For Grade VII Students of Junior High School

12 purposes. The format of the stories including the form, type, and theme is determined based on students’ interest. Then, elements of the stories especially the characters, plots, and settings are determined to present subject contents and teaching or learning activities. Finally, the titles of the stories are determined to represent the content of the story and attract students’ curiosity.

4. Task-Based Language Teaching

Task-based language teaching TBLT is a supportive methodological framework that aims to provide a rich and comprehensible exposure to language in real- world uses or purposes. Based on Hong Kong Ministry of Education’s argument, TBLT is an approach that: aims at providing opportunities for learners to experiment with and explore both spoken and written language through learning activities that are designed to engage learners in authentic practical and functional use of language for meaningful purposes… the role of task-based language learning is to stimulate a natural desire in learners to improve their language competence by challenging them to complete meaningful tasks as cited in Nunan, 2004, p. 13-14. It is valid to teach any target language, including foreign language because, according to Nunan 2004, TBLT strengthens important principles and practices, such as the need-based approach, communicative language teaching, the introduction of authentic text, process-focused learning, experiential learning, and the real-world language uses and purposes para. 1. In this research, the researcher uses TBLT conceptual basis and framework to specify the teaching or learning activities. Therefore, the researcher uses the term of tasks to refer activities in the workbook. The researcher also considers TBLT key concepts of assessment to determine the tasks. The tasks have three important elements, goals, input, and procedure. Then, the types of the tasks are