The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher

Nadiah Ma'mun


This present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect.


Task Based Language Teaching; Pre Service English Teacher; and Teaching Practice

Full Text:



Arikunto, Suharsimi. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta : Rineke Cipta.

Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Sun Francisco: Longman.

Cohen, L., Manion, L. & Morrison, K. (2005). Research Methods in Education (5th ed.). New York: Routledge Falmer.

Gürses, A., Bayrak, R., Yalçın, M., Açıkyıldız, M., & Doğar, Ç. (2005). Investigation of Effectiveness of Microteaching at Practicum. Kastamonu Education Journal.

Fatah Huda. (2016). An Iinvestigation of English Teaching Strategies in Enhancing Students Vocabulary Implemented by a Pre-Service English Teacher", Journal of English and Education, No. 4, Vol. 2.

Harmer, J. (2003). The Practice of English Language Teaching. Longman. London.

Hughes, Glyn S. (2013). A Handbook of Classroom English. Oxford University Press.

Johnson, Keith (ed). (1993). Communication in the Classroom. Burnt Mill: Longman.

Kagan, S. (1994). Cooperative Learning. San Clemente: Resources for Teachers.

Karckay, A. T., and Sanli, S. (2009). The effect of microteaching application on the pre-service teachers‟ teacher competency levels. Procedia Social and Behavioral Sciences.

Kubukcu, F. (2010). Congruence and dissonance between micro-teaching and macro- teaching. Procedia Social and Behavioral.

Larsen, Diane. (2002). Techniques and Principles in Language Teaching. New York: Oxford University Press.

Najjari. (2014). Implementation of Task-Based Language Teaching in Iran: Theoretical and Practical Consideration. 6th International Conference on Current Trends in ELT. Procedia-Social and Behavioral Sciences.

Nunan, David. (1992). Research Method in Language Teaching. Cambridge University Press.

Nunan, David. (2015). Teaching English to Speakers of Other Languages. Routledge.

Manggopa, Rolina Emmy. (2015). Peningkatan Kemampuan Berbicara Bahasa Inggris dengan Metode Task-Based Language Teaching (TBLT). Dissertation. Pendidikan Bahasa Inggris Universitas Negeri Jakarta.

Peker, M. (2009). Pre-service Mathematics Teacher Perspectives about the Expanded Microteaching Experiences. Journal of Turkish Educational Science, 7(2), 353-376.

Richards, Jack c and Willy A Renandya. (2002). Methodology in Language Teaching. Cambridge University Press.

Saban, A and Coklar, A. Pre-Service Teachers’ Opinions About the Micro-Teaching Method in Teaching Practise Classes. Tojet (the Turkish Online Journal of Educational Technology – April 2013, Vol 12 Issue 2.

Sarı, Y., Sakal, M., & Deniz, S. (2005). The Effectiveness of Micro-teaching in Preschool Teacher Education. Gaziantep University Academic Information 2005 Conference,112-113.

Şen, A.İ. (2009). A Study of Effectiveness of Peer microteaching in a Teacher Education program. Eğitimve . Bilim-Education and Science,34(151), 165-174.

Şen, A.İ. (2010). Effect of Peer Teaching and Micro Teaching on Teaching Skills of Pre- Service Physics .

Slavin, Robert E. (1995). Cooperative Learning: Theory, Research & Practice. Second Edition. Center for Research on Effective Schooling for Disadvantaged Students. The Johns Hopkins University.

Suryani, Fitri. (2017). Enhancing EFL student teachers’ teaching practice through microteaching lesson study. Asian Journal of Educational Research. Vol 5. No.2.

Richard, Jack C. ”Developing Classroom Activities: From Theory to Practice”,, retrieved Mei 21, 2017.

Richard, Jack C and Rodgers. (2014). T. Approaches and Methods in Language Teaching .Third Edition. Cambridge University Press.

Sadiq Abdulwahed Ahmed Ismail. (2011). Microteaching Experiences in a Pre-service English Teacher Education Program Student Teachers. Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 1043-1051, September 2011 © ACADEMY PUBLISHER. United Arab Emirates University, United Arab Emirates.

Sugiyono. (2006). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta.

Syamsussin and Damaianti. (2011). Metode Penelitian Pendidikan Bahasa. Cetakan ke-4. Rosda . Bandung.

Willis, J.(1996). A Framework for Task-Based Learning. Harlow: Longman.



  • There are currently no refbacks.

Copyright (c) 2018 Vision: Journal for Language and Foreign Language Learning

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


View My Stats