The Use of Task-Based Learning Approach to Enhance the English Speaking Skill of Grade 4 Bhutanese Students
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Abstract
This quasi-experimental study was focused on examining the English speaking skill of grade 4 Bhutanese students before and after the use of Task-Based Learning Approach (TBLA). This study also aimed to investigate their learning satisfaction. The research participants consisted of a class of 29 grade 4 students. The quantitative data were collected through a speaking proficiency test (pretest and posttest) as well as a survey questionnaire. These data were analyzed using statistical measures such as paired sample t-test, mean, and standard deviation, with a significance level of ≤05. Qualitative data, obtained through semi-structured interviews and classroom behavior observation, were analyzed using content analysis. The result of the speaking proficiency test indicated enhancement in the grade 4 student’s English speaking skill, after the implementation of TBLA. The pretest mean score was 8.22 and the posttest mean score was 10.79, with a mean difference of 2.56 and a significance value of .01. The findings from the survey questionnaire, semi-structured interview, and classroom behavioral observation also revealed students’ satisfaction with the use of TBLA. Therefore, the findings suggest that TBLA effectively enhances students’ speaking skill.
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