ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This thesis, entitled The Development of Task-Based Learning Materials to Enhance Students’ Receptive Skills in Descriptive Texts within the Merdeka Curriculum for Junior High School Students, was written by Asni Deswita (Student ID: 20224008) from the Graduate Program in Teaching English, Faculty of Education and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi. This study aimed to develop English learning materials that integrate Task-Based Learning and the Genre-Based Approach (GBA) to enhance Grade VII students’ receptive skills of descriptive texts. The study was conducted in response to the need for supplementary learning materials that could support the implementation of the Merdeka Curriculum and facilitate meaningful language learning. The study focused on identifying students’ and teachers’ needs, designing and developing task-based learning materials, evaluating their validity, practicality, and effectiveness, and disseminating the final product. This study employed a Research and Development (R&D) methodology using the 4D Model, consisting of the Define, Design, Develop, and Disseminate stages. The learning materials were developed based on Willis’s TBL framework, which includes the Pre-Task, Task Cycle, and Language Focus phases. The participants consisted of one English teacher and fifty-six Grade VII students of SMP N 3 Ampek Angkek. Data were collected through questionnaires, interviews, and listening and reading tests administered as pre-tests and post-tests in both experimental and control classes. The research instruments and learning materials were validated by three experts, and the data were analyzed using SPSS version 26. The findings revealed that both students and the teacher required supplementary task-based learning materials to support the teaching and learning of listening and reading skills in descriptive texts. The developed materials were organized into two learning cycles: a listening cycle and a reading cycle. Expert validation indicated that the materials achieved a very high level of validity, with scores ranging from 86.7% to 100% across all evaluation indicators, demonstrating their suitability for classroom implementation. The practicality evaluation also showed that the materials were highly practical for use by both teachers and students. Furthermore, the results of the Mann–Whitney U test revealed a statistically significant difference between the learning outcomes of the experimental and control groups (Asymp. Sig. (2-tailed) = 0.000, p 0.05), indicating that the developed learning materials effectively improved students’ receptive language skills. Therefore, the integration of Task-Based Learning and the Genre-Based Approach in the developed materials contributed positively to students’ listening and reading achievement.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT
Erriani Harahap, 2321033, “The impact of task based learning in improving English vocabulary mastery at Smk Pembina Bangsa Bukittingi”, A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025.
Vocabulary mastery is a fundamental component in developing students’ English proficiency, particularly at the vocational high school level where communicative competence is required to meet workplace demands. In reality, many students encounter difficulties in learning and retaining vocabulary when it is taught through conventional instructional methods. Task-Based Learning (TBL) is considered an alternative approach that promotes active student involvement through meaningful and contextualized communicative tasks. Therefore, this study aimed to examine the impact of Task-Based Learning on students’ English vocabulary mastery at SMK Pembina Bangsa Bukittinngi.
This study employed a quantitative experimental design involving two groups: an experimental group taught using Task-Based Learning and a control group taught through conventional instruction, with 20 students in each group. Vocabulary mastery was assessed through pre-tests and post-tests administered before and after the treatment to measure students’ initial and final performance. The collected data were analyzed using descriptive statistics and an independent samples t-test to determine whether there was a statistically significant difference between the two groups.
The results indicated that the experimental group demonstrated greater improvement compared to the control group. The mean score of the experimental class increased from 80.00 to 91.25, whereas the control class improved from 77.50 to 86.50. The independent samples t-test produced a significance value of 0.008 (p < 0.05), indicating a statistically significant difference between the two groups. These findings suggest that Task-Based Learning had a positive and significant effect on students’ vocabulary mastery.
Keywords: Task-Based Learning, Vocabulary Mastery, Experimental Study, English Teaching, Vocational Students.
ABSTRACT
Erriani Harahap, 2321033, “The impact of task based learning in improving English vocabulary mastery at Smk Pembina Bangsa Bukittingi”, A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025.
Penguasaan kosakata merupakan aspek fundamental dalam meningkatkan kemampuan berbahasa Inggris siswa, khususnya di tingkat Sekolah Menengah Kejuruan (SMK) yang menuntut kompetensi komunikatif untuk menghadapi dunia kerja. Kenyataannya, masih banyak siswa yang mengalami kesulitan dalam memahami dan mengingat kosakata ketika proses pembelajaran dilakukan dengan metode konvensional. Task-Based Learning (TBL) hadir sebagai pendekatan alternatif yang menekankan keterlibatan aktif siswa melalui penyelesaian tugas-tugas komunikatif yang bermakna dan kontekstual. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh penerapan Task-Based Learning terhadap penguasaan kosakata bahasa Inggris siswa di SMK Pembina Bangsa.
Penelitian ini menggunakan metode eksperimen dengan pendekatan kuantitatif. Subjek penelitian terdiri atas dua kelompok, yaitu kelas eksperimen yang memperoleh perlakuan menggunakan Task-Based Learning dan kelas kontrol yang diajar dengan metode pembelajaran biasa, masing-masing berjumlah 20 siswa. Instrumen penelitian berupa tes kosakata yang diberikan dalam bentuk pre-test dan post-test untuk mengukur kemampuan awal dan kemampuan akhir siswa setelah perlakuan. Data yang diperoleh kemudian dianalisis menggunakan statistik deskriptif dan uji t independen untuk mengetahui ada tidaknya perbedaan yang signifikan antara kedua kelompok.
Hasil penelitian menunjukkan bahwa terjadi peningkatan nilai rata-rata yang lebih tinggi pada kelas eksperimen dibandingkan kelas kontrol. Nilai rata-rata kelas eksperimen meningkat dari 80,00 menjadi 91,25, sedangkan kelas kontrol meningkat dari 77,50 menjadi 86,50. Berdasarkan hasil uji t independen diperoleh nilai signifikansi sebesar 0,008 (p < 0,05), yang berarti terdapat perbedaan yang signifikan antara kedua kelompok. Dengan demikian, dapat disimpulkan bahwa penerapan Task-Based Learning memberikan pengaruh yang positif dan signifikan terhadap peningkatan penguasaan kosakata bahasa Inggris siswa.
Kata Kunci: Task-Based Learning, Penguasaan Kosakata, Penelitian Eksperimen, Pengajaran Bahasa Inggris, Siswa Sekolah Menengah Kejuruan.
ThesisOpen AccessPDF tersedia
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Nur Fadhillah, 2318007, “The Effect of Task-Based Learning Towards Students’ Speaking Skill at Second Grade of MTs TI Koto Tuo Kumpulan”. A Thesis, English Education Department, Islamic State University of Sjech M. Djamil Djambek Bukittinggi, 2022. This research was conducted since there were many problems that occur in the students’ speaking skill in learning English at MTs TI Koto Tuo Kumpulan. For example, most of students were not interested in learning speaking. Many of them rarely practice the English in the classroom. On the other hand they had limited vocabulary and bad in pronouncing words. Most of students were lack of confident to speak English. The learning approach still not effective to increase the students speaking skill. This research aimed to know whether there is significant effect of using task-based learning towards students’ speaking skill. This research was an experimental research. The researcher used a quasi experimental design by using the pretest posttest non-equivalent control design. The population of this research was the second grade students of MTs TI Koto Tuo Kumpulan. The researcher used the total sampling, because the population less than a hundred. The sample was VIII 2 as experimental class and taught by task-based learning and VIII 1 as control class and taught without task-based learning. The data was got from the pre-test and post-test of experimental and control class. The researcher used SPSS 26 to test the normality, homogeneity and t-test to hypothesis testing. The result of t-test was consulted to t-table with level of significance a= 0,05. From the result of the pre-test and post-test of the experimental and control class, the researcher found three results. First, there was significant effect of using task-based learning towards students’ speaking skill. It was proven by the value of t-calculated of experimental class in pre-test and post-test was higher than t-table (6.264 > 2.004). Second, there was significant different between the students who were taught by using task-based learning and students who were taught without task-based learning. It was proven by the value of t-calculated in post-test of experimental and control class was higher than t-table (3.677 > 2.004). Third, teaching and learning by using task-based learning was better than teaching without task-based learning towards students’ speaking skill. It was proven by the improvement of the mean score of experimental class was higher than control class in post-test (13.57 > 7.87). Keywords: Speaking Skill, Task-based Learning
