THE EFFECT OF THE TASK-BASED INSTRUCTION IN IMPROVING THE ENGLISH SPEAKING SKILLS ON 9th GRADE PUPILS

Due to the challenge of teaching English speaking skills to 5th school students because of large, mixed-ability classes and improper use of available resources, ninth-grade students were used to test the Task-Based Instruction (TBI) approach. Therefore, this article examines how TBI affects ninth-graders’ English-speaking abilities and how satisfied they are with the experience using this method. The speaking assessments and the student satisfaction survey were used to gather both quantitative and qualitative data. When comparing the pretest and posttest within the group or the posttests between groups, both quantitative and qualitative analyses showed that the TBI significantly improved the experimental group’s speaking abilities overall as well as in each of the subskills. The experimental group was deemed "satisfied" with their experiences with the TBI, according to analyses of the satisfaction questionnaire. In spite of the challenges with the language of instruction, students saw TBI as a method that gave them the right environment for language acquisition, enhanced their speaking abilities, boosted their self-confidence when speaking, and inspired them to learn English.