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Bahasa Indonesia) 1:
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There are two main types of tasks involved in the lessons, one teacher-guided (other-regulated) and one to be attempted by the learner independently (self regulated). The pre-task and the actual task divides the lesson into an initial period of whole class activity, teacher direction, and oral interaction followed by a period of individual activity. This latter period might involve sustained reading and writing to complete or attempt to complete the task in hand. These-task activities are often information-gap activities which involve the transfer ofgiven information from one person to another, or one place to another, or oneform to another. This type of activity also involves selection of relevant informa-tion as well as having to meet the criteria of completeness and correctness. Theother type of activity which is even more demanding is the reasoning-gap activity. This involves deriving new information from given information throughprocesses of inference, deduction, and practical reasoning. The other element inPrabhu's language pedagogy is that of there being a reasonable challenge. Thisconcept implies that learners should not be able to meet the challengedemanded by the task without effort, but it should be within their capabilities.This concept is very similar to the Vygotskyan idea of the zone of proximaldevelopment:'... learning which is oriented towards developmental stages thathave already been reached is ineffective ... the only "good learning" is thatwhich is in advance of development' (Vygotsky 1978: 89).The role of the teacher in Prabhu's concept of Task-based activities is that ofan interactor with other interactors (the students). The planning of any taskwithin a lesson will start with the pre-task to lead on to the task. It is this pre-task stage which the teacher must prepare in language which is simple enough to understand, but at the same time the teacher must avoid running the risk of making it so simple as to call for little effort on the part of the learner. Thus the pre-task stage is very similar to the concept of scaffolding as mentioned by Bruner (1985: 25). Prabhu's claim is that task-based activity has the effect of delimiting language, in a way which is natural in the sense that the delimitation of language results from a delimitation of meaning content, in the form of tasks,
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