Implementation of Task-Based Language Teaching to Teach Reading Comprehension in Senior High School
- 10.2991/icla-18.2019.64How to use a DOI?
- Task-based Language Teaching, Reading Comprehension.
So far, the process of teaching in many reading classrooms offers students less chance to use target language communicatively. Mostly, language forms are introduced early before students read texts alternately. The activity is then followed by group work or discussion. As such, students will not be able to develop their ability in using target language intended for real communication. In order to deal with this condition, it is argued that the use of task will be fruitful. Unlike common classroom activities, task has some specific criteria which will provide context and stimulate students to produce target language meaningfully so that reading activity will be more communicative. Through its three main principles, namely pre-task, task cycle and language focus, task-based instruction will help students to focus mainly on meaning without overlooking the importance of language forms. This will help students to make sense of the language they have experienced during task performance. This article proposes the feasibility of task-based language teaching implementation intended for teaching reading comprehension in senior high school.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Doris Sukma AU - Yenni Rozimela AU - Ratmanida Ratmanida PY - 2019/03 DA - 2019/03 TI - Implementation of Task-Based Language Teaching to Teach Reading Comprehension in Senior High School BT - Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018) PB - Atlantis Press SP - 384 EP - 388 SN - 2352-5398 UR - https://doi.org/10.2991/icla-18.2019.64 DO - 10.2991/icla-18.2019.64 ID - Sukma2019/03 ER -