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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.
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References
- Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: San Francisco University.
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
- Kemendikbud. (2013). Dokumen Kurikulum 2013. Jakarta: Kemendikbud.
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- Nasution, A. (2012). The Effect of Task-Based Learning Method on Students’ Achievement in Writing Procedure Text at SMA N 2 Tanjung Balai. Tanjung Balai: unpublished skripsi.
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- Rahmah, D. (2016). The Use of Task-Based Language to Improve Students’ Listening Skill in The Nine Grade of SMPN 8 Yogyakarta in The Academic Year of 2016/2017. Yogyakarta: unpublished skripsi.
- Richards, J. C. and Rodgers, T. S. (2001).Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
- Sariannur. (2017). The Effect Task-Based Learning, Student’s Achievement, Reading Comprehension. Medan: unpublished skripsi
- Willis, J. (1996). A framework for a Task-Based Learning. Harlow: Longman.
References
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: San Francisco University.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Kemendikbud. (2013). Dokumen Kurikulum 2013. Jakarta: Kemendikbud.
Morey, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-106). Boston, MA: Heinle&Heinle.
Nasution, A. (2012). The Effect of Task-Based Learning Method on Students’ Achievement in Writing Procedure Text at SMA N 2 Tanjung Balai. Tanjung Balai: unpublished skripsi.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Rahmah, D. (2016). The Use of Task-Based Language to Improve Students’ Listening Skill in The Nine Grade of SMPN 8 Yogyakarta in The Academic Year of 2016/2017. Yogyakarta: unpublished skripsi.
Richards, J. C. and Rodgers, T. S. (2001).Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Sariannur. (2017). The Effect Task-Based Learning, Student’s Achievement, Reading Comprehension. Medan: unpublished skripsi
Willis, J. (1996). A framework for a Task-Based Learning. Harlow: Longman.