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"This paper is a teaching note on the case of teaching Thai language speaking skills to Japanese students using task-based language teaching approach. Subjects included 17 second year Japanese students in the "Communication in Daily Life" course, a full academic year course. The course met 90 minutes once a week for 15 weeks per semester. The course objectives were for the students to be able to ask and answer questions in daily life situations; to be able to communicate with native speakers on various topics; and both communicative situations and complicated grammatical structure are emphasized. In task-based language learning, the primary focus of classroom activities was the task, and language was used as a tool to complete the meaningful tasks through authentic communication. Task-based language teaching provided opportunities for students to share ideas on an individual, pair and group basis. Each task was organized in 3 steps which proposed by Willis (1996) : pre-task, during task and post task. In the last week of semester 1, the students were asked to complete a questionnaire on students' self-assessment. The students reported the effectiveness of learning vocabulary from the tasks. In the students' view, authentic task materials such as pictures and VDO provided by the teacher in pre-task were very useful for them in the stage of planning the tasks. However, the students also reported difficulties in speaking fluently because of their inadequate vocabulary. Results from the students' self assessment indicated their satisfaction with the teaching approach employed in this course. It has been widely concluded that Japanese students tend to be shy and have nothing to say in class because of the fear of making mistakes. However, Japanese students in this class can communicate effectively in public with no fear and shyness. There were many reasons for the success of task-based learning approach in promoting speaking skills among Japanese students. Real world topics, authentic materials, classroom atmosphere and good relationship among the students play important role in the improvement of students speaking ability."

"While Designing Tasks underpins this new title, the material has been thoroughly updated and includes four new chapters."

"Keterampilan menulis merupakan salah satu keterampilan yang harus dikuasai oleh pemelajar bahasa. Sebagai upaya peningkatan keterampilan menulis, peneliti menggunakan pendekatan Task Based Language Teaching (TBLT). Pendekatan TBLT dilakukan terhadap 19 mahasiswa tingkat 1 program studi Sastra Inggris dalam pembelajaran keterampilan menulis Deskriptif berbahasa Inggris. Jenis penelitian yang dilakukan adalah Penelitian Tindakan Kelas (PTK) dan berkolaborasi dengan dosen pengajar mata kuliah Menulis 1. Penelitian ini didukung dengan data kualitatif dan kuantitatif untuk mengetahui peningkatan mahasiswa dalam proses belajar menulis Deskriptif dengan menggunakan TBLT. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dari hasil tes pembelajaran menulis Deskriptif yang dilakukan pada siklus I dan siklus II. Selain itu, penggunaan TBLT dapat memotivasi mahasiswa dalam proses belajar. Hasil penelitian ini diperoleh berdasarkan nilai tes menulis Deskriptif, observasi dan kuesioner. Dari hasil post-test menunjukkan peningkatan rata-rata nilai mahasiswa menjadi 85,6 yang semula rata-rata nilai pre-test mahasiswa 62,2. Terakhir, hasil kuesioner juga menunjukkan bahwa hampir seluruh mahasiswa menyetujui penggunaan TBLT sebagai panduan dalam menulis Deskriptif serta terbukti mampu meningkatkan keterampilan menulis mahasiswa.

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Writing skill is one of the skills that must be mastered by language learners. As an effort to improve writing skill, the author uses the Task Based Language Teaching (TBLT) approach. The TBLT approach is carried out on 19 Grade 1 students of the English Literature study program in learning Descriptive writing skill in English. The type of research conducted is Classroom Action Research (CAR) and collaborating with the lecturer of Writing 1. This research is supported by qualitative and quantitative data to determine the increase of students in the process of learning Descriptive writing by using TBLT. The results showed significant increases in the results of Descriptive writing tests conducted in the first cycle and second cycle. In addition, the implementation of TBLT motivates students in the learning process. The results of this study were obtained based on the scores of Descriptive writing tests, observations and questionnaires. The results of the post-test showed an increase in the average student score to 85.6 which previously the average pre-test score was 62.2. Finally, the results of the questionnaire also showed that almost all students agreed to use TBLT as a guide in writing Descriptive text and proved to improve student writing skill."