UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Zainaba Omar
Title :Kesan kaedah Pengajaran dan Pembelajaran Berasaskan Tugasan (PPBT) terhadap pertuturan Bahasa Melayu murid sekolah rendah di Singapura
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Notes :PAKK
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini mengetengahkan kaedah Pengajaran dan Pembelajaran Berasaskan Tugasan (PPBT) bagi merangsang murid-murid yang terdiri daripada penutur natif Melayu untuk bertutur bahasa Melayu. Dasar kedwibahasaan di Singapura yang menekankan pembelajaran bahasa Inggeris dan satu bahasa ibunda menyebabkan murid-murid yang mengambil bahasa Melayu tidak berupaya bertutur bahasa Melayu. Oleh itu, kajian ini bertujuan meneroka keberkesanan PPBT untuk mengajar kemahiran bertutur bahasa Melayu. Kaedah kuasi eksperimen digunakan bagi mengkaji keberkesanan PPBT untuk mengajar kemahiran bertutur kepada murid sekolah rendah di Singapura. Kajian ini melibatkan murid darjah lima dari dua buah sekolah yang berbeza. Sebuah sekolah dengan murid seramai 30 murid menjadi kumpulan rawatan manakala sebuah sekolah lagi dengan 22 murid sebagai kumpulan kawalan. Kumpulan rawatan menggunakan PPBT dan kumpulan kawalan menggunakan pendekatan konvensional. Ujian pra dijalankan sebelum kumpulan rawatan menjalani pembelajaran menggunakan PPBT dan kumpulan kawalan menggunakan pendekatan konvensional. Kedua-dua kumpulan kemudiannya menjalani ujian pasca. Kumpulan rawatan turut menjawab kajian soal selidik sebelum dan selepas PPBT. Data yang diperoleh dianalisis secara inferensi dan deskriptif dengan menggunakan Ujian Wilcoxon Signed Ranks dan Ujian Mann- Whitney serta SPSS versi 25. Ujian Wilcoxon Signed Ranks menunjukkan perbezaan signifikan antara ujian pra dan ujian pasca dalam aspek kelancaran bagi kumpulan rawatan dengan nilai Z = -4.075, p < .001. Skor bagi penggunaan kosa kata pula mempunyai nilai Z = -4.108, p < .001 manakala skor bahasa mempunyai nilai Z = - 3.811, p < .001. Dari segi motivasi dan keyakinan, 100% bersetuju bahawa PPBT membantu mereka bertutur bahasa Melayu. Kesimpulannya penggunaan PPBT dapat membantu dalam penguasaan kemahiran bertutur dan meningkatkan motivasi serta keyakinan untuk bertutur bahasa Melayu. Implikasinya PPBT boleh digunakan oleh guru-guru Bahasa Melayu, pembina bahan dan juga institut pendidikan perguruan bagi membantu meningkatkan kemahiran dan motivasi untuk bertutur bahasa Melayu dalam kalangan murid sekolah rendah di Singapura.

References

Abbaspour, F. (2016). Speaking Competence and Its Components: A Review of

Literature. International Journal of Research in Linguistics, Language

Teaching and Testing, 1(4), 144–152.

 

Abbas Abdoli Sejzi & Baharuddin (2012). Constuctivist Approach in Virtual

Universities. Social and Behavioral Sciences 56, 426 – 431.

 

Abdul Aziz Abdul Talib (1993). Menguji Kemahiran Bahasa. Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Adamu Tairu Idris, Ibrahim Muhammad Shamsuddin, Adamu Tairu Arome, Ibrahim

Aminu (2018). Use of Audio-Visual Materials in Teaching and Learning of

Classification of Living Things Among Secondary School Students in Sabon

Gari LGA of Kaduna State, Plant. Vol. 6, No. 2, pp. 33-37.

 

Afria N., Yenni R., & Ratmanida. (2019). The Influence of Task-based Language

Teaching on Speaking Skill of EFL Students with Intrinsic Motivation.

International Journal of Literature and Arts. 7(6), 179-184.

 

Ahumaidi, M., (2011). Communicative language teaching. Di capai daripada

http://faculty.ksu.edu.sa

 

Albino, G. (2017) “Improving Speaking Fluency in a Taskbased Language Teaching

Approach: The Case of EFL Learners at PUNIV-Cazenga”. SAGE Open. 1-1.

 

Aliakbari, M. & Jamalvandi, B., (2010). The impact of ‘role play’ on fostering EFL

learners’ speaking ability; A task-based approach. Pan-Pacific Association of

Applied Linguistics, 14(1), 15-29.

 

Alosh, M. (2004). Using Arabic: A guide to a contemporary usage. New York:

Cambridge University Press.

 

Alzahrani, I., & Woollard, J., (2013). The role of the constructivist learning theory and

collaborative learning environment on Wiki Classroom, and the relationship

between them. Prosiding di International Conference For e-learning Distance

(3rd, Riyadh, Saudi Arabia).

 

Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan Publishing

Co, Inc.

 

Anderson, J. R., (2000). Learning and memory: An integrated approach (2nd ed).

Wiley: New York.

 

Applefield, J. M., Huber, R., Mahnaz, M., (2001). Constructivism in theory and

practice: Toward a Better Understanding, High School Journal 84(2), 35- 53.

 

Asli Ünlüa, (2015). How alert should I be to learn a language? The noticing

hypothesis and its implications for language teaching. Procedia - Social and

Behavioral Sciences 199, 261 – 267

 

Asrori, Muhammad. (2012). Psikologi pembelajaran. Bandung: Bumi Rancaekek

Kencana.

 

Aston, G. (1986). Trouble shooting in interaction with learners: The more the merrier.

Applied Linguistics, 7, 128-43.

 

Arslantas, K. T., & Tokel, S.T. (2018). Anxiety, motivation, and self-confidence in

speaking English during task-based activities in Second Life. Kastamonu

Education Journal, 26(2).

 

Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese

as a foreign language: benefits and challenges. Language, Culture and

Curriculum, 1-20.

 

Bandura, A., (1977). Self-efficacy: Toward a unifying theory of behavioural change.

Psychological Review, 84(2), 191-215.

 

Bantis, A., M. (2008). Using task-based writing instruction to provide differentiated

instruction for English language learners. (Master's thesis).

 

Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor effecting students’ English

speaking skills. British Journal of Arts and Social Sciences, 2(1), 34-50.

 

Bayram-Jacobs, D., & Hayirsever, F. (2016). Student-centred Learning: How Does It

Work in Practice? Journal of Education, Society and Behavioural

Science, 18(3), 1-15.

 

Bechtel, W. & Abrahamsen, A., (1991). Connectionism and the mind: An introduction

to parallel processing in networks. Cambridge, MA, US: Basil Blackwell.

 

Beglar, D., & Hunt, A., (2002). Implementing task-based language teaching. Di dalam

J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching:

An anthology of current practice (pp. 96-106). Cambridge, UK: Cambridge

University Press.

 

Beretta, A. & Davies, A., (1985). Evaluation of the Bangalore project. ELT Journal,

39(2), 121-127.

 

Black, P.J., and William, D. (1998). Inside the black box: raising standards through

classroom assessment. London: King’s College London School of Education.

 

Bøhn, H. (2015). Assessing EFL spoken language. SAGE Open, 5(4), 1-12.

 

Brand, C., Götz, S. (2011). Fluency versus accuracy in advanced spoken learner

language: A multi-method approach. International Journal of Corpus

Linguistics,16, 255-275.

 

Brandl, K. (2016). Task-based instruction and teacher training. Di dalam Deusen-

Scholl, N. Van & May, S. (Eds.), Second and foreign language education.

Encyclopaedia of language and education (3rd Ed., pp. 1–14). Cham,

Switzerland: Springer.

 

Brooks, J. G., and Brooks, M. G. (1993). In search of understanding: The case for

constructivist classrooms. Alexandria, VA: Association for Supervision and

Curriculum Development.

 

Brown H.D. (2000). Principles in language teaching and learning (4th Ed.). New York:

A Pearson Education.

 

Brown H.D. (2001). Teaching by principles: An interactive approach to language

pedagogy. Foreign Language Teaching and Research. Beijing: Press Beijing.

 

Brown, H. D., (2007). Principles in Language Teaching and Learning (5th, Ed.) White

Plains, NY: Pearson Education.

 

Bruner, J. (1999). The culture of education. Cambridge, MA: Harvard University Press.

 

Buriro, G. A., & Hayat, T. (2010). Task-based learning: An in-class ELT experiment.

Journal of Educational Research, 13, 121- 132.

 

Burns, A. & Joyce, H. (1997). Focus on Speaking. Sydney: Macquire University.

 

Burns, A. & Siegel, J. (2018). International perspectives on teaching the four skills in

ELT listening, speaking, reading, writing. Switzerland: Springer Nature.

 

Burns, A. (1998). Teaching speaking. Annual Review of Applied Linguistics, 18(3),

102-123.

 

Burt, M. K. & Dulay H. C., (1973). Should we teach children syntax? Language

Learning, 23(2), 254-258.

 

Butler, Y.G. & Hakuta, K. (2004). Bilingualism and Second Language Acquisition. Di

dalam Bhatia, T.K. & Ritchie, W.C. (Eds.), The Handbook of Bilingualism, (pp.

114- 144). Massachuetts: Blackwwell.

 

Bygate, M. (1987). Speaking. USA: Oxford University Press.

 

Bygate, M. (Ed.). (2015). Domains and directions in the development of TBLT.

Philadelphia: John Benjamins.

 

Bygate, M., (1988). Units of oral expression and language learning in small group

interaction. Di dalam Foster, P., Tonkyn, A. & Wigglesworth, G. (Eds.), (2000).

Measuring Spoken language: A unit for all reasons. Oxford: Oxford University

Press.

 

Bygate, M., Norris, J. M., & Van den Branden, K. (2012). Task-based language

teaching. Di dalam C. Chapelle (Ed). Blackwell encyclopaedia of applied

linguistics. Oxford: Blackwell.

 

Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogical tasks: Second

language learning, teaching and testing. Harlow: Pearson Education Limited.

 

Campbell, D. T., Stanley, J. C., & Gage, N. L. (1963). Experimental and quasi

experimental designs for research. Boston, MA, US: Houghton, Mifflin and

Company.

 

Carless, D., (2002). Implementing task-based learning with young learners, ELT

Journal, 56(4), 389-396.

 

Carless, D., (2004). Issues in Teachers’ Reinterpretation of a Task-Based Innovation in

Primary Schools. TESOL Quarterly 38, 639-662.

 

Carolina, A. (2016). Improving 10th Graders’ English C ommunicative Competence

through the Implementation of the Task-based Learning Approach. Profile

Issues in Teachers’ Professional Development, 18 (2): 95-100.

 

Census of Population 2017 Statistical Release 1, Demographic Characteristics. Di

dalam Government of Singapore (2017). Singapore: Department of Statistics,

Ministry of Trade and Industry.

 

Census of Population 2019 Statistical Release 1, Demographic Characteristics. Di

dalam Government of Singapore (2017). Singapore: Department of Statistics,

Ministry of Trade and Industry.

 

Cevallos, J.B., Eder, A.I., Villafuerte, J.H., Molina, G.G. & Ortega, L.A. (2017).

Motivation and Autonomy in Learning English as Foreign Language: A Case

Study of Ecuadorian College Students. English Language Teaching, 10(2), 100-

113.

 

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental design

for research. Hopewell, NJ: Houghton Mifflin Company

 

Chua H.W., & Chia Y.L., (2020). The Effect of Task-based Language Teaching in

Learning Motivation. International Journal on Social and Education Sciences

2(1), 41-48.

 

Chua Yan Piaw, (2011). Kaedah penyelidikan: Kaedah dan statistic penyelidikan,

Buku 1. Edisi kedua. Kuala Lumpur: Mc Graw Hill.

 

Chuang, Y. Y. (2010). Implementing task-based language approach to teach and assess

oral proficiency in the college EFL classroom. Taipei, Taiwan: National

Science Council.

 

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New

York: Routledge.

 

Creswell, J.W., (2009). Research design: Qualitative, quantitative and mixed methods.

Thousand Oaks, CA: SAGE Publications.

 

Creswell, J.W., (2012). Educational research. Planning, conducting and evaluating

quantitative and qualitative research. Third Edition. England: Pearson

Educational International.

 

Criado, R., (2013). A Critical review of the Presentation-Practice-Production Model

(PPP) in Foreign Language Teaching. Di dalam R. Monroy (Ed.). Homenaje

 

Francisco Gutiérrez Díez, pp. 97-115. Dimuat turun daripada

https://www.academia.edu/3171783/A_

 

Crookes, G.V. (1986). Task Classification: A cross-disciplinary review. Technical

Report 4. Center for Second Language Classroom Research, Social Science

Research Institute. Honolulu: University of Hawaii at Manoa.

 

Crowther, D., Trofimovich, P., Isaacs, T., Saito, K. (2015). Does a speaking task affect

second language comprehensibility? Modern Language Journal, 99, 80-95.

 

Curdt-Christiansen, (2014). Planning for development or decline? Education policy for

Chinese language in Singapore. Critical Inquiry in Language Studies, 11(1), 1-

26.

 

De Bot, K. (1992). A Bilingual Production Model: Levelt’s ‘Speaking’ Model Adapted.

Applied Linguistics, 13, 1-24

 

De Bot, K. (1996). The Psycholinguistics of the Output Hypothesis, Language

Learning: A Journal of Research in Language Studies, 46(3), 529-555.

 

De la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: Investigating the role

of pedagogical tasks and form-focused instruction. Language Teaching

Research, 10(3), 263-295.

 

DeKeyser, R. M. (2007): Introduction: Situating the concept of practice. Di dalam R.

M. DeKeyser (Ed.): Practice in a Second Language: Perspectives from Applied

Linguistics and Cognitive Psychology. Pp.1-18. Cambridge: Cambridge

University Press.

 

Dempsey, P. A., & Dempsey, A. D. (1986). The research process in nursing (2nd ed.).

Boston: Jones and Bartlett Publishers

 

Dewey, J. (2011) The child and curriculum. Connecticut: Martino Fine Books.

(Original work published 1902)

 

Doff, A. (1998). Teach English: A Training Course for Teacher. Cambridge University

Press.

 

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in

second language acquisition. Mahwah, N. J.: Lawrence Erlbaum.

 

Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning:

Frameworks for focused interventions. New York, NY: Routledge

 

Dunne R & Ted Wragg, (1996). Pembelajaran efektif (terjemahan Anwaar Yasin),

Jakarta: PT. Gramedia.

 

East, M. (2017). Research into practice: The task-based approach to instructed SL

acquisition. Language Teaching.

 

East, M., (2012). Task-based language teaching from the teachers’ perspective.

Amsterdam, The Netherlands: John Benjamins.

 

Eccles, J.S. & Wigfiled, A. (2002). Motivational Beliefs, Values, Goals. Annual Review

of Psychology, 53, 109-132.

 

Education Statistics Digest 2017 (2017). Dimuat turun daripada

https://www.moe.gov.sg/docs/defaultsource/document/publications/educations

tatist ics-digest/esd_2017.pdf

 

Efrizal, D. (2012). Improving students’ speaking through communicative language

Sentot Ali Basa Islamic Boarding School of Journal of Humanities and Social

Science, teaching method at Mts Ja-Alhaq, Bengkulu, Indonesia. International

2(20), 127–134.

 

Eggen, P.D. & Kauchak, D.P. (2007). Educational Psychology: Windows on

classrooms. Upper Saddle, N.J.: Prentice Hall

 

Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching

Research, 4(3), 193–220.

 

Ellis, R. (2001). Task-based language teaching and learning. Di dalam Nunan, D. (Eds.)

(2003). Task-based language teaching. Hong Kong: Cambridge University

Press.

 

Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit

knowledge? Studies in Second Language Acquisition, 24(2), 223-236.

 

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford

University Press.

 

Ellis, R. (2009). The differential effects of three types of planning on fluency,

complexity and accuracy in L2 oral production. Applied Linguistics, 30, 474-

509.

 

Ellis, R. (2013). Task-based Language Learning and Teaching. Shanghai: Shanghai

Foreign Language Education Press.

 

Ellis, R. (2015). Understanding Second Language Acquisiton-Oxford Applied

Linguistics (2nd Ed.) Dimuat turun daripada

https://doi.org/10.1192/bjp.112.483.211-a

 

Ellis, R. (2017). Position Paper: Moving Task-based language teaching forward.

Language Teaching, 50(4).

 

Ellis, R. (2018). Reflections on task-based language teaching. Bristol, UK:

Multilingual Matters

 

Ervina Jamil (2019, Oktober 23). Penggunaan bahasa Inggeris di rumah termasuk

keluarga Melayu terus meningkat. Berita Harian, halaman 4.

 

Estaire, S. & Zanon, J. (1994). Planning Classwork: A Task -Based Approach. Oxford:

Heinemann.

 

Favreau, M. & Segalowitz, N.S. (1983). Automatic and controlled processes in the first

and second-language reading of fluent bilinguals. Memory & Cognition, 11(6),

565-574.

 

Field, A. (2005). Discovering Statistics Using SPSS. (2nd ed). London: Sage

Publications.

 

Florez, M. (1998). Improving Adult ESL Learners' Pronunciation Skills. ERIC Digest.

National Clearinghouse for ESL Literacy Education. (ERIC Document

Reproduction Service No. ED: 427553).

 

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate

research in education (9th Ed.). New York, NY: McGraw-Hill.

 

Fries, P.H. (1983). On the status of theme in English: Arguments from discourse. Di

dalam J.S. Petofi & E. Sozer (Eds). Micro & Macro Connexity of Discourse (pp.

116-152). Hamburg: Buske.

 

Frost, R. (2014). A Task-based Approach. Britis Council Teaching English. Dimuat

turun daripada

http://www.teachingenglish.org.uk/think/methodology/task_based.shtml

 

Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction.

Longman Publishing.

 

Gardner R.C., (1985). Social psychology and second language learning: The role of

attitude and motivation, London: Edward Arnold.

 

Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language

learning. Rowley, MA: Newbury House.

 

Garman, M. (1990). Psycholinguistics, New York: Cambridge University Press.

 

Gass, S. (1997). Input, interaction, and the second language learner. University of

Michigan: Lawrence Erlbaum Associates.

 

Gass, S., Mackey, A., & Ross-Feldman, L., (2005). Task-Based Interactions in

Classroom and Laboratory Settings. Language Journal, 55(4), 575-611.

 

Gatbanton, E. & GU, G. (1994). Preparing and implementing a task-based ESL

curriculum in an EFL setting: implications for theory and practice. TESL

Canada Journal, 11(2), 9-12.

 

Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: Emotion

regulation and emotional labor strategies as predictors of teacher burnout.

International Journal of Pedagogies and Learning, 10, 139-150.

 

Gheisari, N., & Jamali, F. (2014). Sociocultural Theory in Second Language

Acquisition: tenets and pedagogical implications in an EFL setting.

 

Goh, C. (2007). Teaching speaking in the language classroom. Singapore: SEAMEO

Regional Language Centre.

 

Gohil, P. (2013). English as a global language. International Journal for Research in

Education, 2(2). 7-13.

 

Gopalan V, Juliana Aida A. Bakar, Asmidah Alwi &b A. Nasir Zulkifli (2017). A

Review of the Motivation Theories in Learning. Conference Paper in AIP

Conference Proceedings · October 2017 Dimuat turun daripada DOI:

10.1063/1.5005376

 

Gopinathan, S. (2010). Globalisation, the Singapore developmental state and education

policy: A thesis revisited. Globalisation, Societies and Education, 5(1). 53-70.

 

Gopinathan, S. (1998). Language policy changes 1979–1997: Politics and pedagogy.

Di dalam S. Gopinathan, A. Pakir, W. K. Ho, & V. Saravanan (Eds.), Language,

society and education in Singapore: Issues and trends (pp. 19–44, 2nd Ed.).

Singapore: Times Academic Press.

 

Gredler, M. E., Broussard, S. C., & Garrison. M.E.B. (2004) The Relationship between

Classroom Motivation and Academic Achievement in Elementary School Aged

Children. Family and Consumer Sciences Research Journal, 33, 106-120.

 

Gronlund, N.E. & Linn, R.L. (1990) Measurement and Evaluation in Teaching.

McMillan Company, New York.

 

Guerrero, M. (2015). Motivation in second language learning: A historical overview

and its relevance in a public high school in Pasto, Colombia. HOW, 22(1), 95-

106.

 

Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.

 

Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R.L. (2006).

Multivariate data analysis (6th Ed.), Pearson International Edition, Pearson

Prentice Hall.

 

Hakuta, K. (1976). A case study of a Japanese child learning ESL. Language Learning,

26. 321 - 351.

 

Hamid Al Ta’ani, (2018). Integrative and instrumental motivation for learning.

International Journal of Learning and Development, 8(4), 89-105.

 

Hanifa R. (2018). Factors generating anxiety when learning EFL speaking skills.

Studies in English Language and Education, 5 (2): 230-239.

 

Hanjani, A.M., (2019). Collective peer scaffolding, self-revision, and writing progress

of novice EFL learners International Journal of English Studies, 41-57.

 

Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using context

adaptive planning. Boston, MA: Pearson A&B.

 

Harimurti Kridalaksana. (1983). Kamus Lingusitik. Jakarta: PT. Gramedia Pustaka

Utama.

 

Harmer, J. (2001). The Practice of English Language Teaching. Edinburgh: Pearson

Education limited.

 

Hashemi, Masoud & Azizi Nezhad, Masoud & Darvishi, Sohrab. (2012). Using task

based language teaching, learning practically in English classes. Procedia -

Social and Behavioral Sciences, 526–529.

 

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational

Research, 77(1), 81–112.

 

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford

University Press.

 

Hismanoglu, M. & Hismanoglu, S. (2011). Task-based language teaching: What every

EFL teacher should do. Procedia-Social and Behavioural Sciences, 15(12), 46-

52.232

 

Hosseini, A. B., Ghonsooly, B., & Ghanizadeh, A. (2017). Self-fulfilment in higher

education: Contributions from mastery goal, intrinsic motivation, and

assertions. Asia-Pacific Education Researcher, 26(3-4), 171-182.

 

Houghton, L. (2018) The Strengths and Weaknesses the Task-Based Syllabus.

Birmingham: University of Birmingham.

 

Howatt, A. (1984). A History of English Language Teaching. Di dalam R. Ellis. (Eds.)

Task- based Language Learning and Teaching. New York: Oxford University

Press. http://www.moe.gov.sg/media/speeches/1999/200199.htm

 

Hu, R. (2013). Task-Based Language Teaching: Responses from Chinese Teachers of

English. The Electric Journal for English as a Second Language 16(4), dicapai

daripada http://www.tesl-ej.org/wordpress/issues/volume16/ej64/ej64a1/ pada

10 Sept. 2018.

 

Hughes, A. (2003). Testing for language teacher, (2nd Ed). UK: Cambridge University

Press.

 

Humaidi, M. (2011). Communicative language teaching. Dimuat turun daripada

www.scribd.com/doc/47733359/communi

 

Humaera, I. (2015). Inhibition in Speaking Performance. Journal of The Association

for Arabic and English, Vol. 1, No. 1, 31-50.

 

Islam, N.D., Ghassem, B., Abdulreza, P. (2017). The effect of task-based language

teaching on motivation and grammatical achievement of EFL junior high school

students. Advances in Language and Literary Studies, 8(2), 243-259.

 

Izumi, S. (2003). Comprehension and Production Processes in Second Language

Learning: In Search of the Psycholinguistic Rationale of the Output Hypothesis,

Applied Linguistics 24(12), 168-196.

 

Izumi, S., & Bigelow, M. (2000). Does Output Promote Noticing and Second Language

Acquisition? TESOL Quarterly, 34(2), 239-278.

 

Johns R. (2006). One size doesn’t fit all: Selecting responses scaled for attitude items.

Journal of Elections, Public Opinion and Parties, (15) 2, 237-264.

 

Jalongo, M.R. (2011) Early Childhood Language Arts, 5th edition. Boston, MA:

Pearson.

 

Jensen, E. (2007) Introduction to brain-compatible learning, 2nd edition. Thousand

Oaks, CA: Corwin Press.

 

Jeon, I., & Hahan, J. (2006). Exploring EFL teachers’ perceptions of task -based

language teaching: A case study of Korean secondary school classroom

practice. Dimuat turun daripada http://www.asian-efljournal.

com/March06_ijj&jwh.pdf

 

Johnson, D.W., & Johnson, F.P.1. (1997). Joining together: group theory and group

skills (6th ed.) Boston, Mass.: Ally and Bacon.

 

Jyothi M., & Pushpa N.S., (2020). Developing spoken fluency through task-based

teaching, 9th World Engineering Education Forum, WEEF 2019 Procedia

computer science 172 (2020), 623–630.

 

Kafipour, R., Jafari, S., dan Khojasteh, L. (2018) The effect of taskbased instruction

on L2 grammar learning and motivation of Iranian EFL learners junior high

school students. Revista Publicando, 5 (16), 746-795.

 

Kamarudin Hj Husin. (1994). KBSM dan Strategi Pengajaran Bahasa. Subang Jaya:

Kumpulan Budiman.

 

Kementerian Pendidikan Bahasa (2005). Sukatan Pelajaran Bahasa Melayu (Sekolah

Rendah). Singapura.

 

Kementerian Pendidikan Singapura (2010). Sukatan Pelajaran Bahasa Melayu

(Sekolah Rendah). Singapura. 233

 

Kholik. (2011). Metode Pembelajaran Konvensional. Dimuat turun daripada

http//wordpress.com/2011/11/08/metode-pembelajaran-konvensional

 

Klapper, J. (2003). Taking communication task to task? A critical review of recent

trends in language teaching. Language Learning Journal, 27, 33-42.

 

Kormos, J. (2006). Speech production and second language acquisition. Mahwah:

Lawrence Erlbaum.

 

Kosar, G., & Bedir, H. (2014). Strategies-based instruction: A means of improving

adult EFL learners’ speaking skills. International Journal of Language

Academy, 2, 2342-0251.

 

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Di

dalam Ellis, R. Loewen, S., Elder, C., Erlam, R., Philp, J. and Reinders, H.

(Eds.) (2009). Implicit and Explicit Knowledge in Second Language Learning,

Testing and Teaching. Great Britain: Short Run Press Ltd.

 

Krashen, S. (1994). The input hypothesis and its rivals. Di dalam Ellis N.C. (Ed.),

Implicit and explicit learning of languages (pp. 45-77). London: Academic

Press.

 

Krashen, S. (2003). Explorations in Language Acquisition and Use: The Taipei

Lectures. Portsmouth: Heinemann

 

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Di dalam

Nunan, D. (Eds.) (2003). Task-Based Language Teaching. Hong Kong:

Cambridge University Press.

 

Krashen, S.D., (1985). The Input Hypothesis: Issues and Implications. London:

Longman.

 

Krosnick, J. A., & Presser, S. (2010). Question and questionnaire design. In J. D.

Wright & P. V. Marsden (Eds.), Handbook of survey research (second edition)

(pp. 263-313). Bingley, UK: Emerald Group.

 

Kuiken, F., & Vedder, I. (2007a). Cognitive task complexity and linguistic performance

in French L2 writing. Di dalam M. P. Garcia Mayo (Ed.), Investigating tasks in

formal language learning (pp. 117–135). Clevedon, UK: Multilingual Matters.

 

Kumaravadivelu, B. (2006). The post method condition: Emerging strategies for

second/ foreign language teaching. TESOL Quarterly, 28, 27-48.

 

Lantolf, J. (Ed.) 2000. Sociocultural Theory and Second Language Learning. Di dalam

Nunan, D. (Eds) (2003). Task-Based Language Teaching. Hong Kong:

Cambridge University Press.

 

Lantolf, J. P. & Thorne, S. L., (2006). Sociocultural theory and the genesis of L2

development. Oxford, England: Oxford University Press.

 

Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural Theory and Second

Language Development. In B. van Patten & J. Williams (Eds.), Theories in

Second Language Acquisition.Pennsylvania State University: Portland

 

Lauster, P. (2012). Tes Kepribadian. Terjemahan oleh D. H. Gulo. Jakarta: PT. Bumi

Aksara.

 

Leaver, L. & Willis, J., (2004). Task-based instruction in foreign language education.

Washington, D.C.: Georgetown University Press.

 

Lee K Y. (2012). My Lifelong Challenge: Singapore’s Bilingual Journey. Singapore:

Straits Times Press.

 

Lee K.Y. (2001). The Singapore Story: Memoirs of Lee Kuan Yew. Marshall Cavendish

International: Singapore.

 

Lee, H. L. (1999). Ministerial Statement by DPM BG Lee Hsien Loong on Chinese

Language in Schools. Di dalam Parliament on 20 January 1999. Dimuat turun

daripada https://www.nas.gov.sg/archivesonline/data/pdfdoc/1999012002.htm

 

Lee, H.L. (2011). Prime Minister Lee Hsien Loong's Chinese New Year Message 2011.

Singapore: Prime Minister's Office, Singapore.

 

Lee. J. (2000). Tasks and Communicating in Language Classrooms. Boston, USA:

McGraw-Hill.

 

Leong L.M. & Ahmadi Masumeh (2017). An analysis of factors influencing learners’

English speaking skill. International Journal of Research, 2, 34-41.

 

Lessard-Cloustom, M. (2018).Second Language Acquisition Applied to English

Language Teaching. SLA Essential III: Interaction. TESOL International

Association.

 

Levelt, W. J. M. (1989). ACL-MIT Press series in natural-language processing.

Speaking: From intention to articulation. Cambridge, MA, US: The MIT Press.

 

Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A Theory of Lexical Access in

Speech Production. Behavioral and Brain Sciences, 22, 1-75.

 

Lewis, M. (1993). The Lexical Approach, Language Teaching Approach. England:

Language Teaching Publications.

 

Li, D. (1998). It’s Always More Difficult than You Plan and Imagine: Teachers:

Perceived Difficulties in Introducing the Communicative Approach in South

Korea. TESOL Quarterly 32, 677-703.

 

Li, Y.W. (2016). Transforming Conventional Teaching Classroom to Learner-Centred

Teaching Classroom Using Multimedia-Mediated Learning Module,

International Journal of Information and Education Technology vol. 6, no. 2,

pp. 105-112, 2016.

 

Lightbown, P. M., & Spada, N. (2011), How languages are learned. (4th Ed.) Oxford:

Oxford University Press.

 

Lindsay, C. and Clarke, S. (2001). Enhancing primary science through self and paired

assessment, Primary Science Review, 68, 15–18.

 

Littlewood, W. (2007). Communicative and Task-Based Language Teaching in East

Asian Classrooms. Language Teaching, 40, 243-249.

 

Long M. H. (1985). Input and second language acquisition theory. Di dalam S. Gass &

C. Madden (Eds.), Input and second language acquisition, Rowley, MA:

Newbury House.

 

Long, M. (1989). Task, group and task-group interactions. Di dalam R. Ellis (Eds.)

Task-based language learning and teaching. Oxford: Oxford University Press.

 

Long, M. (1991). Focus on form: A Design Feature in Language Teaching

Methodology. Di dalam K. de Bot, R. Ginsburg, & C. Kramsch S (Eds.),

Foreign Language Research in Cross Cultural Perspectives (pp. 39-52).

Amsterdam, Netherlands: John Benjamin.

 

Long, M. H. (1996). The role of linguistic environment in second language acquisition.

Di dalam W. C. Ritchie, & T. K. Bhatia (Eds.), Handbook of second language

acquisition (pp. 413- 463). San Diego: Academic Press.

 

Long, M. H. (Ed.). (2005). Second language needs analysis. Cambridge, UK:

Cambridge University Press.

 

Long, M. H. (2007). SLA: Breaking the siege. Di dalam M.H. Long, (Ed.) Problems in

SLA (pp.139-168). Mahwah, NJ: Erlbaum.

 

Long, M. H. (2009). Methodological principles in language teaching. Di dalam M. H.

Long & C. J. Doughty (Eds.), Handbook of language teaching (pp. 373–94).

Oxford, UK: Blackwell.

 

Long, M. H. (2015). Second language acquisition and task -based language teaching.

Oxford, UK: Wiley-Blackwell.

 

Long, M.H. and Crookes, G. (1992). Three approaches to task-based syllabus design.

Di dalam R. Willis and B.L. Leaver (Eds.) Task-based Instruction in Foreign

language Education. Washington DC: University Press.

 

Long, M.H. and Doughty, C.J. (2009). The handbook of language teaching. Wiley

Blackwell Publication.

 

Lopez, J. (2004). Introducing TBI for Teaching English in Brazil. Dimuat turun

daripada http://etd.auu.et/dspace/%E2%80%A6/1/Microsoft%20-%20-

%20tagesse

 

Lyons, J. (1981). Language and Linguistics: An Introduction. New York: Cambridge

University Press.

 

Machado, J. (2016). Early Childhood Experiences in Language Arts: Early Literacy

(11th Ed). New York: Cengage Learning.

 

Mackey, A., (2012). Input, Interaction and Corrective Feedback in L2 Learning,

Oxford: Oxford University Press.

 

Maftoon, P., (2012) A Critical Look at the Presentation, Practice, Production (PPP)

Approach: Challenges and Promises for ELT . BRAIN. Broad Research in

Artificial Intelligence and Neuroscience, 3(4) 31-36

 

Maier H. W., 2002 Role playing: structures and educational objectives CYC-online 36.

Dimuat turun daripada https://cyc-net.org/cyc-online/cycol-0102-roleplay.html

 

Mahripah, S. (2014). Exploring Factors Affecting EFL Learners’ Speaking

Performance: from Theories into Practices. Proceedings of the 3rd UAD TEFL

International Conference 2014 “Materials Development in Asia and Beyond:

Directions, Issues, and Challenges.” English Education Department,

Universitas Ahmad Dahlan, Yogyakarta, Indonesia.

 

Malikow, M., (2005). Effective Teacher Study. National Forum of Teacher Education

Journal-Electronic, 16 (3E), 1-9.

 

Mao, Z. (2012). The application of task based language teaching to English reading

classroom. Theory and Practices in Language Studies, 2(11), 2430-2438.

 

Margono, S., (2010). Metode Penelitian Pendidikan, Jakarta: Rineka Cipta Marzano,

R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora,

CO: McREL.

 

Mazouzi, S. (2013). Analysis of Some Factors Affecting Learners’ Oral Performance.

A Case Study: 3rd Year Pupils of Menaa’s Middle Schools. M. A. Dissertation,

Department of Foreign Languages, English Division, Faculty of Letters and

Languages, Mohamed Khider University of Biskra, People’s Democratic

Republic of Algeria.

 

McMillan, B., D. J. Rivers, & T. Cripps. (2009). ‘The L1 in the L2 classroom:

university EFL teacher perceptions’ in A. Stoke (Ed.). JALT2008 Conference

Proceedings. Tokyo: JALT.

 

Mercer, N., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: ways of helping

children to use language to learn science. British Educational Research Journal,

30(3), 367-385

 

Meylinah, M. (2014). An Analysis of Bilingual Education in Singapore. Indonesia:

Universiti Pendidikan Ganesha.

 

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd Ed.).

Thousand Oaks, California: Sage.

 

Ministry of Culture. (1979, February 10). Report on the Ministry of Education 1978 –

prepared by Dr Goh Keng Swee and the Education Study Team. Dimuat turun

daripada National Archives of Singapore http://www.nas.gov.sg/archivesonline

 

Ministry of Education. (2008). Mekar 5A, Buku Aktiviti, Singapura: Marshall

Cavendish.

 

Ministry of Education. (2008). Mekar 5A, Buku Panduan Guru. Singapura: Marshall

Cavendish.

 

Ministry of Education. (2008). Mekar 5A, Buku Teks. Singapura: Marshall Cavendish.

 

Ministry of Education. (2005). Report of the Malay Language Curriculum and

Pedagogy Review Committee. Singapore.

 

Ministry of Education. (2010). Nurturing active learners and proficient users. Report

of Malay Language Curriculum and Pedagogy Review Committee. Singapore:

MOE.

 

Mohd Majid Konting. (2001). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Mokhtar Ismail. (2011). Kaedah penyelidikan kuantitatif dalam Pendidikan. Kuala

Lumpur: Dewan Bahasa dan Pustaka.

 

Moreno, R., (2004). Decreasing cognitive load for novice students: Effects of

explanatory versus corrective feedback in discovery-based multimedia.

Instructional Science, 32, 99-113.

 

Munir H.A., Munir M.M., & Jumani N.B., (2019). “The Effect of Task-Based

Language Learning (TBLL) on Developing Speaking Skills of Secondary

School Learners in Pakistan”. International Journal of Lingustics, 9(2), 283-

291.

 

Nageswara, Rao, (2016). Determining Factors for Employee Motivation and

Organisation Effectiveness. AEIJMR 4(9),

 

Namaziandost, I., Bohloulzadeh, G., & Pazhakh, A. (2017). The Effect of Task-Based

Language Teaching on Motivation and Grammatical Achievement of EFL

Junior High School Students. Advances in Language and Literary Studies, 8

(2), 243-259.

 

Nanney, B. (2004). Student-centered learning. Dimuat turun daripada

http://ollysofalhaj.ipgkti.edu.my/sumber/resosbestariPENDEKATAN/scl/7%2

0SC L-Nanney.pdf

 

Ng C.W., (2019). Task-Based Language Teaching in Hong Kong English Education.

Advances in the Linguistic Sciences,1(1).

 

Nget, S., Pansri, O. & Poohongthing, C. (2020). The Effect of Task-Based Instruction

in Improving the English Speaking Skills of Ninth-Graders. LEARN Journal:

Language Education and Acquisition Research Network Journal, 13(2).

 

Nguyen, T.A., (2021). Implementing Task-based language teaching in Asian context.

International Journal of applied Linguistics. 172(1). 121-151.

 

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:

Cambridge University Press.

 

Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle

Publishers.

 

Nunan, D. (2005). Task Based Language Teaching. Cambridge: Cambridge University

Press.

 

Nunan, D. (2010). Task Based Language Teaching. Cambridge: Cambridge University

Press.

 

Patton, M.Q. (2002). Qualitative Research and Evaluation Methods, Thousand Oaks,

CA: SAGE Publications.

 

Pavlov, I. (1960). Conditioned reflexes. (A. Translator, Trans.). New York, NY: Dover.

(Original work published 1927).

 

Peters, M.A. (2007). Editorial. Educational Philosophy and Theory, 39(5), 475

 

Pham V.P.H., & Do T.H., (2020). Impact of Task-Based vs Presentation-Practice-

Production. Journal of Southwest Jiatong University. 55(3), 1-12.

 

Phakiti, A. (2014). Experimental Research Methodsin Language Learning. UK:

Bloomsbury Publishing

 

Piaget, J. (1970). Science of education and psychology of the child. New York: Viking.

 

Pienemann, M. (2007). Processability theory. Di dalam B. Van Patten & J. Williams

(Eds.), Theories in Second Language Acquisition. N.J.: Lawrence Erlbaum

Associates.

 

Pinto, J., (2018). University of Lisbon Centre of Linguistics Portugal Immersion

Learning Activities: Developing Communicative Tasks in the Community.

 

Pourhosein Gilakjani, A. (2016). What Factors Influence the English Pronunciation of

EFL Learners?. Modern Journal of Language Teaching Methods (MJLTM),

6(2), 314-326.

 

Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.

 

Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing?

Di dalam C. M. Reigeluth (Ed.), Instructional-design theories and models: A

new paradigm of instructional theory II, pp. 5-29). Mahwah, NJ: Lawrence

Erlbaum Associates.

 

Richards J.C. and Willy A. Renandya, (2002). Methodology in Language Teaching,

USA: Cambridge University Press.

 

Richards, J. C. & Rodgers, T. (2006). Approaches and methods in language teaching

(2nd Ed.). Cambridge University Press.

 

Rohana Yusof. (2004). Penyelidikan sains sosial. Pahang: PTS Publications and

Distributors.

 

Rohani, S. (2011). Impact of task-based learning on Indonesian tertiary EFL students’

employment of oral communication strategies. The International Journal of

Interdisciplinary Social Sciences, 5(10), pp. 85-102

 

Roksana Bibi Abdullah. (2003). Bahasa Melayu di Singapura: Pengalihan dan

Pengekalan. Singapore: DeeZed Consult Singapore.

 

Roselan Baki (2003). Kaedah Pengajaran dan Pembelajaran Bahasa Melayu. Shah Alam:

Karisma Publication Sdn. Bhd.

 

Sabitha Marican. (2005). Kaedah penyelidikan sains sosial. Petaling Jaya, Selangor:

Pearson Prentice Hall.

 

Sabitha Marican. (2009). Penyelidikan sains sosial: pendekatan pragmatik. Batu Caves:

Edusystem Sdn. Bhd.

 

Safitri, H., Rafli, Z. and Dewanti, R. (2019). Developing Students’ Speaking Skills

through Task-based Learning. In Proceedings of the International Conference

on Education, Language and Society (ICELS 2019), 210-217.

 

Saito-Abbott, Y. (2004). Designing an outcomes-based TBI Japanese language

program. Di dalam B.L. Leaver & J.R. Willis (Eds.), Task-based instruction in

foreign language education. Practices and programs (pp. 122-141). Washington,

DC: Georgetown University Press

 

Samuda, V. and Bygate, M., (2008). Tasks in second language learning. Basingstoke,

England: Palgrave Macmillan.

 

Santrock, J.W. 2011. Perkembangan Anak (11th Ed). Jakarta: Salemba Humanika.

 

Schmidt, R, (1995). Consciousness and foreign language learning: A tutorial on the role

of attention and awareness in learning. Di dalam R. Schmidt (Ed.), Attention

and awareness in foreign language learning (pp.1-63). Hawaii: Second

Language Teaching & Curriculum Center, University of Hawai’i at Manoa.

 

Schmidt, R. (1990). The role of consciousness in second language learning. Applied

Linguistics, 11, 127-158.

 

Schmidt, R. (2001). Attention. Di dalam P. Robinson (Ed.), Cognition and Second

Language Instruction (pp. 3-32). Cambridge: Cambridge University Press.

 

Scrivener, J. (1994). “PPP and after”. The Teacher Trainer, 8(1): 15-16.

 

Sekaran, U., & Bougie, R. (2011). Research methods for business: a skill building

approach (5th ed.). New Delhi: John Wiley & Sons.

 

Segalowitz, N. (1997). Individual differences in second language acquisition. Di dalam

A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism:

Psycholinguistic perspectives (pp. 85-112). Mahwah, NJ, US: Lawrence

Erlbaum Associates Publishers.

 

Segalowitz, N. (2003). Automaticity and second languages. In: Doughty, C. J. & Long,

M. H. (eds). The Handbook of Second Language Acquisition. Oxford:

Blackwell, pp. 381-408.

 

Schrum, M.L., Johnson, M., Ghuy, M., dan Gombolay, M.C. (2020). Four Years in

Review: Statistcal Practices of Likert Scales in Human-Robot Interaction

Studies, Companion of the 2020 ACM/IEEE International Conference on

Human-Robot Interaction.

 

Shahril @ Charil M. (2004). Profil Ciri Guru yang Berkualiti: Satu Kajian Kes di

Bebarapa Buah Sekolah Menengah di Malaysia. Prosiding Seminar

Kebangsaan Pendidikan Guru. Tanjung Malim: Universiti Pendidikan Sultan

Idris.

 

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasiexperimental

designs for generalized causal inference. Houghton, Mifflin and

Company.

 

Sheen, R. (2003). Focus on form–a myth in the making? ELT Journal 57(3), 225-233.

 

Shehadeh, A. (2005). Task-based language learning and teaching: Theories and

applications. Di dalam C. Edwards, & J. Willis (Eds.), Teachers Exploring

Tasks in English Language Teaching (pp. 13-30). U.K.: Palgrave Macmillan.

 

Shehadeh, Ali & Christine A. Coombe (Eds.). 2012. Task-based language teaching in

foreign language contexts: Research and implementation. Philadelphia: John

Benjamins.

 

Silverman, D. (2010) Doing qualitative research: A practical handbook , 3rd Edition.

London: Sage Publications.

 

Sirajo Muhammad Gulubba, Azian Abd Aziz, Hema Rosheny Mustafa (2019).

Scaffolding Language Development and Learning in Teacher-Student

Interactions, International Journal of Recent Technology and Engineering

(IJRTE) 8(2S9), 1035-1040.

 

Siti Rahayah Ariffin. (2008). Inovasi dalam pengukuran dan penilaian pendidikan.

Bangi: Universiti Kebangsaan Malaysia

 

Skehan, P, & Foster, P. (1997). Task type and task processing conditions as influences

on foreign language performance. Language Teaching Research, 1(3), 185-211.

 

Skehan, P. (1996). Second language acquisition research and task-based instruction. Di

dalam J. Willis & D. Willis (Eds.), Challenge and change in language teaching

(pp. 17-30). Oxford: Heinemann.

 

Skehan, P. (1998). A cognitive approach to language learning. Di Dalam Long, M.H.

and Doughty, C.J. (Eds.) (2009). The Handbook of Language Teaching. Wiley

Blackwell Publication.

 

Skehan, P. (2001). Tasks and language performance assessment. Di dalam M. Bygate,

P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language

learning, teaching, and testing (pp.167-185). Harlow, UK: Longman.

 

Skehan, P. (2003). Task-Based Instruction. Cambridge, UK: Cambridge University

Press.

 

Skehan, P. (2009). Models of speaking and the assessment of second language

proficiency. Di dalam A. Benati (Ed.), Issues in second language proficienc (pp.

203–215). London: Continuum.

 

Skinner, B. F., (1938). The behavior of organisms: an experimental analysis. Oxford,

England: Appleton-Century.

 

Skutnabb-Kangas. (1989). Wanted! Linguistic human rights. Roskilde: Roskilde

University Centre

 

Soenjono Dardjowidjojo, (2007). Psikolinguistik: Memahami Asas Pemerolehan

Bahasa, Jakarta: Akademia.

 

Sreehari, P. (2012). Communicative Language Teaching: Possibilities and Problems.

English Language Teaching, 5(12), 87-93.

 

Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2011). Explorations in Giftedness.

New York: Cambridge University Press.

 

Sukmadinata, Nana Syaodih, (2010). Metode penelitian Pendidikan. Bandung: Remaja

Rosdakarya.

 

Swain M. (2000). The output hypothesis and beyond: Mediating acquisition through

collaborative dialogue”, Di dalam J. P. Lantolf (Ed.), Sociocultural theory and

second language learning, Oxford: Oxford University Press. pp. 97–114.

 

Swain, M. (1985). Communicative competence: Some roles of comprehensible input

and comprehensible output in its development. Di dalam S. Gass & C. Madden

(Eds.), Input in second language acquisition (pp. 235–256). New York, NY:

Newbury House.

 

Swain, M. (1995). Three Functions of Output in Second Language Learning.

Cambridge: Cambridge University Press

 

Swain, M. (2005). “The output hypothesis: theory and research”. Di dalam Eli Heinkel,

(Ed.), Handbook of research in second language teaching and learning , 471-

483. Mahwah, NJ: Lawrence Erlbau Associates.

 

Swan M., (2005). Legislation by Hypothesis: The Case of Task-Based Instruction,

Applied Linguistics, 26(3), 376–401.

 

Taber, K. (2011). Constructivism as Educational Theory: Contingency in Learning

Optimally Guided Instruction. Educational Theory. New York: Nova Science

Publisher.

 

Tan, K. H. K., (2007). Qualitatively different ways of experiencing student selfassessment.

Higher Education Research & Development, 27, 15-29.

 

Tee Zhou, (2019, Nov 3). Keeping the mother tongue alive: Singapore’s bilingual

challenge. The Straits Times Singapore. Dimuat turun daripada

https://www.straitstimes.com/singapore/keeping-the-mother-tongues-alivesingapores-

bilingual-challenge.

 

Thamarana, S., (2015). A Critical Overview of Communicative Language Teaching

International journal of English language, literature, humanities, III (IV). 90-

100.

 

Thanh, L., & Huan, N., (2012). Task-based language learning and student motivation

in vocabulary acquisition. Language Education in Asia, 3(1), 106- 120.

 

Thorndike, E. (1913). Educational psychology, 2. The psychology of learning. New

York: Teachers College Press.

 

Torky, S. (2006). The effectiveness of a task - based instruction program in developing

the English language speaking skills of secondary stage students. Egypt: Ain

Shams University.

 

Toth, P.D. (2008). Teacher and learner-led discourse in task-based grammar

instruction: providing procedural assistance for L2 morphosyntactic

development, Language Learning, 58(1), 237-283.

 

Trang, B. (2019). The implementation of task-based language teaching in EFL

primary school classrooms: A case study in Vietnam, dicapai daripada

http://researcharchive.vuw.ac.nz/handle/10063/8181

 

Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at

LE Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-

23.

 

Tuckman & Monetti, (2011). Educational Psychology. Belmont, Calif: Wadsworth

Cengage Learning.

 

Ullman, M. T. (2015). The declarative/procedural model: A neurobiologically

motivated theory of first and second language. In B. VanPatten, B. & J.

Williams (Eds.), Theories in second language acquisition: An introduction (2nd

ed.; pp. 953–968). New York: Routledge.

 

Ur, P. (2000). A Course in Language Teaching: Practice and Theory. Cambridge:

Cambridge University Press.

 

Van den Branden, K. (2016). The role of the teacher in task-based language teaching.

Annual Review of Applied Linguistics, 36, 164-181.

 

Van den Branden, K., (Ed.). (2006). Task-based language education: From theory to

practice. Cambridge, England: Cambridge University Press.

 

Van Lier, L., (1991). Inside the classroom: learning processes and teaching procedures.

Applied Language Learning, 2, 48–64.

 

Van Lier, L., (1996). Interaction in the language curriculum: Awareness, autonomy

and authenticity. New York: Longman.

 

VanPatten, B., (2007). Input processing in adult second language acquisition. Di dalam

B. VanPatten & J. Williams (Eds.) Theories in Second Language Acquisition:

An Introduction (pp.115-135). Mahwah, NJ: Lawrence Erlbaum Associates.

 

Verity, D. P., (2005). Vygotskyan concepts for teacher education: Lifelong learning:

Prosiding dalam 4th Annual JALT Pan-Sig Conference, May 14-15 2005,

Tokyo, Japan: Tokyo Keizai University.

 

Vygotsky L.S. (1978). Mind in Society: The development of higher psychological

process. Cambridge, MA: The Harvard University Press.

 

Wang, S. (2019) The Application of Task-Based Approach in English Grammar

Teaching in Junior High Schools. Journal of Language Teaching and Research,

10(3), 304-310.

 

Wasik, B. A. (2010). What teachers can do to promote pre-schoolers vocabulary

development: Strategies from an effective language and literacy profesional

development coaching model. Reading Teacher, 63, 621-633.

 

Wegerif, R., & Sams, C., (2004). Reasoning as a scientist: ways of helping children to

use language to learn science. British Educational Research Journal, 30(3),

367-385.

 

Westrup U and Planander A 2013 Role-play as a pedagogical method to prepare

students for practice: Ogre utbildning 3 pp 199–210

 

Wiersma, W., & Jurs, S. (2009). Research methods in education: An introduction. MA:

Pearson.

 

William R. Shadish, Thomas D. Cook, and Donald T Campbell (2002). Experimental

and Quasi experimental Designs for Generalized Causal Inference. New York:

Houghton Mifflin.

 

Willis, D. & J. Willis, (2007). Doing Task-based Teaching, Oxford University Press.

 

Willis, D., & Willis, J., (2001). Task-based language learning. Di dalam R. Carter, &

D. Nunan, The Cambridge guide to teaching English to speakers of other

languages (pp. 173-179). Cambridge: Cambridge University Press.

 

Willis, D. (1996). A Framework for Task -based Learning, London: Longman.

 

Willis, J. (2012). A framework for task -based learning. London: Intrinsic Books Ebooks.

 

Willis, J.R. (2004). Perspectives on task-based instruction: Understanding our

practices, acknowledging different practitioners. Di dalam R. Willis and B.L.

Leaver (Eds.) Task-based Instruction in Foreign language Education.

Washington DC: University Press.

 

Wood, D. (2001). In search of fluency: What is it and how can we teach it? The

Canadian Modern Language Review, 57(4), 573-589.

 

Xiongyong, C., & Moses, S. (2011). Perceptions and implementation of task-based

language teaching among secondary school EFL teachers in China.

International Journal of Business and Social Science, 2(24), 292- 302.

 

Yang, H., Yang, P., & Zhan, S. (2017). Immigration, population, and foreign workforce

in Singapore: An overview of trends, policies and issues. HSSE Online, 6(1),

10-25.

 

Yi Ji & Thanh Pham (2020) Implementing task-based language teaching (TBLT) to

teach grammar in English classes in China: using design-based research to

explore challenges and strategies, Innovation in Language Learning and

Teaching, 14(2), 164-177

 

Zhao, S. H. & Shang. G. W. (2013). Linguistic landscape in Singapore schools: An

empirical revelation. Paper presented at the SISU (Shanghai International

Studies University) International Symposium of 2013 Language Policy and

Education. Shanghai, China.

 

Zulkifley Hamid, (2008). Psikolinguistik dan Aplikasinya dalam Pendidikan Bahasa.

Shah Alam: PTS Publication.

 

Zuzuki, W. (2018). Negotiation of Meaning versus Negotiation of Form. The TESOl

Encyclopedia of English Language Teaching.

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.