Implementation of Task-Based Language Teaching: To What Extent is Communicative Competence Achieved?

Somawati, Ni Putu and Kanca, I Nyoman and Widanta, I Made Rai Jaya (2018) Implementation of Task-Based Language Teaching: To What Extent is Communicative Competence Achieved? Implementation of Task-Based Language Teaching: To What Extent is Communicative Competence Achieved?, 226. pp. 572-577. ISSN -

	Text (Plagiarism Check) 18. Implementation of Task-Based Language Teaching_ To What Extent is Communicative Competence Achieved_.pdf Download (1MB)
	Text ARTIKEL 26. Implementation of Task-Based Language Teaching.pdf Download (2MB)
	Text KORESPONDENSI 26. Implementation of TBLT.pdf Download (752kB)

Abstract

This study was in attempt to recognize to what extent task-based language teaching (TBLT) effective to achieve learners’ communicative competence (CC). CC is realized as a competence comprising two aspects, they are fluency and accuracy. Fluency is built up of three aspect of ‘fluency’, ‘pronunciation’, and ‘comprehension’, while accuracy comprises two aspect, they are ‘grammar’ and ‘complexity’. Sixty two students of Tourism department from two classes were involved to be research participants whom were given pre-test, treatment, and post-test. The treatment was given for ten sessions using English for Tourism module designed with TBLT approach. Result of both tests were analyzed and compared to see how it was effective to the learners CC improvement. Results of discussion fostered that TBLT was effective for the improvement of learners, CC, especially that of fluency and one aspect of accuracy, i.e. ‘complexity’. The further investigation should be undertaken to recognize why TBLT failed to improve learners’ ‘grammar’. In addition, it should be put in an attempt to see what technic should be affixed or developed to find a visible one for its solution

Actions (login required)

View Item