THE EFFECTIVENESS OF USING TASK-BASED LANGUAGE TEACHING ON READING ABILITY AND VOCABULARY MASTERY

ABSTRACT Al-Mukaromah, Nafisah, Amirotun. 2019. The Effectiveness of Using Task-Based Language Teaching on Reading ability and Vocabulary Mastery. Thesis. Graduate School. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisors: Dr.Sukarsono, M. Pd. And Dra. Hj. Umy Zahroh, M.Kes.,Ph.D. Keywords: task-based language teaching, reading ability, vocabulary mastery. The purpose of teaching learning process is to make the students more active and communicative in the classroom with their teacher and also make interaction with their friends. Changing the learning model teacher-centered into students centered to achieve the goal of our curriculum now. This strategy that uses on this research “task-based language teaching” offered the students opportunities to learn and use he language by doing activities. This research aim This resarch aims at investigating the effectiveness of task-based language teaching in reading ability and vocabulary mastery for the second grade students of SMPN 1 Sumbergempol in the academic year of 2018/2019. The design of this research is a quasi-experimental, non-randomized control group pretest and posttest design. They were 63 participants involved in this research who are divided into two groups. Class VIII G was assigned to the experimental group, and class VIII I was the control groups.The data of this research is the score of the students’ vocabulary and reading score. The data is gained after administering pretest and posttest in both two groups. MANOVA Test though SPSS 25.0 was used to analyzed the data. The finding showed that the mean of vocabulary mastery on experimental group is higher than control group, it is 79,88 while for control group is 57,16. Then, for the mean of reading ability on experimental group is 81,50 and for control group is 64,77.Thus, this result indicated that task-based language teaching had significant effect than using conventional strategy. Analyzing the data by using MANOVA Test, the significance value of F class test showed the significance value of reading ability and significance vocabulary mastery. The significance value of reading ability was 0.000 < 0.05. it means there was interaction between task-based language teaching and reading ability. Then, the significance value of vocabulary mastery was 0.000 < 0.05. It means that there was interaction between task-based language teaching and vocabulary mastery. Thus, it could be concluded that there was interaction between task-based language teaching both reading ability and vocabulary mastery. This strategy helped students to lead the topic by giving some questions. Highlight useful words and phase. Assigning the students to work in pair or groups to identify the general description of the text, the specific or detailed information, the implicitly stated information and the meaning of words or sentences from the text. Giving students time to discuss and write their findings. Asking the representatives of the group to present their findings. Giving chances to the rest of the class to give feedback on them. Asking students to list specific sentences found in the text and retell the content of the text by their own word. Giving feedback to the students’ work. Overall, this research has demonstrated that task-based language teaching is an alternative strategy in teaching reading ability and vocabulary mastery