The Effects of Task-Based Language Teaching Strategy On The Students ‘oral Language Performance, Task-Based Strategy Use and Motivation toward Learning Elf; Grade Nine Students In Focus

Abstract

The main objective of this study was to investigate the effects of task based language teaching learning on the students’ oral language performance, task-based strategy use and motivation toward learning EFL. To achieve this goal, quasi–experimental research design was employed. Total populations of 83 students were selected randomly as control and experimental groups respectively. The researcher used pre-and post-oral test to collect data from both groups. Collected data were statically analyzed by employing descriptive statistics, independent sample test and paired sample test. The students’ pre-oral tests mean score of the experimental group was 60.63 and the mean of the control group was 57.19 respectively. Hence, the analysis of the pre-oral test almost showed no significant difference in the overall speaking performance between the experimental and control group students at pre-oral achievement. However, after pre-oral test, task-based language teaching strategy was provided to experimental students, after treatment the post –oral test was given for both experimental and control group students. At post-oral test, the analysis of descriptive statistics and T-tests showed significant difference in score of experimental group, mean 66.78 and the controlled group, mean 58.17,with mean difference of 8.60 and P=0.000* 2-tailed). This implies that the mean gain between pre- and post-tests mean scores of the experimental group was statistically significant at 0.05 level of significance since P-value is less than 0.05.These analyses revealed that task based instruction teaching of speaking skill had a significant effect on the speaking performance in all speaking features. The experimental group appeared to perform better and showed better results when compared with controlled group students. The results of the motivational questionnaire also revealed that the experimental students had positive impact towards the practice of speaking skills by using TBLT. Based on the findings, it was suggested that TBI should be used primarily to encourage students to make their speech accurate and persistent learner in the future learning.