Task-based Learning Method Research Articles

Karşılıklı Okumanın Çift Dilli İlköğretim Öğrencilerinin Okuma Becerisindeki Etkisi Almanya Örneği

In a constantly evolving and renewing world, the education system also plays its part. Thus, the education system has shifted from the traditional system to task-based learning. This study examines the impact of the task-based learning method (Reciprocal Reading) on the reading skills of bilingual primary school students. The research group consists of 18 bilingual third-grade students who are being taught between April and July of the 2023-2024 school year. In the conducted research, the Simultaneous Design was applied as one of the basic methods of Mixed-Methods Research. According to the structure of the Mixed-Methods Design, qualitative and quantitative data were evaluated together. In the qualitative aspect of the study, the students were observed while reading five different texts using the Reciprocal Reading method, and the data were recorded on paper using simple structured observation techniques and evaluated through document analysis. In the quantitative part of the research, tests consisting of seven closed-ended questions related to the text were applied, and the data were analyzed statistically. The research results showed that the Reciprocal Reading Method is highly beneficial for the reading skills of bilingual students. This conclusion was reached through the observations made during the application of the Reciprocal Reading method, the results obtained from the document analysis, and the tests conducted afterward. From the tests, it was determined that the highest percentage was 92.86%, while the lowest percentage was 65.71%. Keywords: bilingual, primary school, reading skills, Reciprocal Reading Method

OPTIMIZING STUDENTS' CRITICAL THINKING AND NUMERACY LITERACY SKILLS THROUGH TASK-BASED LEARNING: AN EXPERIMENTAL STUDY

The suboptimal critical thinking and numeracy literacy skills among students, which can impact the quality of human resources, is the reason this research aims to examine the effects of task-based learning on critical thinking and numeracy literacy. The research method used is a quasi-experimental design with a nonequivalent posttest-only control group design. The focus of this study is on PGSD (Elementary School Teacher Education) students enrolled in numeracy literacy courses, with a total of 120 students divided into 4 classes. Data collection was conducted through tests. Data analysis included descriptive analysis and inferential statistical analysis, with inferential analysis performed using the MANOVA (Multivariate Analysis of Variance) method. The results of the study indicate that the implementation of the task-based learning method has a significant impact both simultaneously and partially on critical thinking and numeracy literacy skills. This is evident from the higher average scores observed in the experimental class that applied this method, compared to the control class that did not use it. Therefore, it is recommended that the task-based learning method be used as a solution to address the issues related to low critical thinking and numeracy literacy skills.

Roles of Two Learning Methods in the Perceived Competence of Surgery and Quality of Teaching: A Quasi-experimental Study among Operating Room Nursing Students.

Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications,so that the patients' safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students' point of view. This quasi-experimental study was conducted on fifty 5th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, students were selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing the training process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach's alpha=0.86) and quality of education (Cronbach's alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software. Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the median intervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001). Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.

THE USE OF TASK BASED LEARNING METHOD TO ENHANCE STUDENTS’ READING COMPREHENSION AT SMP N 5 KOTA TERNATE

The purpose of this research was to investigate the use of task-based learning method in enhance students' reading comprehension. This research used a quantitative method. The sample consisted of 24 students of class VIII-2 SMP Negeri 5 Kota Ternate. The data collected through pretest and posttest. In collecting the data, multiple choice tests were used in the form of an instrument. The result of this research shown that the result of posttest scores higher than pretest. The average score of students’ pretests was 51.875 while the average score of posttests was 75.25. The t-statistical value was 7.81 which was higher than t-critical value 1.714 at significance level (0,05) and the degree of freedom of 23 used one tailed test. Based on the data, it was found that using task-based learning can enhance students’ reading comprehension. The students have a positive response to task-based learning as a method to improve students' ability in reading comprehension. It can be seen that there is a significant difference between the pre-test and post-test results.

Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

Microlearning is recommended to be implemented within the context of a wider teaching-learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students' knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students participated in this quasi-experimental study which included two control groups (routine teaching and task-based learning methods) and one intervention group (combined microlearning and task-based learning method). Pre- and post-tests of students' knowledge and performance were assessed through a multiple-choice question test and a Direct Observation Procedural Skills (DOPS) instrument, respectively. Performing Analysis of Covariance for knowledge post-test scores among three groups revealed significant differences (F = 3.423, p-value = 0.040) and the intervention group had the highest score. Analyzing DOPS results showed that the intervention group achieved significantly higher scores compared to the control ones for all the expected tasks (p-values = 0.001). The findings of the present study show that the combined strategy of microlearning with task-based learning is an effective clinical teaching method for enhancing medical students' knowledge and performance in a real working environment.

Rwandan secondary school students’ attitudes in learning chemistry: explored with task-based instruction

This study intended to explore the contribution of Task-Based Learning (TBL) to raising students' attitudes toward learning chemistry. The study employed a quasi-experimental research design with 369 secondary school grade-2 students in Rwanda. The study randomly assigned students to two groups of differentiated instruction. Thus, the experimental group was exposed to the TBL method, while a control group was taught the teacher-centered method. An internationally standardized Chemistry attitude questionnaire of 0.831 Cronbach alpha reliability coefficient was used before and after teaching and learning activity. The Kruskal Wallis test was computed in SPSS 23.0 to measure the effect of TBLin raising positive attitudes among students in the experimental group compared to the control group. The attitude gain was measured from pre-test to post-test in attitude variables. This study showed a statistically significant difference between the control group and the experimental group (ꭓ2 = 4.118, df = 1, p < .05). Furthermore, the students perceived chemistry's importance more than the other three variables (difficulty, interest, and usefulness of chemistry). Results also showed that gender affected students' perceptions of learning chemistry. Females students developed more positive attitudes than male students. However, school location statistically affecting students' attitudes towards chemistry. The study result implies that TBL method helped to increase students' attitudes toward chemistry. Recommendations were given to implement TBL methods in the chemistry classroom.

HUBUNGAN PENERAPAN MEDIA PEMBELAJARAN E-LEARNING, METODE PEMBELAJARAN BERBASIS PENUGASAN, DAN PERAN ORANG TUA DENGAN HASIL BELAJAR SISWA DALAM MASA PANDEMI COVID-19

The research aims to find out whether there is the positive correlation between (1) the implementation of e-learning media and students’ learning results during the Covid-19 pandemic; (2) the task-based learning method and students’ learning results during the Covid-19 pandemic; (3) the role of parents and students’ learning results during the Covid-19 pandemic. The research was a correlational research conducted from April to May 2021. The participants were 256 students at SMK BOPKRI 1 Yogyakarta. The data was collected through a questionnaire and document analysis. The data was then described using the PAP Type II, while the hypothesis was examined using the Spearman Rank. The study revealed that: (1) there is no positive correlation between the implementation of e-learning media and students’ learning results during the Covid-19 pandemic. It is shown by the sig. (1-tailed) = 0.438; (2) there is no positive correlation between the task-based learning method and students’ learning results during the Covid-19 pandemic. It is shown by sig. (1-tailed) = 0.188; (3) there is no positive correlation between the role of parents and students’ learning results during the Covid-19 pandemic. It is shown by sig. (1-tailed) = 0.206.Keywords: The implementation of e-learning media; task-based learning method; parents’ roles; students’ learning results.

EFFECT OF TASK-BASED LEARNING ON STUDENTS’ UNDERSTANDING OF CHEMICAL REACTIONS AMONG SELECTED RWANDAN LOWER SECONDARY SCHOOL STUDENTS

This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students’ understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of .643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students’ understanding of chemical reactions (p &lt; .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p &gt; .05, d = 0.010). However, the effect was significant with the school location (p &lt; .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students’ understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching. Keywords: chemistry education, chemical reactions, Rwandan lower secondary schools, students’ understanding, task-based learning

Improving English Soft Skills Through Integrated Task-Based Learning Methods in Vocational High Schools

This study aims to find out about improving English language skills through the Integrated Task Based Learning method for vocational students. Based on the research objectives, the method in this study uses qualitative research methods with a literature review approach. The stages of the research carried out were the collection of articles and journals, reduction and summary of articles, discussion, and conclusions. Sources of research data are articles and related journals that have the same topic. The results of the study indicate that the ability to speak English is very important to be learned and mastered by vocational students. Improving their ability to speak English can be done through the ITBL method because it is very useful to prepare them to enter the world of work.

Navigating the Importance of Selected Educational Technology Tools in Enhancing and Transforming the Task-Based Learning Method: Reflective Insights from Teaching Graduate Educational Psychology Students at one Ugandan University

The study aimed at navigating how edtech tools enhance and transform task-based learning method among university students pursuing graduate studies in Educational Psychology. Basing on Blooms Taxonomy especially the Higher Order Thinking Skills (HOTS), Laurillard's Conversational Framework, TPCK model, SAMR design and the Teaching Change Framework, the researcher motivated the graduate students to utilise Mindmups, Google Slides, WhatsApp texts and Turnitin educational technology (EdTech) tools to navigate if these tools, due to their respective affordances, enhance and transform task-based learning. The study was a visual ethnographic one by design with visual narratives for analysis purposes. It was established that the mentioned tools enhanced learner motivation, interest, participation and ultimately, academic performance. It was concluded that edtech tools, if selected due to their respective affordances, based on the right models, can improve learning and cause changes in the methods in place to transform low-technology-lecturer-centred learning to high-technology-learner-centred learning.

Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills

The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.

Analysis of Using Google Voice as Learning Media through Task-Based Learning Method

There are many choices of media based on Technology can be used in teaching English. One of them is Google voice, it can be found in any types of smart phone. This media can help students in recognizing the better pronunciation. Thus, it can revise their listening comprehension in English. This research is aimed to describe the role of Google voice in listening comprehension course as well as improve their listening comprehension. The method of this research is qualitative research where the data was obtained by getting the information from online questionnaire and the test. The result of this research from 43 students it was found that 91, 62% agree that the Google Voice application as the Learning English medium. Meanwhile, the result of the test after using Google voice is increasing from 68, 2% to 73, and 54%. It can be concluded that the use of Google voice gives positive effect in learning English.

The Effect of Using Task Based Learning Method on Student’s Achievement in Reading Comprehension of Descriptive Text.

Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the description of a particular thing, animal, person, or others, for instance: our pets or a person we know well. Unfortunately, the students feel hard to find out because no strategy or method to read descriptive text so makes the students boring. The objective of this research is to find out whether task-based learning teaching students’ reading comprehension of descriptive text to XI grade students of MA Darul Ihsan Cibungbulang Bogor. The research used a quantitative method with a quasi-experimental design by applying pre-test and post-test design. In this research, the writer only uses one class as the sample by using the purposive sampling technique. In collecting the data, the writer use tests as an instrument. The data was analyzed by using a t-test. The result of this research showed that using task-based learning method effective in teaching reading comprehension of descriptive text. It can be seen from the significance t-test from students’ pre-test and post-test scores that is 2.450&gt;2.056. Based on the statistical calculation, using task-based learning method reached t calculation of 2.450 which was higher than t table of 2.056 at a significance level of 5%. It also stated a significant increase in mean score between students’ pre-test score (51.8) and post-test score (80). The statistical hypothesis revealed that there were differences between both tests. Therefore, using the task-based learning method can be effective for students’ reading comprehension of descriptive text.

USE OF TASK-BASED APPROACH IN TEACHING VOCABULARY TO BUSINESS ENGLISH LEARNERS AT UNIVERSITY

The purpose of this study is to identify the effectiveness of the task-based approach to teaching business vocabulary to master’s degree students while studying business English. The discipline of business English aims to develop students’ ability to analyse and solve problems of the business environment, improve their foreign language competence on the basis of acquired business vocabulary. The authors used the task-based approach in teaching business vocabulary which was aimed at encouraging students to social contacts, discussions, use of the necessary lexical units in situations close to real business life. The participants of the study were 34 students who studied for a master’s degree at the National Aviation University (Kyiv, Ukraine) majoring in aviation, rocket and space technology. The study of the course required 34 academic hours. According to the methodology of the experiment, the two groups of students (control and experimental ones) had the same learning materials during the course, but the teaching methods were different. In the control group, we used traditional vocabulary learning methods which implied the presentation of the new vocabulary by the teacher, practice exercises which made learners more familiar with the lexical units and the use of the new vocabulary by students in context. In the experimental group, task-based learning method was used which required students to work on solving real business problems with special attention to the development of teamwork skills and communication skills based on the students’ experience of work in business and communication with colleagues from other countries. Specially designed tasks were used to intensify the process of learning business vocabulary. The study showed significant positive dynamics in the acquisition of business vocabulary by students of the experimental group. The results of the test confirmed that task-based approach to vocabulary learning allows students to learn the necessary business vocabulary on a particular topic more easily and quickly It has been concluded that the task-based approach is not only efficient in vocabulary learning, but also increases the students’ confidence in their professional and communicative competence.

МЕТОД TBL В СИСТЕМЕ ИНТЕНСИВНОГО ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В ВУЗЕ

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

PENINGKATAN KONSEP BERHITUNG ANAK MELALUI METODE PEMBERIAN TUGAS DI KELOMPOK B PADA TK AISYIYAH BUSTANUL ATHFAL 3 KECAMATAN SAMARINDA ULU TAHUN PEMBELAJARAN 2017 / 2018

It is important to start learning mathematic with concept of calculation naturally through playing. So that, the young learners are able to find examine and explain the mathematic concept throught their daily activities. The researcher conducted a classroom action research in group B at AisyiyahBustanulAthfal 3 Kindergarten to improve student’ ability in understanding concept of calculation through task-based learning method. The researcher applied two cycles with four stages; planning; implementation, observation and reflection. Seventeen students were also involved as the research subject. To collect the data, the researcher employed observation sheet and student activity sheet. The data was analyzed through the increasing average score. It can be proved from the first cycle, students’ ability developed very well at 32%, developed as expected at 58,5%, and started to developed at 30,28%. Meanwhile, in the second cycle, 53,8% students developed very well, 32,3% developed as expected and 15% started to developed. Based on the calculation of percentages in cycle 1 and 2, the average percentage in cycle 1 was 35,1% and cycle 2 was 83,7%. In brief, the task-based learning has effectively increased students’ ability in understanding concept of calculation with learning topic “myself” and improved student’ learning activities.

The Effect of Teaching Methods and Linguistic Competence on the Students’ Writing Achievement

The objectives of the research were to investigate: 1) the students’ achievement in writing narrative text taught by using task-based learning higher than those taught by direct instruction, 2) the students’ achievement in writing narrative text with high linguistic competence is higher than those with low linguistic competence, 3) there is interaction between teaching methods and linguistic competence on students’ achievement in writing narrative text. It was an experimental research with the population of students at State Senior High School (SMAN) 2 Kisaran 2012/2013 academic year. The sample was selected by applying multistage cluster random sampling. The data collected were analyzed by applying two-way analysis of variance (2x2 ANOVA). The findings indicated that: 1) the students’ achievement in writing narrative text taught by using task-based learning is higher using direct instruction (80 &gt; 67), 2) the students’ achievement in writing narrative text with high linguistic competence is higher than students with low linguistic competence, (80 &gt; 65), 3) there is interaction between teaching methods and linguistic competence on students’ achievement in writing narrative text (sig. = 0.00 &lt; 0.05). Based on the findings, it is suggested that task-based learning method should be applied in English teaching to develop the students’ writing achievement. Key words: writing; task-based learning; direct instruction; linguistic competence.

Using tasks to enhance beginners’ orientations for learning Chinese as a foreign language

This study explores learners’ orientations, or goals, for learning Chinese as a foreign language (CFL) in a Danish university. Drawing upon empirical data from both pre- and post-course surveys and group interviews, this study examines in what aspects and to what extent these orientations change, and by what these changes are caused, in a university-wide CFL course using task-based teaching and learning (TBTL). The study identifies four orientations. Results indicate that the knowledge orientation plays a vital role in the learning process, while instrumental orientation appears to be the least important to students. Furthermore, the study indicates that all orientations have been enhanced by the end of the course, meaning the learners have developed clearer goals for further study in a TBTL environment. We also show that several external and internal factors, such as the motivating course design (especially the task-based learning method), the learners’ increased self-efficacy, and student satisfaction, served to contribute to these positive changes in learners’ orientations. It is suggested that a communicative approach (e.g. the TBTL method) can be used to promote positive orientation changes and enhance learner motivation. The study also discusses challenges encountered in helping beginners learn a foreign language via TBTL.

PENGGUNAAN METODE TASK-BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENULIS MAHASISWA

This study aims to increase the writing skills of students of French Education Department of Language and Art Faculty of Yogyakarta State University by using the task-based learning method in Expression Ecrite IV teaching. This is a classroom action research project consisting of two cycles. The subjects’ of the study were 15 students who took Writing IV (Expression Ecrite IV) including the lecturer. Data were collected using a test, an observation, and a questionnaire. The data of the use of teaching method of task-based learning in Expression Ecrite IV obtained by using an observation and a questionnaire was interpreted qualitatively, while the data of students’ learning achievement in writing was analyzed quantitatively. Findings show that the use of learning method of task-based learning in Expression Ecrite IV could increase writing skills of the students. It was shown by the better comprehension and the mastery of materials. It was proven by the increase of the means in the posttest, that were 6.3 in cycle 1 and 7.2 in cycle 2. Besides, there was an improvement of learning process of writing skill IV as indicated by decreasing students’ passivity and increasing participation in meaningful learning activities.

THE EFFECT OF TASK-BASED LEARNING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT

This study aims at investigating the effect of Task-Based Learning Method on students’ achievement in writing a procedure text. This study was experimental in nature. The population of this study was the first year students at SMA Negeri 2 Tanjung Balai. The total number of the population was 280 students in seven classes. There were 60 students chosen as the sample by using random sampling technique. The sample was divided into two groups, namely control group and experimental group. The experimental group was taught by using Task-Based Learning Method and control group was taught without using Task-Based Learning Method. The instrument for collecting the data was a writing test. To obtain test reliability, the writer applied the Pearson Product Formula. The calculation showed that the reliability of the test was 0.90. It was categorized as very high reliability. The data were analyzed by using the t-test formula. The result of the analysis showed that the t-observed value was higher than t-table (2.34&gt;2.00) at the level of significance 0.05 with a freedom degree of 58. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Based on the findings of this study, it was found that there was a significant effect of Task-Based Learning Method on students’ achievement in writing procedure texts. Key Words: Task-Based Learning, Writing, Procedure Text.