The Effectiveness of Task Based Language Teaching (TBLT) Toward ESP Students’ Writing Achievement

Authors

  • Surti Milarisa STIE Muhammadiyah Tanjung Redeb

DOI:

https://doi.org/10.24853/elif.1.2.121-126

Keywords:

ESP students, TBLT (Task Based Language Teaching), Writing achievement.

Abstract

TBLT (Task Based Language Teaching) is an approach to language teaching that provides opportunities for students to engage in the authentic use of the target language through tasks. Writing is a process of formulating and organizing ideas in right words, delivering the writer’s purpose, and presenting them on a piece of paper. The objective of this research is to know the effectiveness of  TBLT (Task Based Language Teaching) toward ESP students’ writing achievement at STIE Muhammadiyah Tanjung Redeb. Based on the research result on SPSS 24 calculation, it showed that t-value was 16,678, while t-table was 2,045 in the 5% of alpha significance level and 32 degrees of freedom (df). Thus, it indicates that the t-value is higher than t-table (16,678>1.693 and can be concluded that there was a significant difference between the two means. In addition, the alternative hypothesis (Ha) of the study was accepted and TBLT (Task Based Language Teaching) was an effective method in teaching writing.

References

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Ellis, R. (2009). Task-Based Language Teaching: Sorting Out the Misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Syafini, & Rizan, T. N. (2010). The Effects of Cooperative Learning in Enhancing Writing Performance. Retrieved from http://www.ukm.my/solls09/Proceeding/PD%0AF/ Shafini.pdf

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Published

2019-02-27

Issue

Vol. 1 No. 2 (2019): English Language in Focus (ELIF)

Section

Articles

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