Abstract
Task-based language teaching (TBLT) has exceedingly been written in many research reports but research examining the impacts of TBLT on student’s reading comprehension remains limited. Recent studies indicate that TBLT is promoting real communication or the exchange of meanings rather than forms. The reading intention is to excerpt meaning from text by developing the literal, inferential and extrapolative comprehension of readers, and this depends upon both decoding and language comprehension skills. Recently there has been growing interest in developing students’ ability to read comprehensibly in a classroom situation. One way to develop students’ reading ability is by committing Task-Based Language Teaching in teaching reading. This article explores the impacts of TBLT on three levels of students’ reading comprehension, literal, inferential and extrapolative comprehension. This research employed the quasi-experimental method involving fifth-semester students of Sekolah Tinggi Ilmu Kesehatan Panakukang Makassar. The instruments were reading tests and questionnaires. The data from reading tests were used to figure out the effect of TBLT on students’ reading comprehension (literal, inferential, and extrapolative comprehension) by using a t-test while the data from questionnaires were to figure out the students’ motivation. The findings revealed that TBLT has an impact on students reading comprehension. Sequentially, the most evolving level of comprehension was inferential, extrapolative, literal comprehension. Moreover, the result of a questionnaire displayed that the students who were taught through TBLT became more motivated to read in the domain of reading efficacy, reading curiosity, and reading challenge motivation
Highlights
Reading is a process that requires a great deal of practice and skill
Active reading is a gist of comprehension which combining reading with the critical thinking process, inevitably it becomes basic of the learning process. (Chesla, 2001)
In the context of a private college that applies English for a specific purpose such as in Sekolah Tinggi Ilmu Kesehatan Panakukang which has a Nursing major, students need to read some literature that is appropriate for their major
Summary
Reading is a process that requires a great deal of practice and skill. Active reading is a gist of comprehension which combining reading with the critical thinking process, inevitably it becomes basic of the learning process. (Chesla, 2001). One of the approaches that are assumed to develop students’ skills in communicative ability is Task-Based Language Teaching. Task-Based Learning (TBL) has its popularity among teaching and education practitioners Some reasons for this attention are the desire of educators to promote real communication or the exchange of meanings rather than forms. Task-Based Learning as an approach requires teachers to plan lessons, for class activities and for real communication. Tasks have been used to study language production, interaction, negotiation of meaning -all aspects to improve second language acquisition (SLA)(Van Den Branden, 2006)The students’ reading comprehension achievement developed after learning reading comprehension by using real and authentic materials or communication (Assiddiq, 2019). Task-Based Language Teaching hopefully provides solutions for students to engage in comprehension in reading. How are students’ reading motivation regarding the application of Task-Based Language
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