The Forecasting Power of Task-Based Language Teaching and Self-Efficacy on Students' Speaking Performance

Authors

  • Dedi Sumarsono Mandalika University of Education, Indonesia
  • Muliani Muliani Mandalika University of Education, Indonesia
  • Abdul Kadir Bagis Mandalika University of Education, Indonesia

DOI:

https://doi.org/10.33394/jollt.v8i4.2848

Keywords:

Speaking Performance, Task-Based Language Teaching, Self Efficacy

Abstract

This paper is aimed at finding out whether or not: (1) the students who were taught with Task-Based Language Teaching (TBLT) have better speaking performance than those who do not; (2) the students having high self-efficacy have better speaking skill than those having low self-efficacy; and (3) there is an interaction between teaching methods and self-efficacy on students' speaking performance. The research was conducted at SMAN 8 Mataram. Each class was divided into two groups (the students having high (32 students) and low self-efficacy (30 students). The techniques used to collect the data were speaking test and self-efficacy questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 through SPSS 21 software. The finding shows that Task-Based Language Teaching (TBLT) improved the students' speaking performance as this method focused on giving the students task to be discussed during the teaching and learning process. Their self-efficacy also influenced students' speaking performance. The higher the students' self-efficacy, the better speaking skill could be performed. However, the study's finding didn't suggest that TBLT is more effective in enhancing students' speaking performance for the students having high or low self-efficacy as there is no interaction between the teaching method and self-efficacy on the students' speaking performance.

Author Biographies

Dedi Sumarsono, Mandalika University of Education

English Language Education

Muliani Muliani, Mandalika University of Education

English Language Education

Abdul Kadir Bagis, Mandalika University of Education

English Language Education

References

Alay A, Triantoro S (2013). Effects of Self-Efficacy on Students' Academic Performance. Journal of Educational, Health and Community Psychology. Vol. 2, No. 1, 2013.

Ary D. et al. (2010). Introduction to Research in Education Eighth edition. USA. Wadsworth. Belmont, CA 94002-3098.

Bandura, A. (2005). Self-Efficacy Beliefs of Adolescents, 307–337. Copyright © 2005

Bandura & Albert. (2001) Social Learning Theory (Alexandria, VA: Prentice Hall)

Benawa, A (2018). The important to growing self-efficacy to improve achievement motivation. IOP Conf. Series: Earth and Environmental Science 126 (2018) 012086. doi:10.1088/1755-1315/126/1/012086.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practice. New York: Pearson Education, Inc.

Branden, K.v.d and Leuven KU. (2016) The Role of Teachers in Task-Based Language Education.Annual Review of Applied Linguistics, 36 (2016), pp. 164–181. Cambridge University Press, 2016. doi: 10.1017/S0267190515000070

Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate language skills in an efl program at a Colombian university. profile Issues in Teachers' Professional Development, 18(2), 13-27. http://dx.doi.org/10.15446/profile.v18n2.49754.

Douglas, S.R & Kim, M (2014). Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context. TESL canada journal/revue tesl du canada. 31(8), 2014.

Du. (2017). Beginner CFL learners' perceptions of language difï¬culty in a task-based teaching and learning (TBTL) environment in Denmark. http://dx.doi.org/10.1016/j.system.2017.07.001. 0346-251X/© 2017 Elsevier Ltd. All rights reserved.

Haerazi, H., & Irawan A.L (2020). The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy. https://doi.org/10.3991/ijet.v15i01.11495

Hyde, C. (2013). Task-based language teaching in the business English classroom (Master's thesis). University of Wisconsin, USA

Hu, R. (2013). Task-based language teaching: Responses from Chinese teachers of English. The Electronic Journal for English as a Second Language, 16(4), 1-21.

Ifdil. (2016). Level of students` self-efficacy based on gender. The International Journal of Counseling and Education. Vol.1, No.1, December 2016, pp. 29-33 p-ISSN: 2548-348X- e-ISSN: 2548-3498. http://journal.konselor.or.id/index.php/counsedu DOI: 10.23916/29-33.0016.11-i41b.

Kerlinger, Fred, N. (1973). Foundations of Behavioral Research. New York: Holt, Rinehart, and Winston, Inc.

Lingga, L., Simanjuntak, R., & Sembiring, Y. (2020). Students’ strategies in learning speaking skills at SMP Nasrani 3 Medan. Journal of Languages and Language Teaching, 8(1), 91-99. doi: https://doi.org/10.33394/jollt.v8i1.2238

Marczyk, G, DeMatteo, D, and Festinger, D. (2005). Essentials of Research Design and Methodology. New Jersey: John Wiley and Sons. Inc.

Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Robertson, M. Task-Based Language Teaching and Expansive Learning Theory. TESL Canada Journal/revue TESL du canada. 31(8), 2014.

Somawati. (2017). Task-based language teaching: how it is implemented effectively? The 2nd International Joint Conference on Science and Technology (IJCST) 2017. IOP Conf. Series: Journal of Physics: Conf. Series 953 (2018) 012075 doi :10.1088/1742-6596/953/1/012075.

Suadiyatno, T., Firman, E., Hanan, A., & Sumarsono, D. (2020). Examining the effect of contextual teaching-learning and anxiety towards students’ speaking skills. Journal of Languages and Language Teaching, 8(1), 100-107. doi: https://doi.org/10.33394/jollt.v8i1.2266

Turk, C. (2003). Effective Speaking: Communicating in Speech. England: Taylor and Francis e-Library.

Tuckman, Bruce, W. (1978). Conducting Educational Research. New York: Harcourt Brace Jovanovich, Inc.

Wilde and Hsu (2019). The influence of general self-efficacy on the interpretation of vicarious experience information within online learning. Wilde and Hsu International Journal of Educational Technology in Higher Education (2019) 16:26. https://doi.org/10.1186/s41239-019-0158-x.

Azis, Y. A., & Husnawadi. (2020) Collaborative Digital Storytelling-based Task for EFL Writing Instruction: Outcomes and Perceptions. THE JOURNAL OF ASIA TEFL. 17(2). Summer 2020, 562-579 . http://dx.doi.org/10.18823/asiatefl.2020.17.2.16.562

Yusuf, M (2011). The impact of self-efficacy, achievement motivation, and selfregulated learning strategies on students' academic achievement. Procedia Social and Behavioral Sciences 15 (2011) 2623–2626. 1877–0428 © 2011 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2011.04.158.

Downloads

Published

2020-10-25

How to Cite

Sumarsono, D., Muliani, M., & Bagis, A. K. (2020). The Forecasting Power of Task-Based Language Teaching and Self-Efficacy on Students’ Speaking Performance. Journal of Languages and Language Teaching, 8(4), 412–421. https://doi.org/10.33394/jollt.v8i4.2848

Issue

Vol. 8 No. 4 (2020)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.