to time

and place. The physical setting and time schedule are the main difference between online

learning and traditional forms of learning. Traditional educational setting will give access to a

course and its materials at certain period of time (Álvarez-Trujillo, 2008). It is easy for

learners to forget what they got in the class since the materials and its explanation are only

given at the moment. Moreover, learners will feel more confidence to interact online because

they got less attention to social factors (Dubrovsky et al. (1991, as cited in Bordia, 1997, p.

103). Social factors can be classmates, teacher, and class activities. In traditional classroom,

all the members of a class know how a person looks like. Thus, students will be more passive,

such as not to make an embarrassing mistake because people will remember it and see them

anywhere. Moreover, Serlin (2005) added about students‟ sensitivity in their ability to speak

in public and in class discussion, such as interrupting or interjecting. These will not happen in

online learning where “students can feel a significant amount of anonymity, which makes

them less inhibited about participating in discussion, and in other activities”(Serlin, 2005).

Online learning is so much closely related to Computer-Mediated Communication

(CMC) because students use computer as a media to communicate outside classroom. CMC

refers to systems in an online environment enhancing interactions between lecturers

19

and students, and among the students themselves (Williams, 2002; Tu and Corry, 2003, as

cited in Vencatachellum & Ramsaran-Fowdar, 2008, p. 3). In online learning, students use

the computer and the Internet network to have the classroom interaction via online in any

time and place. In CMC, participation tends to be more balanced or equitable (McGuire et al.,

1987; Siegel et al., 1986, as cited in Bordia, 1997, p. 103). When doing the online learning,

students will have more confidence to give opinion and share ideas with each other.

However, the basic thing of teaching and learning cannot be forgotten. It is better to

keep the face-to-face time where teacher is able to show gestures, voice intonation, facial

expression, and all those important things which is efficiently making things clear and

conveying valuable nuance (Serlin, 2005). Hence, there is blended learning which Kırkgöz

(2011) defines as courses require students to attend traditional face-to-face classes and to

work independently with a synchronous and/or asynchronous communication tool.

Researchers such as Koohang (2009) views technology component in blended learning as e-

learning. Similarly, Falconer & Littlejohn (2007) view it as online learning. In conclusion, it

can be said that blended learning isdefined according to the proportion of learning activities

that have been moved online rather than in the classroom, reducing but not eliminating

classroom time(Garnham & Kaleta, 2002).Marsh (2012) mentions blended learning allows

teachers to tailor their classroom time to the language areas best suited to face-to-face

teaching, and provides them with the flexibility to select those areas based on students‟ needs.

By putting course materials on the Web, students can access the material at any timeof day

and review it as needed, which provides them with increased flexibility (Carroll, 2003). In

other words, students can access the course materials and any information much easier

outside classroom, and in the classroom, they already prepare and ready about the course that

will be given.

20

THE STUDY

Method of the Study

This study adopted a mixed teaching and learning process which are online medium

and traditional classroom meetings. The study explored the implementation of blended

learning in speaking class from the perspective of Task-Based Language Learning. It was

conducted in English Department of Satya Wacana Christian University Salatiga. The

participants were the students on two classes of Transactional Speaking. With two credit

hours, this course was a blended learning class because there was a Facebook group made for

the students on this course. Each student had to upload their assignment on this Facebook

group, discussed the materials there, and they also had to give comments and synchronous

and asynchronous communication occurred.

Participants

A teacher and twenty-five students in two Transactional Speaking classes in English

Department of Satya Wacana Christian University, Salatiga participated in this study. The

students were on the first year and this class had two credit hours. Instructions of the tasks

and interaction between students to do the tasks were the object of this study. The

Transactional Speaking classes were chosen because this class followed the blended learning

process. To get agreement to do this research, permission from the teacher of the

Transactional Speaking classes was requested. Permission to join the Facebook group of this

class was also given.

Data Collection

For collecting the data, classroom observation and online observation were used.

Transactional Speaking class was 60 minutes long and the classroom observation was done

six times. The data were collected by attending the Transactional Speaking classes and

observing the activity in class. Field notes while observing the class were also made. The

21

class was started by the teacher who gave ideas to the students about topic that they were

going to discuss. The teacher also gave examples and explanation, so that discussion and

sharing opinion happened. The teacher then brought students to the main task by giving task

instructions. Meanwhile, online observation was done by observing the activity in

Transactional Speaking Facebook group. The data from online observation were the

screenshots of the things that the members posted. The teacher and all of the students were

the members of the Facebook group. The students used Facebook to do the task, such as

posting outline, discussing the task, and doing the question and answer, while the teacher

used it to interact with students and monitor how the students did the task. The teacher

usually posted instructions or gave suggestion and reminder to the Facebook group.

Data Analysis

The data from this research were the data from classroom observations and online

discussions. The data were analyzed descriptively based on the observations both in

classroom and Facebook group. The analysis was done by seeing the process of giving task

so that the task type can be decided. A primary task has two elements which were online task

and classroom task. Each of them had input, procedure, and goal which was called task

components. These task components then formed the blended learning task. The task

instruction from the teacher was the gate to bring the students to the input of the task that the

students had to deal with. The students had to work with the input that they already got,

individually or in group. The students had to go through a process called procedure and

produced the outcome or the goal of the task. These task components could decide the type of

each task provided in this class. The task types proposed by Pattison (1987, as cited in

Nunan, 2004, p. 57-58) and Willis (1996) were the reference of analyzing and interpreting the

data.

22

FINDINGS AND DISCUSSION

Here are the data from both classroom and online observations of Transactional

Speaking classes in one semester. Each of the data had its own task type that was different

with one and another, but some of them also had some similarities. The task types were

described and explained based on task components and interaction that happened in face-to-

face classroom meetings and online discussions on Facebook group.

Topic 1: Favorite writer

The teacher began the class by telling them his favorite writer. The teacher asked

students to ask him questions. The questions and answers occurred here. The teacher then

told the students that this activity would be their online task. The teacher gave instructions of

how the task would be done.

The students had to post a picture and the name of their favorite writer on Facebook

group.

23

FIGURE1.1

Picture of a writer

Each student had to ask, at least, one question to three different people by typing it on

comment bar below the post. The student who had been asked had to answer the question

also by typing his or her answer on the comment bar.

24

FIGURE1.2

Questions and answers

In classroom, the teacher told the students to post their favorite writer on the Facebook

group. The students had to find the picture so that others could know how the writer looked

like. The online task was when the students posted their favorite writer‟s name and picture,

which was also included in input of the task (Figure 1.1). Other students were curious so that

the questions and answers happened below each post (Figure 1.2). The goal of this online

task was the outline of the speech from the students that they were going to deliver in class.

This outline became the input for classroom task. The teacher chose the students randomly

then they had to stand up and deliver their speech to other students. The goal from the

25

classroom task was the speech that the students made and delivered. The following table

summarizes the online and classroom task in this data.

Table 1

Task 1 with Topic: Favorite Writer

Task components Online task Classroom task

Input Picture Outline

Procedure Questions and anwers Delivering speech

Goal Outline of the speech Speech

This task was describing favorite writer. In this task, each student chose one of their

favorite writers and described it in their own way. Each student had to tell others about their

favorite writer‟s name, picture, and date of birth. The students searched for the writer‟s works

and awards as additional information for their speech. The students also explained the reason

why they chose the particular writer.

Topic 2: Biography

The students had to find one person who influenced their life and they had to post the

outline of their speech on the Facebook group.

26

FIGURE2.1

Outline and picture

After all of the students posted the outline, the teacher asked the students to give

questions, comments, and/or suggestions online.

27

FIGURE2.2

Teacher’s instruction

FIGURE2.3

Questions and answers

The instruction of the task was given by the teacher in classroom where the students had

to find one person who influenced their life. The students had to post the picture and outline

28

of their speech. The input for the online task was the picture and the students‟ outlines

(Figure 2.1). The interaction happened when other students gave comments and/or questions

below the picture (Figure 2.3). The goal of this online task was the outline of the speech that

they prepared based on the picture. In the classroom, the outline of the students was the input

of the task. The students then went in front of the class to deliver their speech in about three

minutes. The speech that the students made and delivered was the goal of this classroom task.

The following table summarizes the online and classroom task in this data.

Table 2

Task Components of Data 2


Input Picture Outline

Procedure Questions and answers Delivering the speech

Goal Outline for the speech Speech

From this task, it can be seen that the students was presenting a biography of someone

who influenced their life. The students found out things related to the particular person, such

as the date of birth, the works, and awards. The students shared their personal feeling when

they explained about why the person influenced their life.

29

Topic 3: Picture story

The teacher started the class by directly giving task instructions to the students because

the material was already posted online. Figure 3.1 below was one of the examples of the

material posted online.

FIGURE3.1

Picture to discuss

For the activity, each student had to work with their friends in a group that was already

decided by the teacher. Each member of a group had to make their own story based on a

picture given and type it on the comment bar. Other students from other groups could ask

and/or give their opinion. An example of this activity could be seen in Figure 3.2.

30

FIGURE3.2

Picture stories

In the classroom, the students sat with their group members. They had to make one

short story. They had to choose one story or make a new story that was agreed by all the

members in a group. They also had to choose one representative to tell the story to the class.

Questions and answers was a must after a group done with the speech.

The task instruction can be seen when the teacher told the students that he was going to

post a picture with group members. Each person of a group had to make their own story

based on the picture. The teacher then posted the picture and the group member, and this was

being the input of the online tasks (Figure 3.1). The members of the group shared their

personal ideas about the picture by writing down their own story of the picture (Figure 3.2).

31

The goal of the online task was achieved when each student of a group already had their own

story of the picture that was the input of the classroom task. Students then sat with their group

members and shared their story to each other. They involved in discussion where they had to

choose one story that was the most interesting story for them and also choose one

representative to tell the story to the class. After the students discussed the story for three to

five minutes, the representative from each group stood up and told the class their picture and

the story, which was also the goal from this classroom task. The following table summarizes

the online and classroom task in this data.

Table 3

Task 3 with Topic: Picture stories


Input Picture Stories of the picture

Procedure Discussing ideas of the stories Group discussion

Goal Suggested stories Picture story

In this task, the students were creating stories of a picture. When the teacher posted the

picture, the students had to use their imagination and creativity in creating a story. A group

consisting of three people required each member to think out of the box in order to avoid

story similarities. Each member had to make a story which was different to one and another.

The pictures were the key in doing this task. It can be seen that this task could be included in

the task types named Pictures and Pictures Stories by Pattison (1987, as cited in Nunan,

2004, p. 58).

32

Topic 4: Role play

This task was the final project of the classes. The teacher explained about the task in the

classroom in which the students had to post their group member and their topic for the final

presentation. The final task was kind of talk show so that students also had to act.

FIGURE 4.1

Role play

After the teacher got all the groups and topics, the teacher asked the students to make a

general outline about what they were going to do in the final presentation (see Figure 4.2

below).

FIGURE 4.2

Teacher’s instruction

33

The teacher also asked students to make discussion and consultation online. The teacher

gave mark to students in order to encourage them to participate on the group work. Figures

4.3 and 4.4 below illustrate these activities.

FIGURE 4.3

Teacher’s reminder

FIGURE 4.4

Discussion and consultation

34

In the classroom, the students performed the role play based on the outline and

discussion on the Facebook group. Each member acted their role and performed their part.

For this task, the teacher gave the task instructions for the students in classroom. The

students had to choose their group member and the topic for the role play. The teacher also

explained that this role play was going to be a talk show. Therefore, the students had to

decide the role for each group member. For the online task, the input was the topic of the role

play from each group (Figure 4.1). The students involved in discussion and question and

answer on the comment bar in Facebook group (Figure 4.4). Each student had to participate

since it was scored by the teacher. The teacher also gave an opportunity for the students to

have an online consultation (Figure 4.3). The goal from the online task can be seen when the

student already had the dialogue script and role of each group member. The dialogue then

became the input for classroom task. The students had to prepare themselves before

performing in front of the class so they had to practice the script and their role. They then

came in front of the class to do the role play. One student became a host and three others

were guests. They acted as their role with their own dialogue. That was the goal from this

classroom task.The following table summarizes the online and classroom task in this data.

Table 4

Task 4 with Topic: Role play


Input Topic Dialogue script

Procedure Questions and answers Practicing script

Goal Dialogue script Role play

In this task, the students were performing a role play. All of the things related to this

task were from the students. They had to find the topic and decide role for each member.

35

They had to make dialogue and think of the flow of the role play. The type of this task could

be included in Dialogues and Role Plays proposed by Pattison (1987, as cited in Nunan,

2004, p. 58).

In online task, it can be seen that the students did a lot of questions and answers and

discussions. It can be related to Serlin‟s (2005) point of view about students‟ sensitivity in

their ability to speak in public and in-class discussion. Students might find difficulties in

fluency and accuracy. These could hinder their willingness to participate in face-to-face

interaction. Meanwhile, in online discussion, they did not have to worry about their accent or

fluency in delivering the opinion. The result of online observation was much different with

the classroom observation. When sitting in a group doing in-class discussion, most of the

students had less talk and awkward gesture. The discussion ended in about two minutes.

Other thing is that when a student delivered his speech, the questions and answers were not

happened a lot compared to what happened online. It might be concluded that students had

more confidence to do the online tasks, where they have to face the computer, not their

classmates.

Since everything that happened online was typed and shown on page of the Facebook

group, the process of language learning from each student could be increased. They would be

more focused on vocabulary, grammar, and structure before posting something. By doing so,

they implicitly gain their ability in the second language. In addition, these online tasks also

made students to have skills in other areas, such as telling a short story, making an outline,

and describing someone which were all using English.

Furthermore, doing online tasks gives students flexibility in time and space

(Vencatachellum & Ramsaran-Fowdar, 2008). Students have more time to do the task,

compared to classroom task that had to be done right away. Materials posted in Facebook

group gave a benefit for students to re-look at it any time. Beside materials, teacher could

36

also give reminder, instructions, and questions in Facebook group that could be accessed by

all students.

CONCLUSION

To summarize, it can be concluded that task-based approach can include both online

and classroom activities. These can be looked at from the task components, which are input,

procedure, and goal. Interestingly, online and classroom task could work intregatedly. For

example, the goal of an online task could be the input for the classroom task. Moreover, the

task components were the tools to determine the task type.

In case of the language learning, the type of task from the findings gave students

more opportunity to master the second language, in this case is in speaking skills. Since the

entire task had communicative goals, the speaking skill of the students was increased as they

finishing their task because when they finished the task, they achieved the goal. Before

achieving the goal, they had to deal with the input and procedure. In blended learning class,

the online medium helped a lot as the students could use the second language outside the

classroom. The tasks which were done online gave students more opportunity to use the

second language because all of the interaction used the second language. The material that

could be accessed any time also helped the students to study and do the task more flexible.

Meanwhile in classroom meetings, students did not take too much time in doing the task,

since they already did a half of the task online.

Suggestion

However the data had its limitation on the variation of the data. Three of four data

used picture as the key element to do the data. It was found that the input, procedure, and

goal of these tasks were quite similar. Since the data has its limitation on variation of the

37

data, it would be better if the teacher gives another type of tasks so that the design of the data

can vary. Instead of giving picture, the teacher could give video or article to be the key

elements of the task that can be developed into a topic. The input, procedure and goals could

be different if the teacher has more variation on task type.

For future research, it would be better to look at the other elements of task-based

approach so that the task-based approach could be presented well in blended learning

environment. These elements could be teacher and students‟ role or task-based learning

framework. By looking at the task-based learning framework, teacher would know how to

give task in a right procedure. Meanwhile by looking at teacher and students‟ role, teacher

could know how much they could help students. Students will also know that they have to be

independent learners to achieve their goal on language learning.

ACKNOWLEDGEMENTS

I‟d like to give my gratitude to the one who gave me all that I need in doing this

thesis, God Almighty. Biggest thanks to my super supervisor, Dian Toar Y. G. Sumakul, M.

A. who was being my best friend and helping me a lot in doing this thesis. And also thanks to

my examiner Prof. Dr. Gusti Astika, M. A, who guided me to finish this thesis. Particular

thanks to my father, mother, and sister who gave me spirit, motivation, and thanks for always

be there for me. Much thanks to my best friend Nyitnyit, who supported me and accompanied

me until dawn when I was doing my thesis.

38

REFERENCES

Álvarez-Trujillo, H. (2008). Benefits and Challenges for the Online Learner.

Anderson, K. J. (2001). Internet use among college students : An exploratory study. Journal

of American College Health, 21-26.

Bordia, P. (1997, January). Face-to-Face Versus Computer-Mediated Communication: A

Synthesis of the Experimental Literature. The Journal of Business Communication,

Volume 34, Number 1, 99-120.

Carroll, B. (2003). Going hybrid: Online course components incease flexibility of on-campus

courses. Online Classroom, 4-7.

Cuesta, M. R. (1995). A Task-Based Approach to Language Teaching: The Case for Task-

Based Grammar Activities. Revista Alicantina de Estudios Ingleses, 93.

Doughty, C. J., & Long, M. H. (2003). Optimal Psycholinguistic Environments for Distance

Foreign Language Learning. Language Learning & Technology , 7, 50-80.

Egbert, J. L. (2005). CALL Reasearch Perspectives. New Jersey: Lawrence Erlbaum

Associates, Inc., Publishers.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University

Press.

Falconer, I., & Littlejohn, A. (2007). Designing for blended learning and reuse. Journal of

Further and Higher Education, 31 (1) , 41-52.

Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology

Today , 8.

González-Lloret, M. (2003). Designing Task-Based CALL to Promote Interaction: En Busca

de Esmeraldas. Language Learning & Technology , 86-104.

Kırkgöz, Y. (2011). A Blended Learning Study on Implementing Video Recorded. TOJET:

The Turkish Online Journal of Educational Technology .

Koohang, A. (2009). A learner-centered model for blended learning design. International

Journal of Innovation, 6 (1) , 79-91.

Levy, M., & Stockwell, G. (2006). Call Dimensions: Options and Issues in Computer-

Assisted. New York: Lawrence Erlbaum Associates.

Littlewood, W. (2004, October). The task-based approach: some questions and suggestions.

ELT Journal Volume 58/4 , 319-326.

MacDonald, J. (2008). Blended Learning and Online Tutoring: Planning Learner Support

and Activity Design. United Kingdom: Gower Publishing Ltd.

39

Marsh, D. (2012). Blended Learning: Creating Learning Opportunities for Language

Learners. Cambridge: Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Oxford, R. L. (2006). Task-Based Language Teaching and Learning: An Overview. Asian

EFL Journal .

Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.

Sahin, Y. G., Balta, S., & Ercan, T. (2010). The Use of Internet Resources by University

Students During Their Course Projects Elicitation: A Case Study. TOJET: The

Turkish Online Journal of Educational Technology , 236.

Scarino, A., & Liddicoat, A. J. (2009). Teaching and Learning Languages: A Guide. Carlton

South, Australia: Curriculum Corporation.

Serlin, R. (2005). The Advantages and Disadvantages of Online Courses.

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University

Press.

Torrisi-Steele, G. (2011). This Thing Called Blended Learning - A Definition and Planning

Approach. Gold Coast, Australia: Higher Education Research and Development

Society of Australasia, Inc.

Vencatachellum, I., & Ramsaran-Fowdar, R. R. (2008). Computer mediated communications

on Ilearn: Use of asynchronous learning discussions by mature students. Proceedings

of 9th International Conference on HRD Research and Practice across Europe, (p. 3).

Lille, France.

Willis, J. (1996). A framework for task-based learning. Essex: Addison Wesley Longman

Limited.

Documents

Task-Based Approach In Blended Learning Environment