Agustin, Yessy (2025) EXPLORING THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON STUDENTS' ENGLISH-SPEAKING SKILL (A Case Study in the 6th Grade of SDN Lopang Domba). S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
![[img]](https://eprints.untirta.ac.id/style/images/fileicons/text.png) |
Text (SKRIPSI)
Yessy Agustin_2223210041_Fulltext.pdf Restricted to Registered users only Download (3MB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_01.pdf Restricted to Registered users only Download (661kB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_02.pdf Restricted to Registered users only Download (146kB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_03.pdf Restricted to Registered users only Download (110kB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_04.pdf Restricted to Registered users only Download (1MB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_05.pdf Restricted to Registered users only Download (75kB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_References.pdf Restricted to Registered users only Download (114kB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_Appendices.pdf Restricted to Registered users only Download (1MB) | Request a copy |
|
Text (SKRIPSI)
Yessy Agustin_2223210041_Turnitin.pdf Restricted to Registered users only Download (8MB) | Request a copy |
Abstract
This study aims to explore the implementation of Task-Based Language Teaching (TBLT) and its impact on the English-speaking skills of 6th-grade students at SDN Lopang Domba. The research was motivated by several problems identified during preliminary observation, including low speaking proficiency, lack of confidence, limited classroom participation, and the use of instructional methods that did not fully support active learning. Through the application of TBLT, students were expected to engage in meaningful communication, perform contextual tasks, and improve their speaking abilities. This study employed a qualitative approach with a case study design, and data were collected through observations, semi-structured interviews, and documentation. The participants were 6th-grade students who took part in three learning sessions following the stages of TBLT: pre-task, during-task, and post-task. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results indicated that TBLT enhanced student engagement, facilitated active participation, and created a more interactive classroom environment. Students demonstrated improvements in fluency, vocabulary use, pronunciation, and confidence in speaking English. Interview data revealed that students perceived TBLT as enjoyable, motivating, and helpful in reducing speaking anxiety. Documentation further supported these findings by showing students’ active involvement throughout the learning process. Therefore, TBLT had a positive impact on students’ speaking skills and can be considered an effective method for teaching English at the elementary school level. Task-Based Language Teaching (TBLT), english-speaking skill, elementary school, qualitative case study.
| Item Type: | Thesis (S1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Contributors: |
|
|||||||||
| Additional Information: | Penelitian ini bertujuan untuk mengeksplorasi penerapan Task-Based Language Teaching (TBLT) dan dampaknya terhadap keterampilan berbicara bahasa Inggris siswa kelas VI di SDN Lopang Domba. Penelitian ini dilatarbelakangi oleh beberapa permasalahan yang ditemukan pada tahap observasi awal, di antaranya rendahnya kemampuan berbicara siswa, kurangnya rasa percaya diri, keterbatasan partisipasi dalam kelas, serta penggunaan metode pembelajaran yang belum sepenuhnya mendukung pembelajaran aktif. Melalui penerapan TBLT, siswa diharapkan dapat terlibat dalam komunikasi yang bermakna, melaksanakan tugas-tugas yang kontekstual, serta meningkatkan kemampuan berbicara mereka. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Partisipan penelitian adalah siswa kelas VI yang mengikuti tiga sesi pembelajaran yang dilaksanakan sesuai dengan tahapan TBLT, yaitu pre-task, during-task, dan post-task. Analisis data dilakukan menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan TBLT mampu meningkatkan keterlibatan siswa, mendorong partisipasi aktif, serta menciptakan lingkungan kelas yang lebih interaktif. Siswa menunjukkan peningkatan dalam kelancaran berbicara, penggunaan kosakata, pelafalan, dan rasa percaya diri dalam berbicara bahasa Inggris. Data wawancara mengungkapkan bahwa siswa memandang TBLT sebagai metode yang menyenangkan, memotivasi, dan membantu mengurangi kecemasan dalam berbicara. Dokumentasi juga mendukung temuan tersebut dengan menunjukkan keterlibatan aktif siswa selama proses pembelajaran. Oleh karena itu, TBLT memberikan dampak positif terhadap keterampilan berbicara siswa dan dapat dianggap sebagai metode yang efektif untuk pengajaran bahasa Inggris di tingkat sekolah dasar. Task-Based Language Teaching (TBLT), keterampilan berbicara bahasa Inggris, sekolah dasar, studi kasus kualitatif. | |||||||||
| Uncontrolled Keywords: | Task-Based Language Teaching (TBLT), english-speaking skill, elementary school, qualitative case study. Task-Based Language Teaching (TBLT), keterampilan berbicara bahasa Inggris, sekolah dasar, studi kasus kualitatif. | |||||||||
| Subjects: | L Education > L Education (General) Communication > Communication (General) |
|||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris |
|||||||||
| Depositing User: | Yessy Yessy Agustin | |||||||||
| Date Deposited: | 08 Jan 2026 03:27 | |||||||||
| Last Modified: | 08 Jan 2026 03:27 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/56726 |
Actions (login required)
 |
View Item |