ARTICLE HISTORY Received 27 November 2018 Accepted10 December 2018 KEYWORDS Task-based language teaching; pre-service English teacher and teaching practice The Effect of Task-Based Language Teaching On the Teaching Practice of Pre Service English Teacher Nadiah Ma’mun UIN Walisongo Semarang nadiah_makmun@walisongo.ac.id ABSTRACT This present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect. INTRODUCTION A Professional teacher should consider suitable strategies for teaching English (Volya, 2009). As focus of teaching strategies in applying TBLT by giving the students some task is to improve the oral production of the students and their communicative competence in a real situation, it requires the teacher not only to create a warm and humanistic classroom atmosphere, but also to provide each student with a turn to speak or a role to play. The students as a candidate of a professional teacher who takes Microteaching must prepare themselves to know teaching strategies well, in order that they will not find difficulty in doing teaching practice (teaching internship/PPL) and they will be self-confident. They must not only master the knowledge of teaching strategies in applying TBLT but also can apply the teaching strategy from the beginning until the end of the class. The students also must master the speaking skill fluency and accuracy, in order that they can explain the material communicatively. The students can also increase the knowledge and the experience especially in explaining the material of English classroom from the beginning until the end of the class. Besides, English VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING, 2018 VOL.7, NO.2, 180-200 http://dx.doi.org/