The Effectiveness of Task-Based Language Teaching to Teach Speaking Skills

Authors

  • Lume Lume Lume Universitas Nahdlatul Wathan Mataram, Indonesia
  • Muh. Hisbullah Universitas Nahdlatul Wathan Mataram

DOI:

https://doi.org/10.33394/jollt.v10i1.4399

Keywords:

Task-based Learning, Speaking Skill, Vocational Schools,

Abstract

This study aims to find out the effectiveness of task-based language teaching to enhance speaking skills. It applied a method to teach speaking skills in SMK NW Darul Abror Kuta in Central Lombok. The research objectives are to know whether tasks-based language teaching is effective in teaching students speaking skills at ten-grade SMK NW Darul Abror Kuta in the academic year of 2020/2021. The research was conducted in six meetings, the first meeting was given a pre-test and the second meeting until the fifth meeting for giving treatment with the descriptive text material, and six sessions to give a post-test. The researcher uses Quasi-Experimental Design. The population of the research was 127 students. The researcher used random cluster sampling to take the sample, and the samples of this research were eleventh-grade students of XI B as an experimental group that would be taught by using task-based language teaching and XI D as a control group would be taught by using the direct method. In experimental group consisted of 29 students, while the control group consisted of 30 students. The data was taken by test and analyzed by independent t-test. The mean score of students in the experimental group taught using Task-Based Language Teaching is 66.38. In the control group, the mean score of students taught using the direct method is 60.3. The results of t-test computation, to was 3.079 while tt with the degree of freedom 57 in the level of significance 0.05, therefore, towas higher than tt. It means the alternative hypothesis is accepted; Task-Based Language Teaching is Effective to teach speaking skills.

Author Biographies

Lume Lume Lume, Universitas Nahdlatul Wathan Mataram

English Language Education

Universitas Nahdlatul Wathan Mataram

Muh. Hisbullah, Universitas Nahdlatul Wathan Mataram

English Language Education

Universitas Nahdlatul Wathan Mataram

References

Angelini, M. L., & García-Carbonell, A. (2019). Developing English speaking skills through simulation-based instruction. Teaching English with Technology, 19(2), 3–20.

Carter. (1997). Investigating English Discourse. Taylor and Francise-library: Routledge

Chen, I. C. (2018). Incorporating task-based learning in an extensive reading programme. ELT Journal, 72(4), 404–414. https://doi.org/10.1093/elt/ccy008

Creswell, J. W. (2012). Educational Research (Planning, Conducting and Evaluating Quantitative and Qualitative Research) fourth edition. USA: Pearson Education.

Creswell, John W. 2014.Research Design: qualitative, quantitative, and mixed method approach fourth edition. USA: Sage Publications.

Cunningham,R.1999.Teaching English in a Speaking Setting. Valencia: University of Valencia Press.

Dalley. 2009. Implementing Task-Based Language Teaching in Korean classroomsEngland: University ofBirmingham.

East, M. (2019). Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. Language Learning Journal, 47(1), 105–115. https://doi.org/10.1080/09571736.2016.1221440

Ellis, R. 2003.Task-Based Language Learning and Teaching. Oxford: Oxford Harmer, J. 1996.How to Teach English. London: Addison Wesley Longman.

Gan, Z., & Leung, C. (2020). Illustrating formative assessment in task-based language teaching. ELT Journal, 74(1), 10–19. https://doi.org/10.1093/elt/ccz048

Harmer,J. 2001.The Practice of English Language Teaching third edition. Cambridge: Longman.

Hartatik, Sri Fatmaning ; Lestari, H. D. (2016). Reading experience non-native English speaking students majoring in English language teaching. JEES (Journal of English Educators Society), 1(October), 105–114. https://doi.org/10.21070/jees.v1i

Hsu, H. C. (2019). The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. Language Learning Journal, 47(2), 172–187. https://doi.org/10.1080/09571736.2016.1255773

Larsen-Freeman, D., & Long, M. H.(2000)An Introduction to Second Language Acquisition Research Essex, UK: Pearson Education.

Nunan,D. (1989).Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Nunan, David. 1991. Language Teaching Methodology: A textbook for teacher. U.K Cambridge University Press.

Nunan, David. 2004. Task-based Language Teaching. New York: Cambridge University Press.

Sevy-Biloon, J., & Chroman, T. (2019). Authentic use of technology to improve EFL communication and motivation through international language exchange video chat. Teaching English with Technology, 19(2), 44–58.

Shin, H., & Brenna, B. (2018). Multicultural english picture books and critical response in asian EFL classrooms. Journal of Asia TEFL, 15(4), 1230–1238. https://doi.org/10.18823/asiatefl.2018.15.4.26.1230

Skehan,P. (1996).Second language acquisition research and task-based instruction. Oxford: Oxford University Press.

Sugiono. 2011. StatistikaUntukPenelitian. Bandung: Alfabeta

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

Syakur. 1987. Language Testing and Evaluation. Surakarta: SebelasMaret University.

TareqMitibMurad. 2009. The effectiveness of Task Based Language Teaching (TBLT) in Improving Students’ Speaking Skills among the Palestinian Secondary EFL Students in Israel And their Attitudes towards English.Jordan: Yormouk University Press.

Thornbury, Scott. 2005. How to Teach Speaking. U.K: Longman.

Widdowson, H.G. 2003.Defining issues in English language teaching.Oxford: Oxford University Press.

Willis, D.andJ.Willis. 2007. Doing Task-based Teaching. New York: Oxford University Press.

Willis, Jane. 1996. A Framework for Task-Based Learning. England: Longman

https://www.spssindonesia.com/2018/05/uji-homogenitas-kelas-eksperimen-kontrol-spss.html

https://www.spssindonesia.com/2015/05/cara-uji-independent-sample-t-test-dan.html

https://www.spssindonesia.com/2019/04/uji-independent-sample-t-test-n-gain-score.html

Downloads

Published

2022-01-21

How to Cite

Lume, L. L., & Hisbullah, M. (2022). The Effectiveness of Task-Based Language Teaching to Teach Speaking Skills. Journal of Languages and Language Teaching, 10(1), 85–93. https://doi.org/10.33394/jollt.v10i1.4399

Issue

Vol. 10 No. 1 (2022)

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.