Enhancing Students' Communicative Skills through the Implementation of Task-Based Learning

Authors

  • Fitria Rahmawati Universitas Muhammadiyah Yogyakarta

DOI:

https://doi.org/10.18196/ftl.2116

Keywords:

communicative skill, task-based learning, video-making, input hypothesis, output hypothesis, competence, performance

Abstract

This study aims to examine the effect of task-based learning implementation to enhance students' communicative skills. A one-group pretest-post-test experimental design was conducted with 37 first-year students as the participants. Video-making was selected as the assigned task. The outcomes were two short videos on the assigned topics. The results reveal that before the treatment, the students' communication skill was moderate (mean= 13.11), while after one-semester-length implementation, their skill increased and was categorized as high (15.45). Furthermore, there was a signicant difference on students' communicative skill before and after the treatment (t-value > t-table = 5.585 > 2.021). It implies that the task-based learning through video-making task significantly enhanced students' communicative skills. Finally, some implications for language learning regarding the results of the study were also presented.

Author Biography

Fitria Rahmawati, Universitas Muhammadiyah Yogyakarta

Teacher at Universitas Muhammadiyah Yogyakarta since 2013 joining the English Education Department as a Lecturer

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https://doi.org/10.18196/ftl.2116

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Published

2017-01-10

How to Cite

Rahmawati, F. (2017). Enhancing Students’ Communicative Skills through the Implementation of Task-Based Learning. Journal of Foreign Language Teaching and Learning, 2(1), 18–29. https://doi.org/10.18196/ftl.2116

Issue

Vol. 2 No. 1 (2017): January

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Articles

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