A.  Introduction

At current, process-based mostly syllabuses haven’t been extensively carried out in language educating. The issues are: the definition of duties are so broad as to incorporate virtually something that includes learners doing one thing, procedures for the design and choice of duties stay unclear, and the extreme use of communicative duties might encourage fluency on the expense of accuracy (Richard 2001:163).

 In Indonesia, associated to the implementation of Curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan), process-based mostly studying could be considered one specific strategy to implementing the broader “communicative strategy”. The goal of activity-based mostly studying is to develop scholar’s potential in communication.

The duty-based mostly syllabus is understood based mostly on work by Krahnke (1981,1982), Candlin and Murphy (1986), and Johnson (1982). The defining attribute of activity-based mostly content material is that it makes use of actions that the learners should do for noninstructional functions outdoors of the classroom as alternatives for language studying. Duties are distinct from different actions to the diploma that they’ve a noninstructional objective and measurable consequence. Duties are means of bringing the actual world into the classroom (Krahnke,1987).

There have been numerous researchers and theories within the final twenty years on using duties in language educating, notably duties which contain interplay between learners (e.g., Breen, 1987;  Prabhu, 1987; Nunan 1989).

As Willis (2004) factors out, various essential analysis findings change the course of EFL language educating pedagogy within the twentieth century. Because of the analysis findings, Finch (2006) concludes that as follows:

  1. Language studying, even in a classroom setting, appears to develop independently of instruction,
  2. Learners purchase language in response to their very own inbuilt inner syllabus whatever the order through which they’re uncovered to specific construction and no matter mom tongue influences,
  3. Educating doesn’t and can’t decide the best way that the learner’s language will develop (citing Skehan, 1996),
  4. Learners don’t essential study what academics train (citing Allwright, 1984),
  5. Learner don’t first purchase language as a structural system after which discover ways to use this technique I communication, however moderately truly uncover the system itself within the strategy of studying the right way to talk (citing Ellis, 2003, p.14)

Along with the findings, psycho-linguistic and socio-linguistic researchs have proven that:

  1. Motivation is among the key points in language studying and that expertise to encourage learners are essential for language academics (Dornyei, 2001, p. 1 citing in Finch, 2006),
  2. Collaboration is simpler than competitors as a way of selling efficient studying (Kohn, 1992 citing in Finch 2006)
  3. Learners study extra in teams than individually, since cooperative social interplay produces new, elaborate, superior psychological processes which might be unavailable to the organism working in isolation (Vygotsky, 1989, p. sixty one citing in Finch 2006).

This paper covers (1) the definition of activity, (2) process elements, (three) the traits of activity-based mostly syllabus (four) A framework for process-based mostly course design, (5) Classifying duties, (6) The thematic content material of duties, (7) Sequencing duties, and (eight) Setting up a activity-based mostly syllabus.

B.   The Content material

  1. The definition of activity

Allow us to see some definition from some specialists in activity-based mostly studying and educating.

In accordance with Lengthy (1985):

A process is ‘a bit of labor undertaken for oneself or others, freely or for some reward. Thus, examples of duties embrace portray a fence, dressing a toddler, filling out a type, shopping for a good of footwear, making an airline reservation, borrowing a library e-book, taking a driving check, typing a letter, weighing a affected person, sorting letters, taking a lodge reservation, writing a cheque, discovering a road vacation spot, and serving to somebody throughout a street. In different phrases, by “activity” is supposed the hundred and one issues individuals do in on a regular basis life, at work, at play, and in between. “Duties” are the issues individuals will inform you they do when you ask them and they don’t seem to be utilized linguists’.

Based on Nunan (1989):

A communicative activity is ‘a bit of classroom work which includes learners in comprehending, manipulating, producing, or interacting within the goal language whereas their consideration is principally targeted on which means fairly than type. The duty also needs to have a way of completeness, with the ability to stand alone as a communicative act in its personal proper’.

And in line with Bygate, Skehan, and Swain (2001):

‘A process is an exercise which requires learners to make use of language, with emphasis on which means, to achieve an object’.

 1. Activity Elements

The definition of a language studying activity requires specification of 4 elements: the objectives, the enter (linguistic or in any other case), the actions derived from this enter, and eventually the roles implied for instructor and learners (Nunan 1989, p. forty seven).

Candlin (1987) cited in Nunan 1990:forty seven) means that duties ought to include enter, roles, settings, actions, monitoring, outcomes and suggestions. Enter refers back to the knowledge introduced for learners to work on. Roles specify the connection between members in a process. Setting refers back to the classroom and out-of-class preparations entailed within the activity. Actions are the procedures and sub-duties to be carried out by the learners. Outcomes are the aim of the duty, and suggestions refers to analysis of the duty.

Shavelson and Stern (1981) cited in Nunan 1990), who’re involved with basic instructional planning slightly than TESOL planning particularly, recommend that process design ought to take into accounts the next parts:

–       Content material – the subject material to be taught

–       Supplies – the issues that learners can observe/manipulate

–       Actions – the issues the learners and instructor will probably be doing in the course of the lesson

–       Objectives – the instructor’s basic goal for the duty (these are rather more basic and obscure than goals)

–       College students – their talents, wants and pursuits are necessary

–       Social group – the category as an entire and it s sense of ‘groupness’

(Shavelson and stern 1981: 478)

 Wright (1987 in Nunan 1990) means that duties want minimally include simply two parts. These are enter knowledge which can be offered by supplies, academics or learners and initiating query which instructs learners on what to do with the info.

 1. The attribute of activity-based mostly syllabus

Wanting on the attribute of process-based mostly syllabus, there are constructive and destructive attribute. Constructive attribute: (1) process-based mostly instruction is probably very highly effective and extensively relevant, (2) appropriate for learners of all ages and backgrounds, (three) addresses the essential drawback-instantly, through the use of lively and actual duties as studying actions, (four) means to carry out the educational activity is equal to the power to make use of the language, so practical capacity ought to be a pure end result of the educational expertise, (5) activity-based mostly studying could be very efficient when the learners are engaged in comparatively comparable out-of-class actions (social or educational), (6) process-based mostly studying might be particularly helpful for learners who aren’t accustomed to extra conventional sort of  classroom studying or who have to study cognitive, cultural, and life expertise together with the language.

Whereas the unfavourable traits are: (1) issues can simply come up with academics, the educational setting, or the scholars, (2) process-based mostly studying requires assets past the textual content books, (three) as a result of TBL just isn’t what many college students anticipated and need from a language, they could resist or object to any such instruction, (four) analysis of TBL could be troublesome, nevertheless, it’s straightforward to measure the language proficiency.

  1. A framework for activity-based mostly course design

The development of a activity-based mostly syllabus requires a specification of the duties to be included within the syllabus. To realize this it’s useful to categorise duties when it comes to their sort, to find out their thematic content material after which to sequence them utilizing applicable standards for grading their degree of problem for the learner. This can suffice within the preparation of a process-based mostly syllabus consisting completely of linguistically unfocused duties. Nevertheless, an non-compulsory factor within the framework is a specification of the options of language, i.e. the varieties and features of language, to be included into the design of the syllabus.  

  1. Classifying duties

Activity classification is necessary for numerous causes. First, it supplies a foundation for making certain selection; syllabus designer can check with the classification to make sure that they incorporate a variety of process varieties into the course. Second, it may be used to determine the duty varieties that match the precise wants or preferences of specific teams of learners. Third, it affords academics a framework for experimenting with duties of their classroom; they will systematically check out the several types of duties to find which duties work for his or her college students.

Pedagogic classification

Willis (1996) gives a considerably totally different pedagogic classification of duties based mostly on an evaluation of the sorts of duties generally present in textual content guide supplies. The kinds mirror the sort of operations learners are required to hold out in performing duties:

  • Itemizing, i.e. the place the finished consequence is an inventory
  • Ordering and sorting, i.e. duties that contain sequencing, rating, categorizing or classifying gadgets.
  • Evaluating, i.e. duties that contain discovering variations or similarities in info.
  • Drawback-fixing, i.e. duties that demand mental exercise as in puzzles or logic issues.
  • Sharing private experiences, i.e. duties that permit learners to speak freely about themselves and share experiences.
  • Artistic duties, i.e. tasks, typically involving a number of levels that may incorporate the varied kinds of duties above and may embrace the necessity to perform some analysis.

Willis acknowledges that this classification is just not exhaustive however argues that it’ll assist to generate quite a lot of precise duties.

 Rhetorical classification

A rhetorical classification of duties attracts on theories of rhetoric that distinguish totally different discourse area when it comes to their construction and linguistic properties-narrative, instruction, description, reviews, and so forth. Such a classification typically underlies language programs for tutorial functions (for instance, Arnaudet 1984) and is usually linked to the precise language features that determine in educational written discourse, for instance, definitions, classifications, giving examples. One benefit of adopting a rhetorical classification is that discourse area has been proven to be an element that influences each the negotiation of which means and the standard of learner manufacturing. One other benefit is that it lends itself to the design of particular objective programs, as learners’ wants can typically be readily specified when it comes to the precise domains they should grasp.

An alternate, extra theoretically satisfying strategy to classifying duties rhetorically is to make the most of the idea of style, outlined by Swales (1990 in Ellis 2003:212) as ‘a category of communicative occasions, the members of which share some set of communicative functions’. Exemplars of a given style not only a given construction and elegance however a communicative objective. Nevertheless, they are often kind of prototypical of style. Examples of genres are recipes, political speeches, job software letters, good/dangerous information, medical consultations and radio-telephonic flight management messages. Swales exhibits how style evaluation can be utilized successfully to explain the varieties of discourse present in educational settings and offers an prolonged account of 1 such style-the analysis article. He means that the perfect pedagogic car for educating genres is ‘process’.

 Cognitive classification

A cognitive strategy to classifying duties is predicated the type of cognitive operations several types of duties contain. Prabhu (1982) distinguishes three basic forms of duties based mostly on the sort of cognitive exercise concerned:

  • Info-hole exercise includes ‘a switch of given info from one individual to a different-or from one type to a different, or from one place to a different-usually calling for the encoding or decoding of data from or into language.
  • Reasoning-hole exercise includes ‘driving some new info from given info by way of strategy of inference, deduction, sensible reasoning, or a notion of relationships or patterns’.
  • Opening-hole exercise includes ‘figuring out and articulating a private choice, feeling, or angle in response to a given state of affairs’.

Psycholinguistic classification

A psycholinguistic classification of duties units out to determine a typology of duties in relation to their potential for language studying. The system is ‘psycholinguistic’ within the sense that’s based mostly on interactional classes which were proven to have an effect on the alternatives learners have to grasp enter, get hold of suggestions, and to switch their very own output. The classes are:

  • Interactant relationship: this considerations who holds the knowledge to be exchanged and who requests it and provides it as a way to obtain the duty objectives. It pertains to the excellence between one-approach and two-means duties. This class is derived from analysis that signifies that when there’s a mutual relationship of request and suppliance,  negotiation, of which means is extra more likely to happen.
  • Interplay requirement: this considerations whether or not the duty requires members to request and provide info or whether or not that is optionally available.
  • Objective orientation: this considerations whether or not the duty requires the individuals to agree on a single end result or permits them to disagree.
  • End result choices: this refers back to the scope of the duty outcomes out there to the individuals in assembly the duty objectives.

 A Common framework

From the above account of activity classification, it’s clear that there’s at present no accepted single typology of duties neither is there any consensus relating to the selection of organizing precept for setting up such a typology. At greatest then, process classification may be knowledgeable by a basic framework based mostly on quite a lot of key dimensions of duties. The next determine is an try at such a common framework. It attracts on rhetorical, cognitive, and psycholinguistic typologies described above.

The thematic content material of duties

In Estaire and Zanon’s (1994) framework for creating a activity-based mostly unit of labor, for instance, ‘choose theme or curiosity space’ is the start line. Equally, a key component within the preparation of the ‘ultimate activity’ of a unit is figuring out the ‘thematic features’ of the duty.

The selection of theme will rely to a substantial extent on whether or not the pedagogic objective of the duty-based mostly course is common proficiency or some particular use of the L2. Within the case of the previous, the guiding rules within the choice of content material for activity shall be (1) matter familiarity and (2) intrinsic curiosity (three) matter relevancy by predicting the overall conditions that learners might later discover themselves in.

Estaire and Zanon (1994) present a ‘theme generator’. That is organized when it comes to thematic areas which might be shut or distant to the learner. Estaire and Zanon supply numerous particular subjects for every thematic space based mostly on ideas made by academics they’ve labored with. For instance, subjects referring to ‘college students’ embrace ‘birthdays’, ‘consuming habits’, and ‘how the physique works’. In fact, the themes/subjects chosen for a specific group of learners will rely upon each the scholars’ degree of proficiency, i.e. shut subjects being extra appropriate for newbie learners and distant subjects for extra advance learners, and in addition on native cultural values and pursuits.

2. Sequencing duties

The design of a syllabus requires the content material be sequenced in order to facilitate most studying. In impact, this requires figuring out the complexity of particular person duties in order that duties could be matched to learners’ degree of improvement.

Sequencing duties faces a number of issues particularly grading standards for use. Widdowson (1990) notes that we don’t possesses a sufficiently properly-outlined mannequin of cognitive complexity to determine such standards and concludes that activity-based mostly syllabuses thus face precisely the identical drawback as linguistic syllabuses-they can’t be modeled on the sequence of language acquisition.

There are three units of things which learners are capable of carry out totally different duties.  First, activity complexity, as Robinson (2001: 29) feedback:

Activity complexity is the results of the attentional reminiscence, reasoning, and different info processing calls for imposed by the construction of the duty on the language learner. These variations in info processing calls for, ensuing from design traits, are comparatively fastened and invariant.


Process complexity can account for intra-learner variability, i.e. the variability evident when the identical learner performs totally different duties.

Second, task problem, Robinson identifies elements referring to learners as people, which may affect how straightforward or troublesome a specific activity is for various individuals. Process problem accounts for inter-learner variability. And eventually, the methodological procedures used to show a process. These procedures can improve or ease the processing burden positioned on the learner. They embrace using pre-activity exercise, for instance, pre educating the vocabulary wanted to carry out the duty or finishing up a process just like the primary process with the help of the instructor, and planning time, i.e. giving college students the chance to plan earlier than they undertake process.

Elements referring to enter

 Enter medium

With regard to enter medium, info that’s introduced in written or pictorial type, which could be decoded within the learner’s personal time, is more likely to be simpler to course of than info that’s offered orally, which requires on-line decoding. Nevertheless, the validity of this declare will depend upon the learner’s degree of proficiency within the L2. Prabhu (1987 in Ellis 2003: 222) notes that the scholars within the Communicational Educating Challenge (newbie learners in Indian secondary faculties) discovered duties with an oral enter simpler than duties introduced in writing. It can be surmised that pictorial enter can be simpler than verbal enter because it makes no calls for on the learners’ linguistic assets. Duties involving footage and diagrams steadily determine in programs designed for learners of restricted proficiency (for instance, Prabhu 1987).

Code complexity

The code complexity of the enter, i.e. its lexical and syntactical complexity, can also be more likely to affect the learner’s capability to grasp. Enter texts with excessive frequency vocabulary and a low degree of subordination are simpler  to know than texts with low frequency vocabulary and sophisticated sentence construction.


Cognitive complexity

Cognitive complexity is as essential as code complexity. This considerations the cognitive calls for of processing the informational content material of the enter materials. Brown et al. (1984) recommend that it includes two dimensions. First, there’s the knowledge sort. This may be ‘static’ activity, i.e. the knowledge accommodates altering occasions and actions as in a video story, or ‘summary’, i.e. duties that current info that needs to be used to type an opinion or justify a place. The second dimension referred to by Brown et al. considerations the quantity of data to be processed-the variety of totally different parts or relationships concerned.

Context dependency

Robinson (1995) bases his declare that context-free enter is extra complicated on the outcomes of L1 and L2 research that present ‘there after which’ reference to be developmentally later. Nunan (1989) additionally notes that texts supported by pictures, drawings, tables, and graphs are simpler to know.

Familiarity of data

‘familiarity of data’ pertains to ‘process problem’ as a lot as to ‘activity complexity’, because it considerations the connection between the theme of the duty and particular person learner’s world information. Prabhu (1987: 88 in Ellis 2003: 223) feedback that ‘learners’ information of the world could make duties kind of troublesome for them, relying on whether or not they’re kind of accustomed to functions and constraints of the type concerned within the duties’.

Elements referring to process circumstances

Situation influencing the negotiation of which means

Markee (1997: ninety eight in Ellis 2003: 224) notes that ‘some duties are psycholinguistically harder to finish than others’. He bases this claims that signifies that one-method duties promote much less negotiation of which means than two-approach duties.

Process calls for

One situation that has acquired some consideration is activity calls for, particularly whether or not the duty imposes a single or a twin demand.

Discourse mode

Skehan (2001) proposes that dialogic duties promote larger accuracy and complexity and monologic duties larger fluency.

Elements referring to the method of performing a process

Reasoning wanted

Of the three forms of duties that Prabhu (1987) describes that info-hole duties proved the simplest and opinion-hole duties probably the most troublesome, with reasoning-hole duties intermediate.  Within the case of reasoning duties, Prabhu identifies the reasoning wanted as a key issue figuring out complexity:

The ‘distance’ between the knowledge offered and the knowledge arrived at as consequence, i.e. the variety of steps concerned within the deduction, inference, or calculation, is a measure of relative problem of duties.

Elements referring to process outcomes

Medium of the result

The medium of consequence is a possible issue influencing process complexity. Pictorial and written merchandise might show simpler than oral merchandise, particularly if the latter contain  a presentation of some variety. It will depend upon the problem particular person learners expertise with the totally different media.

The scope of the result

There isn’t a literature on the relative complexity of duties with closed and open outcomes. Intuitively, duties with closed outcomes might be simpler in that the individuals know there’s a ‘proper’ reply and thus can direct their efforts extra purposefully, and maybe extra economically.

The discourse area of the result

The diploma of complexity of those discourse domains depend upon the extent of element required within the product. Directions, for instance, might be kind of complicated relying on the quantity and content material of the precise directives.


Complexity of the result

Skehan (2001: 173) identifies complexity of end result as an essential think about determination making duties. He feedback:

Some duties require solely simple outcomes, through which a easy choice needs to be made. Others require multi-faceted judgements, by which the case or place a learners argues throughout a activity can solely be efficient if it anticipates different attainable outcomes, and different learners contributions.

 The character of the result impacts on the duty efficiency, affecting the complexity of arguments that have to be made.

three. Setting up a activity-based mostly syllabus

The planning the duty-based mostly syllabus wants the next procedures:

  1. The beginning factors is the willpower of the aim(s) of the course when it comes to its pedagogic focus (basic or particular function), talent focus (listening, talking, studying, writing, learner coaching) and language focus (unfocused or targeted)
  2. The designer then must make a broad selection of process varieties and specify the actual themes the duties will cope with. The results of this stage is an inventory of duties organized by theme and specified when it comes to the overall exercise that the learners will probably be required to undertake.
  3. The third step can be to specify the character of the duties for use intimately by choosing choices referring to enter, circumstances, course of, and outcomes. The choice  would have to be motivated each by a consideration of the psycholinguistic worth of the totally different choices and by sensible issues  referring to the precise educating context.
  4. Lastly, the duties must be sequenced.

C.   Some associated info from different assets

The followings are some analysis of the implementations of process-based mostly.

Carless, D.R (2003), “Elements within the implementation of activity-based mostly educating in main faculties”. His qualitative case research explains that inside the Asia Pasific area, quite a lot of makes an attempt to introduce communicative or activity-based mostly approaches have typically confirmed problematic, in South Korea (Li, 1998); in  Hong Kong (Carless, 1999; Evans, 1996); in Japan (Browne and Wada, 1998; Gorsuch, 2001); in China (Hui, 1997; Liao, 2000); in Vietnam (Ellis, 1996; Kramsch and Sulivan, 1996); and Indonesia (Tomlinson, 1990).

Elements in implementation of activity-based mostly teachings are academics’ understandings of duties, their attitudes, the classroom time obtainable for activity-based mostly educating, instructor preparation  of assets, affect of textbook and subjects, and the language proficiency of pupils.

Bruton, A. (2006) “Description or Prescription for Activity-Based mostly Instruction? A Reply to Littlewood”. Bruton analyzed the Lttlewood (2004) proposal on the duty-based mostly strategy. Liitlewood presents two dimensions, process involvement and activity focus, on which to put actions within the classroom actions.

Finch, A. (2006) “Process-based mostly supplementation: Attaining highschool textbook objectives by way of type-targeted interplay”. The analysis confirmed that significant studying might happen, and could possibly be perceived (by the scholars) to happen. The interactive format of the duty-based mostly supplementary actions, college students turned concerned within the studying course of, and benefited from an improved consciousness of what they have been studying and why they have been studying it.

Cheng-jun W. (2006) “”Designing Communicative Process for School English Course”. Cheng-jun concluded that the communicative duties design has been proved to be efficient in educating a overseas language in selling the learners competence in utilizing the language to do issues they should do. Communicative duties design presents a change from the normal educating routines by means of which many learners have beforehand did not communicative.

D.  Conclusion

Process-based mostly syllabus is a set of planning or set of educational supplies based mostly the goals which were established for a language program. Process-based mostly syllabus can be utilized in educating or studying the communicative functions. It’s organized round duties that college students will full within the goal language. A activity is an exercise or objective that’s carried out utilizing language similar to discovering an answer to a puzzle, studying a map and giving instructions, or studying a set of directions and assembling a toy (Richard 2001: 161).

A process-based mostly syllabus, nevertheless, is one based mostly on duties which were specifically designed to facilitate second language studying and one in every duties or actions are the essential unit of syllabus design. Quite a lot of second language acquisition theorists have proposed duties as a foundation for syllabus planning. Lengthy and Crookes (1991, forty three in Richard 2001) declare that duties: “present a car for the presentation of applicable goal language samples to learners – enter which they’ll inevitably reshape by way of software of common cognitive processing capacities – and for the supply of comprehension and manufacturing alternatives of negotiable problem.”


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Nunan, D. (1989) Designing Duties for the Communicative Classroom, Cambridge:  Cambridg College Press.

Richard, J.C. 2001. Curriculum Improvement in Language Educating, Cambridge: Cambridge Language Schooling.

Allen, E.D. andValette, R.M. 1972. Classroom Methods: Overseas Languages and English as a Second Language, New York:  Harcourt Brace Jovanovich, Inc.

Richard, J.C. and Renandya, W.A. 2002. Methodology in Language Educating, Cambridge: Cambridge College Press.

Nunan, D. 1988. The Learner-Centered  Curriculum; A research in second language educating, Cambridge: Cambridge College Press.

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