Application of Teacher-Made Task-Based Module in Task-Based Language Teaching Under New Normal
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 21, Issue 4
Abstract
This study focused on the effectiveness of Teacher- Made Task-Based Approach Module which consists of pre-task, actual task, post task review, and assignment or practice uploaded in the Learning Management System in relation to students’ academic achievement in English 10 under new normal in San Emmanuel National High School with a problem posed in terms of reading comprehension among students. To provide good analysis, an experimental research design was used. The study subjects were 40 G-10 students. Mean was utilized to determine the validity of the Task-based Approach Module and the academic achievement of the control group and experimental group. Results revealed that the Task-based Approach Module was highly valid in content, relevance, instructional quality, and acceptability, implying that it is suitable for use in Task-Based Language Teaching. Hence, the transmuted pretest scores of both groups did not meet the expectation with similar achievement of learning. The posttest scores revealed that the experimental group performed better than the control group. The EG obtained a satisfactory level. In contrast, the CG has obtained a fairly satisfactory level. The t-test revealed that the students increased their scores during the posttest compared to their pretest scores. Furthermore, the mean gain scores revealed that the EG performed better than the CG student. The application of the Task-Based Approach learning module was effective as to the content and relevance of task-based activities through the task cycle in the new normal, which contributed to the increase in performance scores of the respondents. It concluded that the Task-based Approach Module had effectively and significantly improved the students' academic achievement in English. Further, It was suggested that further research be conducted, with an emphasis on the learning styles of the students and an investigation into how well the Task-based Approach Module works to improve students' reading, writing, and listening skills in both public educational settings and other levels of education, such as upper secondary ones.
Authors and Affiliations
Ariane Jane Belano, Rebecca Subillaga
Keywords
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- EP ID EP761138
- DOI 10.5281/zenodo.12576247
- Views 24
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