The research aims to investigate the teacher's task-based learning in writing descriptive text in eighth-grade secondary school students. The students still have a problem in writing especially descriptive text. The study examines how the teacher conducts task-based learning in teaching writing, teaches some steps, and elaborates students' ability to write a descriptive text. The research used a qualitative approach because the data analyzed was descriptive phenomena such as words, sentences, and utterances. The data is collected from observation and interviews with the teacher. The analysis of the data was conducted through categorization, data display, and concluding. The subjects of this research are an English teacher and her students in eighth grade. The result of the study indicates that the implementation of task-based has many weaknesses in some aspects. The consuming time in doing the task is one of the matters. Students' use of mother tongue instead of the target language makes task-based learning not as expected. About the findings of the study, some suggestions were proposed. The English teacher should design tasks that will not consume more time so that task-based learning will be accommodated in a meeting. The student should speak in the target language, and task-based learning is implemented to reach the aim of this approach.