The Effect of Task-Based Learning (TBL) Approach on the Students’ Listening Comprehension at the Tenth Grade of SMAN 3 Kota Bengkulu

Gio Fresky Hawara(1), syahrial .(2), Wisma Yunita(3),
(1) Universitas Bengkulu, Indonesia
(2) Universitas Bengkulu, Indonesia
(3) Universitas Bengkulu, Indonesia

Abstract


This research was aimed to find out the effect of TBL approach on the students’ listening comprehension. This research is a quasi-experimental which was conducted at SMAN 3 Kota Bengkulu in academic year of 2018/2019. The population of this research was the tenth grade students distributed in two classes with the total of 68 students. X- MIPA 1 as experimental group consisted of 34 students and X-MIPA II for control group consisted of 34 students. The instruments of this research was a listening test in the form essay and multiple choice consisted of 14 questions. Pre-test and post-test were conducted in both, experimental and control class. The finding of the result showed that the students taught by using TBL approach got higher score than those  taught without TBL approach. The result showed that there was a significant effect of  using TBL approach on the students’ achievement in listening comprehension which was proven by the result of analysis in independent sample t-test was < 0,05 . It means the alternative hypothesis was accepted. Based on the results and discussions at the research, it can be concluded that teaching and learning listening by using task-based learning approach has a positive effect on students’ listening comprehension. Some suggestions are proposed, Recommendation to teachers using Task-Based Learning Approach in english teaching and learning process because based on this research and previous research indicate the use of Task-Based Learning Approach give positive impact on english learning and The next researcher is recommended to using Task-Based Learning Approach in other English field like speaking and can be use in other method such as english classroom action research.


Keywords


Task-Based Learning; listening Comprehension;

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References


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DOI: https://doi.org/10.33369/jeet.3.2.260-270

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