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ABSTRACT
Grammar plays a crucial role in English language learning and teaching,
establishing the ground for every other aspect of language. Yet the use of grammar
in practices such as writing and speaking is not flexible to many of the students.
Moreover, students get bored of the traditional approaches and quickly forget the
knowledge or get troubles applying it in real life. That is especially true for
university students of low level at Univer English Center who are seeking for better
English for their job in the future. Task-based approach designed with activities
around a focal task that is similar to the task in real world, promoting students to use
language into practical context to accomplish a specific purpose, is expected to be a
resolution to the dilemma.
This study is aimed at investigating the application of tasks in teaching
gr mm r to find out students’ opinionss towards grammar and learning grammar
through t sks, the extent to which the use of t sks to te ch gr mm r ffect students’
learning and the constraints to this application. The study was conducted in an
action research, realized by means of survey questionnaire, performance tests,
collections nd te cher’s journ l to chieve the desired ims.
The results indicate that the students hold positive opinionss towards
grammar and learning grammar through tasks. Students are in favor of this learning
and teaching approach for its effectiveness, appeal and applicability. The analysis of
students’ test results lso show th t students h s m de positively significant
improvement in their language proficiency particularly grammar. It is also revealed
that the low language competence of students as well as the limits in a private center
hindered the application of tasks in grammar teaching.
