THE INFLUENCE OF POST TASK ACTIVITIES ON UNDERGRADUATES STUDENTS AT STKIP PGRI TULUNGAGUNG

Abstract

Abstrak: Karena kemampuan siswa lebih penting daripada pengetahuan abstrak mereka tentang aturan bahasa, Pengajaran Bahasa Berbasis Tugas (TBLT) menjadi nilai penting saat ini. Tugas berbasis instruksi memiliki tiga fase: pra-tugas, selama-tugas, dan pasca-tugas. Studi-studi telah menunjukkan bahwa mereka semua mungkin memainkan peran penting dalam pengajaran bahasa, terutama dalam bahasa Inggris. Selain itu, studi terbaru telah membandingkan tugas yang berbeda dari waktu ke waktu. Namun, masih belum jelas bagaimana fase tugas yang berbeda mempengaruhi kemampuan bahasa peserta didik. Untuk memahami masalah ini, studi khusus ini menyelidiki pengaruh kegiatan pasca-tugas terhadap prestasi membaca peserta didik EFL. Partisipan dalam penelitian ini adalah 68 mahasiswa STKIP PGRI Tulungagung. Mereka ditugaskan ke dalam tiga kelompok secara acak (dua kelompok eksperimen dan satu kelompok kontrol). Melalui sepuluh sesi, mereka belajar bagaimana fokus pada kegiatan pasca-tugas seperti refleksi pada tugas dan kinerja berulang dalam instruksi berbasis tugas. Data yang dibutuhkan dikumpulkan melalui wawancara pretest, post-test, dan semi-structured. Setelah kursus, wawancara semi-terstruktur juga dilakukan dengan lima siswa dari kelompok eksperimen. Hasil dari kedua data kuantitatif dan kualitatif menunjukkan bahwa kegiatan pasca-tugas memiliki pengaruh yang signifikan terhadap kemampuan bahasa peserta didik, prestasi membaca mereka, dan motivasi mereka untuk berpartisipasi dalam tugas-tugas kelas. Kata Kunci: pengajaran bahasa berbasis tugas, kegiatan pasca-tugas, prestasi membaca Abstract :As learners’ proficiency is more important than their abstract knowledge of the language rules, Task-Based Language Teaching (TBLT) is crucial value today. Task-based instruction has three phases: pre-task, during-task, and post-task. The studies have demonstrated that all of them might play a significant role in language teaching, especially in English. Moreover, recent studies have compared different tasks over time. However, it is still unclear how different phases of a task influence learners’ language ability. To understand this issue, this particular study investigated the influence of post-task activities on EFL learners’ reading achievements. The participants of the study were 68 undergraduate students of STKIP PGRI Tulungagung. They were assigned into three groups randomly (two experimental groups and one control group). Through ten sessions, they learned how to focus on post-task activities such as reflection on the task and repeated performance in a task-based instruction. The required data were collected through pretest, post-test, and semi-structured interview. After the course, semi-structured interviews were also conducted with five students from experimental groups. The results of both quantitative and qualitative data indicated that post-task activities have a significant effect on learners’ language proficiency, their reading achievements, and their motivation to participate in classroom tasks. Key Words : task-based language teaching, post-task activities, reading achievements