UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This study aimed to investigate the implementation of the task-based learning approach
(TBL) in improving ESL students’ speaking skills in a primary Dual Language Programme
(DLP) Science classroom. This study also intended to obtain the DLP Science teacher’s
views regarding the implementation of the task-based learning approach for teaching Science
in the English language. The mixed-methods approach combining the quasi-experimental design and
semi-structured interview was used. 65 Year Three students from two schools in Kuala Lumpur were
chosen using the purposive sampling method. 35 participants from one school were chosen as the
experimental group, and 30 participants from another school were chosen as the control
group. Two Science teachers and two English teachers teaching in the DLP programmes in the two
schools also participated in the study. Three methods were employed to collect the data
which were the pre- and post-test, classroom observation, and semi-structured interview.
Quantitative data were analyzed using descriptive analysis, while the qualitative data
were analyzed using thematic analysis. The findings showed a significant difference in
the speaking test scores between the experimental group (M = 20.31, SD = 4.44) and the control
group (M = 16.30, SD = 4.11). The results also showed an increment in the number of students’
responses and utterances in the experimental group over the course of the treatment
period. The experimental group teacher also perceived the TBL approach as helpful to students in
becoming more confident to speak in the classroom. In conclusion, the TBL approach has an effect in
improving the students’ speaking skills in the DLP Science classroom. This approach has the
potential as a viable teaching approach for the teaching of content subjects in the
English language in schools implementing the DLP
programme.
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