The Effects of Task-Based Language Teaching (TBLT) Approach on Reading Comprehension

This research aimed to find out: (1) Whether or not the Task-Based Language Teaching (TBLT) approach affects students’ reading comprehension in term of literal, inferential and extrapolative comprehension, (2) The students’ reading motivation toward the application of Task-Based Language Teaching (TBLT) approach.This research employed quasi-experimental method which involving fifth semester students ofSekolahTinggiIlmuKesehatanPanakukang Makassar. The instruments were reading test and questionnaire. The data from reading test were used to figure out the effect of TBLT on students’ reading comprehension (literal, inferential, and extrapolative comprehension) by using t-test while the data from questionaire were to figure out the students’ motivation. Allcollected data were analyzed through SPSS 2.0. The results of reading test revealed that TBLT significantly improves students’ comprehension. Sequentially, the most evolving level of comprehension was inferential, extrapolative, literal comprehension. It was indicated by the scores of t-test for inferential comprehension was 0.000 which smaller than α value (0.5), the extrapolative comprehension was 0.021 which smaller than α value (0.5), the literal comprehension was 0.094 which smaller than α value (0.5), and for all score was 0.000 which smaller than α value (0.5). Moreover, the result of questionaire displayed thatthestudents who weretaught through TBLT became more motivated to read in domain of reading efficacy, reading curiosity, and reading challenge motivation. Key words: Task-Based Language Teaching, reading motivatio