THE IMPLEMENTATION OF TEACHING SPEAKING SKILL THROUGH TASK-BASED LEARNING STRATEGY AT THE EIGHT GRADE STUDENTS SMP ISLAM AN-NUR RAMBIPUJI

Hakim, Iqbal Birri (2025) THE IMPLEMENTATION OF TEACHING SPEAKING SKILL THROUGH TASK-BASED LEARNING STRATEGY AT THE EIGHT GRADE STUDENTS SMP ISLAM AN-NUR RAMBIPUJI. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq.

Text Iqbal Birri Hakim T20186046%0A.pdf Download (2MB)

Abstract

Students’ speaking skill in English language learning remains important for eighth-grade
students at SMP Islam An-Nur Rambipuji, Jember. The researcher identified several problems
affecting students’ speaking performance: 1) a lack of confidence stemming from limited
comprehension of the material, 2) low vocabulary mastery, 3) feelings of embarrassment that
disrupted fluency, and 4) difficulties in pronouncing words and sentences, often influenced by
insufficient background knowledge. These issues significantly hindered the students’
development in speaking practice. In response to these challenges, the English teacher at SMP
Islam An-Nur implemented the Task-Based Learning (TBL) strategy as an alternative approach
to help students' speaking skills through meaningful language use and interactive learning.
The focuses of this research are: 1) What are the purposes of teaching speaking through
Task-Based Learning strategy for eighth-grade students at SMP Islam An-Nur Rambipuji? 2)
How is Task-Based Learning implemented to teach speaking skills to eighth-grade students at
SMP Islam An-Nur Rambipuji? 3) How is the evaluation of teaching speaking through the TaskBased Learning strategy conducted for eighth-grade students at SMP Islam An-Nur Rambipuji?.
The objectives of this research are: 1) to identify the purposes of teaching speaking skills through
the TBL strategy, 2) to analyze how the strategy is implemented in the classroom, and 3) to
evaluate the effectiveness of teaching speaking through TBL for eighth-grade students at SMP
Islam An-Nur Rambipuji.
This study applied a qualitative research approach using a case study design. The research
was conducted at SMP Islam An-Nur and involved one English teacher and five eighth-grade
students, selected through purposive sampling. Data collection methods included observation,
interviews, and document analysis. The data were analyzed using the Miles, Huberman, and
Saldana model, encompassing data collection, data condensation, data display, and conclusion
drawing/verification. Data validity was ensured through source and technique triangulation.
The findings revealed that: 1) The purpose of teaching speaking through TBL was to
build students’ confidence, promote active participation, encourage natural communication in
real-life contexts, and foster collaborative learning. 2) The implementation followed three stages
of Task-Based Learning. In the pre-task, the teacher introduced the topic of past experiences and
relevant vocabulary, such as action verbs and time expressions, while also presenting examples
like telling past experiences, describing weekend activities, and sharing memorable or funny
moments. During the task cycle, students worked in pairs to prepare and present their personal
stories. In the language focus, the teacher addressed common grammatical errors and reinforced
correct usage of the Simple Past Tense through follow-up exercises. 3) The evaluation used a
formative approach, consisting of both test and non-test assessments. The test included descriptive
written questions targeting students’ understanding and application of the simple past tense,
followed by an oral test in which students read their answers aloud. Non-test instruments
evaluated students’ attitudes and performance during speaking tasks, providing a comprehensive
picture of their development in speaking skills.

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