Intensive Reading and Task- Based Approaches: A Relevant Viewpoint in Improving Students’ Reading and Writing Proficiency

The gap that exists between reading and writing proficiency in English continues to grow. Moreover, the poor performance of students is alarming when it comes writing. kind approach, strategy, method has a big impact factor which would affect students’ performance. purpose this study determine significant difference Intensive approach terms word recognition, comprehension, speed. Also, Task- based sentence structure, vocabulary, cohesion, transition device. Consequently, intensive with components Know, want, learn (KWL) Chart, Vocabulary Self Selection strategy (VSS), Story maps used during execution lessons. However, task – Listing, Ordering/sorting, Comparing/contrasting was as part test. findings show there respondents recognition comprehension. There were constant changes every time treatment being used. speed, manifested. It implies longer you use treatment, higher chance speed will be improved. length intervention another may have caused these non-significant results. In same manner, task- transitional devices. all improved across three post tests using intervention. improvement consecutive posttests Grade 8 after exposure task-based approaches. said approaches shows positive results enhancing Moreso, devices.
 Keywords: Reading Approach, Proficiency, Writing Proficiency.