Introduction
Becoming competent in the use of a language requires mastery of the four
skills; reading and writing, listening and speaking. These skills cannot
be learnt in isolation, but reading is effective at improving the
learners’ independence in the target language. This is because reading
is a personal activity unlike other skills. Besides, it improves the
writing skills, exposes the learner to the richness of the language
through its vocabulary, use of words etc. This implies that the learner
is able to achieve competence in the shortest time possible though
exposure to reading in the target language. It is believed that both
academic and intellectual life of learners can be satisfied through
reading (Lap & Trang, 2017). It therefore necessary that learners
develop their reading skills.
Literature review
Task-based Language Teaching is an approach that has attracted the
interest of many scholars ( Rezaei 2017). It was developed as a
communicative approach to the teaching of English. The goal of language
teaching is for learners to be able to use language in real life
communicative contexts and this is what makes Task-Based approach to be
acceptable because it helps learners to acquire the required competence
in target language. Reading done with tasks is said to be more promising
for EFL learners because it is integrated into the classroom (Rezaei
2017).
In the light of language teaching, Bowen (2004) states that teachers can
use their skills through tasks learning process because the approach is
said to make students effective in communication. Therefore, Anthony
(1963) proposes that Task-based Approach is the nature of the subject
that should be taught. English teachers must make their classroom busy
through communication and interaction between groups because it focuses
on understanding the meaning of words using tasks.
According to (Ellis, 2004), this method is a plan of the capabilities &
knowledge through a second language acquisition. He also asserted that a
task is a practice that’s based on meaning during interaction.
A task can be exercised of communication from others Long (1992). Thus,
exercise of a task includes filling out a form, borrowing a book, typing
a letter as an example. In other words, a task is many things that
people can do in real situation. Richards (2014) argued that a task is
an action in which use through communication and carried out the process
of language. They also stated that tasks may or may not include language
production. It requires the teacher to limit what will need to specify
the task. Ellis (2004) all definitions proposed for task have some
features in common. He argued that another feature of task is “an
outcome, a goal or an objective” which can be achieved by the task
completion.
Doyle (1983) has drown on work that cognitive operations includes
different academic tasks such as procedural or routine tasks, memory
tasks, and understanding and comprehension tasks, opinion tasks. Mohan
(1986) stated that analysis of tasks in language teaching employs a
cognitive process.
Nunan (2004) also recognized that tasks can also focus on both meaning
& form. He provided critical features to assess the task activity. The
basic technique is to develop students use their ideas, expressions, own
words in the reading. Dividing students into small group and give them
time to decide what they understand from the text and participating with
another group enables students to learn better and faster. EFL learners,
in effect, do exercises together based on their performance knowledge,
working with group task discussions, expressing their own similar ideas
related to the text with the teacher, self-assessment and feeling
confident to correct each other groups.
According to Ellis 2004, Nunan
2004, TBLT is compatible with a learner-centered educational philosophy,
which encourages minimal teacher input during the tasks. It comprises
particular components such as goal or specific outcome in order to
signify the successful completion of the task. It focuses on meanings
rather than linguistic forms to promote natural communicative competence
among learners. It enables learners to learn through communication and
engagement.
Nazenin Ruso (2013) applied to East Mediterranean University, 55 EFL
students a traditional classrooms, Turkish instructors who participated
in her. He investigated through using different data such as: diaries,
semi-structured interviews, and a questionnaire. He has found in her
findings that TBL approach in EFL students was improvement and tasks
encouraged students regarding their performance.
Hamid Marashi (2012) his study about the impact of task-based writing on
EFL Iranian students. He collected data 56. Regarding his results, the
treatment for both groups PET and the ACT were administered and the
results were benefited significantly through task-based writing.
Hersong Tang, Jer-Shiou Chiou & Oliver Jarsaillon (2015) their study
was to investigated task-based learning TBL in Chinese learners of
English by two quantitative and qualitative analyses. They applied on
intermediate level, 67 EFL learners. Their findings was effective
influence and accuracy. They administrated a test of English
proficiency. The results showed that students made significant
improvement in reading comprehension after teaching through task-based
approach. TBL was more motivation and effects. It was useful for EFL
learners who desire to acquire a second language.