Proceedings of the 4th Green Development International Conference (GDIC 2022)

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The Effectiveness of Task-Based Language Teaching as Scaffolding in Enhancing Reading Comprehension

Authors
Hary Soedarto Harjono1, *, Sri Wachyunni1
1Faculty of Teaching and Education, Universitas Jambi, Jambi, Indonesia
*Corresponding author. Email: hary.soedarto@unja.ac.id
Corresponding Author
Hary Soedarto Harjono
Available Online 7 November 2023.
DOI
10.2991/978-2-38476-110-4_83How to use a DOI?
Keywords
Reading Comprehension; Skills Scaffolding; Task-Based Language Teaching; TBLT
Abstract

The aim of this paper is to study the effectiveness of task-based language teaching (TBLT) as scaffolding in improving reading comprehension skills in English as Foreign Language context. An experimental design was applied in this study. Participants of this study are 48 university students of English study program at one university in Jambi province. In this study, 24 students were assigned in the experimental group and 24 students were in the control group. They read the same English texts in the same duration of time. In the experimental group, students were given worksheet consisting of tasks as scaffolding to help students focusing their activity to comprehend meaning of the texts. In the control group students had no tasks as scaffolding. They read text individually in a conservative way. A pretest and posttest were administered to measure students’ comprehension before and after reading classes in both of the groups. Statistical analyses using t-test were conducted to compare mean scores of the experimental group and the control group. The result revealed that TBLT provides a significant effect in improving students’ comprehension skill in an EFL classroom. This suggests that teaching English by doing tasks in worksheet can be used effectively as scaffolding to uphold students’ reading skills.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 4th Green Development International Conference (GDIC 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
7 November 2023
ISBN
978-2-38476-110-4
ISSN
2352-5398
DOI
10.2991/978-2-38476-110-4_83How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Hary Soedarto Harjono
AU  - Sri Wachyunni
PY  - 2023
DA  - 2023/11/07
TI  - The Effectiveness of Task-Based Language Teaching as Scaffolding in Enhancing Reading Comprehension
BT  - Proceedings of the 4th Green Development International Conference (GDIC 2022)
PB  - Atlantis Press
SP  - 839
EP  - 848
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-110-4_83
DO  - 10.2991/978-2-38476-110-4_83
ID  - Harjono2023
ER  -