Task‐Based Language Teaching and Grammar

Güvendi̇r, Emre; Hardacre, Bahiyyih

doi:10.1002/9781118784235.eelt0989

Cited by 1 publication

(2 citation statements)

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“…This progress was seen from their posttest (6,5) in cycle 1 and had progress improvement (7,7) in cycle 2. These are the result from the questionnaire sheets:…”

Section: Reflectionmentioning

confidence: 80%

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Teaching Grammar by Using Task Based Language Learning (Tblt) in Tefl for English Education Study Program (Stit Ibnu Rusyd Tanah Grogot)

Darussalam

2022

PEEL

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The use of task-based learning methods to improve students' grammar ability. This study aims to improve the grammar ability of students of the English Language Education Department of STIT Ibnu Rusyd Tanah Grogot through the use of task-based learning methods in teaching the Structure class. The design of this study is classroom action research. The subjects of this study were 17 students who took part in the Structure course and the lecturers of the course. This study is a class action study consisting of two cycles. This research was carried out in the. Data collection is of three types, there are tests, observations, and questionnaires. Data on the use of task-based learning teaching methods in learning structure obtained from observations and questionnaires are interpreted qualitatively, while data on student’s grammar ability are interpreted quantitatively. The findings of this study show that the use of task-based learning methods in learning grammar can improve students' grammar ability. The result can be seen in the understanding and mastery of student material which is better than before. This is evidenced by the increase in the average score obtained by students based on the results of postest, it is 6.5 in cycle 1 and 7.7 in cycle 2. In addition, there is also an increase in the learning process of grammar which was characterized by reduced student passivity and an increase in student participation in meaningful learning activities.

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“…This progress was seen from their posttest (6,5) in cycle 1 and had progress improvement (7,7) in cycle 2. These are the result from the questionnaire sheets:…”

Section: Reflectionmentioning

confidence: 80%

“…This approach is suitable for teaching grammar communicatively. According to (Guvendir & Hardacre, 2020).…”

Section: Background/review Of the Literaturementioning

confidence: 99%