C. Review of Related Research
This research is relevant with the previous researches conducted by several researchers related to the grammar teaching and the implementation of task based
in language classroom. The relevant researches are taken from some sources, both journal and thesis, as follows:
Ellis 2006 in Asian EFL Journal volume 8, Number 3, 2006 entitled The Methodology of Task-Based Teaching states that the purpose of his paper is to
consider methodological procedures for teaching tasks. These are of two basic kinds. Firstly, there are procedures relating to how the tasks specified in a task-
based syllabus can be converted into actual lessons. Secondly, there are procedures relating to how the teacher and learners are to participate in the
lessons.
The design of a task-based lesson involves three principal phases. These phases reflect the chronology of a task-based lesson. Thus, the first phase is ‘pre-task’
and concerns the various activities that teachers and students can undertake before they start the task, such as whether students are given time to plan the performance of
the task. The second phase, the ‘during task’ phase, centres around the task itself and affords various instructional options, including whether students are required to
operate under time-pressure or not. The final phase is ‘post-task’ and involves procedures for following-up on the task performance. Only the ‘during task’ phase is
obligatory in task-based teaching. Thus, minimally, a task based lesson consists of the students just performing a task. Options selected from the ‘pre-task’ or ‘post-task’
phases are non-obligatory but, as we will see, can serve a crucial role in ensuring that the task performance is maximally effective for language development.
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“The Influence of Task-Based Learning on EFL Classroom” is written by Ruso 2009. The research is concerned on increasing learners’ motivation and
performance that has always been the primary concern on language teachers. The study adopts an Action Research approach. A new approach, TBL, is applied to a
traditional classroom situation with the aim of finding solutions to certain problems such as poor learner motivation. 55 EFL students from two English
classrooms and the researcher, a Turkish teacher, participated in the study. In this study, learners’ opinions about TBL are investigated through different data
collection methods: a questionnaire, diaries and semi-structured interviews. The findings of the study reveal that implementing a TBL approach in EFL classes
creates variety for the students. Moreover it enhances their learning, since TBL tasks encourage student involvement and lead to significant improvements
regarding their language performance. The research participants suggest that they do not like teacher-directed lessons where they cannot find enough opportunities
to express themselves in the target language. Oxford 2006 writes Task-Based Language Teaching and Learning: An
Overview in Asian EFL Journal volume 8, Number 3, 2006.
The purpose of this article is to present an overview of second language L2 task-based language
teaching and learning. Prabhu 1987 deserves credit for originating the task-based teaching and learning, based on the concept that effective learning occurs when
students are fully engaged in a language task, rather than just learning about language. Ellis 2003 distinguished between task-supported teaching, in which tasks
are a means for activating learners’ prior L2 knowledge by developing fluency, and
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task-based teaching, in which tasks comprise the foundation of the whole curriculum. She is concerned here with the latter of the two. To address the topic, the article is
arranged in the following way: a the concept of “task,” b analyzing tasks, c sequencing tasks, and d implications for future research.
This paper attempts to encourage students to develop their ability to learn how to use English as a means
of international communication. The journal written by David Nunan in Asian EFL Journal volume 8,
Number 3, 2006 entitled Task Based Language Teaching in the Asia Context: Defining “Task”. In this journal, he sets out some basic principles of task-based
language teaching in the Asia context. He defines task is 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, a middle and an end. Cuesta 1995 writes in “a Task-Based Approach to Language Teaching:
the Case for Task-Based Grammar Activities” that product and process approaches to the teaching of grammar have been enormously influential in
language teaching. However, it would appear that not too strict an adherence to either product or process perspectives will prove satisfactory. In view of this, the
issue is how to achieve a balance between a controlled approach to language development and the learners direct involvement in the discourse process. The
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purpose of this paper is to explore ways of fashioning tasks in the classroom which control learner language while giving her opportunity for self-expression
and creativity. The dangers of taking task-based teaching approaches to an extreme will also be analysed. The key with task-based learning is how to ensure a
measure of regulation over learner activity, so that the acquisition of fluency is not developed at the expense of accuracy and interlanguage restructuring.
The journal written by Esmaeel Abdollahzadeh entitled On the Effect of Recast in Task-Based Grammar Instruction across Two Age Groups: Adolescence
Vs. Adults in LiBRI Volume 2, Issue 1, 2011. This study investigated the effect of recast in task-based grammar instruction on Iranian adolescent and adult EFL
learners’ learning of conditionals and relatives. The data were collected from 114 adolescent aged 15-18 and adult aged 30-35 EFL learners. Of the two
adolescent classes, one class was assigned as the experimental and the other as the control group and the same procedure was followed for the two adult classes. The
two experimental groups were provided with recast. The analysis of the participants performance on the posttest demonstrated that the experimental
groups outperformed the control groups, and adults more than adolescents benefited from recast. As a result, the efficacy of recast in establishing new
grammatical knowledge was proved. Further, the age of the learners did affect the degree of the utility of recasts in developing grammar knowledge.
The journal written by Peter Hourdequin 2009 entitled Task-Based approach to entrance exam essay question preparation. Although this research is
done in writing skill, but the concept of task-based is used. This research improve perpustakaan.uns.ac.id
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that by using real world task and pedagogical task, the students writing essay skill are improved. In the article, he has chosen to focus mainly on the broad issues
associated with helping students to prepare for entrance exam questions, and the practices which he has found to be most effective. He discusses issues related to
form and content, and has not focused on the sentence-level grammar and vocabulary problems that many students encounter. This is because he
communicates these issues directly to students in written form when he corrects the essay assignments which they submit regularly based on past paper university
entrance exam questions. Related to this though, he has sometimes consolidated malformed sentences andor essays and presented them in class anonymously to
students to correct themselves or in groups. Since different students in the same class often make the same writing errors, this has a positive effect in raising
awareness of errors and thinking through solutions collectively. Several exam preparation text books also focus on common errors by providing example for
students to correct themselves. Such texts can be used in advance of writing assignments in order to raise student consciousness about common errors before
they are even made. Seung Hee writes in Issues in EFL volume 3, number 2, 2005, entitled
Teaching English Grammar in Communicative Approach, teaching grammar should be taught explicitly and implicitly. He argues that grammar instruction
enable learners to attain high level of proficiency, both in accuracy and fluency. He reports on the reforms of English grammar teaching for communicative
purposes in EFL countries, and presents an applicable curriculum for perpustakaan.uns.ac.id
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communicative grammar in EFL classroom setting, which challenges and changes the role of EFL teachers. Furthermore, the role of L1 in L2 education is also
discussed in this paper. “Task-Based Learning: the Interaction between Tasks and Learners” is
written by Jacky Murphy in ELT Journal Volume 574, October 2003. His findings suggest that manipulation of task characteristics and conditions may not
achieve the intended pedagogic outcomes, and that new ways are needed to focus learner’ attention on form without sacrificing the meaning driven principles of
task-based learning. Teachers are in unique position with regard to their understanding and knowledge of individual learners, and a closer partnership
between teachers and researchers would be beneficial to support this process. The thesis entitled Task-Based Teaching of Grammar is written by
Yousefi 2010. The author writes that he has been teaching in a training centre- school
and universities- where his work is to teach grammar to the students there, most of whom are adults and are going to pass the courses in a short period of time. As a
matter of fact, some of the students have got good command of English especially in the examinations such as Final tests or even TOEFL. But when they open their
mouth, they always find that they can’t get a proper word to express themselves or sometimes when the author points out some mistakes in their speech, they can
hardly believe they had made such silly mistakes. Most of the students mention that they are quite sure to have learned the corresponding term but couldn’t help
making mistakes when they get to talking. That is the question which is going to be focused on today. He argues that teaching grammar through tasks should be
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promoted and time will prove that it deserves the promotion. Further, he states that in the theory of communicative competence, focusing on meaning rather than
form does not mean that grammar can be ignored. Instead, it should mean a balance between language system and competence in its use, with an emphasis on
meaning.
D. Rationale