Rationale
English has become one of the most widely spoken languages globally, including in Vietnam, where it serves as a vital communication tool for connecting people, particularly in international meetings The significance and popularity of English in today's world are evident, especially for Vietnam, which focuses on national integration and development Recognizing its importance, the Vietnamese education system has made English a mandatory subject starting from elementary school, and it is also a required component of graduation exams at all educational levels.
To achieve fluency in a language, reading skills are essential as they facilitate the recognition, interpretation, and understanding of written materials Proficient reading is crucial for accurately comprehending written statements and serves as a vital communication tool across various professional fields It enriches vocabulary and helps readers infer the meanings of new words through context, reducing reliance on dictionaries Additionally, reading textbooks provides valuable writing resources, allowing learners to grasp structure and expressions for their own writing Therefore, cultivating reading skills consistently over time is key to developing sustainable learning capabilities.
Given the critical role of reading skills, educators are increasingly focused on effective teaching methods to enhance students' reading comprehension The emergence of various innovative teaching strategies, particularly task-based learning, offers teachers numerous options to enrich students' knowledge Reading is a skill developed through experience and requires ongoing improvement with diverse reading materials Importantly, efficient reading encompasses multiple skills that should be nurtured within the classroom setting, highlighting the value of task-based reading activities.
2 have been suggested for teachers of English to point out ways to inculcate independent reading habits in the students
The task-based approach, as highlighted by the British Council, provides an innovative alternative for language teachers by focusing on a central task rather than predetermined language study This learner-centered method involves specific stages that adapt to the language needs arising during task completion, fostering essential skills development The application of this approach has demonstrated positive outcomes in language learning.
Viet Tri Industrial High School, established in 1973, stands out as a premier educational institution in Viet Tri City, dedicated to nurturing both the character and skills of its students for national development The school continually enhances its teaching and learning quality, particularly in English, providing students with modern resources and opportunities to develop their abilities However, 10th graders, as new high school students, face challenges in adapting to this environment, particularly in mastering reading comprehension and information extraction A significant factor contributing to these difficulties is the lack of access to effective learning methods.
For the above reason, I chose the study “Using task-based approach to improve student‟s reading comprehension for grade 10 students at Viet Tri industrial high school” for my research proposal.
Previous studies
In the world
Reading is a part of our daily lives It is performed both for pleasure and information Reading skills are important for the individuals since they foster
Reading comprehension is essential for students' success, as lacking reading skills hinders their ability to understand and perform well in exams (Kaya, 2015) Consequently, educational researchers continually seek effective teaching methods to enhance students' reading abilities Numerous global studies have been conducted to improve reading comprehension skills, yielding encouraging results.
In "Implementing Task-Based Learning with Young Learners" (Oxford University, 2001), Carless examines the implementation of task-based learning in three EFL classes at primary schools in Hong Kong, as detailed in his article in ELT Journal Volume 56/4 (October 2002) He identifies four key themes: noise and indiscipline, the use of the mother tongue, pupil involvement, and the role of drawing or coloring activities Despite initial challenges, Carless observed significant improvements in these areas He emphasizes the importance of teachers being well-prepared by effectively organizing pair and group work, serving as strong language models by using the target language during interactions, and fostering inclusivity to maximize student participation in oral contributions during lessons.
A study conducted by Nazenin Ruso at Eastern Mediterranean University in 2007, published on July 21, 2011, in the Asian EFL Journal, explored the impact of Task-Based Learning (TBL) on English as a Foreign Language (EFL) classrooms The research highlighted how the TBL approach significantly affects student engagement and learning outcomes in EFL settings.
The study explored the impact of a Task-Based Learning (TBL) approach on student performance and motivation in English as a Foreign Language (EFL) classrooms, while also examining its effects on the researcher’s professional development Data collected through various methods indicated that both students and the teacher expressed high satisfaction with the TBL approach, highlighting its effectiveness in enhancing classroom activity variety and boosting overall learning outcomes.
The findings from students' and researchers' diaries indicate that Task-Based Learning (TBL) significantly enhances student motivation and learning by providing diverse opportunities for practicing the target language Students expressed positive reflections on the tasks implemented during the study, demonstrating their receptiveness to TBL while learning English as a second language Semi-structured interviews revealed that students prefer less teacher talk, and although they were initially unfamiliar with TBL, they appreciated the variety of tasks that facilitated practice They noted an increased emphasis on interaction, particularly through group work, which fostered a more enjoyable classroom atmosphere This engaging learning environment positively influenced their overall learning experience.
In 2014, Mohammad and Arad conducted a study on the impact of task-based language teaching (TBLT) versus content-based language teaching (CBLT) on the reading comprehension of Iranian intermediate ESP learners They divided students from Islamic Azad University, majoring in accounting, into two groups: a control group (Group B) receiving CBLT and an experimental group (Group A) receiving TBLT Utilizing independent and paired samples t-tests for data analysis, the results indicated that the TBLT group outperformed the CBLT group in reading comprehension post-tests This finding suggests that TBLT is more effective than CBLT in enhancing reading comprehension skills among Iranian ESP learners.
In 2018, D I Prasetyaningrum conducted research on enhancing agriculture students' reading comprehension through Task-Based Language Teaching (TBLT) This study aimed to evaluate the effectiveness of TBLT in improving reading skills among students Utilizing a collaborative classroom action research design, the research involved 22 participants Data was gathered through observation checklists, field notes, and reading tests, leading to significant findings on the impact of TBLT on reading comprehension.
5 showed that task based learning teaching could be implemented to improve student‟s reading comprehension in three steps: pre-task, task cycle, and post-task which included some specific activities.
In Viet Nam
Not only in the world, teachers in Vietnam are also always researching and creating, applying modern teaching methods to help students improve their reading comprehension
In 2016, Dinh Nhu Le conducted a study titled “Applying Task-Based Teaching Methods for Students of the University of Transport and Communications According to the National Foreign Language Project Period 2008-2020.” This research examined the alignment of the task-based learning model with the communicative teaching approach to enhance language acquisition in accordance with the Common European Framework of Reference for Languages, as outlined in the National Foreign Languages Project 2020 The study advocated for the implementation of this methodology within the authentic educational environment at the University of Transport and Communications.
In 2017, Chi Do Na from An Giang University published a paper titled “Task-Based Language Teaching in Vietnam: Misunderstandings and Suggestions,” which aimed to address common misconceptions surrounding the implementation of TBLT in Vietnamese educational contexts The study explored frequent misinterpretations of TBLT by language educators and offered practical recommendations for designing effective language tasks that align with TBLT principles in English as a Foreign Language (EFL) classrooms.
Recent studies have explored the implementation of task-based learning (TBLT) in teaching English reading skills in Vietnam, highlighting common misunderstandings and offering suggestions for effective application These findings underscore the value of a task-based approach in enhancing students' knowledge and improving their reading comprehension skills.
Despite the lack of research on the effectiveness of a task-based approach for enhancing reading comprehension skills among 10th-grade students, this study aims to explore its potential benefits By investigating this method, the research seeks to demonstrate how task-based learning can facilitate more effective English reading skill development for high school learners.
Research purposes
The research aims to achieve two purposes as follows:
- Finding out the current situation of teaching and learning reading skill in grade 10th
- Applying task-based approach in teaching to improve English reading comprehension skill for students of grade 10th.
Research questions
To achieve the purposes, the research seeks answers to the following research questions
1 To what extent can task-based approach improve students‟ reading comprehension?
2 What are the students‟ attitude toward the use of task-based approach in improving their reading comprehension?
Research method
- Theoretical research method: Study the related documents to gain knowledge about reading comprehension skill and task-based approach
The author conducted a study involving surveys and tests to assess students' awareness and attitudes before and after implementing a task-based approach By distributing questionnaire surveys, the researcher aimed to evaluate changes in students' perceptions Additionally, pre-tests and post-tests were administered to determine if the task-based approach effectively improved students' reading comprehension skills.
- Mathematical statistical method: Calculate the data collected from survey questionnaires and TEST to get the final results
- Experimental method: Apply TBL to a group of students to investigate the efficiency of TBL on reading comprehension.
Significance of the research
Scientific significance
This study provided valuable insights into how modifying reading activities can improve English reading comprehension skills among students while also boosting their motivation to learn.
Practical significance
This research aimed to enhance English reading comprehension skills for grade 10 students through the implementation of diverse reading activities By incorporating a variety of engaging tasks, the study sought to capture students' attention and improve their overall reading proficiency.
The research enabled English teachers to adapt reading activities for more effective and engaging instruction in reading comprehension skills This modification not only made lessons more meaningful but also significantly improved students' learning outcomes in reading.
Research scope
This study focused on the impact of task-based learning on reading skills among 74 grade 10 students from two classes, 10A and 10G Due to time constraints and limited experience, the research did not extend to other English skills, concentrating solely on reading outcomes.
THEORETICAL BACKGROUND
Theoretical background of reading skill
Reading is a mental process There are many definitions of reading Reading is when someone looks into a written text and starts to absorb the information from the written linguistic message
According to the Longman Dictionary of Applied Linguistics, reading is defined as the process of perceiving a written text to comprehend its content, which can occur through silent reading The resulting understanding is referred to as reading comprehension Additionally, reading can be performed aloud, known as oral reading, which may or may not involve grasping the text's meaning.
According to Harison and Smith (1980), reading is defined as the process of interpreting written symbols to derive appropriate meaning This interaction involves the reader's language abilities, cognitive skills, and knowledge of vocabulary, as they work to reconstruct the author's intended message.
Reading is an interpretive process where a reader engages with a text as a form of communication, as noted by Wallace (1992) This interaction implies that the writer has a specific communicative intent, and the reader seeks to comprehend this purpose.
Reading is defined as the process of interpreting written symbols to derive meaning, as noted by Aebersold and Field (1997) This involves decoding text, starting from individual letters and progressing to larger units like words, clauses, and sentences, as described by Nunan (1998).
Reading is a complex process that involves extracting ideas and meanings from written or printed language, as highlighted by various theories.
Intensive Reading and Extensive Reading are the two key reading styles essential for language learning Mastering the what, how, and why of these approaches equips you with powerful tools that significantly enhance your vocabulary acquisition skills.
Extensive reading involves students selecting and engaging with a large volume of material, allowing for a broader understanding of topics In contrast, intensive reading requires a careful and thorough examination of texts to extract specific details This distinction highlights the different approaches to reading, with extensive reading promoting overall comprehension and enjoyment, while intensive reading focuses on detailed analysis.
Table 1 The comparison between extensive reading and intensive reading
COMPARISON EXTENSIVE READING INTENSIVE READING
Meaning Extensive reading is an approach to language learning in which long text and a large amount of material are read by the students for general understanding
Intensive reading is a reading method where inlearners are supposed to read the short text carefully and deeply so as to gain maximum understanding
Purpose For acquiring information or for pleasure
For understanding the literal meaning of the text
Covers Reading of novels, magazines, newspaper
Reading material is selected by the individual himself
Reading material is decided and recommended by the teachers
Involves Reading of a number of books on a similar concept or subject
Reading of a book again and again to extract its literal meaning
COMPARISON EXTENSIVE READING INTENSIVE READING
Use of dictionary No Yes
Helpful in Developing reading fluency Developing reading skills, vocabulary and grammatical knowledge
Extensive reading is a pleasurable and informal approach to reading, where students engage with books, magazines, or newspapers to gain a general understanding of a topic This method encourages readers to explore long texts and utilize supplementary materials, focusing on enjoyment and comprehension To enhance reading fluency and speed, students typically seek out easy, engaging, and entertaining literature that features a limited number of unfamiliar words.
Students have the freedom to choose reading materials that align with their personal interests, allowing for a more tailored learning experience However, it's important to note that there will be no subsequent class discussions to review or reflect on what they have learned from their readings.
Extensive reading aims to foster a love for reading among students, encouraging them to become enthusiastic readers The focus is not on comprehending every single word but rather on grasping the overall concept of the text, promoting enjoyment and engagement with literature.
The extensive reading method empowers students to choose a wide range of reading materials that align with their individual reading speed and abilities, enhancing their learning experience.
Intensive reading is a focused reading approach that involves a deep analysis of a text to uncover its literary or linguistic meaning This method requires readers to engage with the material attentively and thoroughly, as it is designed to achieve specific learning objectives and tasks.
Basically, it is the in-depth reading of a comparatively shorter piece of reading material, to gain complete knowledge from it It aims at identifying the answers to the
11 questions of reading comprehension Moreover, it could be used for the purpose of skimming and scanning, and the concatenation of the sentences
The article focuses on analyzing text through the deconstruction of sentences, examining each word, phrase, and collocation to clarify their meanings This process aims to extract the core essence of the text while enhancing understanding of grammar and syntax rules.
Intensive reading aims to grasp the main ideas and themes of a text while enhancing grammar and vocabulary skills The learner's primary focus is on the language utilized in the text, rather than the content itself, allowing for a deeper understanding of the author's intent.
In my research, I employed intensive reading, as the reading materials in the textbook emphasize a detailed understanding of shorter texts This approach aids language learners in grasping grammar and syntax effectively Advocates of this method incorporate various exercises alongside the reading, allowing foreign language students to engage with the content by answering questions, ordering sentences, or identifying specific words.
Reading could be defined as the process of looking at and understanding the meaning of a piece of writing by interpreting the characters or symbols of which it is composed
An overview of task-based approach
According to Skehan (1998, as cited in Brown, 2001), a task is defined as an activity where meaning takes precedence, requiring the resolution of a communication issue It is related to real-world activities, emphasizes the importance of task completion, and evaluates success based on the outcome achieved.
A task, as defined by Ellis (2003), is a structured plan designed to create opportunities for enhancing knowledge and skills in a new language through communication Breen elaborates that tasks can range from simple practice exercises to more complex activities that necessitate spontaneous meaning-making According to Richards, Platt, and Weber (1985), a task involves activities resulting from the processing or understanding of language, such as drawing a map or summarizing a text Importantly, tasks may not always require the production of language.
In language teaching, defining clear criteria for successful task completion is essential for effective instruction Incorporating diverse tasks enhances communication in the classroom by providing meaningful purposes for activities, rather than merely practicing language in isolation According to Ellis (2003), tasks play a crucial role in fostering this communicative approach to teaching.
A classroom activity or exercise that has:
- An objective obtainable only by the interaction among participants,
- A mechanism for structuring and sequencing interaction, and
Language learning involves engaging with the target language through comprehension, manipulation, and production while following specific work plans According to Bygate, Skehan, and Swain (2001), a task is defined as an activity that necessitates the use of language, focusing on meaning to achieve a particular goal.
Breen (2004), as referenced in Nunan, defines tasks in language classrooms as structured plans designed to enhance knowledge and skills necessary for effective communication in a new language Willis, also cited in Nunan (2004), emphasizes that tasks involve using the target language for meaningful communication to accomplish specific outcomes.
Nunan (2004) distinguishes between "tasks" and "activities," defining a communicative task as classroom work that engages learners in understanding, manipulating, producing, or interacting in the target language, with a primary focus on meaning rather than form He emphasizes that tasks should stand alone as complete communicative acts Ellis, as cited by Nunan (2004), describes tasks as work plans that necessitate pragmatic language processing to achieve evaluable outcomes based on the appropriateness of the conveyed content In contrast, exercises are primarily form-focused activities Overall, a task is characterized as an activity that requires learners to use language meaningfully to achieve specific objectives, underscoring that meaning is the central focus over form.
A task is a specific activity that must be completed within a set timeframe or deadline to achieve work-related objectives It represents a crucial element of a job, helping to distinguish different components of a project Tasks can be further divided into assignments, each with its own defined start and end dates, ensuring clear deadlines for completion Multiple assignments can contribute to the overall task, enhancing project organization and efficiency.
21 under execution Completion of all assignments on a specific task normally renders the task completed Tasks could be linked together to create dependencies
Effective task completion necessitates the coordination of individuals, integrating their time, energy, effort, skills, and resources to achieve a common goal This coordination serves as a vital mechanism that connects individual efforts to the larger objectives pursued by a team By facilitating collaboration, coordination ensures the successful execution of complex tasks that may be challenging for one person to accomplish alone.
2.2 Definition of task-based approach
How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably not often enough
Task-based learning (TBL) enhances language acquisition by making classroom activities meaningful and memorable for students In TBL, the primary focus is on completing a specific task, with language serving as the tool for achieving the desired outcome Activities such as playing games, solving problems, or sharing experiences are considered authentic tasks that reflect real-life scenarios, allowing learners to concentrate on meaning and use any language they choose However, simple exercises like listing words or traditional role plays without a problem-solving component do not qualify as genuine tasks For example, a role play where students, acting as company directors, must reach an agreement within a time limit exemplifies a true TBL activity, as it incorporates goal-oriented collaboration and critical thinking.
The task-based lessons outlined below are designed to foster a genuine need for language learning and usage By engaging in these tasks, students will naturally generate language and enhance their acquisition skills, as suggested by Krashen Shifting the focus from rigid forms and structures allows us to cultivate our students' practical abilities in English While the emphasis is on communication, attention to accuracy and language development will still be integral to the learning process.
Each lesson plan should include tasks, feedback, and language focus, ensuring that teachers enrich students' language skills when needed However, it is essential to provide students with opportunities to use English in the classroom as freely as they use their native languages in daily life.
In her 1990 work "A Framework for Task-Based Learning," Jane Willis defines tasks as activities that require learners to use the target language for a specific communicative purpose, ultimately aiming to achieve a desired outcome.
Many teachers, when reading about task-based learning, are often surprised to find that they are already using a task-based approach in many aspects of their teaching
Task-based learning revolves around the task being the primary focus of the lesson, emphasizing that the completion of the task is the main objective For instance, if the goal is for students to write their own recipe in English, this writing exercise serves as the task This approach integrates reading and writing alongside speaking and listening skills, making it a comprehensive learning method.
Task-based learning goes beyond simply having learners complete one task after another, as this could lead to fluency at the cost of accuracy Instead, it encompasses a structured framework with three key phases: the pre-task, the task cycle, and language focus, ensuring a balanced approach to language acquisition.
Figure 1 Structure of task-based approach (Nunan 2004)
Introduction to topic and task instruction - TASK CYCLE Task > Planning > Report - LANGUAGE FOCUS Analysis and practice
Pre-task (including topic and task)
Prepares learners to perform tasks in ways that promote acquisition Sae-ong
In 2010, Sae-ong highlighted the significance of 'framing' tasks for learners by providing a clear overview of expected outcomes and requirements He emphasized that effectively presenting a task can motivate learners, and recommended incorporating strategies that inspire engagement During this preparation phase, teachers should introduce the topic, utilize activities to help students recall essential vocabulary, and ensure comprehension of task instructions Additionally, learners play an active role by noting useful words and phrases from pre-task activities and preparing individually for the task ahead.
METHODOLOGY
Research setting
Viet Tri Industrial High School, founded on March 29, 1973, by the Ministry of Education and Training, originated as a supplementary culture school for students balancing education and work.
The school has consistently upheld the Party's educational principles, emphasizing the enhancement of comprehensive education and the development of quality human resources Annually, it achieves a 100% high school graduation rate, with over 70% of students successfully entering universities, many scoring above 27 points in their admission subjects The percentage of outstanding students exceeds 70%, reflecting stable and advancing educational quality In addition to academic instruction, the school prioritizes character development, fostering innovation and creativity in both teaching and learning It promotes self-study and comprehensive skill development through a well-rounded educational environment that integrates ethical education, physical training, career orientation, and creative experiences both inside and outside the classroom.
The school consistently ranks among the top educational institutions in the province, having trained over 20,000 students With more than 6,000 graduates pursuing careers as workers, engineers, doctors, teachers, artists, scientists, and managers, it demonstrates a strong commitment to quality education and student success.
Among the 29 entrepreneurs, numerous students have risen to prominent leadership roles within the Party and State, significantly impacting various sectors such as the economy, politics, culture, military, science, education, and the arts.
Over the past 48 years, the school has thrived through the support of local authorities, educational departments, and the dedicated efforts of teachers and students This commitment has led to significant achievements, including the prestigious Third-class Labor Medal in 1998, Second-class Labor Medal in 2002, and First-class Labor Medal in 2008 The school has also received numerous accolades, such as Certificates of Merit from the Prime Minister, the Ministry of Education and Training, and the Provincial People's Committee, along with the Emulation Flag for leading high schools in the province Additionally, it has met cultural security standards in 2012 and national standards in 2018, earning many esteemed awards for both the institution and its individuals.
Viet Tri Industrial High School, with 48 years of construction and development, proudly upholds the traditions of its dedicated staff, teachers, and students The school is committed to successfully implementing Resolution No 29-NQ/TW from November 4, 2013, and Plan No 808/KH-UBND from March 11, 2014, as part of the Provincial Party Committee's Action Program This initiative focuses on fundamental and comprehensive innovation in education and training, while also effectively executing Directive 05-CT/TW issued on May 15.
In 2016, the Ministry of Politics emphasized the importance of promoting the learning and adherence to the ideologies, ethics, and style of Ho Chi Minh This initiative aims to enhance the performance of political tasks within schools, elevating their standards to earn the trust and attention of the Party, government, and local communities.
Participants of the research
The study involved 36 students from class 10G and 38 students from class 10A at Viet Tri Industrial High School With a decade of English learning experience, these students reside in Viet Tri City, providing them with favorable conditions for mastering a foreign language.
The research focused on students from classes 10A and 10G due to several key factors Firstly, the first semester English test scores revealed that many students in these classes performed poorly, particularly in reading comprehension, with some achieving only average results Secondly, there was a noticeable lack of interest and motivation among students during reading classes Lastly, most students struggled with reading comprehension and had not discovered effective methods to enhance their reading skills.
Data collection instruments
The questionnaire was designed to assess the current state of English reading comprehension skills among teachers and students Utilizing survey questionnaires facilitated easy data collection, as all participants responded to the same set of questions Crucially, the anonymity provided allowed participants to share their opinions and feelings candidly, leading to unbiased responses that enriched the study with realistic and valuable insights According to Dyer et al (1976), the term "questionnaire" encompasses various tools such as scales, structured interviews, and survey forms that are employed to gather information and elicit responses.
A questionnaire is a collection of written questions designed to gather indirect responses in non-face-to-face situations It typically includes multiple-choice answers on a range, aiming to collect information on respondents' activities, opinions, expectations, attitudes, and perceptions related to reading Researchers utilize questionnaires both in preliminary research and at the conclusion of the study.
The author conducted a questionnaire to assess students' general perceptions of reading comprehension, focusing on the significance of learning to read as expressed in question 1.
Question 2, the author wanted to know about the classroom atmosphere during reading to see that with traditional teaching methods and whether students are interested in reading lesson or not
Question 3 asked about what part of a document they find it difficult to read
Question 4, the researcher selected to know what students are doing in the process to see “Do they really take the initiative in students 'learning?
In the next part of the survey, the author collected information about students' cooperative attitudes toward the subject in question number 5
From question number 6 to 8, the author has focused on gathering information about task-based Approach for socks students
Question 6 asked the students whether they have learned the task-based learning ever
Question 7 the rearcher collected data according to the level of the benefits of task-based to students.And the last question in the survey, what researcher wants to find out in the task-based approach make students feel difficult
2.3.2 Tests: Pre-test, Post-test
The reading section of the grade 10 exercise book from Vietnam Education Publishing House was utilized as both a pre-test and a post-test for the course This test, consisting of two parts, was selected due to its task-based assessment items and its validity and reliability, as it has been developed by testing experts for global use The analysis of the test items revealed that they are primarily composed of authentic materials and are well-constructed, aligning with the study's objectives as a data collection tool A two-way analysis of the pre-test and post-test results was conducted to determine the impact of the task-based approach on reading comprehension in English as a foreign language, comparing test outcomes to assess any enhancements in reading skills.
Data collection procedure
Data collection is a systematic approach to gathering observations or measurements, essential for research in business, government, or academia This process enables researchers to obtain first-hand knowledge and insights.
First 74 students were given a pre-test Then, one group was chosen as the experimental group and another as the control group The division was done randomly (10A was control group and 10G was experimental group) The control group received instruction through traditional methods and techniques as planned beforehand That is, the students in the control group were taught grammatical structures of the target language The course, which lasted for ten weeks and during which the control group was taught three hours a week, covered short reading passages and exercises, as well The control group had a course book to follow (Textbook for grade 10 of Vietnam Education Publishing House Limited Company) book prepared especially for high school students The experimental group got one hour of task-based approach each week This group, too, studied Textbook for grade 10 of Vietnam Education Publishing House Limited Company The task-based approach was mainly comprised of reading activities The TBL framework proposed by Willis (1998) was adapted and kept in mind while doing the activities That is, after the presentation of a similar task, useful words and phrases, the students were asked to study the sample and write about the topic given to them The reporting stage, which was oral, would follow the reading task and the forms, structures and patterns would be analyzed The reading task was the most important part of the lesson The students worked mostly in pairs and sometimes in larger groups Both the control group and the experimental group were given a pre-test before the treatment for the experimental group The results of the pre- test were analyzed immediately through post-test to see whether or not there was a statistically significant difference between the mean grades of the two groups, which demonstrated that there was no significant difference Both groups were given the same test as a post-test just after a ten-week task-based instruction, which was comprised of task-based writing activities, to the experimental group The mean scores of the pre-test and the post-test for both groups were analyzed through two-way to see whether or not there was a significant improvement on behalf of the
33 experimental group and thus to understand whether or not task-based reading activities had a positive effect upon reading comprehension
The researcher administered a questionnaire to the experimental group to gather insights on their reading skill development The positive results from the questionnaire provided valuable information for the author, enhancing their understanding of the students involved in the experiment.
Before the implementation of research, the author introduced students to the task-based approach, outlining its principles and various task-based activities Additionally, the researcher provided the experimental group with practical examples to illustrate how to effectively engage in these tasks.
The essential features of planning, executing, and fact-finding are highlighted in various models, including Morwenna Griffiths' 1990 framework, which introduces three loops: an inner loop for reflection in action and an outer loop for long-term reflection Griffiths emphasizes that research evolves through practical engagement and learning from mistakes, creating a self-reflective spiral of planning, acting, observing, and reflecting This approach mirrors the complex and often chaotic nature of real-world practice, where feedback occurs in multiple ways simultaneously.
In this phase, the researcher collaborates with a partner to refine the lesson plan, discussing essential elements such as materials, media, timing, scheduling, and observation tools The focus on reading comprehension aligns with the curriculum syllabus, utilizing report and procedure texts appropriate for ninth-grade Junior high school students To document classroom activities, the researcher employs video recording, enabling a thorough analysis of the results Additionally, photographs, journals, field notes, and interview question sheets are utilized to enhance the observational process.
The researcher implements a structured lesson plan in the classroom, executing teaching activities in a systematic manner By utilizing task-based learning, he effectively engages ninth-grade students in reading instruction.
The activity involves monitoring students' reading progress through an observation sheet that records student-student and student-teacher interactions, as well as their actions during the teaching and learning process The researcher collaborates with a partner who provides insights and feedback, noting the strengths and weaknesses of implementing a task-based learning approach in reading instruction.
Following the implementation of task-based learning in the classroom, the researcher will document the occurrences and assess the impact of this approach Together with a collaborator, they will evaluate both the process and outcomes of using task-based learning for teaching reading This evaluation will provide valuable insights that will guide the researcher in planning the next cycle of instruction.
The revision aims to enhance the previously unsuccessful cycle, with the expectation that addressing the plan's shortcomings will effectively resolve remaining issues in the upcoming cycle.
Data analysis
Data analysis aims to derive valuable insights from information to inform decision-making Participants will complete a survey questionnaire, as well as pre-test and post-test assessments The researcher will analyze these results to uncover the realities of teaching and learning reading skills, focusing on students' knowledge and progress after implementing a task-based approach.
This research paper analyzes data collected from questionnaires using tables and charts to illustrate statistical frequency and percentages Additionally, qualitative analysis incorporates data from classroom observations and tests The researcher employs two techniques for data analysis: one for quantitative data and another for qualitative data.
Technique of analyzing Quantitative Data
The quantitative data are gained from checking the students‟ answers on the written test The steps of analyzing quantitative data are, as follows:
- Computing the students‟ correct answers
- Calculating the student‟s scores of the written test
The researcher evaluates the written test scores by calculating the percentage of correct answers for each student, which serves as a metric for assessing reading comprehension This percentage is determined using a specific percentage correction formula, allowing for a clear analysis of student performance.
The researcher employs a percentage formula to assess students' reading comprehension levels, utilizing a five-category system outlined by Suharsimi (1998) to classify the results effectively.
Table 2 The System of Scores Category
The researcher analyzes the written test scores to calculate the mean score of the students using a statistical technique To evaluate the research results, the researcher employs a formula by Ngadiso (2006) to compare the mean scores of the pre-test and post-test Additionally, qualitative data will be analyzed using the Interactive Model of Data Analysis proposed by Matthew.
B Milles and A.M Huberman (1992) This model includes four different interconnected processes: data collection, data reduction, data display and conclusion drawing and verification (see Figure 2)
The interactive mode of data analysis, as outlined by Miles and Huberman (1992), involves three key processes: Data Reduction, which entails selecting, simplifying, and transforming data into a coherent description; Data Display, which organizes information to facilitate conclusions and interpretations; and Data Verification, where the researcher summarizes or concludes the findings of the research.