UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| The purpose of the study was to investigate the effects of task-based language learning (TBLL) on
the grammatical and lexical achievements among student teachers. A series of TBLL lessons were used
as the treatment while a series of presentation-practice- production (PPP) lessons were used as the
control. The TBLL lessons were conducted using two different types of collaborative tasks namely,
the dictogloss task and jigsaw task. The research employs a quasi-experimental with a three-group
pre-test post-test design. The samples of the study consist of 63 student teachers from one of the
Malaysian teacher education institutes or Institut Pendidikan Guru Malaysia (IPGM). They comprise
of two treatment groups and one controlled groups. The instruments of the study consist of
pre-test, post-test, questionnaires and interview questions. The data were analysed using
descriptive statistics and a one-way ANOVA test in the statistical software for social sciences
(SPSS) version 17. Interviews were analysed qualitatively. The findings revealed that both of the
treatments groups had achieved significantly higher scores in the grammatical- and
lexical-achievements mean scores as compared to the controlled group. In terms of the comparison
between the groups exposed to the dictogloss tasks and the jigsaw tasks, the results have shown
that descriptively the group exposed to the dictogloss tasks achieved higher
grammatical-achievements mean score as compared to the group exposed to the jigsaw tasks.
Meanwhile, the group exposed to the jigsaw tasks achieved higher lexical-achievements mean score as
compared to the group exposed to dictogloss tasks. In addition, the participants were strongly
satisfied with the TBLL lessons in terms of learning grammar, learning lexis and the overall
activities in the lessons. The research concluded that the TBLL lessons using collaborative tasks,
dictogloss and jigsaw were able to enhance the student teachers’ grammatical and lexical
achievements relatively to the PPP lessons. In terms of the comparison between the dictogloss task
and jigsaw task, the dictogloss task was able to enhance the student teachers’ grammatical
achievements higher than the jigsaw task. Meanwhile, the jigsaw task was able to enhance the
student teachers’ lexis higher than the dictogloss task. Furthermore, the majority of the
participants have positive perceptions towards the use of TBLL lessons. The research implicates
that teacher educators as well as other English as second language (ESL) teaching practitioners
should implement the TBLL approach in their context as it has a lot of potential for improving students’ English language achievements.
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