The Influence of Task-based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation
International Journal of Literature and Arts
Volume 7, Issue 6, November 2019, Pages: 179-184
Received: Nov. 14, 2019;
Accepted: Dec. 6, 2019;
Published: Dec. 18, 2019
Views 102 Downloads 39
Afria Nita, Faculty of Languages and Art, Universitas Negeri Padang, Padang, Indonesia
Yenni Rozimela, Faculty of Languages and Art, Universitas Negeri Padang, Padang, Indonesia
Ratmanida, Faculty of Languages and Art, Universitas Negeri Padang, Padang, Indonesia
In teaching speaking, EFL students should be taught by a method that offers speaking practice and motivates them to speak intrinsically. Task-Based Language Teaching is one of teaching methods that uses authentic or real world tasks in teaching which can motivate students to speak English. This study aimed to investigate the influence of Task-Based Language Teaching on speaking skill of EFL students with intrinsic motivation. This study was a quantitative study which used quasi-experimental design. This study was conducted in one of Public Senior High School in Padang, West Sumatera, Indonesia. The sample involved one experimental and control class which consisted of 72 students which were chosen by cluster random sampling technique. The experimental class was taught by using Task-Based Language Teaching and the control class was taught by using Conventional Teaching. The data were collected through post test and questionnaire. The post test was used to find out the speaking skill of EFL students with intrinsic motivation and the questionnaire was used to determine the students’ type of motivation. Then, the data were analyzed by using t-test formula with the significance alpha 0.05. The result of the analysis indicated that the value of tobserved was 3.510 which was higher than the value of ttable that was 1.705. Thus, it means that the EFL students with intrinsic motivation who were taught by using Task-Based Language Teaching had better speaking skill than those who were taught by using Conventional Teaching. In conclusion, Task-Based Language Teaching gave significant effect on speaking skill of EFL students with intrinsic motivation.
The Influence of Task-based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation, International Journal of Literature and Arts.
Vol. 7, No. 6,
2019, pp. 179-184.
Malihah, N. (2010). “The Effectiveness of Speaking Instruction through Task-Based Language Teaching”. REGISTER. Vol 3, No 1.
Richards, J. C. (2008). Teaching Listening and Speaking From Theory to Practice. New York: Cambridge University Press.
Aleksandrzak, M. (2011). “Problems and Challenges in Teaching and Learning Speaking at Advanced Level”. 2011. Uniwersytet im Adama Mickiewicza w Poznaniu.
Ur, P. (1996). A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press.
Zhou, Y. (2016). “Applying Task-based Language Teaching in Introductory-level Mandarin Language Classes at the College of the Bahamas”. The International Journal of Bahamian Studies, 22, p. 34-42.
Richards, J. C. and Theodore, S. R. (2001). Approaches and Methods in Language Teaching (Second Edition). UK: Cambridge University Press.
Willis, D. and Jane, W. (2007). Doing Task-Based Teaching. New York: Oxford University Press.
Brown, H. D. 2002. Strategies for Success: A Practical Guide to Learning English. New York. Longman.
Appel, C. & Roger, G. (2002). “Motivation and Task Performance in a Task-based Web-based Tandem Project”. Cambridge Journal ReCALL, Vol. 4, Issue. 1, p. 16-31.
Saeed, S. and David, Z. (2012). “How Motivation Influences Student Engagement: A Qualitative Case Study”. Journal of Education and Learning, Vol. 1, No. 2, p. 252-267.
Ho, P. V. P and Nguyen, H. L. (2014). “The Impacts of Task-Based Speaking Activities on English Majored Freshmen’s Oral Performance at Ba-Ria Vung Tau Teacher Training College”. Journal of Science Ho Chi Minh City Open University, No 3 (11), p. 71-82.
Anjum, et.al. (2019). “The Effect of Task-Based Language Learning (TBLL) on Developing Speaking Skills of Secondary School Learners in Pakistan”. 2019. International Journal of Lingustics, Vol. 9, No. 2, p. 283-291.
Carolina, A. (2016). Improving 10th Graders’ English Communicative Competence through the Implementation of the Task-based Learning Approach. Profile Issues in Teachers’ Professional Development, 18 (2): 95-100.
Albino, G. (2017) “Improving Speaking Fluency in a Task-based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga”. SAGE Open. p. 1-1.
Nunan, D. (2004). Task-based Language Teaching. New York: University Press.
Willis, J. (1996). A Framework for Task-based Learning. Edinburgh: Addison Wesley Longman Limited.
Cameron, D. 2001. Working with Spoken Discourse. Oxford: SAGE Publications, Ltd.
Nunan, D. (2003). Practical English Language Teaching (First edition). New York: Mc. Graw Hill.
Hughes, A. (2003). Testing for Language Teachers (Second Edition). UK: Cambridge University Press.
Brown, H. D. (2007) Principles of Language Learning and Teaching (Fifth Edition). New York: Pearson Education.
Ryan, R. M and Edward. L. D. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions”. Contemporary Educational Psychology 25, p. 54-67.
Noels, K. A, et.al. 2000. “Why Are You Learning A Second Language? Motivational Orientations and Self-Determination Theory”. Language Learning 50: 1, p. 57-85.
Ihsan, M. D. 2016. “Students’ Motivation in Speaking English”. Journal of English Educators Society (JEES), Vol. 1, p. 31-48.
Wilona, et.al. (2010). “The Correlation Between Intrinsic Motivation and Speaking Proficiency of The English Department Students”. Magister Scientiae, No. 27, p. 45-56.
Mohammadipour, et.al. (2018). “The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL Undergraduates”. International Journal of Education and Literacy Studies, Vol. 6, Issues 1, p. 89-96.