Task-Based Language Learning and Teaching in the Teaching of English Morphology

 

FINDINGS AND DISCUSSIONS

This phase explains the result of the study. It consists of two subchapter. They are findings and discussions of the findings. Findings present  the result of the interview from lecturers and students regarding the implementation of task-based language learning and teaching  and the classroom observation which enables the researcher to draw an interpretation of the phenomenon being investigated.

•             This research is done to answer three research  questions namely;  (a) how are the procedures  of Task-Based Language Learning in the teaching of English Morphology, (b) how are the students' response toward Task-Based Language Learning in the teaching of English Morphology, (c) what are the advantages and implementation challenges of Task-Based Language Learning in the teaching of English Morphology. These three questions are looked at across some major aspects of the Task-Based  Language Learning which are ; the procedures of Task-Based Language Learning, teacher and students interaction, the advantages and challenges faced by the lecturer and students. There should be a standard designated to which the framework of the procedures of  Task-Based Learning is benchmarked. In this research the researcher uses the procedures of Task-Based Learning proposed by Willis (1996). The framework proposed by Jane Willis (1996) consists of three phases:

1). Pre-task

2). Task cycle 

3). Language focus.

       The pre-task phase introduce  the topic and the task to the class, activating topic-related words and phrases. Pre-task phase include the activity of preparation, introducing and identifying the topic, giving task instructions and language activities. The next step is Task Cycle,  which comprises the Task, Planning and Report. The task stage is a vital opportunity for all learners to use whatever  language they can muster, working simultaneously, in pairs or small groups, to achieve the goal of the task. The Planning stage deals with the activities which help the students plan their reports effectively and maximise their learning opportunities. In the report stage,  the students presents their report of the task to the class, orally or in writing. Language focus is concerning with the activities of analysis and practice of features of the task. This will help students to recognise the features of the tasks.

1).  Pre-Task 

       

There are three lecturers of Morphology subject and five students whom  are involved. Based on the data collected from the interview there are some important points emerging concerning how the preliminary activities conducting before coming to the classroom.

First,  the preparation is conducted as one of the preliminary activities in the classroom. The respondents confess that  before coming to the classroom they have made preparation such as writing syllabus and lesson plan, telling the students the objective of the course and  designing the tasks. Secondly,  teacher introduce the topic to the class. At the beginning of the teaching and learning process, the teacher begin with  the introduction to topic of material that will be taught for that day. Thirdly, it was noticed that the teacher identifying topic language with the class. This step is required to help students recall and activate words and phrase that will be useful both during the task and outside the classroom. Fourthly,  it is found that the teacher giving task instruction before doing the task activities. Fifthly,   it is found  that there have been  language activities doing  in the classroom during the process of the teaching and learning.