Students prepare a short oral or written report to tell the class how they did the task and what the outcome was. Meanwhile the teacher can polish and correct
their language.
c. Report
Here the students give their oral or written report to the class and meanwhile the teacher comments on the content of their reports, rephrases
perhaps but gives no overt public correction.
3. Language Focus
In the first two stages, students put their emphasis on the meaning of their language; while in the third stage, they focus their attention on the form. This
stage includes two steps:
a. Language Analysis
Here the teacher sets some language-focused tasks based on the texts students have made or read. Students analyze the language with a primary focus
on form. They are lead to be more aware of their language rules they are learning by analyzing the sentences they have already made in the report.
b. Language Practice
After analyzing the sentences based on its rules, teacher gave explanation about the rules of the language. At the end of the step, students consolidate their
mastery of the language form through some activities. Practice activities include sentence analysis or completion.
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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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