The study will only cover Grade 11 students in public secondary schools in Lipa City, Therefore
results will not be generalized to other grade levels or schools in other regions. The study is limited to
the task-based approach integrated by teachers in the classrooms. It will only focus on reading
comprehension and will not extend to other areas of language learning such as writing, speaking or
listening.
The study will only be conducted in public secondary school in Lipa City, this means that private
institutions will be excluded. It is limited to the use of task-based approach in improving reading
comprehension skills of Grade 11 students. This study will take into consideration the social factors
specific to Lipa City and will not extend to other region or ares.
This study aims to focus only on a task-based approach that deals with enhancing and developing the
students’ reading comprehension. It will seek to determine the comprehension level of students and the
task-based activities that can be used to cultivate the learners’ skills towards comprehension.
Muhamad Sofian Hadi, Muhamad Ihsan Deliansyah (2021)
The Effect of Using Task-Based Learning Method on Student’s Achievement in
Reading Comprehension of Descriptive Text.
Descriptive text is a kind of text with a purpose to give information. The context of this kind of text
is the description of a particular thing, animal, person, or others, for instance: our pets or a
person we know well. Unfortunately, the students feel hard to find out because no strategy or
method is used by the teacher to improve descriptive text so makes the students bored. The
objective of this research is to find out the effect of task-based learning teaching students’ in
reading comprehension of descriptive text to XI grade students of MA Darul Ihsan Cibungbulang
Bogor. The research used a quantitative method with quasi-experimental design by applying pre-
test and post-test design.
In this study, the writer used the quantitative method. It applied a quasi-
experimental design to prove the effectiveness of the Task-Based Learning
method (TBL)on descriptive text reading comprehension.This research was
conducted to XI grade of MA Darul Ihsan Cibungbulang Bogor West Java
on second semesters in the academic year 2020/2021. Within the research, the
author has chosen one group of pre-test, treatment, and post-test designs. It is
chosen based on purposive inspecting.
The population of this research covered all eleventh-grade students of MA Darul
Ihsan in the academic year 2020/2021. It consists of 90 students and is divided
into three classes, one class consist of 28, one class consists of 30 students, and
one last class consists of 32 students. The sample has been selected by the
author which consists of 27 students as sample for the treatment of task-based
learning. The type of the test is reading content comprehension within the shape
of numerous choices that comprise 20 items with five alternatives in each thing.
The test would be taken from the perusing content fabric based on the course
reading, and the test would be given for pre-test and post-test of the groups.
Based on the result of the t-test calculation over 2.450 was gotten within the
degrees of freedom (df) 27-1 = 26. Within the degree of importance 5% (2.056)
was gained. If it is compared to each score within the degree of centrality at that
point the result was 2.450>2.056. Since to is higher than the t-test, the positive
speculation (H1) can be acknowledged whereas the negative theory (Ho) was
rejected.
Students' activation of a proven lesson is better, their preparation in the phase
task cycle of task based learning methods is the feedback to the full
understanding of materials they have learned and derived after the phase pre-
task and report in the task-based learning method. Reading comprehension has
some levels of comprehension. In this study, the writer uses Burns’ levels of
comprehension.
Based on the research that was held on the 11-Grade students of MA Darul
Ihsan Cibungbulang Bogor, it can be concluded that using the Task-based
learning method on student’s achievement in reading comprehension of
descriptive text is effective. it shows from the results after the task-based learning
method is applied are higher than the result before task-based learning is
applied. The result of this research analysis obtained to (t-observation) is 2.450.
Meanwhile, tt (t-table) is 2.056 with a significance of 5% which means that
(t-observation) is higher than tt (t-table). In the word, the positive
hypothesis (H1) is accepted and the negative hypothesis (H0) is rejected
(2.450>2.056).
https://ojs.unsulbar.ac.id/index.php/ijes/article/view/1123/620
Muhamad Sofian Hadi, Muhamad Ihsan Deliansyah (2021). The Effect of Using
Task-Based Learning Method on Student’s Achievement in Reading Comprehension of
Descriptive Text. Indonesian Journal of Educational Science (IJES)
The effects of task-based instruction on reading comprehension of non-English
major students at a university in the Mekong
DeltaNguyen Thi Thao Nguyen1
Reading is a core of English language learning skills. However, many English as a foreign
language (EFL) learners facechallenges in learning this skill due to a lack of exposure to
authentic texts. Concerning this issue, it is believed that task-based language teaching
(TBLT) is an ideal teaching method forsuccessful reading learning. Therefore, the goal of this
study is to determine howtask-based instruction (TBI)influencesstudents’ reading
comprehension and their attitudes regarding this teaching approach. The research was
carried outat a university in the Mekong Delta,where English is a compulsory subject of
all majors. Thetwo groups –the control group andtheexperimental groupwere made up of 58
non-English major students. Data about students' reading performance and their attitudes
towards the intervention were collected using two instruments: tests and questionnaires.
The findings revealed that TBLT had a considerable impact on improving experimental
students' reading comprehension. Moreover, students showed their positive views on the use
of TBLT in their reading classrooms. Therefore, it is suggested that TBLT should be used as
themain teaching approach to English language learning.
Research Questions
This study tries to seek the answers to the following questions:
1.What are the effects of task-based instruction on the reading comprehension of
non-English major students at a university in the Mekong Delta?
2.What are students’ attitudes towards the use of task-based instruction in their
reading classroom?
Research designThe main methodology of this study was quasi-experimental research.
In the present study, the independent variable was TBLT, while students' reading
comprehension was the dependent variable. There were two instruments, t-tests
and a questionnaire, to show a complete awareness of the influence of TBI on
students' reading comprehension. The t-test was a tool to measure the difference
between the two groups' scores after the treatment, and the questionnaire was used to
study how students feel about the use of TBI in their reading classroom.Research
siteThe study was conducted at Tra Vinh University, which is located in Tra Vinh
province, Vietnam, in the first semester of the 2021-2022 school years. It has 13
departments and more than 1000 teachers who are official teachers and contract
teachers. The curriculum focuses on teaching four skills in English and language
areas to assist students in meeting the requirement of CEFR before graduation. The
school has very good learning and teaching condition with many rooms and modern
facilities. Each room is equipped with a projector, a big board, a micro, and a recording,
thanks to which students have good opportunities to learn English. GTM and CLT are
common teaching methods that most teachers use for teaching General English.
Therefore, applying the TBLTteaching approach is not only challenging but also
necessary for them at this time. ParticipantsThis study involved a total of 58 non-English
major students in two classes.The participants' English levels were quite the same as
they were studying in the same English course –General English 3. There were two
groups of participants, including 30 students from the control group (CG) who studied
reading based on the textbook'sdesign and 31 students from the experimental group
(EG) who were taught reading comprehension through TBI. However, one student in
CG and two students in EG were not available to do the two tests; thus, the study
included 29 students in each group. The participants were chosen first because they
had the same level of English and then were taught by the researcher so that the
process of researching is easily controlled.InstrumentsIn this study, pre-test, post-test
and questionnaire were the main instruments to collect data.Pre-test and post-testThe
pre-test and post-test results of the two groups were collected and analyzed to fulfill the
first research question. The content and format of both tests were adapted from the
reading parts of the StandardizedTest –Preliminary English Test (PET). The test was
designed to assess two reading aspects: reading for the main idea and reading for
specific information. Each test includes three parts with 20 items: part 1 –5 multiple-
choice items, part 2 –10 true-
The tests' findings confirmed that TBLT positively affected the reading comprehension of non-
English major students.
This study tried to explore the impacts of TBLT students’ reading comprehension and their
attitudes towards this teaching method. From the findings of the tests, it could be seen that
students’ reading performance improved considerably after the intervention. Therefore, the
findings prove that TBLT has a significant influence on improving students' reading
comprehension. Furthermore, the questionnaire findings indicated that students expressed
positive views on the implementation of TBI in reading learning.
https://i-jte.org/index.php/journal/article/view/245/89
The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners
Mozhgan
Madhkhan1 & Seyed Mojtaba Mousavi2
The present study investigates the impact of Task-Based Language Teaching (TBLT) on Iranian EFL
learners’ reading comprehension performance. Seventy participants were assigned randomly to the
experimental and control groups. Having instructed the two groups with the same texts but different
task types and activities (i.e. tasks in 4 types) during 20 sessions, the learners’ reading performance
results were compared through utilizing a reading post–test to both groups. The obtained data was
analyzed using t-test to examine the effects of independent variable, namely, the method of teaching
reading (task-based activities vs. classical reading comprehension) on learners’ reading performance as
the dependent variable. As well, the performance of the experimental group in four task types was
analyzed in order to investigate possible differences among four reading sets of scores obtained on four
task types. A follow up TUKEY test was also conducted to locate the exact areas of difference. Results
showed that TBLT had a significantly more positive effect on learners’ reading performance compared to
the traditional reading instruction. Also, the second task type investigated in this study, namely reading,
taking notes and discussing, was found to be more effective in increasing learners’ reading skill. This
study could have pedagogical implications for Iranian teachers and learners, because reading
comprehension is a really important part of most instruction and examination systems in Iran.
The population from which this study drew its sample was advanced students studying at different
language institutes in Isfahan. To draw the sample, the placement test was administered to 428
advanced level students studying in 6 different language institutes. Based on the results of the OPT test
and for the sake of homogeneity, 70 students were considered as the sample of the study. Based on the
rating scale of the placement test those who scored between 25 and 40 were considered as intermediate
learners
Four tasks were designed based on the students’ book in a way that motivated them to follow the text
eagerly and enabled them to guess the answers from the text easily.
Task 1: Read and think
Task 2: Read, note and discuss
Task 3: Read and discuss
Task 4: Read and write
TWO MAIN INSTRUMENTS:
A test of the teacher’s book of Passages series book 2 was administered to both groups of this
study as the reading pre-test
A second form of instrument was used in the experimental group to evaluate how they
performed in four task types
PROCEDURES
RESULT
a statistically significant difference was found between the reading performances of the
experimental group and the control group when comparing their mean scores on reading post-
test. That is, the treatment (the application of task-based reading activities) significantly affected
the dependent variable (L2 reading comprehension) in Iranian advanced EFL learners
DISCUSSION
This research embodied steps such as ‘ready to go’ (warming-up), reading, and doing some real
life tasks. To keep abreast of what’s been through during the application of TBLT, students
relished the task-based texts as well as welcoming it; their involvement in class activities as well
as communicative abilities and skills soared considerably owing to the fact that they hankered
after the topics, and finally their propensity to take part in English conversations has set a seal on
it. In this research, Task-based reading activities provided the learners with the chance of
observing their own progress. The findings and analyses above substantiate task-based learning
to be quite applicable and cornucopian with intermediate learners. The research findings may
also contribute to the idea that TBLT may easily.
IMPLICATIONS AND CONCLUSION
Those participants of the study who were under task-based instruction outperformed those
under traditional methods of reading instruction. Also, the second task, namely read, note and
discuss, provided learners with the opportunity to score higher in post-test.
TBLT can have a particularly high value in ELT for Iranian intermediate learners since it demands
learners to deal with real life tasks. There seems to be a trend among EFL/ESL practitioners to
bring real opportunities to their classroom environments, among which TBLT has much to say
https://files.eric.ed.gov/fulltext/EJ1157991.pdf
The effect of task-based instruction on reading comprehension of Iranian EFL learners
Azizeh Chalak
Abstract
Developing reading comprehension ability is an important aspect in acquisition of a language. The
present study focused on improving reading comprehension ability through Task-based Instruction (TBI).
TBI is a methodology that develops from a focus on classroom tasks. The participants of the study were
135 Iranian female students at different levels selected from high schools in Isfahan, Iran, through a
quasi-experimental design. The participants were divided into four groups, two control groups (CGs) and
two experimental groups (EGs). They received a pre-test, the instruction, and a post-test. The
participants in EGs were taught through TBI, whereas CGs were exposed to a traditional method. The
comparison between CGs and EGs were made through paired sample t-tests. The results revealed that
the students in EGs outperformed CGs. The difference between the two grades was also investigated by
independent sample t-test. The results showed that students at first-grade outperformed fourthgraders.
The findings suggest that using flexible and interactive tasks in English classes improves reading
comprehension ability of Iranian EFL learners. This study may have pedagogical implications for
practitioners in the field and for syllabus designers to include appropriate tasks in English textbooks.
OBJECTIVES?
Due to the scarcity of research studies in Iran especially at high schools, the present study intended to
examine the effect of integration of TBI in teaching reading comprehension to Iranian high school
students. In doing so, the following research questions were posed:
1. Are there any differences between the achievements of Iranian female high school students taught
through TBI with those taught by traditional method?
2. Are there any significant differences between the achievements of junior and senior Iranian female
high school learners taught through TBI?
Methodology
The present study was a quasi-experimental research based on quantitative data gathered from
administering English reading comprehension pre-tests and post-tests during 2014-2015 in Isfahan, Iran.
The data were collected during normal class time in English classes at high school
Participants
The population of the study were Iranian high school female students. The sampling was based on
availability sampling. The participants were 135 female junior and senior students (67 first-graders, and
68 fourth-graders) studying mathematics. The first-graders were 13-15 and the fourth -graders were 17-
18 years old.
TREATMENT: EGs received a treatment consisting of different tasks such as group discussion, role play,
interview, information gap, group work, mystery task, simulations, and journalist task while the CGs
received only traditional teaching activities with no focus on tasks or TBI.
DISCUSSION
In answering the questions concerning the effect of TBI on reading comprehension ability of
Iranian high school female students, the data were analyzed through statistical procedures. The
results showed that the role of task was an attention injector for Iranian high school students.
They became involved in the class works by sharing answers, trying to participate, paying
attention, giving answers, encouraging others to participate in the activities and tasks,
participating as volunteers, working on the exercises, and so on.
CONCLUSION
Chalak, A. (2015). The effect of task-based instruction on reading comprehension of Iranian
EFL learners. A p p l i e d R e s e a r c h o n E n g l i s h L a n g u a g e , 4 ( 1 ), 19-27.
Paragraph:
In conducting research on Grade 11 students and teachers who use English as a medium of instruction, it
is crucial to employ appropriate sampling methods. For the selection of students, probability sampling
techniques such as stratified sampling can be utilized. This involves dividing the student population into
distinct strata based on relevant characteristics (e.g., gender, academic performance) and then randomly
selecting participants from each stratum. On the other hand, for the selection of teachers, non-probability
sampling methods like purposive sampling can be employed. Purposive sampling involves purposely
selecting participants who possess specific characteristics or expertise relevant to the research study. By
employing these sampling methods, researchers can ensure that their data collection process is rigorous
and representative of the Grade 11 student and teacher populations.
Paragraph:
When conducting research on Grade 11 students and teachers who use English as a medium of
instruction, it is important to carefully consider the sampling method. For the students, a probability
sampling method such as stratified sampling would be appropriate. This involves dividing the population
into relevant strata based on certain characteristics, such as gender or academic performance, and then
randomly selecting participants from each stratum. This ensures that the sample accurately represents the
diversity within the population.
On the other hand, for the teachers, a non-probability sampling method such as purposive sampling would
be more suitable. With this method, researchers intentionally select participants who possess specific
knowledge or characteristics that are relevant to the study. In this case, teachers who use English as a
medium of instruction would be purposefully selected to provide insights into their experiences and
practices.
To calculate the sample size needed for both groups, various formulas can be utilized depending on
factors such as confidence level and desired margin of error. These formulas help ensure that the sample
size is sufficient to draw accurate conclusions from the data collected.
By employing appropriate sampling methods and formulas, researchers can gather valuable information
about Grade 11 students and teachers who use English as a medium of instruction, contributing to a
deeper understanding of educational practices in this context.
Paragraph: In conducting research on Grade 11 students and teachers who use English as a medium of
instruction, it is important to employ appropriate sampling methods. For the students, probability
sampling, specifically stratified sampling, would be most suitable. This method ensures that every student
in the population has an equal chance of being selected for the sample, while also allowing for
representation from different strata based on relevant characteristics such as gender or academic
performance. On the other hand, non-probability sampling, specifically purposive sampling, would be
more appropriate for selecting teachers. This method involves selecting participants based on specific
criteria that align with the research objectives. By using these sampling methods, researchers can ensure
that their findings accurately reflect the characteristics and perspectives of Grade 11 students and teachers
who use English as a medium of instruction.
The study population consisted of 11th grade students and teachers who use English as the medium of
instruction. A stratified random sampling method was used to select the student participants, ensuring
representation across relevant subgroups. The teacher participants were selected through purposive
sampling, targeting those with expertise in English-medium instruction. Appropriate sample sizes were
determined using standard statistical formulae to achieve sufficient power for the planned analyses. By
thoughtfully selecting sampling and recruitment approaches aligned to the research aims, the resulting
sample provides a robust dataset to illuminate the experiences and perspectives of the target populations.
The participants of this study will be the Grade 11 students of Lipa City Senior High School who are in
the Academic track, specifically those Grade s11 students who are in STEM, ABM, HUMSS, and ICT
strand, and teachers who use English as the medium of instruction will also be a respondent of the study.
(participants/respondents from Grade 11 students will be asked to be part of the study.) The sampling
method that will be used on this study for the students will be the probability sampling considering that
the study will be randomly selected or the stratified sampling, considering that the respondents will not be
in just one strand, the population will be divided into subpopulations. For the teachers a different type of
sampling will be used, particularly the non- probability sampling given that the teachers will not be
randomly selected, also the purposive sampling will be considered to gather information about their usage
of English as their medium of instruction. The formula that will be used for this study will be Slovin’s
formula.
