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.