Using Task-Based Language Teaching in Teaching Reading Comprehension for EFL Learners
Keywords:
Task-Based Language Teaching, Reading Comprehension, Teaching EnglishAbstract
Task-Based Language Teaching is considered effective method in improving students reading comprehension ability. This research aimed at finding out the effect of Task-Based Language Teaching on students reading comprehension skill and also in the summarizing, making inference, and interpreting vocabulary aspect of reading comprehension The approach used in this research was the quantitative method and applying the true experimental research. The research sample was 64 students of grade XII at Madrasah Aliyah Negeri (MAN) 1 Aceh Barat who are divided into experimental and control class. The researcher used reading comprehension test question to obtain the data. Based on the research result and data analysis using SPSS 23, the result showed a significant difference on post-test result between experimental class and control class. Thus, the alternative hypothesis in this research was accepted. The improvement also occurred in summarizing, making inference, and interpreting vocabulary aspect. Therefore, it is recommended that the teachers employ Task-Based Language Teaching in teaching reading comprehension. Task-Based Language Teaching is advantageous in improving the students reading comprehension skill.
References
Amer, N. B., & Demirel, O. (2017). The effects of task-based language teaching (TBLT) on the reading comprehension in EFL classes. International Journal of Sciences: Basic and Applied Research (IJSBAR), 36(3), 172-179.
Chalak, A. (2015). The effect of task-based instruction on the reading comprehension of Iranian EFL learners. Applied Research on English Language, 4(1), 19-29.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). California: Sage Publications, Inc.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.
Irfan, I. (2017). The effect of task-based language teaching on students reading comprehension. English Education Journal, 8(1), 112-124.
Kamalian, B., Soleimani, H., & Safari, M. (2017). The effect of task-based reading activities on vocabulary learning and retention of Iranian EFL learners. The Journal of Asia TEFL, 14(1), 32-46.
doi:http://dx.doi.org/10.18823/asiatefl.2017.14.1.3.32
Madhkhan, M., & Mousavi, S. M. (2017). The effect of implementation of TBLT in reading comprehension classes of Iranian EFL learners. English Language Teaching, 10(11), 119-128. doi:http://doi.org/10.5539/elt.v10n11p119
Masoudzdeh, A. B., Abousaeedi, A. A. R., & Afraz, S. (2020). Perceptions of English language learners about teaching of reading comprehension skills: A view of task-based language teaching method. Journal of Language and Translation, 10(2), 135-151.
Maulana, M. I. (2021). Task-based language teaching; Potential benefits and possible criticisms in Indonesian contexts. Journal of English Teaching and Learning Issues, 4(2), 69-98. doi:10.21043/jetli.v4i2.12183
Mesbah, M. (2016). Task-based language teaching and its effect on medical students reading comprehension. Theory and Practice in Language Studies, 6(2), 431-438. doi:http://dx.doi.org/10.17507/tpls.0602.28
Mufabar, K. J., Hanafi, H., & Aderlaepe, A. (2020). Teaching reading comprehension through task based language teaching. Journal of Language Education and Educational Technology, 5(2), 83-96.
Nguyen, T. T. N. (2022). The effects of task-based instruction on reading comprehension of non-English major students at a university in the Mekong Delta. International Journal of TESOL & Education, 2(4), 1-20. doi:https://doi.org/10.54855/ijte.22241
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Poedjiastutie, D., Darmaji, D., Musrina, M., & Novikasari, R. (2018). Task-based language teaching: An alternative approach in teaching reading comprehension in Indonesia. Journal of Asia TEFL, 15(3), 856-863. doi:http://dx.doi.org/10.18823/asiatefl.2018.15.3.22.856
Poorahmadi, M. (2012). Investigating the efficiency of task-based instruction in improving reading comprehension ability. Journal of Language and Translation, 3(1), 29-36.
Putri, R. G., & Ratmanida, R. (2021). The effect of using task-based language teaching on students reading comprehension at SMAN1 Bangkinang Kota. Journal of English Language Teaching, 10(40), 578-587. doi:10.24036/jelt.v10i4.114793
Sabatini, J., Petscher, Y., Reilley, T., & Truckenmiller, A. (2015). Improving comprehension assessment for middle and high school students: Challenges and opportunities. In K. L. Santi, & D. K. Reed (Eds.), Improving Reading Comprehension of Middle and High School Students (pp. 119-151). Cham: Springer International Publishing.
Sayd, M. (2020). The study of task-based cycle: Case of reading comprehension classes in Iran. The International Journal of Language and Cultural, 2(1), 22-31. doi:https://doi.org/10.5281/zenodo.3686366
Shabani, M. B., & Ghasemi, A. (2014). The effect of task-based language teaching (TBLT) and content-based language teaching (CBLT) on the Iranian intermediate ESP learners reading comprehension. Procedia “Social and Behavioral Sciences, 98, 1713-1721. doi:10.1016/j.sbspro.2014.03.598
Sholeh, M. B. (2020). Implementation of task-based learning in teaching English in Indonesia: Benefits and problems. Language Circle: Journal of Language and Literature, 15(1), 1-9. doi:https://doi.org/10.15294/lc.v15i1.26004
Solikhah, I. (2018). Insufficient preparation of teaching reading: What should teacher challenge?. IJOL-TL, 3(3), 71-84. doi:10.30957/ijolt-tl.v3i3.499
Sukma, D., Rozimela, Y., & Ratmanida, R. (2020). Reading tasks analysis and students perception: An approach to task-based language teaching. Journal of Language Teaching and Research, 11(2), 280-287. doi:http://dx.doi.org/10.17507/jltr.1102.17
Takaloo, N. M., & Ahmadi, M. R. (2017). The effect of learners motivation on their reading comprehension skill: A literature review. International Journal of Research in English Education, 2(3), 10-21. doi:http://dx.doi.org/10.18869/acadpub.ijree.2.3.10
Tan, Z. (2016). An empirical study on the effects of grammar-translation method and task-based language teaching on Chinese college students reading comprehension. International Journal of Liberal Arts and Social Science, 4(3), 100-109.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Burhanuddin Yasin, Diah Bunga Nastiti, Asnawi Muslem
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- 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 acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
