Eksplorasi Pengaruh Model Task-based Language Teaching (TBLT) terhadap Keterampilan Menulis, Writing Self-efficacy, dan Writing Self-regulation

Helaluddin Helaluddin; Di'amah Fitriyyah; Ma'mun Nawawi; Amaliyatu Azzahra

Authors

Helaluddin Helaluddin Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Di'amah Fitriyyah Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Ma'mun Nawawi Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Amaliyatu Azzahra Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Abstract

Dalam beberapa dekade terakhir, metode TBLT telah banyak direkomendasikan oleh para pakar dalam meiningkatkan keterampilan menulis dan aspek afektif lainnya seperti writing self-efficacy dan writing self-regulation. Meskipun ada beberapa studi yang mengaitkan metode TBLT dengan keterampilan menulis, tetapi belum ada studi yang menggunakan desain mixed method. Tujuan penelitian ini adalah untuk mengeksplorasi pengaruh metode TBLT terhadap peningkatan keterampilan menulis, writing self-efficacy, dan writing self-regulation mahasiswa. Dengan menerapkan a sequential mixed-method, studi ini menggabungkan pendekatan kuantitatif dengan pretest posttest quasi experimental di awal penelitian dan pendekatan kualitatif pada sesi akhir. Data penelitian dikumpulkan melalui tes menulis, kuesioner writing self-efficacy, kuesioner writing self-regulation, dan wawancara yang kemudian dianalisis dengan menggunakan SPSS 25.00 dan teknik thematic analysis. Hasil penelitian menunjukkan bahwa metode TBLT terbukti memberikan dampak positif dan signifikan terhadap ketiga aspek yang diujikan, yaitu keterampilan menulis, writing self-efficacy, dan writing self-regulation. Selanjutnya, temuan kualitatif dari wawancara menyatakan bahwa para mahasiswa memiliki sikap yang poistif terhadap penerapan metode TBLT terhadap pembelajaran menulis, khususnya dalam pembelajaran bahasa Indonesia. Dengan demikian, hasil ini mengindikasikan bahwa metode TBLT dapat meningkatkan ketiga aspek yang diujikan tersebut sekaligus. Selanjutnya, hasil studi ini direkomendasikan bagi para pengajar bahwa metode TBLT dapat dijadikan sebagai alternatif dalam pembelajaran menulis.

References

Ahmadian, M. J. (2016). Task-based language teaching and learning. Language Learning Journal, 44(4), 377–380. https://doi.org/10.1080/09571736.2016.1236523

Ahmed, R. Z., & Bidin, S. J. B. (2016). The effect of task based language teaching on writing skills of EFL learners in Malaysia. Open Journal of Modern Linguistics, 6(3), 207–218. https://doi.org/10.4236/ojml.2016.63022

Aljaafreh, A., & Lantolf, P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483. https://doi.org/10.1111/j.1540-4781.1994.tb02064.x

Arbabisarjou, A., Zare, S., Shahrakipour, M., & Ghoreishinia, G. (2016). Relationship between self-efficacy and academic achievement of zahedan medical sciences students in 2016. International Journal of Medical Research & Health Sciences, 5(7), 349–353.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of beahioral change. Psychology Review, 84(2), 191–215. https://doi.org/10.1037/0033-295x.84.2.191

Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.

Boykin, A., Eumenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based praphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclucive cross-curricula settings. Computer & Education, 137, 78–90. https://doi.org/10.1016/j.compedu.2019.03.008

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa

Brunning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. (2004). Cognitive psychology and instruction. Meril Prentice Hall.

Bryfonski, L., & Mckay, T. H. (2019). TBLT implemetation and evaluation: A meta-analysis. Language Teaching Research, 23(5), 603–632. https://doi.org/10.1177/1362168817744389

Bygate, M. (2016). Sources. developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381–400. https://doi.org/10.1080/09571736.2015.1039566

Carlson, J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15(5), 1102–1113.

Celik, S., & Dogan, M. (2022). Mixed methods research in special education in Turkey : Learning from researcher experiences in graduate thesis. The Qualitative Report, 27(7), 1239–1263. https://doi.org/10.46743/2160-3715/2022.5375

Conkin, C., Hinton, B., Ross, K., Schram, B., Pope, R., & Orr, R. (2020). Inter-rater reliability and a training effect of the functional movement screen in police physical training instructors. Cogent Social Sciences, 6(1), 1–15. https://doi.org/10.1080/23311886.2020.1763769

Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing among Five Approach. Sage.

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating qualitative and quantitative research. Pearson Education.

Daniels, S., McCurdy, M., Whitshitt, L., Skinner, C. J., Schwartz-micheaux, J., & White, J. (2019). Evaluating the effects of a writing self-efficacy intervention on writing quantity in middle school students. Reading & Writing Quarterly, 36(1), 48–64. https://doi.org/10.1080/10573569.2019.1618226

East, M. (2021). Foundational principles of task-based language teaching. Routledge. https://doi.org/10.4324/0781003039709

Ellis, R. (2004). Task-based language learning and teaching. Oxford University Press.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambiridge University Press.

Genc-Ersoy, B., & Gol-Dede, D. (2022). Developing writing skills, writing attitudes and motivation through educational games: Action research. International Journal of Contemporary Educational Research, 9(3), 569–589. https://doi.org/10.33200/ijcer.1089781

Guo, S., & Mollering, M. (2016). The implementation of task-based teaching in an online Chinese class through web conferencing. System, 62, 26–38. https://doi.org/10.1016/j.system.2016.07.003

Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-spesific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001

Harahsheh, A. (2017). Perceived self efficacy and its relationship to achievement motivation among parallel program students at Prince Sattam university. International Journal of Psychological Studies, 9(3), 21–34. https://doi.org/10.5539/ijps.v9n3p21

Hasnain, S., & Halder, S. (2021). Task-based language yeaching approach for improving speaking fluency: Case study of trainee teachers in West Bengal. World Fitires: The Journal of New Paradigm Resaerch. https://doi.org/10.1080/02604027.2021.1996189

Helaluddin, H., Ismail, G., & Awalludin, A. (2024). Contribution of Flipped Classroom Model on University Students’ Writing Performance, Writing Self-Efficacy, and Writing Self- Regulation. Jurnal Pendidikan Progresif, 14(3), 1560–1577. https://doi.org/10.23960/jpp.v14.i3.2024107

Helaluddin, H., Nurhayati, N., Nadya, N. L., Ismail, G., Guntur, M., & Fransori, A. (2023). The use of collaborative strategies to improve students’ writing ability and self-efficacy: A mixed method study. European Journal of Educational Research, 12(1), 265–280. https://doi.org/10.12973/eu-jer.12.1.265

Hetthong, R., & Teo, A. (2013). Does writing self-efficacy correlate with and predict writing performance? International Journal of Applied Linguistics and English Literature, 2(1), 157–167. https://doi.org/10.7575/ijalel.v.2n.1p.157

Hosseini, M. S., Bavali, M., & Rezvani, R. (2020). Wiki-based collaborative writing in EFL classrooms: Fluency and learners’ attitudes in focus. Cogent Arts and Humanities, 7(1), 1–28. https://doi.org/10.1080/23311983.2020.1826649

Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hearfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House. https://doi.org/10.1177/026553228400100210

Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1–16. https://doi.org/10.1080/2331186X.2018.1496627

Lambert, C., Aubrey, S., & Bui, G. (2023). The role of the learner in task-based language teaching: Theory and research methods. Routledge. https://doi.org/10.4324/9781003227267

Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Mehta, S. R., & Al-Mahrooqi, R. (2015). Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context. RELC Journal, 46(1), 23–36. https://doi.org/10.1177/0033688214555356

Mills, N. A. (2014). Self-efficacy in second language ecquisition. In S. Mercer & M. Williams (Eds.), Multiple pers[ectives on the self in SLA (pp. 6–22). Multilingual Matters, Ltd. https://doi.org/10.21832/9781783091362-003

Morse, J. M., Barret, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1–9.

Nur, S., & Butarbutar, R. (2022). Empowering EFL learner’s self-efficacy through collaborative task-based Instruction: A critical review. VELES: Voices of English Language Education Society, 6(1), 118–129. https://doi.org/10.29408/veles.v6i1.4993

Ortega, L. (2015). Research CLIL and TBLT interfaces. System, 54, 103–109. https://doi.org/10.1016/j.system.2015.09.002

Oshima, A., & Hogue, A. (2006). Writing Academic English. Pearson Longman.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Reading and Writing Quarterly, 19, 139–158. https://doi.org/10.1080/10573560308222

Percy, W., Kostere, K., & Kostere, S. (2015). Generic qualitative research in psychology. The Qualitative Report, 20(2), 76–85. https://doi.org/10.46743/2160-3715/2015.2097

Pessoa, A. S. G., Harper, E., Santos, I. S., & Gracino, M. C. da S. (2019). Using reflexive interviewing to foster deep understanding of research participants’ perspectives. International Journal of Qualitative Methods, 18, 1–9. https://doi.org/10.1177/1609406918825026

Pham, V. P. H., Hong, C. T., & Nguyen, N. H. V. (2021). The effects of task-based instruction on high school students’ writing outcomes. International Journal of Cyber Behavior, Psychology and Learning, 11(4), 1–12. https://doi.org/10.4018/IJCBPL.288499

Pingmuang, P., & Koraneekij, P. (2022). Mobile-assisted language learning using task-based approach and gamification for enhancing writing skills in EFL students. Electronic Journal of E-Learning, 20(5), 623–638. https://doi.org/10.34190/ejel.20.5.2339

Polit, D. F., & Beck, C. T. (2012). Nursing research: Principles and methods. Lippincott Williams & Wilkins.

Putarek, V., & Pavlin-Bernardic, N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35, 647–671. https://doi.org/10.1007/s10212-019-00443-7

Rahimi, M., & Fathi, J. (2021). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: A mixed methods study. Computer Assisted Language Learning, 1–48. https://doi.org/10.1080/09588221.2021.1888753

Razek, N., & Coyner, S. C. (2014). Impact of self-efficacy on Saudi students’ college performance. Academy of Educational Leadership Journal, 18(4), 85–96.

Rodríguez-Peñarroja, M. (2022). Integrating project-based learning, task-based language teaching approach and Youtube in the ESP Class: A study on students’ motivation. Teaching English with Technology, 22(1), 62–81.

Sagone, E., & De Caroli, M. E. (2016). “Yes … I can”: Psychological resilience and self-efficacy in adolescents. International Journal of Developmental and Educational Psychology, 1(1), 141–148. https://doi.org/10.17060/ijodaep.2016.n1.v1.240

Schunk, D., & Zimmerman, B. (2006). Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 349–368). Erlbaum.

Shaby D, & Joy, J. J. L. (2020). The effect of task-based learning on the teaching of writing skills of ESL learners. Journal of Language and Linguistic Studies, 16(1), 510–523.

Sholeh, M., & Talebinejad, M. R. (2022). ESP via TBLT in an online environment: Focus on Iranian university students’ writing skill and self-efficacy. International Journal of Language Studies, 16(1), 73–88.

Spada, N. (2022). Reflecting on task-based language teaching from an instructed SLA perspective. Language Teaching, 55(1), 74–86. https://doi.org/10.1017/S026144821000161

Su, Y., Li, Y., Liang, J. C., & Tsai, C. C. (2019). Moving literature circles into wiki-based environment: The role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5–6), 556–586. https://doi.org/10.1080/00588221.2018.1527363

Su, Y., Zheng, C., Liang, J. C., & Tsai, C. C. (2018). Examining the relationship between English language learners’ self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105–121. https://doi.org/10.14742/ajet.3548

Sundari, H., Febriyanti, R. H., & Saragih, G. (2018). Using task-based materials in teaching writing for EFL classes in Indonesia. International Journal of Applied Linguistics and English Literature, 7(3), 119. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.119

Talib, T., & Cheung, Y. I. N. L. (2017). Collaborative writing in classroom instruction: A synthesis of recent research. The English Teacher, 46(2), 43–57.

Teng, L. S., Sun, P. P., & Xu, L. (2018). Conceptualizing writing self-efficacy in English as aforeign language context: Scale validation through structural equation modeling. TESOL Quarterly, 52(4), 911–942. https://doi.org/10.1002/tesq.432

Valli, K. S., & Priya, N. S. V. (2016). A task-based approach to develop the writing skills in English of students at college level. Journal of Applied Engineering Research, 11(3), 2145–2148.

Veramuthu, P., & Md Shah, P. (2020). Effectiveness of collaborative writing among secondary school students in an ESL classroom. Creative Education, 11(1), 54–67. https://doi.org/10.4236/ce.2020.111004

Vygotsky, L. S. (1986). Thought and language. Cambridge MIT Press.

Widmer, M. A., Duerden, M. D., & Taniguchi, S. T. (2014). Increasing and generalizing self-efficacy. Journal of Leisure Research, 46(2), 165–183. https://doi.org/10.1080/00222216.2014.11950318

Willis, J. (1996). A framework for task-based learning. Longman.

Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: The role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35. https://doi.org/10.1080/07908318.2021.1906268

Yeh, H. C., Heng, L., & Tseng, S. S. (2020). Exploring the impact of video making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. https://doi.org/10.1080/15391523.2020.1795955

Zamfir, A. M., & Mocano, C. (2020). Perceived academic self‐efficacy among Romanian upper secondary education students. International Journal of Environmental Research and Public Health, 17(4689), 1–17. https://doi.org/10.3390/ijerph17134689

Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163. https://doi.org/10.1017/s0267190516000039

Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73–101. https://doi.org/10.1006/ceps.1997.0919

Zumbrunn, S., Broda, M., Varier, D., & Conklin, S. (2019). Examining the multidimentional role of self-efficacy for writing on student writing self-regulation and gradea in elementary and high school. British Journal of Educational Psychology, 90(3), 580–603. https://doi.org/10.1111/bjep.12315