4 Matching the past-tense verbs jumbled with the subject or objects they had in the text
5 Dictionary reference with words from text or transcript The explanation above show that the procedures of Task-Based can be
carried out into three phase; pre-task, task cycle, and language focus. These phases can be implemented in many different kinds of tasks. In the first-two
phases, teacher brainstorms the students’ knowledge about topic they are going to learn, and then she monitors students’ work by encouraging them to learn
actively to accomplish the task and also she provides them with help but not teaching language. In the last phase, the teacher lead students to reflect what have
been done in the task cycle especially their language by explaining the language rules, analyzing, and exercising.
d. The Advantages of Task-Based Language Teaching
Many advocates argue that Task-Based Language Teaching gives some advantages in the teaching learning process. Richards and Rodgers 2001: 228
suggest that: tasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of second language learning.
Roneey 2000: 1 adds that the advantages of task-based language learning are: 1 Allowing for a needs analysis,
2 Supported by a large body of empirical evidence 3 Allowing evaluation to be based primarily on task-based criterion-referenced
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4 Allowing evaluation to be based primarily on task-based criterion-referenced testing.
5 Allows for form-focused instruction. The advantages describe that task-based language teaching allows course
content to be matched to identify student needs, allows decisions regarding materials design and methodology to be based on the research findings of
classroom-centered language learning. Students can be evaluated on their ability to perform a task according to a certain criterion rather than on their ability to
successfully complete a discrete-point test. Willis 1996: 133 draws the advantages of Task-Based Language
Teaching from point of view of the learners. This method gives learners; 1 confidence to try out whether language they know, or think they know, in the
relative privacy of a pair or small group without fear being wrong or of being corrected in the classroom, 2 experience of spontaneous interaction, 3 chances
to benefit from noticing how other express similar meaning, 4 chances to practice negotiating turn to speak, initiating as well as responding to questions,
and reacting to other’s contributions. 5 engagement in using language purposively and co-operatively, concentrating on building meaning, not just using
language for display purposes. 6 participate in a complete interaction, not just one-off sentences, 7 more chances to try out communication strategies, 8 a
help gradually gain confidence as they find they can rely on co-operation with their fellow students to achieve the goal of the tasks mainly through use of the
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Furthermore Pearson 2008: 17 states the advantages of task-based language teaching are as follows:
1 Authentic tasks are intrinsically motivating. 2 Targeted real-world tasks have much clearer outcomes that can be more easily
assessed, unlike more general, or “open,” tasks such as having a conversation. 3 Real-world activities can be looked at and sequenced in much the same way as
grammar forms can—from simpler to more complex. It is very clear that task-based language teaching has many advantages in
which this method is valuable to use to cope the students’ problems in learning a language, in this case grammar.
3. Classroom Condition
