Abstract
This paper aims to discover the feasibility and the applicability of task-based learning in improving the quality of the teaching and learning process (TLP) of reading in Indonesian secondary schools in relation to the teaching of genre or text types as required by the national curriculum. This is an action research study which is qualitative in nature. The data were obtained through observations and interviews with the students and the collaborators. They were in the forms of field notes, interview transcripts, and photographs. In addition, this research applied the investigator triangulation, the theoretical triangulation and the time triangulation. The actions implemented in this research are discussing new vocabulary items and guessing meaning from context, applying skimming and scanning strategies, discussing grammar related to the text, conducting a question/answer game, providing various materials from different sources, and applying group/pair work. The results of the research show that the students’ motivation increased. They were more enthusiastic in learning reading. Moreover, the students were interested in various materials presented by the teacher. They could get involved actively in the reading learning process. In addition, the classroom interaction also increased. The students could interact very well with other students and the teacher. In conclusion, the use of task-based approach with its accompanying actions is effective to improve the teaching and learning process of reading.
Highlights
The teachers conduct a review on the languages items which are closely related to the reading texts and tasks that they have learned in the previous stages
Setting and Participant As stated previously, the aim of this study is to find out whether or not Task-Based Learning is able to improve the quality of the teaching and learning process (TLP) of reading in Indonesian secondary schools
The researchers tried to find the materials which are suitable based on the indicators of learning that would be achieved during the teaching and learning process if reading
Summary
The teachers conduct a review on the languages items which are closely related to the reading texts and tasks that they have learned in the previous stages. (b) Skills, both macro-skills and sub skills (c) World knowledge or „topic content‟ (d) Text handling or conversation strategies 4) Amount and type of help given 5) Role of teachers and learners 6) Time allowed 7) Motivation 8) Confidence 9) Learning styles tasks should be chosen based on the need of the reading learning process.
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