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TBLT does not stop at the task phase. Task only is not enough. Language focus is done after the task phase; it is applied in the
activity of examining and discussing specific features of the task; including grammatical pattern used in the task Willis, 1996: 54. In
language focus, teacher also applies discussion about using correct mechanics, content, and organization. Teacher conducts practices of
new words, phrases, and grammatical pattern and they can be done in written form with those correct aspects of writing.
b. The improvement of the class situation.
1 Task – Based Language Teaching TBLT makes the class
situation more alive .
TBLT makes the class more alive by the application of various activities during the teaching – learning process. Activities such as
describing objects, guessing objects, describing people, and describing events are interesting and motivating for the students to use the
language to express their ideas and then write it down to be a composition.
To support the teaching – learning process, the students’ activities were guided by worksheets and by using visual media,
namely power point and video. The use of visual media is beneficial because they can provide concrete referent for ideas, serving as easier
as remembered the original ideas; and they can motivate learners by
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attracting their attention, generating emotional expression, and simplifying information Heinich, 1996: 114.
2 Task – Based Language Teaching TBLT can increase
students’ participation in writing class.
The research findings reveal that TBLT can improve the students’ participation in the writing class. Before the implementation
of TBLT, they tried to avoid the turn to write their answer in front of the class because they claimed that they could not write it with the
right spelling even though they could answer it orally. The students also did not enjoy in the writing class because they felt that writing
was boring, difficult, and needed long time. So, when the teacher asked them to make a composition, they made few sentences even
they only wrote its title. The reason was they felt difficult to express their ideas, to choose the appropriate English words, and to use the
correct grammar, mechanics, content, and organization in their composition.
The situation changed after the implementation of TBLT. The students showed high participation in the writing class. During the
research, the students were enthusiast in doing the tasks. The improvement of the students’ participation was achieved because
TBLT is interesting and therefore it is motivating. This finding is in line with Bukart 2006 who states that task is familiar to the students;
therefore it is motivating for the students in learning in the target
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language. Richard and Rodger 2000: 229 support this idea by stating that task is said to improve students’ motivation and therefore promote
learning. Furthermore, Littlewood 1981: 17 states that task can
improve motivation because task can fulfill the ultimate objective of the students, in this case to use the target language in the writing form.
Students’ participation is improved because the students find that the classroom learning is related to this objective and help them to
achieve this objective with increasing success.
c. The strengths of implementation of TBLT.
