Implementing Task-Based Learning Strategy during the COVID-19 for Teaching English for Adult Learners

Authors

  • Muhammad Mugni Assapari Universitas Islam Negeri Mataram-Lombok

DOI:

https://doi.org/10.26555/adjes.v7i2.17835

Keywords:

Task-based learning, Teaching English, Adult learners, Covid-19

Abstract

The purpose of this study is to find out the improvement of English learning results of Mataram State Islamic University students majoring in Da'kwah management and Communication by utilizing task-based learning strategies during covid-19. This study is a type of class action study with research subjects a student’s second semester of Da’kwah Fakulty. Data collection by way of in-depth interviews and direct observations. The research method used in research is qualitative descriptive. This research data includes the results of the study results and student responses regarding the utilization of task-based learning strategies. Techniques data collection of student learning results is carried out through tests in the form of test questions Objective. The data is descriptively analyzed using percentages. Analysis of learning process data obtained from observation data, and interviews are conducted qualitatively. The results showed there was a significant improvement in students' English speaking skills after taking part in online assignment-based learning. This proves that task-based English learning is effective in improving students' English speaking skills.

Author Biography

Muhammad Mugni Assapari, Universitas Islam Negeri Mataram-Lombok

Dosen Fakultas Dakwah dan Komunikasi UIN Mataram-lombok

References

Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga. Sage open, 7(2), 2158244017691077.

Al Kandari, A. M., & Al Qattan, M. M. (2020). E-Task-Based Learning Approach to Enhancing 21st-Century Learning Outcomes. International Journal of Instruction, 13(1), 551-566.

Arikunto, S., Suhardjono, S. (2007). Penelitian Tindakan Kelas. Bumi Aksara. Jakarta.

Arta, B. (2019). Multiple Studies: The Influence of Collaborative Learning Approach on Indonesian Secondary High School Students’ English-Speaking Skills. English Language Teaching Educational Journal, 1(3), 149-160. doi:https://doi.org/10.12928/eltej.v1i3.143

Barkhuizen, G. (2017). Language teacher identity research. Reflections on language teacher identity research, 1-11.

Bradbury, H., Glenzer, K., Apgar, M., Embury, D. C., Friedman, V., Kjellström, S. & Devicha, S. (2020). Action Research Journal’s seven quality choicepoints for action oriented research for transformations.

Burns, A. (2010). Doing Action Research in English Language Teaching. New York and London: Routledge.

Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile Issues in TeachersProfessional Development, 20(1), 15-23.

Carter, Ronald dan Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

Dikilitaş, K., & Yaylı, D. (2018). Teachers’ professional identity development through action research. ELT Journal, 72(4), 415-424.

Hadijah, H., Pratolo, B. W., & Rondiyah, R. (2020). Interactive game “Kahoot!†as the media of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1), 84-102.Hopkins, D. (1993). A Teacher’s Guide to Classroom Research, Buckingham: Open University.

Horwitz, E. K. (2008). Becoming A Language Teacher. A Practical.

Junianti, R., Pratolo, B. W., & Tri Wulandari, A. (2020). The Strategies of Learning Writing Used by EFL Learners at a Higher Education Institution. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 64-73. https://doi.org/10.30605/25409190.131 Lochana, M. (2006). Task-Based Teaching: Learning English without Tears. Asian EFL Journal. Www.Asian-Efl-Journal.Com.

Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language teaching, 51(3), 285-329.

Madjid, A. (2006). Model Pembelajaran Bermakna: Studi Pengembangan pada Sekolah Dasar (SD) di Kendari. In Sekolah Pascasarjana UPI Bandung.

McNiff, J. (2017). Action research: All you need to know. London: Sage Publication.

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.

Rachayon, S., & Soontornwipast, K. (2019). The Effects of Task-Based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students. English Language Teaching, 12(7), 12-32.

Rahman, M. M. (2010). Teaching Oral Communication Skills: A Task-based Approach. Jurnal ESP World. 9, (1).

Richards, Jack C. dan Rogers, T. S. (2001). Approaches and Methods in Language Teaching. New York. Cambridge University Press.

Ruso, N. (2008). The Influence of Task-Based Learning on EFL classrooms. Asian EFL Journal. Www.Asian-Efl-Journal.Com.

Ramasamy, V., Desai, U., Alomari, H. W., & Kiper, J. D. (2018, July). Tp-graphminer: a clustering framework for task-based information networks. In 2018 IEEE International Conference on System, Computation, Automation and Networking (ICSCA) (pp. 1-7). IEEE.

Schwind, J. K., McCay, E., Beanlands, H., Martin, L. S., Martin, J., & Binder, M. (2017). Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse education today, 50, 92-96.

Shashikala, H. P. L. W. (2018). Exploring task-based approach to teaching oral communication skills in English to Sri Lankan undergraduate students. Journal of Literature and Art Studies, 8(6), 932-945.

Subekti, A. S. (2020). Alleviating anxiety, boosting confidence: A proposed model of Willis’ Task-Based Learning. Journal of English Language Teaching and Linguistics, 5(1), 131-144.

Sultan, A. S. (2018). The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging. Journal of Pakistan Medical Association, 68(4), 630.

Thornbury, S. (2005). How to teach speaking. Harlow, England: Pearson Education.

Yazan, B. (2019). Toward identityâ€oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388.

Downloads

Published

2020-09-26

Issue

Vol. 7 No. 2 (2020): September

Section

Articles

License

Authors who publish in Ahmad Dahlan Journal of English Studies (ADJES) agree to the following terms:

  1. Authors retain copyright and grant the Ahmad Dahlan Journal of English Studies (ADJES) 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 (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in Ahmad Dahlan Journal of English Studies (ADJES).
  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 Ahmad Dahlan Journal of English Studies (ADJES).
  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 (See The Effect of Open Access).