The effect of task based language teaching on students’ reading narrative text ability at Eleventh Grade of Pondok Pesantren Nurul Huda Bangai

Harahap, Khoirunnisa (2025) The effect of task based language teaching on students’ reading narrative text ability at Eleventh Grade of Pondok Pesantren Nurul Huda Bangai. Undergraduate thesis, UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan.

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Abstract

This study focuses on the effect of Task-Based Language Teaching (TBLT) on students' narrative text reading ability. The aims of the study are: 1) To describe students’ reading ability in narrative text before learning using Task Based Language Teaching at eleventh grade Pondok Pesantren Nurul Huda Bangai 2) To describe the students’ reading ability in narrative text after learning Task Based Language at eleventh grade Pondok Pesantren Nurul Huda Bangai 3) To examine whether there is a significant effect of using Task Base Language Teaching on students’ Reading narrative text at eleventh grade Pondok Pesantren Nurul Huda Bangai or not. This study used quantitative method with pre-test post-test control group design. The research sample consisted of two classes: the experimental class (25 students) taught using TBLT and the control class (25 students taught using the teacher's technique. Data were collected through of multiple choice tests of reading narrative text and analysed using independent sample t-test with the help of SPSS software version 26. The results showed that mean score before implementing Task-Based Language Teaching (TBLT), the students’ reading ability in the experimental class was categorized as “Good”, with a mean score of 67.72 After the implementation of Task-Based Language Teaching, the mean score in the experimental class increased to 76.56, which also falls under the “Good” category, but reflects a notable improvement in performance. The data were analyzed using SPSS version 26 with an independent sample t-test, and the result showed that t-count (8.985) > t-table (2.010), which means Ha is accepted and H0 is rejected. Thus, it can be concluded that there is a significant effect of the use of Task-Based Language Teaching on the ability to read narrative text of grade XI students of Pondok Pesantren Nurul Huda Bangai.

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