THE EFFECTIVENESS OF TASK-BASED LANGUAGE

TEACHING TO TEACH SPEAKING SKILL AT THE

EIGHTH GRADE OF MTs NURUSSA’ADATAIN
NAHDLATUL WATHAN MONTONG GAMANG IN THE
ACADEMIC YEAR OF 2019/2020

By:

TANGGUH ABDUL BASYIR

16.83.009

ENGLISH EDUCATION DEPARTMENT

AND TEACHER TRAINING FACULTY THE

UNIVERSITY NAHDLATUL WATHAN MATARAM

2020
 CHAPTER 1

INTRODUCTION

A. Background of the Study

The learners who are studying English in a non-English speaking

setting need to experience real communicative situations in which

they will learn how to express their own views and opinions, and

they develop their oral fluency and accuracy on speaking skill which

are very essential for the success of foreign language communication.

Classroom Interaction then, is necessary and useful as an educational

strategy to enhance learning. Ellis (2003:135) defines classroom

interaction strives to involve and support learners in the learning

process. Among the ways to create this language learning process in

the classroom, Task Based Language Teaching (TBLT) presents

opportunities to employ effective and meaningful activities and thus

promotes communicative language use in the classroom. Task-Based

Language Teaching (TBLT) start from an idea of Task-Based Learning

(TBL), it was greatly popularized by N Prabhu (1987) who working

with schools in Bangalore, southern India (Harmer, 2001: 86)

Task-based language teaching (TBLT) focuses on the use of

authentic language and on asking students to do meaningful tasks

using the target language. It is considered to be of great benefit in

achieving communicative competence and increasing the motivation

of second language learners. This method brings the learners to the

real-world and using the task as the vehicle and core unit in learning.

Task-based learning is much more beneficial to the student because it

is more learner-centered, allows for more meaningful communication,

and often offers a practical extra-linguistic skill building. As the tasks

are likely to be familiar to the students, they are more likely to be

engaged, which may further motivate them in their language learning.

In addition, tasks endorse language acquisition through the kinds of

language interaction they necessitate.

Task-based language teaching has progressively achieved its

popularity in recent years. It has been recommended by various

experts in the field of teaching methodologies as a way forward in

English Language Teaching. Prabhu stands as the first significant

person in the development of TBLT. His main contributions have

been raising the English Language Teaching world awareness to

TBLT. Prabhu (in Richard and Rodgers, 2001: 233) defines a task as

"an activity which required learners to arrive at an outcome from

given information through some process of thought, and which

allowed teachers to control and regulate that process". Willis (1996:

97) suggested that TBLT is seen as a method fostering a learning

environment that finds appropriacy in all skills and often combines

more than one skill in the same task.

According to Nunan (2004: 1), Task-Based Language Teaching

has strengthened as follows: 1) a need-based approach to content

selection, 2) an emphasis on learning to communicate through

interaction in the target language, 3) the introduction of the authentic

texts into the learning situation, 4) the provision of opportunities for

learners to focus not only on language but also on the learning process

itself, 5) an enhancement of the learner‟s own personal experience as

important contributing elements to classroom learning, and 6) the

linking of classroom language learning with language use outside the

classroom. The objective of this research is to investigate how

effective task-based teaching TBLT has been at the Junior High School

works with 12-14 year old students who have disengaged from formal

learning and have low motivations for second language learning, or

any learning.

The concept of teaching method that used by teacher in the

classroom plays a significant role in the process of foreign language

learning. In fact the considerable interest in the role of interaction

in the context of learning becomes an important factor for the

researchers of this field because it creates opportunities for the

classroom community to develop knowledge and skills. Another clear

purpose of choosing TBLT is to increase learner activity; TBLT is

concerned with learner-centered activity, and it lies on the teacher to

produce and supply different tasks which will give the learner the

opportunity to experiment spontaneously, individually and originally

with the foreign language. Long (1985:95) defines Each task will

provide the learner with new experience with the foreign language and

at this point the teacher has a very important part to play. The term

„task‟ which one of the key concepts in TBLT is defined as a piece of

work undertaken for oneself or for others, freely or for some reward.

Dealing with cases mentioned above, in teaching and learning

process basically, English teachers have begun attempting to teach

foreign language in a way that was more similar to first language

acquisition. However, in fact their endeavor seems completely difficult

to encourage students to speak English. Feeling awkward to always

say things in English sometimes attack students that it becomes

problems toward English teaching. In addition when attempting to

speak, learners must muster their thought and encode those ideas in

the vocabulary and synthetic structures of the target language.

Therefore, it brings about uncomfortable to use the target language

toward students eventually.

To deal with this case, the teacher is challenged to be as

creative as possible to provide opportunities for students to expose

and to reinforce students‟ speaking skill. To encourage students to

practice their English, some English teachers sometimes utilize games,

role plays, dramas, and other activities, in order to make students

enjoy learning and to reduce their boring.

In MTs Nurussa’adatain NW Gonjong, the English teacher

teaches English by using monotonous teaching-learning activity in

which he reads loudly a dialogue that has been written on the students‟

workbook in the front of class as well as the meaning of the dialogue.

After reading it, he instructs the students to repeat after him untill the

overall dialogue is read. Then the teacher asks the students to practice

the dialogue in pairs by using the textbook. The teacher seldom ask

the students whether they are really understand the use of those

expressions. On the other hand, the students‟ activities in the

classroom only read a dialogue, write its meaning based on what the

teacher‟s say and then practice it in front of the class with their friend

without knowing when they have to use the expression in real

situation.

The teaching-learning activity above completely cannot help

the students expand their knowledge in spoken language. It is possibly

become and ongoing problem for the students when they come into

the higher level. This strategy also causes other problems such as;

firstly, in Indonesia, English is a foreign language, which it brings

about students feeling better to use their first language that is Bahasa

Indonesia. Moreover, limited vocabulary makes the students difficult

to say anything in the classroom. Therefore, the only thing they do is

keeping silent. Secondly, the students feel bored because the teacher

always uses the same strategy. Finally, the students unable to speak

English correctly. Based on the problem above, the researcher intens

 to see whether the new method that is Task Based Language Teaching

is effective or not compared with the traditional method. Therefore, a

research is carry out to analyze and to find the overcoming the

students‟ problems. In this case, the students of 8th grade of MTs

Nurussa’datain NW Gonjong are chosen as the subject of the study.

Here, the researcher tries to propose the effectivenes of using

TBLTcompared with traditional method in English especially in

speaking ability.

From those statements above, the researcher would like to

conduct a research to know the effectivenes of Task Based Language

Teaching in speaking skill as communicative as possible under the title

“The Effectiveness of Task Based Language Teaching to Teach

Speaking Skill at the Eighth Grade of MTs Nurussa’adatain NW

Gonjong in the Academic Year of 2019/2020”

B. Problem Statement

Based on the background of the study above, the problems of the

study can be formulated as follows: “Is the use of Task-Based

Language Teaching (TBLT) effective to teach speaking material at the

eighth grade of MTs Nurussa’datain NW Gonjong in the academic year

of 2019/2020?”.
C. Objective of the Study

The objective of this research is to find out whether the Task Based

Language Teaching (TBLT) is effective to teach speaking at the eighth

of Nurussa’datain NW Gonjong in the academic year of 2019/2020.

D. Limitation of the Study

This research focuses on the usage of TBLT as a method to make

the students at the eighth grade in Nurussa’datain NW Gonjong easier

to understand and practice speaking. The topic that is discussed in the

following study is about descriptive text especially in describing

person.

E. Definition of the Key Term

To avoid problem, misunderstanding and misinterpretation of the

research finding, the researcher would like to explain and define the

key terms are used:

1. Task-Based Language Teaching (TBLT)

Ellis (2003:63) reports that task- based language teaching is

a form of teaching that treats language primarily as a tool for

communicating rather than as a subject for study or manipulation.

Richards and Rodgers (2001: 228) suggest that because the reason

for this is that "tasks are believed to foster processes of

 negotiation, modification, rephrasing, and experimentation that are

at the heart of foreign language learning". From those definition

the researcher asserts that if learners are to develop the

competence they need in order to use a foreign language easily

and effectively in the kinds of situations they meet outside the

classroom, they need to experience how language is used as a tool

for communication within it. 'Task' serves as the most obvious

means for organizing teaching along these lines.

Finally, TBLT proposes the use of tasks as a main

component in language classroom because it provides better

understanding for activating learner acquisition processes and

promoting foreign language learning. TBLT is therefore based on

a theory of language learning rather than a theory of language

structure.

2. Speaking Skills

Speaking skill become the core of language that is learnt by

students. It becomes the most difficult part that students rarely

practice in their daily life. According to Harmer (1996:14)

speaking is defined as a form of communication, so a speaker must

convey what he/she is saying effectively. In line with this

definitions, Carter (1997:4) defines it as “one of the types of

composing language, the type that is swift, complicated, frequent,

and primary, because the language itself is symbolic used by

communicators to construct and convey information”. Moreover,

skill is defined as the ability to do something well and expertly as

a result of training, practice, or experience (Holt, Rinehart and

Winston, 1966: 75).

From those definition, the researcher infers speaking as

activities by which human beings try to express thought,

opinion, and to exchange information by using utterances in the

form of communication. Therefore, as a tool of communication, it

is necessary for people to have good speaking skill. Speaking skill

is not an instant skill to be acquired. It needs long process.

Moreover, speaking skill is dealing with habitual activities that

students always do, it means that if students never practice

speaking so they will to understand expressions and its usage.

Finally, it needs huge amount of practice to be more successful

language learner. In short, it can be said that speaking skill is the

ability to produce utterance to express thought and to convey

meaning.
 CHAPTER II

REVIEW ON RELATED LITERATURE

This chapter begins with a definition of speaking skills and their

importance in learning English as a foreign language. The researcher then

reviews additional studies that dealt with students' attitudes towards

English, the second is section deals with Task-Based Language Teaching

(TBLT), and the last is review about the application about TBLT This

section consists of two sub-sections: theoretical and practical. From the

theoretical standpoint, the researcher attempts to shed light on the TBLT,

and to clarify its developments in theory and practice. The objectives,

principles and advantages of TBLT are also emphasized in this section.

The practical subsection consists of brief reports about relevant studies.

A. Theoritical Description

1. Review on Speaking

a. Definition of Speaking

Speaking is one of activity that used by someone with

another to communicate something. There are some definitions

of speaking. They are follows : To most people, mastering the

art of speaking is the single most important aspect of learning a

second language, and success is measured in terms of the

ability to carry out a conversation in the language (Nunan,

10
 1991: 39). Speaking is active or productive. It means that

speaking is commonly performed in face to face interaction

and occurs as part of dialogue or other form of verbal

exchange. Speaking as an instance of use, therefore, is part of

reciprocal exchange in which both reception and production

play apart. In this sense, the skill of speaking involves both

receptive and productive participation. Widdowson (1996: 58-

59).

From the explanation above, we can concluded that

Speaking is an interactive process of constructing meaning that

involves producing, receiving and processing information. Its

form and meaning are dependent on the context in which it

occurs, including the participants themselves, their collective

experiences, the physical environment, and the purposes for

speaking.

b. Speaking Skill

The four language skills (listening ,speaking, reading

and writing), speaking seems intuitively the most important

(Cunningham, 1999:3). Speaking skill should be taught and

practiced in the clasroom. In fact , in our daily life, most of us

speak more than we write yet many English teachers skill

spend the majority of class time on reading and writing

practice almost ignoring speaking and listening skill. Speaking

requires that learners not only know how to produce specific

points of language such as grammar, pronunciation, or

vocabulary (linguistic competence), but also they understand

when, why and in what ways to produce language

(sociolinguistic competence)

Syakur (1987; 5) states speaking ability is a complex

skill because at least it concerned with components of

pronounciation, grammar, vocabbulary, and fluency.

1) Pronunciation

Pronunciation is the students‟ way to utter English well.

Besides pronunciation is one of the difficult language

components of a grammar made up of the elements or

principle to determine how sound vary and pattern in a

language.

2) Vocabulary

Vocabbulary means the appropiatediction which used in

conversation. Without having a sufficient vocabbulary, we

cannot communicate effectively or expres ideas in both

oral and written form. Having limited vocabbulary is also

a barrier that precludes learners from learning a language.

3) Grammar

It concerns with how to arrange a correct sentences in

conversation. It is in line with explanation given by Lewis

and Hill (1997: 82) that it can develop the ability to

understand and respond quickly, and the ability to

articulate. The utility of grammar is also to learn to correct

way to gain expertise in a language in oral and written

form.

4) Fluency

Can be defined as the ability to speak fluenty and

accurately suited with professional necessity. Basiccally,

being fluent means asble to keep the language coming.

Graham- Marr (2004) mentioned many reasons for

focusing on listening and speaking when teaching English as a

foreign language, not least of which is the fact that we as

humans have been learning languages through our ears and

mouth for thousands upon thousands of years, far longer we as

humans have been able to read. Although not a set curriculum

in most schools, speaking skills have been found to be a

fundamental skill necessary for a child success in life.

Based on the statement above, there should be good

balance to practice them in classroom. The theory above

 emphasizes that speaking is an effort to use language freely,

being able to speak which puts more emphasizes on

interaction, communication, and understanding each other.

Teacher should emphasize the development of oral

communication in teaching English.

c. The Elements of Speaking

To speak the foreign language fluently and accurately,

learners need to be able to know some elements which are

very important to develop this skill. Harmer (2001:89)

mentions these elements which refer to the language features

that learners should have knowledge about, such as knowledge

of vocabulary, grammar, and fluency. In addition to the

processes of the language and information in the same time

when an interlocutor interacts with them.

From the explanation above, the researcher tries to give

more understanding about the elements of speaking namely;

knowledge of vocabulary, grammar, fluency and also attitude.

These are the main core of speaking that have to be learned by

the learner who are willing to learn foreign language.

d. Characteristics of Speaking Performance

In recent teaching context, a lot of attention has been

paid to design activities which focus more on tasks that are

balanced between the need to achieve fluency and accuracy.

These criteria are also based upon in the assessment of the oral

skills.

In the task based approach, fluency and accuracy are of

the main characteristics of speaking performance, and they are

seen as complementary in accomplishing a given task.

Although Richards and Rodgers (2001:157) mention that

“fluency and acceptable language is the primary goal:

Accuracy is judged not in the abstract but in context”, and this

is an obvious point since the emphasis of TBLT is on the

communicative process between learners or teachers-learners,

rather than mastery of the language forms.

Many questions have been raised about the role of

accuracy in TBLT theory. Hedge (2000: 61) makes the

important point that “The Task based approach somehow

excuses teachers and learners from a consideration of how to

develop high levels of accuracy in the use of grammar,

pronunciation, and vocabulary.” Learners, should develop a

communicative competence through classroom practice;

 however, simultaneously they should know how the language

system works in a correct and appropriate way.

From the definition above, speaking accuracy

performance is the use of language by controlling the language

focusing on their pronunciation, vocabulary, and grammar.

While speaking fluency refers to the use of language by talking

less in pause or significant pauses.

e. Types of Spoken Tests

The most commonly used spoken test type according to

(Thornbury, 2005: 125) are these:

1) Interviews

These are relatively easy to set up, especially if there is a

room apart from the classroom where learners can be

interviewed. The class can be set some writing or reading

task (or even the written component of the examination)

while individuals are called out, one by one, for their

interview.

2) Live monologues

The candidates prepare and present a short talk on a pre-

selected topic.
3) Recorded monologues

These are perhaps less stressful than a more public

performance and, for informal testing, they are also more

practicable in a way that live monologues are not. The

advantage of recorded test is that the assessment can be done

after the event, and the result can be triangulated – that is, other

examiners can be rate the recording and their rating can be

compared to ensure standardization.

4) Role plays

Most students will be used to doing at least simple role-

plays in class, so the same format can be used for testing.

The other „role‟ can be played either by the tester or

another student but again, the influence of the interlocutor

is hard to control.

5) Collaborative tasks and discussion

These are similar to role-plays except than the learners are

not required to assume a role but simply to be themselves.

For example, two candidates might be set the task of

choosing between a selection of job applicants on the basis

of their CVs.
 f. Speaking Difficulties in Foreign Language Learning

Richards and Rodgers (2001:140) defines Practicing

the speaking skill of the foreign language is not as knowing

about this language. The difference between the knowledge of

how things must be done and the ability to do these things is

crucial in the learning process. Learners often find some

difficulties when practicing the speaking skill, even those who

know about the system of the foreign language. Harmer

(1996:23) asserts that teachers must perform a series of tasks

that aim at providing learners with the confidence and the

skills required to take advantages of the classroom

opportunities in order to speak English effectively.

2. Review on Task

a. Definition of Task

Task-Based Language Teaching has close relation with

task. Before discussing the concept of Task-Based Language

Teaching, it is need to define the task itself. Task-Based

Language Teaching proposes the notion of “task” as a central

unit of planning and teaching (Richard and Rodgers, 2001:

224). As mentioned above, the core unit of Task-Based

Language Teaching is the use of task as a way in learning

language process. Tasks are defined in terms of what the

learners will do in class rather than in the world outside the

classroom (Nunan, 2004: 2). Ellis (in Branden, 2006: 8)

explained:

A work plan that requires learners to process language

pragmatically in order to achieve an outcome that can

be evaluated in terms of whether the correct or

appropriate prepositional content has been conveyed.

To this end, it requires them to give primary attention

to meaning and to make use of their own linguistic

resource, although the design of the task may dispose

them to choose particular forms. A task is intended to

result in language use that bears a resemblance, direct

or indirect, to the way language is used in the real

world. Like other language activities, a task can

engage productive or receptive, and oral or written

skills, and also various cognitive processes.

Breen (in Willis and Willis, 2007: 12) stated that task is

therefore assumed to refer to a range of work-plans which have

the overall purpose of facilitating language learning-form the

brief and simple exercise type to more complex and lengthy

activities such as group problem-solving or simulations and

decision-making. Prabhu (in Richard and Rodgers, 2001: 233)

a task is “an activity which requires learners to arrive at an

outcome from given information through some process of

thought, and which allows teachers to control and regulate that

process”.

According to Nunan there are two kinds of task, those

are pedagogical task and real-world task or target task. A

pedagogical task is a piece of classroom work that involves

learners in comprehending, manipulating, producing or

interacting in the target language while their attention is

focused on mobilizing their grammatical knowledge in order to

express meaning, and in which the intention is to convey

meaning rather than manipulate form (Nunan, 2004: 4). While,

real-world tasks are task that reflect real-world uses of

language and which might be considered a rehearsal for real-

world tasks.

Task has five key characteristics, according to Skehan

(in Nunan, 2004: 3) the characteristic are:

1) Meaning is primary

2) Learners are not given other people‟s meaning to

regurgitate

3) There is some sort of relationship to comparable real-

world activities
 4) Task completion has some priority

5) The assessment of the task is in term of outcome.

From the explanation above, the red line is the way to

define a task will depend on to a certain extent on the purpose

the task is used. The researcher makes conclusion, task is

activities in the classroom which has relationship with real

world and facilitate the learners do exercise such as group

problem-solving or simulations and decision-making whereas

this activity is to arrive outcome.

b. Conceptualization of Task

The minimum specification of task include goals, input,

and procedures, and these will be supported by roles include

the teacher role and learner role, and settings. Cited from

Nunan (2004: 41), the simple model of these is represented

diagrammatically below.

Goals Teacher role

Input TASK Learner role

Procedures Settings

Goals

Goals are the vague, general intentions behind any learning

task. They provide a link between the task and the broader

curriculum.
Input

Input refers to the spoke, written and visual data that learners

work with in the course of completing a task. Data can be

provided by a teacher, a textbook or some other source.

Procedures

Procedures specifie what learners will actually do with the

input that forms the point of departure for the learning task.

Teacher role

The teacher as teacher is necessary only when the class is

attempting to resolve a language problem, for it is only in this

situation that the teacher is automatically assumed to possess

more knowledge than the students. This role can be minimized

if the students‟ attack strategies and reading skill have been

effectively developed. If the task is realistic and the students

have learned to adjust their reading strategies according to the

task, there should be little need for teacher intervention.

Learner role

The learner roles that they entail include:

1) The learner is a passive recipient of outside stimuli.

2) The learner is an interactor and negotiator who is capable

of giving as well as taking.

3) The learner is a listener and performer who has little

control over the content of learning.

 4) The learner is involved in a process of personal growth.

5) The learner is involved in a social activity, and the social

and interpersonal roles of the learner cannot be discovered

from psychological learning process.

6) The learner must take responsibility for his or her own

learning, developing autonomy and skills in learning-how-

to-learn.

Settings

Setting refers to the classroom arrangements specified or

implied in the task. It also requires consideration of whether

the task is to be carried out wholly or partly outside the

classroom. In considering settings of task-based learning, it is

useful to distinguish between „mode‟ and „environment‟.

Learning „mode‟ refers to whether the learner is operating on

an individual or a group basis. „Environment‟ refers to where

the learning actually takes place.

3. Task Based Language Teaching

The new curriculum focuses on speaking skills through the

domain of social interaction. This is because speaking skills are

extremely important when teaching EFL. Graham-Mar (2004:78)

claims that the importance of teaching speaking skills stems from

the fact that human beings have been acquiring language through
speaking and listening long before they began reading and

writing. Our brains are well programmed to learn language

through sound and speech. The basic theory of these topics will be

discussed briefly in this chapter.

a. Definition of TBLT

Task-Based Language Teaching has close relation with

task. Task-Based Instruction or TBI (also known as task-based

teaching) is another methodology that can be regarded as

developing from a focus on classroom processes (Richard,

2006: 27). Before discussing the concept of Task-Based

Language Teaching, it is need to define the task itself. As

mentioned above, the core unit of Task-Based Language

Teaching is the use of task as a way in learning language

process. Tasks are defined in terms of what the learners will do

in class rather than in the world outside the classroom (Nunan,

2004: 2).

Ellis explained in Branden (2006: 8): A work plan that

requires learners to process language pragmatically in order to

achieve an outcome that can be evaluated in terms of whether

the correct or appropriate prepositional content has been

conveyed. To this end, it requires them to give primary

attention to meaning and to make use of their own linguistic

resource, although the design of the task may dispose them to

choose particular forms. A task is intended to result in

language use that bears a resemblance, direct or indirect, to the

way language is used in the real world. Like other language

activities, a task can engage productive or receptive, and oral

or written skills, and also various cognitive processes.

TBLT refers to teaching a second/foreign language that

seeks to engage learners in interactionally authentic language

use by having them perform a series of tasks. It aims to both

enable learners to acquire new linguistic knowledge and to

procedurize their existing knowledge. The main characteristics

of TBLT are the following (Ellis, 2003:64):

1) 'Natural' or 'naturalistic' use of language

2) Learners- centered rather than teacher controlled learning

3) Focus on form (attention to form occurs within the context

of performing the task; intervention while retaining

'naturalness').

4) Tasks serve as the means for achieving natural use of

language

5) Traditional approaches are ineffective.

Moreover the researcher reports that task- based

language teaching is a form of teaching that treats language

 primarily as a tool for communicating rather than as a subject

for study or manipulation. It is clear that if learners are to

develop the competence they need in order to use a foreign

language easily and effectively in the kinds of situations they

meet outside the classroom, they need to experience how

language is used as a tool for communication within it. 'Task'

serves as the most obvious means for organizing teaching

along these lines.

b. Approach of TBLT

The theory language items used in TBLT are tended to

train the learners to use language forms appropriately in

various contexts and for different purposes. For

communicative competence and linguistic competence, the

knowledge of forms and meanings form parts of the

communicative purpose in TBLT (Larsen-Freeman &

Anderson, 2000: 71). Learners need to understand the forms,

meanings and functions of language and take into

consideration the social situation. However, TBLT has

sometimes been seen as sacrificing accuracy in the teaching

of grammar in order to pursue fluency.

In using TBLT, the students develop a language system

through attempting to use meaning-based language. The

 teacher designs opportunities for the students through

meaningful, authentic and interesting activities (Ellis, 2003:

57). The students have a much more varied exposure to the

language and its issues that they need. Thus, learners spend a

lot of time communicating during the task (Hammer, 1999:

79).

From those explanation above the researcher asserts that

in TBLT, specific language forms will never be considered;

instead, the learners are allowed freely to make meaning in

any way they like. The tasks provide learners‟ outcomes that

can be assessed. Using tasks is based on building a syllabus

design for to both sequence lessons and assessing the students‟

outcomes.

c. Principles of Task-Based Language Teaching

Nunan in his book (2004: 35-37) explained seven

principles for Task-Based Language Teaching as follow:

1) Scaffolding

Lessons and materials should provide supporting

frameworks within which the learning takes place. At the

beginning of the learning process, learners should not be

expected to produce language that has not been introduced

either explicitly or implicitly.

 2) Task dependency

Within a lesson, one task should grow out. And build

upon, the ones that have gone before.

3) Recycling

Recycling language maximizes opportunities for learning

and activates the „organic‟ learning principle.

4) Active learning

Learners learn best by actively using the language they are

learning.

5) Integration

Learners should be taught in ways that make clear the

relationships between linguistic form, communicative

function and semantic meaning.

6) Reproduction to creation

Learners should be encouraged to move from reproductive

to creative language use.

7) Reflection

Learners should be given opportunities to reflect on what

they have learned and how well they are doing.

d. Characteristics of the Teaching/Learning Process in TBLT

The main characteristic of TBLT is that everything is

aimed for communication. All activities are designed to

enhance the learners‟ communicative competence. According

to Morrow (1981:86), activities in TBLT have three features:

information gap, choice and feedback. The information gap is

the precondition that the students have a desire to

communicate with the content. During the communication, the

students have opportunities to choose which language to use in

the specific contents. After the communication, the learners get

feedback from the teachers about their performance.

Furthermore, there are three different distinctive types of

practice in TBLT: mechanical, meaningful and

communicative.

Along with those explanation the researcher gives more

commentary about the distinctive of practice in TBLT namely;

Mechanical practice is a language controlled activity whereby

learners can successfully use language without necessarily

understanding it. Meaningful practice is an activity where the

language items are controlled but where the learners are

required to understand the meaningful choices made when the

language are used. Communicative practice refers to activities

whereby the language is used not totally predictably and for

real communicative purposes.

4. The Application of TBLT

The main role of the teacher in TBLT, such as monitoring

and giving feedback. These are the point that must be concerned in

teaching TBLT.

a. Teachers‟ and Learners‟ Role in TBLT

The role of the teacher in TBLT shifts away from some

traditional of the teacher roles in language teaching (Nunan,

1989:69). In TBLT, the teacher will decrease the proportion of

the time spent on communicative processing. The main role of

the teacher in TBLT, such as monitoring and giving feedback.

The teachers are responding not only to the students‟ fluency,

but also their accuracy. Furthermore, for large parts of the

actual task, the teachers spent more time on giving background

information. TBLT is a learner-centered teaching approach

(Willis, 1996:123).

The researcher concludes that learners‟ role is the main

aspect during language processing. The main characteristics of

the learners‟ role in TBLT are: act as a negotiator or interactor,

capable of giving as well as taking; act as a performer and

listener, with little control over the content of the learning; and

the take responsibility for their own learning.

b. Types of The Task in TBLT

Willis (1996: 149) listed the following types of tasks of TBLT:

1) Listing: Including a brainstorming and fact- finding,

the outcome is a completed list or draft mind map. This

type of task can help train students' comprehension and

induction ability.

2) Ordering, sorting: Including sequencing, ranking and

classifying, the outcome is a set of information ordered and

sorted according to specific criteria. These types might

foster comprehension, logic and reasoning ability.

3) Comparing: This type of task includes matching, finding

similarities, or differences. The outcome can be

appropriately matched or assembled items. This type of

task enhance students' ability of differentiation.

4) Problem solving: This type of task includes analyzing real

situations, reasoning, and decision- making. The outcome

involves solutions to the problem, which can then be

evaluated. These tasks help promote students' reasoning and

decision- making abilities.

5) Sharing experience: These types of tasks include narrating,

describing, exploring and explaining attitudes, opinions, and

reactions. The outcome is usually social. These tasks help

 students to share and exchange their knowledge and

experience.

6) Creative tasks: These include brainstorming, fact finding,

ordering and sorting, comparing and many other activities.

The outcome is an end product that can be appreciated by

a wider audience. Students cultivate their comprehensive

problem- solving abilities as well as their reasoning and

analyzing abilities.

These tasks above are listed from easy to difficult, and

all of them reveal the recognition process of students. The

tasks in TBLT should be applicable to real life to help students

accomplish the tasks and show their communicative

competence in classroom teaching and real life situations.

c. TBLT Methodology

Ellis (2003:57) assert that the design of a task-based

lesson involves consideration of the stages or components of a

lesson that has a task as its principal components.

However, the researcher suggests that they all have in

common three principal phases, these phases reflected the

chronology of a task-based lesson. Thus the first phase is 'pre-

task' and concerns the various activities that teachers and

students can undertake before they start the task; such as

whether students are given time to plan the performance of the

task. The second phase, the 'during task' phase, centers on the

task itself and affords various instructional options, including

whether students are required to operate under time pressure.

The final 'post- task' phase involves procedures for following

up on the task performance.

1) Pre-task

Skehan (1996: 90) defines The purpose of the pre-task

phase is to prepare students to perform the task in ways

that will promote acquisition. It refers to two broad

alternatives available to the teacher during the pre-task

phase: An emphasis on the general cognitive demands for

task, and/or an emphasis on linguistic factors, attentional

capacity is limited, and it is needed to both linguistic and

cognitive demand, then engaging in activities which

reduce cognitive load will release attentional capacity for

the learner to concentrate more on linguistic factors. These

alternatives can be tackled procedurally in one of four

ways:

a) Supporting learners in performing a task similar to the

task that will perform in the during task phase of the

lesson;
b) Asking students to observe a model of how to perform

a task;

c) Engaging learners in non-task activities designed to

prepare them to perform the task

d) Strategic planning of the main task performance.

From those explanation the researcher gives brief

comment the use of a 'pre-task' is a key feature of the

TBLT. Furthermore the task was carried out as an activity

involving the entire class with the teacher, and involved

the learners in completing a task of the same type and

content as the main task. Thus, it served as a preparation

for performing the main task individually. For example, if

the main task involving talking about clothes and

appearance of individuals or groups; the teacher may talk

to the students about how they dress and how this affects

their personalities.

Finally, to prevent the groups from using their L1 to

complete the task, the teacher informed the class that each

group had a different conversation, and that each group

would have to present their developing conversation to the

rest of the class in English after they had completed the

 task. It was therefore important for all of the students to

speak only English during the task.

2) During the task

The methodological option available to the teachers in

the during-task phrase is of two basic kinds. First, there

are various options relating to how the task is to be

undertaken that can be taken prior to the actual

performance of the task and thus planned for by the

teacher. These will be called “task performance options”.

Second, there are a number of “process options” that

involve the teacher and students in online decision making

about how to perform the task as it is being completed.

Ellis (2003:159) defines that the teachers need to

ensure that students can complete the task in their own

time and then set a time limit to encourage fluency rather

than accuracy. When students are carrying out the task, the

teachers should allow students to borrow the useful related

information from the input data to encourage students‟

participation in the task, especially for those poor learners,

especially when they feel speechless and of course, while

discussing, some unexpected questions and answers will

come up, for the students‟ imagination and creativity

 have been greatly motivated. Furthermore, it may help to

enhance the students‟ intrinsic interest in the task.

On the other hand, achieving the processes during the

task is quite challenging. It depends on how the

participants orientate to the task and on their personal

skills in navigating the roles of interlocutor/language

users and instructor/learners as the task is performed.

3) Post – Task

The post-task phase affords a number of options. These

have 3 major pedagogical goals:

a) To provide an opportunity for a repeat performance of

the task;

b) To encourage reflection on how the task was

performed;

c) To encourage attention to form, in particular to those

forms that proved problematic to the learners when

they performed the task.

After the students have a heated and exciting

discussion, two students are chosen from each group to do

the speaking practice by using a certain topic of

conversation that has been explained by the teacher.

Remind them to be aware of the phrases and expressions

that they should say at the beginning of the conversation

 and the skill of asking questions and ask the questions to

the right people. Later, ask them to speak to the different

students and different topic to make a conversation. And

other students are asked to give the proper response

according to the roles they play. While the

students are practicing conversation, the teacher will

give score and feedback to all of the students who have

been done performing in front of the class.

d. The Strength of TBLT

1) Useful for moving the focus of the learning process from

the teacher to the students.

2) Gives the students a different way of understanding

language as a tool instead of as a special goal.

3) Can bring teaching from abstract knowledge to real world

application.

4) A task is helpful in meeting the immediate needs to the

learners and provides a framework for creating classes,

interesting and able to address to the students‟ needs.

5) Task-Based Language Teaching allows meaningful

communication.
 6) The psychology dynamics of the group which works

together to complete a task will have a great influence on

the success.

e. The weaknesess of TBLT

1) There is no acquisition of new grammar or vocabulary

features.

2) Everything is left to the teacher.

3) Not all students are or will be motivated by Task-based

Language Teaching or cannot notice language forms

(grammar) or other elements of accuracy.

4) Students typically translate and use a lot of their first

language rather than the target language in completing the

tasks.

5) Task-Based Language teaching is not teacher centered and

it requires individual and group responsibility and

commitment on the part of students. If students are notably

lacking in these qualities, task-based language teaching may

indeed be difficult to implement.

5. Review on Direct Method

a. The Definition of Direct Method

Direct method is known as natural method. One of the

direct methods called natural method because it is learnt

naturally like other tongue or first language. An attempt to

teach the language as one could in learning mother tongue is

known as the Direct Method (Patel and Jain, 2008: 77). In this

method, a foreign language could be taught without translation

or the use of the learner‟s native tongue. According to

Webster‟s New International Dictionary in Patel & Jain, 2008:

78) notes:

Direct method is a method of teaching a foreign

language, especially a modern language through

conversation, discussion and reading in the target

language itself, without translation, and without the

study of formal grammar. The first words are taught by

pointing the objects or picture or performing actions.

b. The Characteristics of Direct Method

Cited from (Patel and Jane, 2008: 80) there are some

characteristics of Direct Method:

1) There is no inference of mother tongue.

 2) In this method, there is direct bond of target language.

Child thinks into target language and express into target

language.

3) Unit of teaching is sentence. Teaching performs such

activities which tell the meaning of the sentence in the

context. Teacher performs an action related to the sentence

which shows meaning of the sentence.

4) Direct method is full of activities. The teacher shows

object or performs the action to clear his concept.

5) Direct method is interesting and natural for learners.

6) Teacher shows the meaning of the sentence with help or

gestures, postures, and action. It enable student to

establish direct bond between words and expression.

7) The teaching learning process is carried out in English

environment.

c. The Technique in Direct Method

There are some techniques that can be used in teaching

English by using the direct method, there are:

1) Reading aloud

The students take runs reading sections of passage, play,

or dialog out load. At the end of each student‟s turn, the

teacher uses gesture, pictures, reality, examples, of the

 other name means to make the meaning of the section

clear.

2) Question and answer exercise

The exercise is conducted only in target language.

Students are asked questions and answer in full sentence

so that they practice with new words and grammatical

structure they have the opportunity to ask questions as

well as answer them.

3) Getting students to self-correct

The teacher of this class has the students self-correct by

asking them to make a choice between what they said and

an alternative answer he supplied. There are, however,

other ways of getting students self-correct. For example, a

teacher might simply repeat what a student‟s has just said;

using questioning voice to signal to the students that

something was wrong with it. Another possibility is for the

teacher to repeat what the students said, stopping just

before the error.

4) Conversation practice

The teacher asks students a number of questioning in the

target language, which the students have to able to answer

correctly. In the class observed, the teacher asked

individual students questions about themselves. The

 questioning contained a particular grammar structure.

Later, the students were able to ask each other their own

questions using game grammar structure.

d. The Advantages and Disadvantages of Direct Method

The advantages of direct method as follow:

1) This method is called natural method. The English is

taught as the child learns his mother tongue.

2) The pronunciation, accent, intonation and rhythm are

essential for better and effective communication. This

method helps to speak language effectively.

3) This method is based on the principle of the “Learning by

Doing”. Thus this method is scientific and very effective.

4) New teaching points were introduced orally.

5) Both comprehension and speech were taught.

6) It observes scientific path of language acquisition.

7) To learn any language means speak that language with

fluently. This method creates this ability in students.

The disadvantages of direct method mentioned above:

1) For every sentence or subject matter, the teacher cannot

perform an action and show any subject. It means that

every subject matter cannot be explained by an action or

showing any subject.

 2) This method is not useful in over crowed classes.

3) This method does not help in important aspect of language

learning like reading and writing.

4) To use this method in the class, the teacher should be

mastered in subject. He should be a perfect teacher.

5) This method requires many audio visual aids, which are

very expensive so our school cannot afford such

equipment.

B. Previous Study

As mentioned above, a lot of things may affect fluency on

speaking that are fluency, lexical resource, grammars, and

pronunciation. Moreover, this study only focuses on the

implementation of the uses of task based language teaching through

cartoon story maker towards the fluency on speaking. This review of

literatures presents relevant information that is needed to understand

and support the present study. Therefore there three literature review

that would be presented by the researcher.

The first study that has done by Tareq Mitib Murad (2009) from

Yarmouk University in his graduating paper entitled “The

effectiveness of Task Based Language Teaching (TBLT) in

Improving Students‟ Speaking Skills Among The Palestinian

Secondary EFL

English”. This objective of this study was to investigate the effect of

a task-based language teaching program on developing the speaking

skills of Palestinian secondary students and their attitudes towards

English. The students were in the eleventh grade (second secondary

grade) during a period of three months in which this study was

conducted (January-March) of the academic year 2008/2009.

The second study is done by Dalley (2009) from the University

of Brimingham entitle “Implementing Task-Based Language

Teaching in Korean classrooms”. There are two research questions

presented by her namely : 1. Do you think that Task-Based Language

Teaching if adopted in your own teaching context would result in

more students being able to communicate effectively in English? . 2.

Why (not)? What would be the advantages and/or problems of

implementing a task-based approach in this context?. She used

commnunicative approach and learner-centered of TBLT on teaching

English towards the students in Korea. The result of her study is

succes that more that 75% of the students feel enjoy while they

practice speaking in the classrom. Moreover the Korean gevernment

change their policy and this methodology to be implemented by all

the schools in Korea.

The last researcher regarding task-based application in the EFL

classroom were summarized in this section to give an overview of

what researcher had done so far in this field. Fan-Jiang‟s (2005) from
Yuan Ze University of Taiwan. This study aimed to investigate the

effectiveness of implementing TBLT in a Taiwanese primary school,

and her finding revealed that TBLT could enhance the students‟

motivation and attitudes toward learning English. She conducted a

detailed qualitative study to explore the implementation of task-

based teaching in an elementary English class in Taiwan. The

overall results of her study evinced that the implementations of task-

based teaching was challenging for both the teacher and students

involved; however, students did enjoy working on the tasks at

different level. Her results revealed that there were longer turns in

spontaneous speech and increasing use of interactional adjustment

toward the end of the treatment period, and using supplementary

cooperative materials involved students in comprehending and

producing the target language more willingly and more effectively.

Based on those previous studies, TBLT brought about positive

learning outcomes and motivation. Especially, the task-based

speaking activities helped students to cultivate better communicative

skills and social skills in interrogating meaning.

In conclusion, TBLT is advantageous to the EFL students

because it is more student-centered, allows more meaningful

communication, and often provides practical extra linguistic skill

building. Although the teacher may present language in the pre-task,

the students in the classroom are ultimately free to use grammar

 constructs and vocabulary they want. This allows them to use all the

language they know and are learning, rather than just the „target

language‟ of the lesson. Furthermore, as the tasks are more

likely to be engaged, which may further motivate them in their

language learning. And in this research the researcher wants to know

the effectiveness of using Task Based Language Teching to teach

speaking of the 8 grade students of MTs Muhammadiyah 3 Masaran

in academic year 2018/2019.

C. Rationale

Speaking is important skill which has many theories to more

understand about it. Speaking is one of immportant skills in language

study which must be mastered. Speaking is the one of four basic

skills. It is very important in teaching and learning english, speaking

invloves some language components such as pronunciation,

vocabulary, grammar and fluency. So, speaking needs some language

components‟ mastery. However, there are some problems related to

students‟ abillity in speaking. Ur (1996:121) there are some problems

faced by the learners in speaking activities. These problems can be

explained as follow: (a) Inhibition. Unlike reading, writing, and

listening activities, speaking requires some real time exposure to an

audience. Learners are often inhibited about trying to say things in a

foreign language in the classroom, such as worried about making

mistake, fearful or criticism, or shy of their speech attracts. (b)

Nothing to say. The learner has not idea to speak. Some learners get

the difficulties in thinking of anything to say, they have no motivation

to express themselves beyond the feeling that they should be

speaking. (c) Un-event participant. Only one participant can talk at a

time if henor she is to be heard. In a large group, this means that each

one will have only very little time talk. This problem is compounded

bt tendency of some learners to dominate, while others speak very

little or not at all. (d) Mother – tongue used In a number of classes,

the learners share the same mother tongue. They may tend to use it

because of some reasons. Firstly, it is easier. Secondly, it feels

unnatural to speak to one to another one. If they are talking in small

groups, it can be quite difficult to keep using the target language.

From the explanation above, the researcher concludes that

method can influence speaking ability. That is because in method

especially TBLT gives the interesting manner, so that they will have

better ability in speaking by using this method. The good mastery of

method can give better impact for the quality in the ability in

speaking.
D. Hypothesis

Based on the theory above the researcher can formulates the

hypothesis of a study. The hypothesis are as follows:

Ho : The use of Task based Language Teaching is not effective to

teach Speaking at the Eighth Grade of MTs Muhammadiyah

3 Masaran in the academic year of 2018/2019.

Ha : The use of Task based Language Teaching is effective to teach

Speaking at the Eighth Grade of MTs Muhammadiyah 3

Masaran in the academic year of 2018/2019.

 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research is categorized as an experimental research with a

quantitative method. Quantitative research is an approach for testing

objectives theories by examining the relationship among variables

(Creswell, 2014: 4). Aliaga and Gunderson in Muijs (2004: 1) stated that

“Quantitative research is explaining phenomena by collecting numerical

data that are analyzed using mathematically based methods (in particular

statistic)”. This research will be experimental research because the

researcher wants to establish possible cause and effect between

independent and dependent variable. The independent variable “caused”

or “probably caused” the dependent variableor in the word the independent

variable influences the dependent variable (Creswell, 2012: 295). The

independent variable is Task-Based Language Teaching, while the

dependent variable is Speaking Skill.

Experimental research seeks to determine if a specific treatment

influences an outcome (Creswell, 2014: 13). There are several different

kinds of experimental design: the true experiment, the field or quasi

experiment, the natural experiment (Cohen et.al, 2007: 274). This research

will be quasi-experimental design and use pretest-posttest non-equivalent

group design. Quasi-experiments include assignments, but not random

assignments of participants to groups. The design will be as follow:

Experimental O1 X1

O2 Control

O3 X2

O4

The dashed line separating the parallel rows in the diagram of the non-

equivalent control group indicates that the experimental and control groups

have not been equated by randomization – hence the term „non-equivalent‟

(Cohen et.al, 2007: 283). Both the class will be given pre-test and post-

test, but they will get different treatment. The experimental group will

taught by using Task-Based Language Teaching, while the control group

will be taught by Direct Method. Both the groups will be given pre-test

and post-test. The treatments design for both the groups could be showed

as follow:

Table. 3.1. Treatment Design

Activities Experimental Group Control Group

Pre-teaching 1) Teacher helps students 1) Teacher explains the
understand the theme objective of the
and objectives of the teaching-learning
task. process.
2) Students may do a pre- 2) Teacher explains the
task. scope of the
3) Students can be given materials.
preparation time to
think about how to do
the task.
While- 1) The task is done by 1) Teacher explains the
teaching students (in pairs or material in front of
groups). the class
2) Teacher walks around 2) The students in pairs
and monitors. make question and
 3) Teacher helps students answer so that they
to formulate what they practice with new
want to say, but will words and
not intervene to correct grammatical
errors of form. structure or students
4) Students are asked to can make dialogue
report briefly to the 3) Practice the dialogue
whole class how they in front of the class.
did the task and what
the outcome was.
5) Teacher asks some
pairs to report briefly to
the whole class so
everyone can compare
findings, or begin a
survey.
Post-teaching 1) Teacher chairs, 1) Teacher with the
comments on the students make
content of their reports, conclusion for the
rephrase perhaps, but performance and the
gives no overt public result of teaching-
correction. learning process.
2) Teacher sets language- 2) Teacher helps the
focused tasks. students to reflect
3) Teacher goes round to for their result of
help; students can ask activities in the class
individual questions during teaching-
learning process.

B. Setting of The Research

1. Place of the Research

The research will be conducted in MTs Nurussa’datain NW

Gonjong in the academic year of 2018/2019 in the first semester. The

school is located in Kliwonan, Masaran, Sragen. This school included

 on the big school. So the teacher should manage the student well in

every single subject taught.

2. Times of the Research

The experimental research was conducted in four meetings at

the eighth grade of Nurussa’datain NW Gonjong in the academic year

of 2019/2020. The research was conducted in July 2017 to September

2018, here was the timetable of the research:

Table. 3.2 Research Timeline

Jun Aug- Feb Aug Sept

Activity 2017 Oct 2018 2018 2018

2017

Observation

Proposal Consultation

Proposal Seminar

Giving Treatment and

collecting data

Accomplished research report

C. Population, Sample, and Sampling

1. Population

Population is a group of individuals who have the same

characteristic (Creswell, 2012: 142). In this research, researcher

chooses the eighth grade of MTs Nurussa’datain NW Gonjong in the

academic year of 2019/2020. In practice, quantitative researchers

sample from lists and people available. A target population (or the

sampling frame) is a group of individuals (or a group of organization)

with some common defining characteristic that the researcher can

identify and study (Creswell, 2012: 142). The population of this

research is all of the students at eighth grade students of the school

which have four classes. The total of the population was 127 students.

And the target population is B and D class.

2. Sample

Sample is part of population. There are two samples in this study,

experimental class and control class. Experimental class is taken from

B class consist of 29 student. Control class is taken from D class

consisted of 30 students.

3. Sampling

In this research, the researcher used cluster random sampling

technique. The object are regarded that each of group has the equal
 chance to be choosen as the sample. In getting sample of the research,

the researcher took procedure called the lottery method. It is each

group of the population was presented by small piece of paper. The

small piece of paper was placed in a box and well mixed, and a sample

of the required size was selected.

D. Research Instrument

The researcher must use instrument in order to get the better data.

The instrument of the research is a tool or facility that is used by the

researcher for collecting data in order to get better result or in other words,

it can be occur complete and systematic.

According to Sugiyono (2011), instrument is a tool that is used to

measure the data. In addition, Sugiyono (2011) states that in the

quantitative study, the quality of the instrument can be determined from

the validity and reliability of the instrument, whereas the quality of

gathering the data in line with the appropriate technique used. In

quantitative research, instrument can be a test, interview, observation and

questionnaire (Arikunto, 2012).

In this study, there were three instruments that used in collecting

the data; pre- test and post-test. First, pre-test was administered to identify

the students' ability in both groups; experimental group and control

group before giving the treatment. Second, post-test was administered to

know the students ability after given treatment. Post-test was held in the
 end of the research and after 4 times treatments in experimental group.

The post-test was also administered to the both groups.

E. Data Analysis on Pre-test and Post-test

Pre-test and Post-test were given to both group; experimental

group and control group. The data analysis of pre-test and post-test was

employed exactly the same steps as in the pilot data analysis. In addition,

the data was calculated by using Microsoft Exel.

Coolidge (2000) states that there are some specific assumptions

that has to be fulfilled in using independent t-test appropriately. First,

in each group, the participants have to be different. Second, the

scores are normally distributed in each group. Third, the variances of two

groups' score are equal.

The calculation covers data description, normality distribution test,

homogeneity test, and independent t-test. The procedures are as follow:

1. Data description

a. Mean

Where:

∑fi = frequency of students score

Xi = mid points of students score

n = the sum of students.

b. Mode

( )

Where:

L = the lower limit of the interval within which the mode lies

i = interval (class width)

f1 = the frequency of the interval containing mode reduced by that

of the previous interval

f2 = the frequency of the interval containing mode reduced by that

of the following interval

c. Median

( )

Where:

L = the lower limit of the interval within which the median lies

i = interval (class width)

cfb = the cumulative frequency in all interval below the interval

containing the median

fw = the frequency of cases within the interval containing the

median
 d. Standard deviation

̅
√

Where:

S = standard deviation

X1 = students score

̅ = mean of students score

n = sum of students

2. Normality Distribution Test

It is used to know the data distribution was normal or not.

The steps as followed:

1) Calculating s value with the following formula:

̅
√

Where:

X = student‟s score

̅ = the average of student‟s score

n = sum of students

2) Calculating z, with the following formula:

̅
 Comparing the maximum result of L for each item of questions

with Ltable and the normality test could be found. If L max > Ltable the

distribution of the test does not run normally but if L max ≤ Ltable the

distribution of the test run normally.

3. Homogeneity of Variance

Homogeneity was used to determine that the data was

homogeny or not, the steps as followed:

a. Determining variance (si2) :

b. Seeking S2

𝑠 𝑛 𝑠/ 𝑛

c. Determining Log S2

d. Seeking B value

𝐵 log 𝑆 𝑛𝑖

e. Seeking Xo2 value

𝑋𝑜 = 𝐼𝑛 0 𝐵 𝑛 log 𝑠𝑖

f. Xo2 compare with Xt2 in table chi-square

g. If Xo2 < Xt2 so that the data was homogeneous.

4. Independent t-test

Independent t- test was used to prove whether the hypothesis

was accepted or not. To measure the hypothesis used t-test to know

the significance differences in teaching reading by using Task-Based

Language Teaching. To determine t-test result was in below:

̅ ̅

Where:

t = the effectiveness of the treatment (the t-value)

̅1 = means of group 1 (experimental group)

̅2 = means of group 2 (control group)

Sx1-x2 = variant

If tobtained > ttable with the degree of freedom = (n1+n2 – 1) on the

significant level 5%, it could be concluded that there was significant

influence of Task-Based Language Teaching in teaching speaking at

the eighth grade of MTs Nurussa’datain NW Gonjong in the academic

year of 2019/2020.

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