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| Examining a Senior High School English Teacher's Use and Perceptions on Task-Based Learning to Teach Reading Comprehension
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Hilma Adistya, Aan Erlyana Fardhani, Zakiyah Tasnim
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Abstract:
As one of required skills in English language learning, reading skill is necessary for EFL students. Students' reading comprehension is essential in gaining an entire understanding of the text content. Therefore, teachers should select appropriately the approaches fit to their students' conditions. In support to all those aspects, Task-Based Learning (TBL) is able to employed in teaching reading comprehension because it engages students in logical thinking and helps to improve students' communicative skills through learning contexts it provides. In consequence, the students are forced to use the target language via communicative and understanding tasks. The present study aims to identify senior high school English teacher's use and perception of Task-Based Learning in the teaching reading comprehension. The research participant was an English teacher of the 10th grade at one of the state senior high schools in Jember. The design of this research was descriptive qualitative and the research instrument was a semi-structured interview in order to gain data from the senior high school English teacher who implemented Task-Based Learning for teaching reading comprehension. Next, the data were analyzed thematically. The research result showed that the English teacher perceived the Task-Based Learning Method facilitated her to have a good and proper way by implementing the three stages of Task-Based Learning procedure in the learning process for teaching reading comprehension. Although it could be claimed that this method is suitable for teaching reading comprehension, it remained necessary for the teachers to recognize the positive and negative impacts or problems that occur during using this method in maximizing the usage of Task-Based Learning for teaching and learning process.
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