Doris Sukma, Yenni Rozimela, Ratmanida
In task-based language teaching, task is classroom activity which emphasizes target language use and focuses on meaning. In teaching reading, the role of task is pivotal. It helps to provide context for students to read as reading activity in real-world. The concept of task is, however, complex in which it has some types and criteria. Different task may result in different effectiveness to teach reading. This study is aimed at exploring the use of different tasks to teach reading and seeking for students’ perception about the use of those tasks. The data were obtained from a study involving 36 students of one of senior high schools in Padang. There were five different tasks designed based on task-like criteria. At the end of every meeting, the students were given a reading test to check their comprehension quality toward the text. A task perception questionnaire was then deployed to the students in order to find out their view toward the tasks. The data were analyzed and discussed descriptively. The result of analysis indicates that, in general, the five different tasks help the students to comprehend the text. However, based on the average score of reading test, drawing task appeared to be the most effective task due to some important reasons. The result of questionnaire also confirmed that, in all aspects, drawing task is positively viewed by most of the students. © 2020 ACADEMY PUBLICATION.
Universitas Negeri Padang, Padang, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock