scholarly journals Task-based Instruction and English Speaking Skill of Fluency in Jordanian Context

2021 ◽  
Keyword(s):  
Speaking Skill ◽  
English Speaking ◽  
Based Instruction ◽  
Task Based Instruction

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 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 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 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 DEVELOPING ENGLISH SPEAKING MATERIAL THROUGH CBI FOR MARKETING STUDENTS ON VOCATIONAL HIGH SCHOOL

2021 ◽  
Vol 17 (3) ◽  
pp. 212
Author(s):  
Dian . Lestari ◽  
Rahmad . Husein ◽  
Eddy . Setia
Keyword(s):  
Research And Development ◽  
Educational Research ◽  
Evaluation Research ◽  
Vocational High School ◽  
New Material ◽  
Speaking Skill ◽  
Stake Holder ◽  
English Speaking ◽  
Based Instruction ◽  
Educational Research And Development

The Purpose of this study are; 1) to examine the existing English speaking materials of Marketing students; 2) to investigate English Speaking material which needed to meet with the marketing students’ need; 3) to develop English Speaking materials for Marketing students based on Content Based Instruction. . This study is descriptive qualitative research. This study inspired of ten stage of Educational Research and Development model by Gall, Gall and Borg, 2003. but in implementing the model is simplified and adapted to Dirgayasa (2011) become four steps: 1) Evaluation and need analysis, 2) designing new material, 3) validating material, 4) revision and final production. The instrument of collecting data was collected by questionnaire, documentation and interview. The source of the data was students of XI Marketing academic year 2018/2019, Marketing teacher, stake holder, alumnus and also syllabus and the existing speaking material used at this time. The result of  this study showed that 86 % students agree that they really need the relevant material which proper to their program and the analysis of the existing speaking materials and the existing syllabus showed that both are less relevant for English speaking skill for Marketing students. From the evaluation research got that learning method which used in the learning process found that it was less relevant. From evaluation research of documentation and interview agreed that the developing of speaking material for Marketing students is needed through Content Based Instruction. The final product of this speaking materials entitled English speaking materials for marketing. There are four topics in the book and it completed with teacher guide book.Keywords: Developing Speaking Material, Content Based Instruction, Marketing Students, Educational Research and Development

IMPROVING ENGLISH SPEAKING ABILITIES OF ESL LEARNERS THROUGH COMMUNICATIVE TASK-BASED INSTRUCTION

2019 ◽  
Vol 9 (1) ◽  
pp. 313-325
Author(s):  
Janice C. Bone ◽  
Ariel Epan San Jose ◽  
Maria Gregoria Robles Concepcion
Keyword(s):  
Phenomenological Study ◽  
Group Discussion ◽  
Speaking Proficiency ◽  
English Speaking ◽  
Based Instruction ◽  
Task Based Instruction ◽  
The Many ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study ◽  
Esl Learners

Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.

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

2018 ◽  
Vol 4 (2) ◽  
pp. 12
Author(s):  
Hanif Nurcholish Adiantika ◽  
Halim Purnomo
Keyword(s):  
Teaching And Learning ◽  
Proficiency Level ◽  
Time Period ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Long Time ◽  
Speaking Skill ◽  
Time Availability ◽  
Based Instruction ◽  
Task Based Instruction

The present study aims to examine the implementation of task-based instruction in EFL teaching speaking skill. It covers the advantages and shortcomings faced by teachers and students in implementing task-based instruction particularly in teaching speaking skill. This study employs a qualitative approach by using a case study design. This study was initiated in one of senior high school in Kuningan covering one class of eleventh grade students. The data were obtained through interview and questionnaires. The findings showed that task-based instruction result in several advantages and shortcomings. It was found that task-based instruction enables students to be more active in teaching and learning process and it was also proven to enhance students� speaking skill. Meanwhile, there were also some shortcomings identified in this study i.e. teacher�s ability, time availability, and different students� proficiency level. Therefore, it is suggested to implement task-based instruction in a long time period and in a very proper way by considering different students� ability inside a certain classroom.Keywords: task-based instruction; teaching speaking skill; advantages and shortcomings of task-based instruction.

scholarly journals TEACHING ENGLISH USING CONTENT-BASED INSTRUCTION (CBI) IN IMPROVING STUDENTS’ ENGLISH SPEAKING SKILL (A Classroom Action Research in the Second Grade Students of PoltekparLombok)

2021 ◽  
Vol 9 (2) ◽  
pp. 241-254
Author(s):  
Lalu Mahsar
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Action Observation ◽  
Second Grade ◽  
Second Grade Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Based Instruction ◽  
The University

This study examines the improvement of student speaking skill through content-based students’ English speaking skill. More specificly, this study : (1) finding to what extent content-based instruction improved the students’ speaking skill; and (2) to describe the teaching and learning situation when content-based instruction was applied in the speaking class. This study applied action research technique to conduct the research which is consisted of two cycles, with four meetings in each cycle; while each cycle consists planning, action, observation, and reflection. The research was conducted at Poltekpar Lombok Praya; the subjects of the research were the university students of second grade in the Academic year of 2018-2019. This study reveals that the teaching using CBI was effective in two aspects: (1) in improving students’ speaking ability: students’ speaking level increased; students could answer the teacher’s questions; students could fluently communicate with their friends by using correct grammatical forms and appropriate vocabulary with good pronunciation; the use of mother tongue was reduced; (2) in improving class situation: the atmosphere in the whole class became alive; students enjoyed the speaking activities; there were many chances for students to practice their speaking skill; students had great motivation to learn speaking; speaking became easy and fun to the students. This study futher showed that CBI was effective and beneficial to improve the students’ speaking competency and the classroom situation.

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