The Effect of Using Task-Based Learning Method in Teaching Students' Reading Skills at SMAN 8 Kediri

Sabrina, Lily (2025) The Effect of Using Task-Based Learning Method in Teaching Students' Reading Skills at SMAN 8 Kediri. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Sabrina, Lily. 2025. The Effect of Using Task-Based Learning Method in Teaching Students Reading Skills at SMAN 8 Kediri. Department of English Language Education, Faculty of Tarbiyah, State Islamic Institute (IAIN) Kediri. Advisors: (I) Dr. Sri Wahyuni, M.Pd. and (II) Prof. Dr. Fathor Rasyid, M.Pd. Keywords: Effectiveness, Reading Skill, Task-Based Learning Reading is the process of combining text information with prior knowledge to understand meaning. Major student challenges include poor comprehension and limited vocabulary, which often lead to low reading proficiency. Even with a good vocabulary, weak comprehension can hinder idea expression. Therefore, teachers must seek effective strategies to engage students more deeply in understanding texts, particularly analytical exposition texts. One approach that can boost students’ interest in reading is the implementation of task-based learning. Task-Based Learning (TBL) is a language teaching approach that emphasizes using real-life language to accomplish meaningful tasks in the target language. Unlike traditional methods that follow a sequence of presentation, practice, and production, TBL begins with a task that encourages students to apply their current language skills to reach a specific goal, allowing assessment based on communication effectiveness. This study aims to determine whether there are significant differences in reading comprehension between students taught with task based learning and those taught using problem-based learning among tenth graders at SMAN 8 Kediri. The purpose is to assess the effect of the task-based learning method in teaching reading comprehension. The study employs a quasi-experimental design with a quantitative approach. The participants are tenth-grade students at SMAN 8 Kediri during the 2024/2025 academic year. Non-random sampling was used, selecting class X-5 with 30 students as the control group and class X-12 with 30 students as the experimental group. The instruments used were pre-tests and post-tests, each consisting of 50 multiple-choice questions, divided equally between pre-test and post-test. Data were analyzed using Analysis of Covariance (ANCOVA) with SPSS version 22. The ANCOVA assumption tests indicated that: (1) the data followed a normal distribution, (2) the data variances were homogeneous, (3) there was no interaction between independent variables and covariates, and (4) the relationship between dependent variables and covariates was linear. The ANCOVA results showed a significance level of 0.001, which is below the 0.05 threshold. This justifies rejecting the alternative hypothesis (Ha) and accepting the null hypothesis (H0). These results support the conclusion that task-based learning is effective in enhancing students’ reading comprehension.

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