scholarly journals THE EFFECTIVENESS OF TASK BASED INSTRUCTION TO IMPROVE SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS’ OF SMK TEXMACO SEMARANG

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Diyar Mauria
Keyword(s):  
Random Sampling ◽  
Total Population ◽  
Field Research ◽  
English Teacher ◽  
Library Research ◽  
Significant Difference ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Learning

The purpose of this study are (1) To find out the students’ speaking skill before being taught by using task-based instruction. (2) To know the students’ speaking skill after being taught by using task-based instruction. (3) To discover the significant difference on the students’ speaking skill taught by using task-based instruction and without task-based instruction. To complete her writing , she did two kinds of research, library research and field research. She took the first years students of SMK Texmaco Semarang as her population and sample. In this case, she used random sampling. She took 36 students of two classes from total population. In this case, she conducted an observation to the student respondents, then she analyzed the data which she got during the observation. Finally, she presents the result of her analysis in a conclusion. Teaching speaking by using task-based instruction is an interesting way to do by the teacher to reach better target of students’ speaking skill. Teaching speaking by using task-based instruction has many advantages, such as : it can enrich students’ speaking skill, it can make teaching learning process becomes more comfortable, it can also help the students to speak English correctly. Beside advantages for students, it also brings advantage for the teacher in teaching the speaking skill target because the students feel relaxed in accepting the lessons for using and speaking English words used for speaking lesson. It can be implemented by using task-based instruction technique as teahing instrument, for example using it as the helping tools to the students to use, speak and respond by using English correctly. Finally, the writer suggests that the English teacher should master the speaking skills and its techniques, so that he or she will not find any difficulties in teaching speaking using pictures techniques, he or she should prepare well the equipments that will be used in teaching speaking process. He or she should manage the class well so that the students will not make some noise in the class.

scholarly journals The Impact of Task-Based Approach on EFL Learner’s Performance

2016 ◽  
Vol 3 (2) ◽  
pp. 301
Author(s):  
Dr. Omer Elsheikh Hago Elmahdi
Keyword(s):  
Relevant Literature ◽  
The Other ◽  
Factors Affecting ◽  
Efl Learners ◽  
Other Hand ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction ◽  
The Impact ◽  
Teaching Instruction

<p><em>The aim of this study is to investigate the extent to which task-based instruction affecting EFL learners’ performance. This paper covers the impact of task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, t</em><em>he speaking skill and s</em><em>peaking sub-skills are introduced as a base for t</em><em>eaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the p</em><em>rinciples for implementation by drawing a framework for implementation, and factors affecting implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using task-based approach. Also the researcher suggests that further research is needed to explore more in the effectiveness of task-based programs on EFL learner’s performance as well as its fluency.</em></p>

scholarly journals The Effect of Improvisation Technique towards EFL Students’ Speaking Ability

AL-TA LIM ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 118-129
Author(s):  
Hadeli Hadeli ◽  
Eviani Eviani
Keyword(s):  
High School ◽  
Experimental Research ◽  
Random Sampling ◽  
Research Finding ◽  
English Teacher ◽  
Alternative Technique ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
Cluster Random Sampling

The purpose of this research was to determine whether Improvisation Technique gave significant difference in teaching transactional and interpersonal conversation text toward students’ speaking ability. This research was also aimed to find out which components of students’ speaking were mostly improved after using Improvisation Technique. True experimental research was used where the sample was chosen by using cluster random sampling. The result of this research showed that the students had made some progresses. It showed that the mean score of students’ speaking ability in experimental class (79.50) was higher than the mean score of students’ speaking ability in control class (72.21). It means that teaching speaking by using Improvisation Technique gives significant effect towards students’ speaking ability. Based on the research finding, it can be concluded that using Improvisation Technique gave significant effect towards students’ speaking ability at class XI of Senior High School 12 Padang. Thus, it is recommended for English teacher should consider the use of Improvisation Technique as an alternative technique in teaching speaking for getting significant effect towards students’ speaking ability.

scholarly journals Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

2019 ◽  
Vol 6 (1) ◽  
pp. 26-43
Author(s):  
Hamid Marashi ◽  
Samira Mirghafari
Keyword(s):  
Critical Thinking ◽  
T Test ◽  
Teaching Approaches ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Task

The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.

scholarly journals THE USE OF TASK-BASED INSTRUCTION TO IMPROVE SPEAKING SKILL TO THE SECOND SEMESTER STUDENTS OF STKIP SILIWANGI BANDUNG ON THE ACADEMIC YEAR OF 2014-2015

2016 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Ningtyas Orilina Argawati ◽  
Trisnendri Syahrizal
Keyword(s):  
Action Research ◽  
The Other ◽  
Post Test ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Academic Year

The speaking capability of the second-semester students in STKIP Siliwangi BANDUNG can still be improved since they have the chance to change. The college location, the lecturers, and the students’ capability itself enable them to get the best result of the study. However, they still speak with hesitation since they feel not confidence to speak, or in the other way they lack motivation. Therefore, this study aims to improve the students speaking skill through Task-based Instruction. This method relays on the use of task to gather students and they have to accomplish the task with their own way. This study consists of two cycles, each cycle consists of a pre-test, two meetings treatment, and post-test. From the data taken, the result tends to be good. There is an improvement in both the students’ ability and motivation. The improvement can be seen on their increasing on their speaking score and in their way, they perform their speaking. In conclusion, a task can help students to study by their own. It works when it was implemented on the second students of STKIP Siliwangi Bandung.Keywords: Action Research, Speaking Skill, Task-Based Instruction

scholarly journals THE EFFECT OF USING ENGLISH SONGS ON THE STUDENTS’ SPEAKING SKILL

2020 ◽  
Vol 10 (1) ◽  
pp. 88-93
Author(s):  
Mustakim Sagita, Ramlan, Nora Vita
Keyword(s):  
Empirical Data ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Second Year

The objective of the study was to get the empirical data about the effect of using song on students’ speaking skill at the second year students of SMP Negeri 1 Mila, Pidie. The method of this study was quantitative method. To get the sample, researcher used random sampling as the technique. The sample of this study were class VIII.B as the experimental class and VIII.A as the control class. Both of the class were consisted of 22 students. In collecting the data, the researcher conducted pre test and post test by asking students singing songs. In the control class, the result of pre test(x1) score was 1285. The result of post test(x2) score was 1462. The gained(dx) both of pre test and post test was 182. The mean(Mx) score was 8,2. in the experimental class, the result of pre test(y1) score was 1190. The result of post test(y2) score was 1608. The gained(dy) both of pre test and post test was 418. The mean(My) score was 19. The testing of hypothesis was analyzed using t-test formula. The result ttest (t0) both of the classes was 3,14. The result of this study showed that there was significant difference on students’ speaking skill that was taught by using English song. In the table of significance, it could be seen on the significance degree or ? = 0.05 and df=42. The ttable (t095(42))=2,68. Then, by comparing the result t0 is bigger than ttable, that is 3.14 2,68. The hypothesis (Ha)  was accepted and the null hypothesis (Ho) was rejected. It can be concluded that the using of English song was effective in teaching speaking.Key words: Speaking, English song.

scholarly journals THE IMPLEMENTATION OF TASK-BASED INSTRUCTION IN TEACHING SPEAKING

2017 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Mutiara Stepani
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Research Design ◽  
Vocational High School ◽  
Long Period ◽  
Qualitative Research Design ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction

This study aims at investigating the benefits and challenges encountered by the teacher and the students in implementing task-based instruction. This study mainly utilizes a qualitative research design covering the trait of a case study. This study was carried out in one vocational high school in Bandung involving one class from the eleventh grade students. The data were collected through interview and questionnaires. The data from classroom interview and questionnaires were analyzed qualitatively. The result of interview and questionnaires revealed that task-based instruction resulted in some benefits and challenges. It was revealed that task-based instruction contributes to students� speaking skill and enhances students� participation. Apart from those benefits, some challenges were also found in terms of teacher�s competence, availability of time, and mixed ability students. Accordingly, it is recommended that this method is implemented in a long period of time.Keywords: task-based instruction, teaching speaking, benefits of task-based instruction, challenges of task-based instruction

scholarly journals Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text

2019 ◽  
Vol 4 (1) ◽  
pp. 19
Author(s):  
Dwi Astuti Wahyu Nurhayati
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Deep Understanding ◽  
Qualitative Approach ◽  
Online Media ◽  
English Grammar ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Learning ◽  
Basic English

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their’ perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquring strategy, the experiencing process, the process of acquiring benefits, the pupils’ responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.

scholarly journals THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH SPEAKING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Aisyah Sunarwan
Keyword(s):  
Teaching Methods ◽  
Random Sampling ◽  
Sampling Technique ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
Multifactor Analysis ◽  
Based Instruction ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking to the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013; (2) whether the students having high creativity have better speaking skill than those having low creativity; and (3) whether there is an interaction between teaching methods and students’ creativity in teaching speaking. The method in this research was experimental study. It was conducted at the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013. The sample of the research was two classes; C consists of 40 students as an experimental class and E consists of 40 students as a control class. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having high and low creativity). The techniques of collecting data were creativity test and speaking test that were tried out to know their readability. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test.The result of data analysis shows that: (1) Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking (2) the students having high creativity have better speaking skill than the students having low creativity and (3) there is an interaction between teaching methods and students’ creativity in teaching speaking. Based on the finding, it can be concluded that Content-Based Instruction is an effective method to teach speaking.

scholarly journals The Experimental Study of the Effectiveness of Teaching Speaking by Using Cartoon in the Fifth Year Students of Islamic Elementary School

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Uswatun Hasanah
Keyword(s):  
Experimental Study ◽  
Elementary School ◽  
Random Sampling ◽  
Quantitative Research ◽  
Significant Contribution ◽  
Control Group ◽  
Central Java ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill

This research was carried out to find out how far the achievement of speaking English lesson by using cartoon and a significant difference of the students speaking ability between the students taught by using cartoon media and those taught without using cartoon media. The research was conducted at Islamic Elementary School (Madrasah Ibtidaiyah) Lancar, Wonosobo, Central Java, Indonesia. The objects of the research were the fifth year students. This is quantitative research. Technique of sampling in this research used classified random sampling. The result of the research is the score of the post-test from the experiment group is higher (7,68) than the score of the post-test from control group (6,95). Therefore, the writer might conclude that using of cartoon media proved better result in speaking skill than students who are taught without using cartoon media. It means that there is significant difference of the students speaking skill between those using cartoon media and those who do not use cartoon in teaching speaking. Also, there is a significant contribution of using cartoon in teaching speaking. 

Implementing Task-based Instruction in ESP Class — An Empirical Study in Marine Engineering English

2016 ◽  
Vol 7 (5) ◽  
pp. 936 ◽  
Author(s):  
Xuehua Wu ◽  
Lihui Liao ◽  
Teresa K. DeBacker
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Marine Engineering ◽  
Listening And Speaking ◽  
Experimental Group

This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control group (N=28) and an experimental group (N=33) from 2014 spring to 2014 fall. Teacher-designed reading, listening and speaking pre-test and post-test (simulating the governmental tests held by China Maritime Safety Administration Bureau), and survey were used as the basis for study. The students in the control group and the experimental group were taught in traditional approach and task-based approach respectively. At the end of one academic year study, the students were given a post-test to determine whether there was effect of the treatment on the experimental group. Data analysis showed that there was no statistically significant difference in reading achievement between students in the control group and students receiving task-based instruction, but there was effect on students’ listening and speaking competency. In the investigation, most students were satisfied with task-based instruction, and they proposed some feedbacks and suggestions for the task-based instruction in ESP courses which are beneficial for future instruction.

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