The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness
In producing competent college graduates in the 21st century, two skills must be taught to students: writing and metacognitive skills. This research explores the impact of the task-based teaching-learning method on Sharia banking students' writing and metacognitive abilities at a state universi...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Mandalika
2024-10-01
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| Series: | Journal of Languages and Language Teaching |
| Subjects: | |
| Online Access: | https://e-journal.undikma.ac.id/index.php/jollt/article/view/12543 |
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| author | Helaluddin Helaluddin Mohammed H. Al Aqad Ririn Martuti Hasmawaty Hasmawaty Harmelia Tulak |
| author_facet | Helaluddin Helaluddin Mohammed H. Al Aqad Ririn Martuti Hasmawaty Hasmawaty Harmelia Tulak |
| author_sort | Helaluddin Helaluddin |
| collection | DOAJ |
| description | In producing competent college graduates in the 21st century, two skills must be taught to students: writing and metacognitive skills. This research explores the impact of the task-based teaching-learning method on Sharia banking students' writing and metacognitive abilities at a state university in Banten Province, Indonesia. This research used a pretest-posttest experimental design involving 60 students. Data collection in the research used essay writing tests, essay writing assessment rubrics, and metacognitive skills questionnaires. Next, the data was analyzed using a quantitative approach by running the SPSS 20.00 program with paired sample t-test and one-way ANCOVA. The research results show that the TBLT model can improve students' writing performance and metacognition skills. This means that there has been a significant change in the average score in writing ability [t = -16.871, p < .000] and writing metacognitive awareness score [t = -17.197, p < .000] in the experimental group that received treatment with the task model. -based language teaching (TBLT). This study recommends that the TBLT method can be used as an alternative for teachers to simultaneously improve writing abilities and metacognition skills. In addition, this study emphasizes the importance of using comprehensive learning methods to develop both skills. |
| format | Article |
| id | doaj-art-96c997765d6f49e78fcdbf99e7527af5 |
| institution | OA Journals |
| issn | 2338-0810 2621-1378 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Universitas Pendidikan Mandalika |
| record_format | Article |
| series | Journal of Languages and Language Teaching |
| spelling | doaj-art-96c997765d6f49e78fcdbf99e7527af52025-08-20T02:17:10ZengUniversitas Pendidikan MandalikaJournal of Languages and Language Teaching2338-08102621-13782024-10-011241939195110.33394/jollt.v12i4.125435987The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive AwarenessHelaluddin Helaluddin0Mohammed H. Al Aqad1Ririn Martuti2Hasmawaty Hasmawaty3Harmelia Tulak4Universitas Islam Negeri Sultan Maulana Hasanuddin BantenManagement and Science UniversitySTIK Bina Husada PalembangUniversitas Negeri MakassarUniversitas Kristen Indonesia TorajaIn producing competent college graduates in the 21st century, two skills must be taught to students: writing and metacognitive skills. This research explores the impact of the task-based teaching-learning method on Sharia banking students' writing and metacognitive abilities at a state university in Banten Province, Indonesia. This research used a pretest-posttest experimental design involving 60 students. Data collection in the research used essay writing tests, essay writing assessment rubrics, and metacognitive skills questionnaires. Next, the data was analyzed using a quantitative approach by running the SPSS 20.00 program with paired sample t-test and one-way ANCOVA. The research results show that the TBLT model can improve students' writing performance and metacognition skills. This means that there has been a significant change in the average score in writing ability [t = -16.871, p < .000] and writing metacognitive awareness score [t = -17.197, p < .000] in the experimental group that received treatment with the task model. -based language teaching (TBLT). This study recommends that the TBLT method can be used as an alternative for teachers to simultaneously improve writing abilities and metacognition skills. In addition, this study emphasizes the importance of using comprehensive learning methods to develop both skills.https://e-journal.undikma.ac.id/index.php/jollt/article/view/12543metacognitive awarenesstask-based language teachingwriting ability |
| spellingShingle | Helaluddin Helaluddin Mohammed H. Al Aqad Ririn Martuti Hasmawaty Hasmawaty Harmelia Tulak The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness Journal of Languages and Language Teaching metacognitive awareness task-based language teaching writing ability |
| title | The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness |
| title_full | The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness |
| title_fullStr | The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness |
| title_full_unstemmed | The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness |
| title_short | The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness |
| title_sort | effect of task based language teaching on university students writing ability and metacognitive awareness |
| topic | metacognitive awareness task-based language teaching writing ability |
| url | https://e-journal.undikma.ac.id/index.php/jollt/article/view/12543 |
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