Applying task based language teaching (TBLT) method for improving reading comprehension skill of junior high students at UKA school in ba ria city

INTRODUCTION

Rationale for the Study

Reading comprehension is a crucial skill that assesses English language proficiency and serves as a foundation for self-directed learning and problem-solving Despite its importance, many students find reading comprehension challenging and are often unaware of effective strategies to enhance their skills As a result, some learners do not even consider implementing reading strategies in their studies.

Education in Vietnam tends to emphasize grammar over practical skills, leading students to focus on exam preparation rather than actual language use As a result, many students struggle to apply their knowledge, particularly in reading comprehension Challenges such as limited vocabulary, lack of focus, distractions, and unengaging content hinder their reading process, ultimately restricting the reading comprehension abilities of most English learners.

This thesis explores the application of the Task-based Language Teaching (TBLT) method to enhance reading comprehension skills among junior-high students at UKA Ba Ria School The primary goal is to improve students' reading abilities through TBLT, offering an effective teaching and learning strategy for both educators and learners.

Statement of the Problem

Listening, speaking, reading, writing, and translating are essential language skills, with reading serving as a cognitive process that involves extracting information from source texts to generate new insights.

Page 6 trick that can help poorly literate children become super readers and quickly grasp the meaning of texts themselves With patience, practice, and a few rules of thumb, however, every student can learn to read short and longer texts consciously and to understand the respective content It is important to recognize where a student's difficulties in understanding the text lie Disinterest, difficulty concentrating, or real inability can be the causes

Writing can be challenging for many students, but simple reading aids can enhance their experience Tools like reading arrows and rulers help students focus on the text by minimizing distractions and allowing them to see only the relevant section For those who struggle to stay on the line, a colored foil can provide contrast, making it easier to follow along Additionally, teachers can support students by reading quietly alongside them, stepping in only when they encounter difficult words This paired reading approach can significantly improve comprehension and fluency.

When comparing reading and writing, students often perceive reading as a passive and receptive activity, while viewing writing as an active and productive endeavor.

Cognitive psychology and experimental reading research challenge the common perception of reading as a passive activity, emphasizing instead that reading is an active process of engaging with content (Klicpera and Gasteiger-Klicpera, 1995; Artelt et al., 2001; Yeager et al., 2016) Readers aim to decode the information encoded by the writer, requiring them to decipher the text's meaning (Christmann and Groeben, 1999) This reconstruction process involves not only understanding individual words but also grasping the overall significance of the text.

Page 7 connection between the word meanings and the surrounding information - the other words, sentences, and parts of the text Regardless of the different meanings assigned to the individual components in the various models, there is, however, a relatively high consensus as to which essential processes take actually place when reading At a lower level in the hierarchy, all those aspects can be subsumed that have to do with deciphering the words and the syntax The information extracted from comprehensive reading is interpreted on the basis on individual prior knowledge - possibly with the help of strategic behavior - and may lead to conclusions that go far beyond the actual text (Cromley & Azevedo, 2007) In high school education, reading is considered one of the foundational concerns in English teaching and learning Thus, teachers should find effective teaching methods to enhance students’ reading to raise their interests and language competency in learning English So far, many researchers have provided various methods to help students to easily study and memorize vocabulary Of them, TBLT is regarded one of the most useful methods in teaching and learning vocabulary This is the reason why comprehensive reading is a challenge for most students

At UKA Ba Ria School, students prioritize reading as a crucial language skill essential for lifelong learning They must engage with various English texts, including books and magazines, to enhance their knowledge and information intake Strengthening English reading skills is vital for developing other language abilities and gaining professional knowledge Additionally, factors influencing students' reading comprehension include text type, the educational and social environment, and individual intelligence.

Page 8 motivation, or teaching methods, and one of the important factors is the use of reading comprehension strategies by students

This study aims to evaluate the effectiveness of Task-based Language Teaching on enhancing reading comprehension skills among junior students at UKA Ba Ria School The goal is to identify optimal teaching strategies for educators and effective learning methods for students to improve their reading abilities.

Purpose of the Study

This study aims to explore the effects of Task-based Language Teaching (TBLT) methodology on enhancing reading comprehension skills among junior high students at UKA Ba Ria School.

Research Questions

The present study answers the following questions:

• Research question 1: Does applying TBLT in reading classes have any significant effect on junior-high students’ performance at UKA Ba Ria

• Research question 2: What are students’ attitude toward the TBLT method in English class and reading comprehension skills learning?

Significance of the study

Task-Based Language Teaching (TBLT) is highly beneficial for learners, as it enhances knowledge acquisition and makes learning enjoyable However, its implementation remains limited in Ba Ria schools, particularly at UKA Ba Ria School This study aims to demonstrate the effectiveness of TBLT in improving the reading skills of secondary school students, specifically at UKA Ba Ria School By adopting TBLT, teachers can shift from traditional, passive teaching methods to a more interactive approach, encouraging students to take the initiative in their learning process.

Page 9 to a change in teaching method, students become much more flexible and creative when studying

The significance of this research lies in its practical implications, as the findings are anticipated to benefit teachers, students, and researchers in the effective implementation of Task-Based Language Teaching (TBLT) for enhancing reading skills.

This research aims to investigate the effectiveness of the Task-Based Language Teaching (TBLT) method in enhancing English vocabulary acquisition By implementing TBLT, teachers and students at UKA Ba Ria School are anticipated to engage in more effective teaching and learning activities.

LITERATURE REVIEW

Theoretical Concepts

Reading, while seemingly simple for those who can comprehend written texts, is a highly complex process that involves multiple cognitive functions Often, we overlook this complexity, particularly when we are impatient with novice readers Effective reading requires not only the ability to decode letters and words but also a diverse range of knowledge, including linguistic skills and relevant background information on the text's topic and genre According to Brown (2004), reading can be categorized into three main types: academic reading, job-related reading, and personal reading, each serving different purposes for the reader.

Experienced readers effortlessly utilize their individual knowledge bases, while beginners and children struggling with reading and writing must first learn these processes to integrate them effectively According to Brown (2001), reading can be categorized into several types, including "oral and silent reading" as well as "intensive and extensive reading."

Experts agree on the definition of reading strategies, which are techniques that help readers think critically and address challenges encountered during reading Li Lyuan (2010) emphasizes that these strategies enhance comprehension and retention of an article's content Likewise, Johnson (1989) asserts that reading strategies are essential for students to navigate and overcome difficulties in their reading processes.

Page 11 strategies, independent of any argument, were strategies for finalization by the readers

Integrating task-based teaching into high school English reading instruction enhances students' comprehension and engagement By setting specific tasks and goals, students can better understand reading content, as noted by Brown (2004) This approach not only improves reading comprehension but also fosters communication and collaboration among peers A relaxed classroom atmosphere further encourages students to learn from one another, making task-oriented learning particularly effective for high school English reading, as highlighted by Li Lyuan (2010).

Across the globe, most cultures possess written scriptures, yet many children are unable to attend school and learn to read due to work obligations This leads to high illiteracy rates, particularly in developing nations, where only a small percentage of the population can read and write Historically, Europe faced similar challenges, as many occupations, like farming, did not require literacy Over time, the significance of reading became evident, as individuals who cannot read are more susceptible to exploitation, such as misunderstanding contracts Generally, there is a correlation between a country's development and its literacy rates, although some cultures still rely solely on oral traditions to share knowledge and stories.

Reading skills encompass the ability to engage with texts for both informational and entertainment purposes, as well as for participation in cultural traditions Central to this process is the text itself, which serves as the foundation for all reading activities The successful construction of meaning from a text relies on the interplay of three key dimensions: communication, motivation, and cognition This interaction allows readers to actively "negotiate" meaning, emphasizing that cognitive strategies alone, or solely effective communication and motivation, are insufficient Therefore, when designing lessons aimed at enhancing reading skills, it is crucial to consider the integration of these different dimensions.

Consistent daily practice is essential for achieving significant improvements in reading skills across all dimensions This article aims to outline how various sub-skills and methodological procedures can be effectively integrated into lessons By focusing on these competencies, educators can guide students to write independently and critically, while also helping them develop reading skills that align with their personal goals.

A proficient reader engages in a complex, automated system of reading activities that vary significantly based on individual reading ability According to Rosebrock et al (2010), the multilevel model of reading skills highlights the importance of assigning reading competence exercises tailored to these levels Additionally, Bertschi-Kaufmann et al (2009) distinguish between ready-to-read speed, reading fluency, and reading strategies in their training program, emphasizing the need for targeted approaches to enhance reading skills.

Page 13 read does not just mean taking text information, but reading is a complex process of meaning construction This complex process of understanding essentially takes place in three ways of processing levels: the word level, the sentence level, the text layer If readers succeed in building a cross-sentence structure of meaning, which is linked to one's own prior knowledge, one speaks of the competence of standing Readers then form an inner image in their memory of what is described in the related facts, the actions of people, the classification of events Become the information, statements or actions or experiences of people in a text linked to previous knowledge and stored in long-term memory, a learning process (understanding process) took place

Since the 20th century, there have been Western researchers such as Krashen (1982) who proposed a model of foreign language teaching from

Language learning transitions from form to meaning, and from conscious understanding to unconscious awareness, emphasizing that language is not a rigid science but requires on-the-spot learning for effective communication and goal achievement The "Task-based Language Teaching method" highlights a learner-centered approach, where learners take the lead in completing tasks, positioning teachers in a supportive role.

According to Greene et al (2012), a task is defined as a job assigned by an agency or organization, intended to be completed for a specific purpose within a designated timeframe While scholars offer varying definitions of "task-based language teaching," it fundamentally involves teachers asking learners to complete specific tasks This approach allows students to engage in activities before, during, and after the task, providing valuable opportunities to enhance their language skills.

Page 14 language teaching is associated with the use of language with clear expressive purposes (Ansari, and Shahrokhi, 2014)

Nunan (2004) distinguishes between goal tasks and pedagogical tasks, referencing definitions from various experts Goal tasks involve real-world activities conducted outside the classroom, while pedagogical tasks pertain to classroom assignments that students engage in based on their interaction with the target language According to Ellis (2003), a pedagogical task is defined by four key characteristics that guide effective teaching activities.

• A task has a primary focus on (pragmatic) meaning

• A task has a kind of "loophole" (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap.)

• Participants select the linguistic resources needed to complete the task

• A task has a clearly defined, non-linguistic result

Tasks, as defined by Prabhu (1987), are obligations that can range from interesting and honorable duties to simple responsibilities, including intellectual assignments In educational contexts, tasks often refer to homework, which, while compulsory, may lack engagement or honor but remain integral to daily school life, such as arithmetic exercises Didactics focuses on these tasks and exercises that students must master, extending beyond just mathematics Notably, language teaching appears to be somewhat overlooked in the broader representation of tasks within educational frameworks.

Tasks have been integral to foreign language teaching throughout history, involving activities such as translation, reading dialogues, and memorizing vocabulary lists, which have often demotivated learners The communicative approach that emerged in the 1970s brought significant changes, particularly in the didactic reflection on tasks aimed at developing communicative competence Early discussions on communicative didactics highlighted the importance of classroom activities in fostering this competence, as seen in the "Typology of Exercises for Communicative Lessons" published in 1981 This typology not only categorizes various exercise forms but also emphasizes their functions in promoting effective communication in foreign language education.

Complex tasks in work plans, work orders, and action offers serve as essential focal points for language learning, highlighting how mastering these tasks creates valuable learning opportunities in foreign language acquisition.

Previous Research Studies

Reading comprehension remains a key focus for both English learners and educators, with Task-Based Language Teaching (TBLT) gaining popularity among professionals Numerous studies have explored effective strategies to enhance reading skills in this context.

Page 27 reading skills for language learners, and some on performance thanks to the use of TBLT

Madhkhan and Mousavi (2017) investigated the impact of Task-Based Language Teaching (TBLT) on reading comprehension among Iranian EFL learners Their study involved 50 participants divided into two groups: one receiving traditional reading instruction and the other engaging in task-based activities After both groups completed a post-test, the authors employed T-test and TUKEY test methods to evaluate the effectiveness of each teaching approach The findings revealed that TBLT significantly enhances learners' reading performance, particularly through activities like reading, note-taking, and discussion The study concluded that structured tasks can cultivate more competent learners, highlighting TBLT's value in English Language Teaching for intermediate learners in Iran, as it emphasizes real-life problem-solving Despite the historical focus on TBLT, the need for practical application has become increasingly recognized, suggesting a shift towards more effective educational methodologies in the new century.

In their 2019 study, Salam et al examined the effectiveness of task-based instruction (TBI) in enhancing the reading comprehension skills of EFL students at the University of Tabuk The findings revealed that TBI significantly improves learners' reading performance when compared to traditional reading methods Additionally, the research highlighted the effectiveness of classroom tasks in promoting better reading outcomes.

Page 28 in improving students' reading ability because they use a high degree of situational and interactive authenticity, engaging learners to use them in a practical way rather than displaying language and requiring learners to use cognitive processes such as selecting, sorting, ordering, inferring, or evaluating information to perform this task (Hamdan, 2014) To achieve this result, this research team researched on the studied subjects, the participants of the present study were 80 EFL students at the University of Tabuk, Saudi Arabia, whose major was English Language and Translation The sampling method for selecting participants was a random selection The 80 students were randomly assigned to two groups, 40 participants in the experimental group and 40 participants in the control group Tabuk university placement test (TUPT) and a final test to collect the necessary data were the instruments for this analysis (Soars, 2014) The findings of this study are convincing enough to be successfully applied on other EFL contexts in Saudi Arabia It can also provide some insights for teachers and course designers to use the tasks in the curriculum Therefore, EFL teachers should incorporate classroom tasks to improve the reading skills of Saudi EFL students

Teachers should select input that is both understandable and contextually relevant, as emphasized by Brown (1998) in his study on Task-Based Language Teaching (TBLT) Learners benefit most from rich, comprehensible input in authentic spoken and written forms (Nunan, 2004) Activities should engage learners' language skills in a motivating and meaningful way, rather than focusing solely on rote reproduction of language forms Nunan highlights that creative language use is essential for learners to become proficient language users Striking a balance between challenge and support creates an optimal learning environment In Nunan's framework, 'setting' refers to both the physical classroom environment and the nature of social interactions, guiding teachers in selecting the most effective social structures for learning.

Page 29 to the fulfillment of the task: teachers and plenary, teachers and individual students, group work or partner work In addition, teachers play a major role in the conception and implementation of the task by observing and supporting the learners and helping them to achieve the set goals while completing the task TBLT strongly suggests that the tasks must be done independently (by the learners) and that the learners also had to rely on their own resources Teachers may need to step in and modify the assignment to better suit the level of competence or motivation of the learner

In primary school contexts, task-based learning activities, as described by Bruton (2005), are structured into three phases: preparation, core activity, and follow-up The preparation phase aims to equip learners with the necessary language skills to successfully complete the core activity, which is centered around specific language learning objectives Following the core activity, the follow-up phase reinforces what has been learned Willis (1996) further developed a framework for task-based language teaching, which includes three phases: Pre-Task, Task Cycle, and Language Focus The Pre-Task phase introduces students to the topic and relevant vocabulary, while the Task Cycle comprises three components: task, planning, and report During the task phase, learners engage in collaborative work to achieve the objectives, and in the planning phase, they prepare to present their findings, emphasizing both meaning and language.

Page 30 to note that while students receive specific input and language support during this phase, they were encouraged to use whatever linguistic resources they have to complete the task (Willis, 2001)

In Vietnam, Nguyen (2007) has researched on “New teaching method to improve English Reading skills of Loc Binh Secondary school’s students”

English has become essential in education, the workplace, and everyday life, prompting a growing focus on enhancing the quality of English teaching and learning among both teachers and students With various teaching methods being implemented, there is a pressing need to evaluate the effectiveness of English reading skills instruction in secondary schools Consequently, the author undertook research to propose effective teaching strategies aimed at improving the English reading skills of students at Loc Binh Secondary School.

This study aims to highlight the significance of English reading skills, focusing on the teaching methods employed at Loc Binh Secondary School By examining the current practices, the author proposes effective and adaptable teaching strategies tailored to individual lessons and students The research specifically targets grade 8 students, with the goal of enhancing their reading proficiency and overall English language skills.

- The theoretical basis of teaching English reading skills

- Research the practical basis of teaching English reading skills at Loc Binh Secondary school This can be compared with the results achieved after applying the new method

- Draw some useful recommendations after researching

The study employs various research instruments, including reading and analyzing relevant studies, conducting general problem analysis, utilizing surveys to gather feedback, and implementing observational methods Additionally, the researcher compares students' English subject scores from the beginning to the end of the study to assess progress.

Page 31 of the semester to check if the new teaching method is effective and help in improving student’s reading skills The results shown that the application of the new method of teaching reading skills is effective as much higher results in the student’s score – compared to the previous period with the old teaching method

Pham (2011) conducted a study at Hanoi Open University in Vietnam, focusing on strategies to enhance reading comprehension for English students by addressing unfamiliar vocabulary The research aimed to identify the challenges learners face when encountering new words during reading sessions and to propose effective strategies to overcome these difficulties Utilizing a survey as the primary research instrument, the study distributed 80 questionnaires to gather insights from students.

Eighty senior students from the English Faculty at Hanoi Open University participated in a data collection process for analysis In addition to this, classroom observations and interviews with both teachers and students were conducted to gather further insights and clarify students' ideas.

After analyzing the data, the author identified that students often struggle with unfamiliar words in reading due to ineffective vocabulary strategies To address this issue, the author proposed a 3-step process designed to help students navigate unknown vocabulary, drawing from theoretical insights and questionnaire results This method effectively combines four clearly defined strategies from Chapter II, allowing for greater flexibility in application Additionally, the author provided practical advice to further assist students in overcoming these reading challenges.

Page 32 remarkable points for each strategy to help students know how to make use of it

Research Gap

Numerous studies have explored the application of Task-Based Language Teaching (TBLT) in education, particularly in enhancing students' reading comprehension skills In Vietnam, many students struggle with reading comprehension due to an overemphasis on grammar in their studies, which limits their opportunities to practice using the language Understanding these challenges is crucial for improving educational outcomes.

Ba Ria students, like many others, are struggling with reading comprehension This research aims to implement Task-Based Language Teaching (TBLT) to enhance students' reading skills and improve their overall English proficiency.

METHODOLOGY

Research context

This thesis investigates the effectiveness of the Task-Based Language Teaching (TBLT) method in enhancing reading comprehension skills among junior-high students at UKA Ba Ria School The study involves selected junior-high students and employs various research methods, including surveys, interviews, observations, pre-tests, and post-tests Following the collection of data, the researcher will analyze and process the information to address the initial research questions and clarify the issues related to the topic.

Sampling methods

The study involved 50 students from UKA Ba Ria School, who participated in a survey, interviews, and both pre-test and post-test assessments These students were randomly divided into two groups: the control group (Group A) consisting of 25 participants who had no prior experience with Task-Based Language Teaching (TBLT) in reading, and the experimental group (Group B) comprising 25 participants who had previously engaged with TBLT for reading instruction.

There would be 50 students joining the lessons and tests; then 50 grade

Eight students participated in a survey and completed a pre-test The teacher then randomly divided them into two groups: an experimental group and a control group Both groups received vocabulary lessons based on the curriculum, lesson plan, and textbook, but with different teaching methods The experimental group was taught using the Task-Based Language Teaching (TBLT) method, while the control group received traditional instruction After the lesson, both groups took a post-test to assess their learning outcomes.

Design of the Study

This study is designed in the form of a quasi-experimental design There are experimental group and control group of students in the research The study included six chapters, specifically:

- The chapter 1 is introduction part in which rationale for the study, statement of the problem, purpose of the study, research questions, significance of the study are presented

- The chapter 2 is Literature review part in which concepts of theoretical concepts, previous research and research gap are presented

- The chapter 3 is research methodology content, in which research context, sampling methods, design of the study, instruments, procedure of the study, data collection and methods of analysis are presented

- The chapter 4 is results part in which response to research question 1 and response to research question 2 are presented

Chapter 5 serves as the discussion section, summarizing the results of Research Question 1 (RQ 1) and providing an analysis of these findings It also includes a summary and discussion of the results for Research Question 2 (RQ 2), along with an examination of the study's limitations.

- The chapter 6 are conclusion, implication, and recommendations parts in which summary of the findings, conclusion, and implications for instruction and recommendation for further research are presented

As the purpose of this study was to explore the influence of TBLT approach on improvement of English reading for grade 8 students, a quasi- experimental design was adopted

According to Cook & Campbell (1979), the prefix quasi meant

“resembling.” Thus, quasi-experimental research was research that resembles experimental research but was not true experimental research

Although the independent variable was manipulated, participants were not randomly assigned to conditions or orders of conditions

Quasi-experimental design is often utilized in human growth and development research due to its effectiveness in establishing cause-and-effect relationships between variables This research method involves applying a specific treatment or condition to one group and comparing the outcomes with those of a control group, thereby allowing researchers to determine causal relationships.

The application of TBLT in experimental group is using the following procedure for reading tasks:

Pre-Task phase (before performing tasks):

- Introduce the title of the topic and task;

- Use images, posters, and other captions

Task Cycle phase (execute tasks):

- Use target language to perform Tasks;

- Create group activities, or pair activities;

- Make exercises to supply and supplement information for each other;

- Gradually strengthen planning, reporting and presentation activities;

- Choose some pairs or groups to report to the whole class about Tasks done

Post-Task phase (after performing tasks, also known as Language Focus):

- Select, identify and classify vocabulary (words, clauses);

- The teacher acts as the chairperson to control the reporting of the selected groups as well as the exchange of ideas of the whole class;

The application of Task-Based Language Teaching (TBLT) in the "Work" segment of the lesson "Work, Organization, Personnel" aims to motivate and engage learners This approach directs students towards the target language by utilizing comprehensive reading skills, encouraging group collaboration, and enhancing the use of personal experiences, all within a 100-minute timeframe.

In the Pre-Task phase lasting 10 minutes, the instructor engages students by having them repeat essential vocabulary words such as work, office, company, business, director, typing, meeting, and exchange This activity encourages students to construct sentences that are relevant to the lesson, reinforcing their understanding of key concepts in a business context.

Task Cycle phase (for 70 minutes): Instructor asks students to:

- Read a passage with some familiar words/phrases and students have to take notes of these words/words

Task 1 − Problem Solving (in 30 minutes):

- Each group discusses the sentences/words they have heard, make judgments and make sentences with the given words/words to build a story;

Each group selects one student to find appropriate words in the dictionary, while the other members collaboratively create a script by writing sentences that form a cohesive story They incorporate the newly discovered words and phrases to enhance the narrative Additionally, the group designates one student to act as the spokesperson, representing their collective ideas and creativity.

Task 2 − Present, discuss and compare (20 minutes):

- Spokesperson of each group presents the story in front of the class;

- The groups discuss and compare their stories together

Task 3 – Watch, analyze and discuss a video (for 20 minutes):

- The lecturer gives 1 reading (about 5 minutes) about the daily work of a secretary; a comment passage containing all the words/words introduced at the beginning

- Students compare the content of the passage with the story they have just composed and identify familiar words/words in the video they just watched

Post-Task phase (for 20 minutes):

- The lecturer gives no more than 10 true/false questions related to the content of the passage just read

Task 5 – Share a personal experience of a desired or favorite job (for 10 minutes):

- Students are asked to think and share about the job they love, have/have or hope to have in the future

(A) List of words/words: secretary, pressure, catalyst, machine, accountant, finance, human resources, administration, agent, transaction, and insurance company

It is critical for teachers to note during the TBLT lessons:

- Use foreign languages as much as possible and only use your mother tongue to explain tasks/exercises (when required);

- Create a learning atmosphere as comfortable as possible during the Pre- Task phase;

- Supply the most common keywords or suggestions for learners to use;

- Use different media during the Pre-Task phase: audio texts, video clips, brainstorming activities, mini exercises (drills), images; web sites (websites);

- Make sure tasks are a process that motivates learners to participate and promote their own strategies/tactics;

- Closely monitor the process of learners performing tasks;

- Focus on the most important grammar and semantic issues after performing tasks

- Tasks must be realistic: These activities lead learners to learn the language through the completion of specific tasks;

- Tasks must have clear goal orientation, it is necessary to attract all students to participate, not just focus on a part of students who study well, on tasks to do;

- Tasks must have stimulation: after each activity ends, students need to feel the results achieved

The control group participates in lessons following a standard curriculum, emphasizing the implementation of innovative methods to evaluate the quality of Literature education This approach aims to assess students' abilities at suitable levels, concentrating on two key skills: text reception and text generation.

In reading lessons, teachers often prioritize correct reading and pronunciation, overlooking the importance of text comprehension and interpretation To enhance students' understanding, educators must possess foundational knowledge and relevant terminology that fosters student engagement and creativity Effective lesson preparation and design are crucial, and by utilizing innovative teaching methods, teachers can better facilitate active learning and comprehension among students.

- Test on the previous lesson:

Teachers have students test each other or teachers read questions for students to answer to both check students' homework and reinforce knowledge of the lesson

Introduce the lesson with pictures to create excitement in the classroom for students (this part teachers need to be prepared, must search for pictures or real objects)

Effective language learning begins with students identifying and interpreting challenging words independently The teacher facilitates this process by encouraging students to explain their understanding of these words, followed by additional clarifications using visuals and real objects when available This approach emphasizes that comprehension of vocabulary is essential for grasping the overall lesson, enabling students to connect words and derive meaningful answers during their studies.

This is the focus of students reading comprehension, sometimes teachers still ignore, not pay attention to the problem of reading comprehension

Page 44 training for students In this part, the teacher continues to practice reading in combination with the task of helping students remember and understand the content of the lesson As mentioned above, remembering the content of the lesson is the beginning of understanding the lesson The process of understanding a lesson includes many steps, with many thinking operations, depending on each lesson that the teacher organizes for students to learn As we all know, first grade students in particular and primary school students in general, their thinking is still limited, but mainly they often perceive things and phenomena in the form of individual and whole words Here, teachers let students answer questions to learn the lesson in the form of using auxiliary tables or preparing worksheets with content such as Vietnamese workbooks or combining pictures for students to observe for students to easily see understand and recognize the content of the answer part of the question (for students who are slow).

Instruments

There are two methods applied for this thesis, namely qualitative and quantitative methods

To address the research questions, the researcher employs a mixed-methods approach, utilizing quantitative instruments like survey questionnaires and pre- and post-tests, alongside qualitative methods such as interviews and classroom observations Once the data is collected, the researcher will analyze and process the information to effectively respond to the initial questions and clarify the issues related to the topic.

The instruments used for the study are from different types including survey questionnaires, classroom observation, pre-test and post-test

3.4.1 Pre-test and Post-test

Experimental research, as defined by Marczyk, DeMatteo, and Festinger (2005), entails comparing two groups to assess a specific outcome measure, thereby testing a hypothesis related to causality This approach is illustrated in the accompanying table for enhanced clarity.

Class A Pretest X (treatment with traditional method) Posttest

Class B Pretest X (treatment with TBLT) Posttest

In this analysis, the two separate teaching approaches are the independent variable One is the task-based language teaching method, however, the other is the traditional method

The teaching content for both groups is largely similar, and they will be assessed using the same test at the end of the class.

In contrast, the traditional method is rote practices without using TBLT

And then, the comparison of scores between two groups is the findings for impact of using TBLT on the students’ reading learning ability at UKA

In Ba Ria, English class 8 students participated in a reading assessment for the first semester of 2019, which included selections from various comprehensive reading lists and a newspaper article titled "2005 SOUTHEAST ASIAN GAMES." The reading exercise required students to answer multiple-choice questions within a 45-minute timeframe These questions were designed to assess comprehension of the main content, featuring formats such as selecting the most appropriate answer, True or False, and fill-in-the-blank questions with provided options.

Surveys have become increasingly popular for empirical research, allowing researchers to create custom questionnaires quickly and invite participants with ease Unlike traditional offline questionnaires, they do not require special considerations, making them suitable for both quantitative and qualitative research alongside established methods like interviews and group discussions However, researchers must weigh the advantages and disadvantages of surveys before deciding if this method is appropriate for their study A well-structured questionnaire typically consists of two parts: basic information and key concepts regarding the effectiveness of Task-Based Language Teaching (TBLT) Clarity in the questionnaire is essential for accurate responses, necessitating that researchers understand both the survey design and the target demographic, such as young students at UKA Ba Ria.

The questionnaire employs a Likert scale format, ranging from one to five points, where 1 indicates "Totally disagree" and 5 signifies "Totally agree." While the questions are based on various research and literature, the author has adapted and modified them to align with the study's specific objectives For a comprehensive view of the survey's detailed questionnaires, please refer to Appendix 1.

1 Have you got attracted to learn English reading by task-based language teaching method?

2 With doing tasks in learning English, it can help you reading easily

3 Doing tasks in English class help you improve your reading comprehension competence

4 You feel creative to use new linguistic knowledge when doing tasks in English class

5 Doing tasks in English class creates interactive environment for you to learn and use new reading skills

6 Doing tasks in English class help you change your sleeping vocabulary and structures into active ones

7 Doing tasks in English class is a good way to help you learn new vocabulary and linguistic knowledge quickly

8 You feel easier in doing reading tasks compared to normal reading comprehension exercise

9 You feel comfortable in learning new vocabulary, English structures by tasks in English class

10 You love to learn new reading skills, more English structures by tasks in

11 You feel more confident to detect the meaning of word/sentences while reading by doing tasks in English class

12 You get more energy to learn English with tasks in the class

Observation in English classes at UKA Ba Ria is a deliberate process aimed at collecting data on students' gestures and feelings during their natural learning experiences Conducted by the teacher-author, this study involves two classes of 25 students each Each lesson observation is strategically focused and rooted in a scientific question, following a multi-step process that includes planning, implementation, documentation, and evaluation.

Page 49 lesson is preceded by a theory - reflection of the chosen topic, which is reflected in the focus of observation

The lesson observation conducted in this study plays a crucial role in the cyclical process of lesson development, proving beneficial across various phases Specifically, it highlights key areas of application related to the Task-Based Language Teaching (TBLT) method.

• Identify areas of development: Teachers at this study can provide their observed class and determine where they see problems and development needs

• Define goals: Observation of lessons can, among other things, form the basis for the group specifying and formulating its goals of the TBLT method

• Define measures: Anyone who observes their "own" lessons receives a preliminary position of what changes can look like and what measures are involved are useful

Implementing innovative classroom tasks can enhance student engagement and participation Observing lessons serves as an effective method to assess how well students follow these tasks and how seamlessly they integrate into the overall lesson structure.

Teachers seeking to implement change often reflect on the effectiveness of their measures Observational teaching serves as a valuable tool for educators to evaluate their practices and assess the outcomes of their actions.

The checklist and procedure of observation is disclosed in the Appendix 2

In addition to the above methods, interviews are also used to gain more detailed information of the survey and give the studied subjects a chance to

Page 50 express all thoughts and opinions naturally and freedom In this way, the researcher once again gets the information which wants to research and confirms the answers from the survey or the tests

The interviews are conducted with 5 students and 2 teachers who are randomly selected from those participating in the study and teaching at UKA

At UKA Ba Ria, qualitative interviews are conducted in a meeting room, utilizing open-ended questions to explore participants' attitudes towards Task-Based Language Teaching (TBLT) This approach allows respondents to express their thoughts without being guided toward specific answers, ensuring a depth of insight The interview guide is carefully crafted to balance the openness of questions with the need for standardization, facilitating comparability of data Each interview lasts between 30 to 45 minutes, focusing on the participants' experiences with TBLT implementation.

Procedure of the study

The study is conducted in the second term of the 2020 academic year and carried out following these steps:

- The first stage is to write the proposal in one month

- After the proposal was passed, the researcher continued to design the pre-test and then ask participants to take the test to access the proficiency’s level of students

In the third stage of the study, the researcher implemented Task-Based Language Teaching (TBLT) in English reading lessons for the experimental group, focusing on enhancing communication skills In contrast, the control group received instruction through traditional teaching methods.

In the fourth stage of the study, a post-test was administered to two groups following the treatment Additionally, a survey questionnaire was distributed to the experimental group, and ten selected students from this group participated in interviews immediately afterward.

- After the application of instruments, SPSS software version was used in the analysis of the data

- In each important stage of this thesis, the researcher will also approach the supervisor and teachers for their advice and help when in need.

Data Collection

Primary data refers to information gathered through observation, questioning, or experimentation aimed at advancing scientific knowledge This type of data is considered fundamental in the research process, serving as the epistemically relevant starting point for knowledge generation.

& Boeije, 2005) For the purpose of this study, the primary data is collected and analyzed

After the lessons, both student groups underwent an initial posttest to assess their retention of vocabulary learned four weeks prior, specifically focusing on the effectiveness of the Total Physical Response (TPR) technique Three weeks later, a second posttest was administered to evaluate the students' long-term memory of the vocabulary taught, providing insight into their retention over time.

To assess students' abilities in learning and retaining reading exercises, the writer conducted written tests, including three vocabulary assessments A pretest was administered to evaluate their English comprehension skills prior to the implementation of Task-Based Language Teaching (TBLT), followed by two posttests to measure progress.

1 was given to measure the students’ reading skills when teaching

Page 52 vocabulary using TBLT and post-test 2 was carried out to check the memory of students after a period of time from the lessons The tests were in the forms of multiple-choice questions, matching and gap filling with 20 test items for students to do in 15 minutes All of three tests were the same level and knowledge for the two groups

This phase of the study focused on addressing the second research question by distributing 50 survey questionnaires to mainstream students The purpose was to assess students' attitudes toward the effectiveness of Task-Based Language Teaching (TBLT) in enhancing English reading skills The one-page questionnaires, written in English, were designed for clarity and ease of completion, as outlined in section 3.4.2.

Methods of analysis

Data analysis using SPSS begins with entering raw data collected from surveys or experiments into an SPSS file Essential variables for interpreting results, value labels that clarify numerical data, and measurement levels that dictate data output must be established prior to data entry Although recoding may be necessary before evaluation, entering the data constitutes the most significant portion of the process In this study, SPSS will compute descriptive statistics, cross tables, reliability measures, and correlations, including T-tests.

In a quantitative study, data analysis and result interpretation occur at the conclusion of a generally linear research process, as illustrated in the accompanying figure This structured approach is essential for effectively analyzing the results.

Page 53 available data is therefore always a question of the decisions already made in the research process This is the mainly to explore the descriptive information provided by students for their attitudes toward the use of TBLT method in the classroom

RESULTS

Response to research question 1

After analyzing the average pre-test scores, both the control group (CG) and the experimental group (EG) exhibited identical mean scores of 7.4 This indicates that the students in both groups have comparable abilities.

The post-test results reveal a notable difference in mean scores between the two groups, with the control group averaging 7.5 and the experimental group achieving 8.1 This indicates a significant improvement in the experimental group's performance during the TBLT (Task-Based Language Teaching) sessions in English.

Table 4.1: Pre-test and Post-test mean scores

Group Pre-test mean score

As mentioned in the previous paragraph, the mean score of students in two groups are both at 7.4 (Pre-test results) In which:

- The rank of “Excellent” is included all scores vary from 8 and higher There are 6 students belonged to this rank

- The middle level is “Good”, which included all students got score between 6 and 8 The majority of the group was included in this rank of 17 students

- The lowest rank is “Weak” scores, comprises all score below 6 but either equal or higher than 4 Only 2 students got those scores

- The mean scores of two groups are the same at 7.4 with the number of students in each rank are the same

Score Controlled group Experimental group

No of students Percentage No of students Percentage

The frequencies of scores according to the levels are presented in the following tables:

Score Controlled group (CG) Experimental group (EG)

No of students Percentage No of students Percentage

The results indicate that prior to the intervention, the two classes had equivalent outcomes A T-test revealed a significant mean score difference (p = 0.002) between the experimental and control groups, suggesting that the higher mean score in the experimental group is not due to chance, but rather the impact of the intervention According to the Cohen indicator (Faraone, 2008), the standardized mean difference (SMD) of 0.82 demonstrates that teaching through Task-Based Language Teaching (TBLT) significantly enhances student engagement and improves learning outcomes.

The research yielded promising results, as the post-test scores revealed that the Experimental Group (EG) outperformed the Control Group (CG) with a higher average score Additionally, the number of students in the EG achieving Excellent and Good Scores has significantly increased.

The implementation of the new learning program with Task-Based Language Teaching (TBLT) has led to a significant increase in the percentage of students achieving excellent scores, rising from 28% to 52% Conversely, the proportion of students receiving good scores has decreased from 64% to 48% Notably, the percentage of students with weak rank scores has dropped dramatically from 8% to 0% In comparison, there has been little change in these metrics for the control group (CG).

Following the implementation of "task-based language teaching" in the Reading module, a survey was conducted with 50 participating students to evaluate the method's effectiveness The findings, detailed in Table 4.4, clearly indicate the impact of this teaching approach on student learning outcomes.

Table 4.4 Significant difference between the post-test means scores of the students taught using traditional method and that of those using TBLT

Table 4.4 highlights a significant difference in the post-test mean scores between students taught through traditional methods and those who utilized authentic materials in extensive reading instruction.

The study's results indicate a significant difference in post-test scores between students taught using traditional methods and those taught through Task-Based Language Teaching (TBLT), with a P-value of 0.000, which is below the 0.05 threshold This suggests that the experimental group utilizing TBLT outperformed the control group in comprehensive reading skills.

Table 4.5 Significant effect of TBLT in the teaching of comprehensive reading

Mean Sd Df t-value P-value

The comparison of mean scores from the pre-test and post-test indicates a notable improvement in students taught with authentic materials, with post-test scores averaging 8.1 (SD = 0.98) compared to pre-test scores of 7.4 (SD = 1.10) The findings demonstrate a significant difference between the two tests, as evidenced by a P-value of 0.000, which is below the 0.05 threshold This highlights the substantial impact of authentic materials on extensive reading instruction, affirming the study's hypothesis that Task-Based Language Teaching (TBLT) effectively enhances students' comprehensive reading abilities.

4.1.2 Questionnaire result on Research question 1

• Influences of using TBLT on high school students’ reading comprehension ability:

Table 4.6: Descriptive Statistics of Influence variables

Variables Minimum Maximum Mean Standard

Have you got attracted to learn

English reading by task-based language teaching method?

With doing tasks in learning

English, it can help you reading easily

Doing tasks in English class help you improve your reading comprehension competence

You feel creative to use new linguistic knowledge when doing tasks in English class

Doing tasks in English class creates interactive environment for you to learn and use new reading skills

Doing tasks in English class help you change your sleeping vocabulary and structures into active ones

Doing tasks in English class is a good way to help you learn new

Page 60 vocabulary and linguistic knowledge quickly

The effectiveness of task-based language teaching in English classes is evident, with students reporting an average rating of 4.04 for its ability to attract them to learn English through reading In contrast, the variable regarding the impact of completing tasks in English class on quickly acquiring new vocabulary and linguistic knowledge received a lower average rating of 3.51.

The Descriptive Statistics table reveals that students rated the effects of Task-Based Language Teaching (TBLT) in English classes positively, with all mean scores exceeding 3 This data allows us to address the research question regarding the significant impact of TBLT on junior-high students' performance at UKA Ba Ria.

A significant 80% of participating students reported that they find reading exercises easier, while 88% expressed comfort in learning new vocabulary and English structures through tasks in their English class Additionally, 65.7% of students enjoy acquiring new reading skills and further English structures via class activities Conversely, only 8.6% felt that these tasks did not make learning easier, with 2.9% uncomfortable with the Task-Based Language Teaching (TBLT) method, and 5.7% indicating a dislike for its use in the English classroom.

Figure 4.1: Feedback on “Feeling easier in doing reading tasks compared to normal reading comprehension exercise” and “Feeling comfortable in learning new vocabulary, English structures by tasks in English class”

Besides, there are 97.1% of students agreed with the idea of “Doing tasks in English class creates interactive environment for you to learn and use new reading skills”

Figure 4.2: Feedback on “Doing tasks in English class creates interactive environment for you to learn and use new reading skills.”

Answers for the question: “With doing tasks in learning English, it can help you to read easily” are quite different compared to other feedback, two

- thirds of 68.6% of students agreed with this idea In the next question of

Engaging in tasks during English class significantly enhances vocabulary acquisition and linguistic knowledge, with 71.4% of learners agreeing on this benefit Both statements 1 and 4 revealed an equal level of disagreement among students The findings indicate that students find the Task-Based Language Teaching (TBLT) method appealing, as it fosters a creative learning environment and facilitates the development of reading skills While a minority of 14.3% of learners feel that these tasks do not aid in improving their vocabulary and reading abilities, a substantial 77.1% believe they are beneficial.

Doing tasks in English class creates interactive environment for you to learn and use new reading skills

Totally agreed Agreed No idea Dissagreed Totally Dissagreed

Figure 4.3 Feedback on “Doing tasks in English class help you improve your reading comprehension competence.”

The author aims to explore the positive effects of Task-Based Language Teaching (TBLT) on English learning for students A survey was conducted to assess improvements in students' English structures and vocabulary Notably, 80% of students agreed that completing tasks in English class helped convert their passive vocabulary and structures into active use, while 20% were uncertain, and none disagreed This indicates that learners recognize a wealth of vocabulary and structures they possess but seldom utilize in practice The findings suggest that task-based activities significantly enrich students' English vocabulary and structural knowledge.

Doing tasks in English class help you improve your reading comprehension competence

Totally agreed Agreed No idea Dissagreed Totally dissagreed

Figure 4.4: Feedback on “Doing tasks in English class help you change your sleeping vocabulary and structures into active ones.”

Response to research question 2

• Student’s feelings when using TBLT in English class

Table 4.7: Descriptive Statistics of Student’s attitudes

Variables Minimum Maximum Mean Standard

You feel easier in doing reading tasks compared to normal reading comprehension exercise

You feel comfortable in learning new vocabulary,

English structures by tasks in

Doing tasks in English class help you change your sleeping structures into active ones.

Totally disagreed Disagreed No idea Agreed Totally agreed

You love to learn new reading skills, more English structures by tasks in English class

You feel more confident to detect the meaning of word/sentences while reading by doing tasks in English class

You get more energy to learn

English with tasks in the class 3 5 3.96 0.669

According to the results of the Descriptive Statistics table, students rated all effects of using TBLT method are above average (the mean is all above

3) We are now can answer for the Research question 2: What are students’ attitude toward the TBLT method in English class and Reading comprehension skills learning?

The study reveals that students feel most confident in understanding the meaning of words and sentences while reading, with an average score of 3.97 Conversely, their comfort level in learning new vocabulary and English structures through tasks in English class is lower, reflected by a mean score of 3.63 This data highlights the varying levels of student engagement and confidence when utilizing the Task-Based Language Teaching (TBLT) method in their English classes.

The classroom observation revealed a vibrant atmosphere filled with engaging tasks The Task-Based Language Teaching (TBLT) method fostered a learner-centered environment, encouraging proactive participation from students as they actively engaged in tasks guided by the teacher.

Page 66 class’s activities and discussion in class, also they exchanged ideas at the same time when they were doing tasks

The diverse learning abilities of students became evident during reading skills sessions when the teacher employed multiple tasks Proactive and dominant students demonstrated strong skills, while those who were passive and hesitant to participate tended to be weaker or average learners This disparity can be attributed to their limited understanding of the teacher's instructions, which hampers their ability to grasp task directions and learning content effectively.

After observed classes and tasked process, the researcher recorded and came to a table which demonstrates actions involved in the class of students are as follows:

Table 4.8: Behavior results of students in 2 groups

% of students concentrated in the lesson

% of students interested, actively participated in tasks

% of students co- operating with others in the class

% of students exchanging ideas in the class

The findings indicate that students in the Experimental Group (EG) demonstrated significantly higher focus during lessons, with 67% engagement compared to only 33% in the Control Group (CG) This highlights the effectiveness of Task-Based Language Teaching (TBLT), which fosters a comfortable and natural learning environment, enhancing student motivation and commitment to their studies.

+ Index B: The level of active involvement in English learning tasks in the EG is also much higher than the control class with 68% compared to 32% of CG

In the study, the experimental group (EG) demonstrated significantly higher levels of cooperation among students compared to the control group This increased collaboration in the EG can be attributed to the incorporation of group tasks, which encouraged students to work together to complete assignments Conversely, the control group primarily focused on solving individual learning exercises, leading to a more passive learning environment.

In many classrooms, exchanging ideas among students is a common practice, with 40% of students in the CG engaging in discussions compared to 60% in the EG However, the author notes that it remains unclear whether these exchanges are focused on study-related topics.

In the CG class, the learning atmosphere is noticeably quieter than in the English class (EG), where students engage more actively in discussions The structure of learning tasks in the English class encourages collaboration, allowing students to share ideas freely without interruptions from teachers Conversely, in the regular class, discussions among students are often perceived as off-topic chatting, leading to restrictions on talking during lessons This difference highlights the importance of fostering an open environment for idea exchange in educational settings.

In learning, detailed explanation of knowledge points is carried out to reduce the difficulty of students' comprehension and enable students to have

Page 68 a certain in-depth understanding of English reading Without incomprehensible grammar and words, students can form knowledge frameworks in their minds It is possible to combine the discussed issues with specific interpretations, and to find the key issues in English learning In the teaching process, teachers can ask students to summarize the main points of paragraphs, which can not only find problems that students cannot understand, but also use the generalization to avoid wasting classroom time and further strengthen students' understanding of reading articles English learning itself is relatively difficult Students can quickly and correctly find the problem under the guidance of teachers, which not only improves students' learning efficiency, but also fully understands the problems existing in students' English reading learning Carry out extended learning of extracurricular reading The final learning stage of English reading is the extension of extracurricular knowledge in teaching In this period of learning, teachers can summarize and summarize the content of the textbook, establish a complete knowledge structure diagram, and carry out extended learning of English knowledge points in class It can also be used as a goal, leaving the problem to the students, and allowing them to think with purpose Search for materials after class, find relevant knowledge content, and organize the relevant knowledge found by students in the next class This can not only help students organize key content in class, but also improve students' accumulation of knowledge and in-depth research after class and use the characteristics of task-based language teaching to help students complete the extension of extracurricular knowledge

From the experiment, we acknowledge the advantages of TBLT as following:

Incorporating "task-based language teaching" (TBLT) allows students to enhance their critical thinking and creativity through open tasks that encourage discussion and personal viewpoints Teachers emphasize the practical nature of TBLT, which offers a rich and diverse curriculum However, not all lessons can effectively utilize this method, as some fail to engage students' creativity and interest, highlighting the need for careful selection of tasks to fully develop students' learning abilities.

Professional educators are increasingly incorporating learning tasks into textbooks, culminating in meaningful, realistic project assignments at the end of lessons This approach, termed "pragmatic task orientation," contrasts with the traditional method of introducing tasks at the beginning of a unit One participant noted that this strategy aims to overcome the limitations of institutional language learning by promoting authentic language use and fostering essential skill development.

- The next advantage is a more spontaneous and individual intervention in the event of problems that arise while the tasks are being carried out Due

Page 70 to the fact that students construct their own version of the given tasks, the learners also place a focus on themselves Especially in group work, it is impossible to foresee which individual objectives the individual interlocutors will set (are we talking about this topic? Or are we going down this path?) and in which direction dialogues between the students develop during the interview: "The task in process may run in completely different directions from the task as a workplan." For the teacher this means a spontaneous and flexible approach to the (current) problems of the learners so that they are able to overcome the hurdles Statements by students are often commented on by teachers with metalinguistic reactions such as praise or indications of incorrect statements Such positive or negative feedback, which is formulated explicitly or implicitly, is important for the students because such feedback helps the learners to check the production of the utterance in the target language Students emphasizes that corrections should be made in the sense of feedback without impairing the learner's willingness to communicate When students work in groups, for example, the social and content-related aspects of this arrangement are in the foreground The point is that learners have the will to communicate in the target language

Additionally, there are still some difficulties and inadequacies that need to be solved:

During the implementation process, teachers observe that student participation in learning remains limited Some students lack awareness of their responsibilities, approach tasks with a passive attitude, and fail to fully utilize their individual strengths This disengagement not only hampers the success of the group but also negatively impacts both individual and overall class performance.

Organizing English classes can be challenging due to the large number of students typically enrolled, often resulting in one teacher managing multiple groups This makes it difficult for the teacher to effectively instruct and support each small group simultaneously.

The English subject session lasts only 45 minutes per day, limiting the number of tasks that can be organized Teachers interviewed indicated that a comprehensive experiment necessitates a total of 100 minutes to complete all tasks, which is equivalent to more than two classroom sections.

Most teachers interviewed prefer group task design in task-based language teaching However, factors such as gender, group size, and varying student qualifications can impact discussion dynamics and overall learning quality.

DISCUSSION

Summary of Research question 1’s results

Based on the above analyzed data and my observation, the researcher is now able to answer the above-mentioned research questions in our study:

Research question 1: Does applying TBLT in reading classes have any significant effect on junior-high students’ performance at UKA Ba Ria School?

The implementation of the Task-Based Language Teaching (TBLT) method at UKA Ba Ria School has shown a positive effect on students' reading comprehension skills, as evidenced by both experimental results and questionnaire feedback.

The experimental group (EG) demonstrated a significant improvement in post-test scores, averaging 8.1 compared to the control group (CG) at 7.5 Notably, the EG showed a remarkable increase in Excellent Scores, rising from 28% to 52%, while Good Scores decreased from 64% to 48% following the implementation of a new lesson plan Additionally, Weak-Average Scores dropped from 8% to 0%, indicating that previously underperforming students achieved Good and Excellent Scores In contrast, the CG exhibited minimal changes in score distribution.

Discussion on the results

The use of the Task-Based Language Teaching (TBLT) method significantly influences English reading learning, as evidenced by descriptive statistics showing that most students report positive outcomes With an average mean score exceeding 3.5, students expressed that engaging in learning tasks enhances their interest in acquiring reading skills and new knowledge Notably, the variable reflecting student attraction to this teaching method scored the highest mean of 4.04, indicating that the majority of students find TBLT highly engaging and effective.

Page 73 reading exercise easily after learning English by TBLT method With almost the same mean (3.8-3.9), student agreed that learning tasks help them enhance the reading comprehensive competence, it creates an interactive environment for students to learn and practice new words/ new structures and remind them some vocabulary/ structures they have not used for a long time

The two effects have the lowest influence level on students are variable

Students demonstrate a strong sense of creativity when applying new linguistic knowledge in English class, with an average score of 3.54 Additionally, engaging in tasks during these classes effectively facilitates rapid vocabulary acquisition, reflected in an average score of 3.51 While these scores indicate positive outcomes, they remain lower than the averages of other assessed variables.

The study reveals that the classroom environment was highly engaging, driven by the Task-Based Language Teaching (TBLT) method, which emphasizes learner-centered approaches This resulted in increased student participation in activities and discussions, fostering idea exchange during tasks However, the varying learning abilities among students became evident, particularly during reading skill sessions where multiple tasks were employed Proactive and dominant students, who excel academically, actively contributed, while a subset of passive students, often weaker or average performers, tended to refrain from participating or sharing their thoughts.

Students engage in diverse activities, such as reading craft instructions, writing letters to school management, and watching news broadcasts, which require various cognitive processes that interact in complex ways Challenges predominantly emerge when these tasks exceed the students' current performance levels.

Teachers play a crucial role in supporting students with linguistic and cognitive challenges, aiming to foster learning through effective interventions These interventions can be planned or unplanned, with planned interventions being strategically designed to align with lesson objectives For instance, when focusing on modal verbs, it may be beneficial to pause during activities to discuss their function and formation, thereby enhancing students' understanding and enabling them to apply learned strategies in similar tasks.

The study's findings align with those of Madhkhan and Mousavi (2017) and Salam et al (2019), confirming that Task-Based Language Teaching (TBLT) significantly enhances reading comprehension among students compared to traditional methods Specifically, TBLT fosters improved reading performance through activities such as reading, note-taking, and discussion The research indicates that utilizing pre-planned tasks for reading instruction produces more competent learners than conventional approaches TBLT holds substantial value for intermediate English language learners in Iran, as it engages them in solving real-life tasks Furthermore, all studies emphasize the effectiveness and necessity of incorporating tasks in the classroom to enhance reading skills for EFL students.

Summary of Research question 2’s results

The Task-Based Language Teaching (TBLT) method has proven to be an effective approach for enhancing English language skills, particularly in improving students' reading abilities However, both teachers and students encounter certain challenges and difficulties when implementing tasks within this framework.

The implementation of effective learning strategies faces challenges due to limited student engagement Many students lack awareness of their responsibilities, adopt a passive learning approach, and fail to leverage their individual strengths, which negatively impacts both group success and overall class performance.

Interviews reveal that teachers face challenges due to limited time and resources, compounded by a curriculum that encompasses a vast amount of content Additionally, the diverse linguistic backgrounds of students make it difficult for teachers to address each student's language proficiency during lessons, hindering their ability to provide individualized feedback and corrections.

Teachers often have limited time to explain the meaning and application of new reading skills and structures after completing learning tasks Consequently, students may not receive sufficient practice during class, as reading exercises typically require more time than other types of activities.

Discussion on the results

The results of the questionnaire indicate a high mean score ranging from 3.63 to 3.97 across all variables, reflecting positive engagement Observations during English sessions reveal that students actively participated in class activities, feeling free to share their ideas without fear of making mistakes Additionally, the variety of tasks facilitated a closer relationship between students and teachers.

Research by Nunan (2004) and Willis (1996) underscores the importance of creativity in language use and the incorporation of creative activities in learning methods These elements are essential for addressing student learning outcomes Furthermore, Task-Based Language Teaching (TBLT) should foster social interaction among students as they complete classroom tasks.

Page 76 the implementation of the tasks by observing and supporting the learners help students to achieve the set goals while completing the task This has been approved by the interview answers of both students and teachers participating in this study

Willis (1996) outlines essential characteristics for implementing task-oriented learning, emphasizing the task as a central control mechanism in teaching and learning, while acknowledging learner autonomy in certain criteria Similarly, Nguyen (2007), Pham (2011), and Duong and Pham (2017) explore the task approach within the framework of Vietnamese mother tongue education.

This research emphasizes that the "action plan" encompasses more than a mere "work plan," as tasks are dynamic and evolve during the learning process According to Brown (1998), linguistic development opportunities arise not only from the tasks themselves but also from how learners engage with them Nunan (2004) distinguishes between "task as workplan" and "task as process," highlighting that student engagement in completing tasks can transform the tasks themselves, as noted by Bruton (2005) This study aligns with that conclusion, asserting that task orientation allows learners to take control of their learning, although the level of autonomy may vary based on context and task The author explores characteristics of effective learning tasks, revealing that concepts like task orientation, task-based learning, and action-oriented approaches are not uniform and require careful consideration.

This research prompts critical reflections on task design and approaches in foreign language lessons, particularly regarding comprehensive reading tasks The author leaves open the possibility of linking these findings to “didactic cultures,” acknowledging the influence of significant literature in shaping didactic practices When teachers design learning tasks as actionable courses for students, it fosters a “learning-oriented” perspective in the classroom Conversely, if the emphasis is placed on tasks as work plans, the focus shifts to lesson sequences, expected outcomes, and evaluations Both approaches hold value, and effective didactic practice involves a diverse repertoire of strategies for lesson planning and adapting based on experiential insights.

This research highlights the importance of learner autonomy in the self-directed learning process, positioning teachers as learning advisors According to Willis (1996), effective learning tasks must be significant to learners, involve skill and knowledge development, and incorporate feedback mechanisms that facilitate self-reflection and control over their learning The study further explores the significance of these learning tasks, contributing to Willis's framework.

Limitation of the study

Limitations are difficulties that researcher may encounter during the survey process as well as the study’s analysis Thorough those processes,

Page 78 there are things that researcher cannot control, and causing many changes and errors which may influence research results, making the survey inaccurate and unreliable To give a heads-up for readers, the researcher has been listed some limitations below

The accuracy of the results relies heavily on the observations of survey participants and researchers, which means they may not always reflect the views of all participants and can be subject to inaccuracies.

This study represents the inaugural research on the English reading comprehension abilities of junior high students at UKA Ba Ria School, as well as other accessible high schools in the region, thereby limiting the available data sources for reference.

- Because the scope of research is limited both by number of people and time frame, the researcher is not allowed to choose more people to participate in the research

To minimize distractions and ensure a smooth learning process, the English teacher at UKA Ba Ria School provided a limited number of students for the research Additionally, due to the varying English proficiency levels among participants, the survey questions were designed to be general and straightforward, allowing all students to easily comprehend and respond to them.

The research involved high school students who had limited experience with questionnaires, leading to challenges such as some students being unmotivated to respond, while others tended to copy answers or depend on peers' opinions As a result, the researcher invested significant time and effort in assisting the students to ensure they completed the survey accurately and provided reliable information.

CONCLUSION AND RECOMMENDATIONS

Summary of the findings

The first conclusion is from the post-test results which well-indicated the experimental students’ group has higher learning outcome compared to the control group’s result

The author got the expected results from the initial statement that using a learning task in English class has the positive effect on learning outcomes of students In which:

+ Students have a more interactive learning environment, they can talk, interact, and discuss with teachers/ their friends more during the English session and avoid passive learning

The implementation of Task-Based Language Teaching (TBLT) has fostered an engaging vocabulary learning environment and enhanced reading skills in English subjects This method empowers teachers to ignite students' passion for learning and creativity, encouraging them to take a more proactive approach in their English studies As a result, students acquire new knowledge more effectively and naturally.

Students are increasingly proactive and self-aware, actively participating in class activities and engaging multiple senses beyond just listening They share ideas with teachers and peers, fostering collaboration among team members.

+ By the new method of teaching and learning English reading skills, they can see that the results of the Experimental group are greater than the control group’s results

Conclusions

The increasing integration of the Vietnamese economy into regional and global markets highlights the necessity of teaching English reading skills Foreign students must acquire proficiency in Vietnamese and essential English skills to thrive in their industries in Vietnam To effectively teach Vietnamese, educators should explore and implement innovative teaching methods, such as Task-Based Language Teaching (TBLT), which incorporates the best practices from various language teaching approaches This study specifically targets high school students, aiming to address key research questions related to the effectiveness of these teaching methods in the educational context.

1 To what extent does TBLT affect high school students’ reading ability?

2 What are students’ attitude toward the TBLT method in English class and reading skills learning?

In implementing Task-Based Language Teaching (TBLT), teachers must effectively motivate learners and organize suitable classroom activities A key aspect of a task-based lesson is fostering an environment that encourages student communication, allowing learners to use the language freely without interruptions This approach requires teachers to relinquish some control over language use, enabling students to move beyond fixed language structures Constant monitoring of language production can hinder students' ability to express themselves naturally Additionally, teachers should engage in interactive situations using the language, accepting that occasional mistakes can enhance the learning experience.

Page 81 errors, even with a native speaker, are an expression of a natural and spontaneous use of the foreign language

The TBLT (Task-Based Language Teaching) method enhances English reading comprehension tasks in high school classrooms, effectively bridging educational gaps Its inherent flexibility allows teachers to integrate morphological elements and speech structure with semantics within a single lesson Future research should focus on creating materials and textbooks that actively assist Vietnamese teachers in implementing the TBLT approach in English reading instruction.

Implications for Instruction

Teachers should note the following points when applying TBLT in teaching English:

- Use English language as much as possible and only use Vietnamese to explain tasks / assignments (when required to do);

- Create a learning atmosphere as comfortable as possible in the Pre-Task phase;

- Provide keywords or the most common suggestions for learners to use;

- Use various media in the Pre-Task stage: audio texts, short video clips, brainstorming activities, small exercises, images; web pages;

- Ensuring tasks must be a process that motivates learners to participate and promote their own strategies / tactics;

- Closely monitor the learners perform tasks process;

- Focus on the most important grammar and semantic issues after performing tasks

Task-based language teaching is characterized by its practicality, offering a rich and diverse curriculum However, not all lessons effectively utilize this method, as some fail to engage students' creativity and interest Teachers must design tasks that cater to both individual and group work, but the general nature of lesson content can make it difficult to assess each student's specific situation and level As a result, assigning appropriate tasks may pose challenges for students.

Through Task-Based Language Teaching (TBLT), learners construct their own understanding by experimenting and engaging with content at a fundamental level While this constructed knowledge is not entirely new, students often rely on existing inventions from others, discovering previously established ideas During the deconstruction phase, they integrate new perspectives into their learning In task-based lessons, schoolchildren collaborate with peers to complete various tasks, such as sharing information or categorizing terms on specific topics The task serves as a framework, allowing learners to exchange content and gain fresh insights TBLT emphasizes a learning environment where students connect new linguistic information with their personal experiences and prior knowledge through interaction Consequently, they not only acquire content but also learn the concepts and structures of the foreign language.

New knowledge is thus not imparted by mere instructions from the teacher but is acquired in actual work

In the pre-assignment phase, teachers should spend approximately five minutes introducing students to the relevant topic, word, or phrase The main task stage, which is the most time-consuming, focuses on enhancing learners' reading skills through various key activities.

In the teaching process, the instructor skillfully balances problem-solving activities with presentation, discussion, and comparison, adjusting the time allocated based on the passage's complexity In the post-task phase, students reinforce their understanding while focusing on vocabulary and grammatical structures, enhancing their overall learning experience.

The author presents activities for reading time based on Willis's (1996) task classification, highlighting three key benefits: they fit well within class time, align with students' English proficiency levels, and foster the development of language skills, particularly reading comprehension.

The perception of a foreign language is largely influenced by its social status and power relative to other languages Research identifies two main categories of motivation affecting language learning: integrative motivation, where learners see personal growth and cultural enrichment as key benefits of acquiring a foreign language, particularly enhancing their reading comprehension skills.

After conducting the experimental lectures, the students have less complaints about the difficulties in English reading Lectures based on experimental methods bring a new breath of life to reading comprehension

Page 84 lessons Students who participate in the study have the opportunity to have more discussions, think multi-dimensionally, and especially their cooperation and interest in the lesson are much better The tasks assigned in class are evaluated by students as effective and attractive Thanks to the specific assignment stages, students are guided step by step to approach the course In particular, the results of the final reading comprehension test showed that the results of the experimental group were significantly higher than that of the control group This shows that the assignment method really works

6.3.3 For the UKA Ba Ria School

For the UKA Ba Ria School, I noted some implications for further extensions of use of TBTL in the future:

1 A task is a work plan Although this research basically emphasizes that a task provides a plan, it can be changed by the activities of the learners

2 A task involves a primary focus on meaning

Tasks in language learning present problems that require linguistic solutions through communication This process facilitates language acquisition, as tasks can be designed to emphasize specific grammatical elements Consequently, focusing on meaning does not negate the importance of addressing grammatical form.

3 A task involves real world processes of language use Tasks can represent activities designed for the classroom, but the resulting communication processes are similar to the use of language outside the classroom (e.g., clearing up a misunderstanding)

From the limitations of the study, the researcher would like to suggest for further research about this topic:

- Research on which types of tasks would be suitable for each school levels: type of English tasks suitable for Elementary school students/ Secondary school students/ High School students

- Research on the effectiveness of using TBLT method in remoted area schools compared to center schools

- Research on normal school students on the effectiveness of using TBLT rather than an international language school like UKA Ba Ria School

I am studying the topic “An investigation into the relationship between TBLT and high school students' reading ability at UKA Ba Ria School”

I would like to ask you some questions related to this study

Please evaluate ONLY ONE OF the possibility for these following ideas:

Affect learning and reading competence

1 Have you got attracted to learn

English reading by task-based language teaching method?

2 With doing tasks in learning

English, it can help you reading easily

3 Doing tasks in English class helps you improve your reading comprehension competence

4 You feel creative to use new linguistic knowledge when doing tasks in English class

5 Doing tasks in English class creates interactive environment for you to learn and use new reading skills

6 Doing tasks in English class help you change your sleeping vocabulary and structures into active ones

7 Doing tasks in English class is a good way to help you learn new vocabulary and linguistic knowledge quickly

Feeling about doing tasks in English class on reading learning

8 You feel easier in doing reading tasks compared to normal reading comprehension exercise

9 You feel comfortable in learning new vocabulary,

English structures by tasks in

10 You love to learn new reading skills, more English structures by tasks in English class

11 You feel more confident to detect the meaning of word/sentences while reading by doing tasks in English class

12 You get more energy to learn

English with tasks in the class

Descriptor Comment of your feeling %/ No of

I Read the passage and choose one correct answer for each question:

Hosting a dinner party is an excellent way to entertain and foster new friendships Start by creating a diverse guest list, ensuring a mix of men and women while avoiding couples for a more dynamic atmosphere Once you know who can attend, inquire about their dietary preferences, including vegetarian options and any restrictions due to religious practices Plan a well-rounded menu featuring a first course, multiple main course choices, dessert, and a selection of popular drinks When shopping, purchase ample supplies and enlist help for carrying items On the day of the event, begin cooking early and offer appetizers like Greek mezze or Spanish tapas to keep guests satisfied while they wait Finally, enjoy the meal alongside your guests and relish the rewarding experience of hosting.

1 Which of the following is NOT mentioned as the purpose of giving a dinner party?

C to get people to know more about their host and hostess

D to help people to know each other better

2 when giving a dinner party, you should NOT invite

D those who can’t eat or drink certain things

3 The menu should include these EXCEPT

4 According to the passage, starters should be served

A because the guests want to have a good time together

B because the guests like eating them

C because the guests want to eat them while having to wait

D because the guests may be hungry while having to wait

5 What should you do while the guests are having their evening meal?

A Stand beside the guests without doing anything

B Sit down with the guests and have a good time

C Sit down with the guests to show your politeness

D Only serve the guests with the food

II.Read the passage and decide which sentences are true (T) or (F)

The 23 rd Southeast Asian Games (also known as the 2005 SEA Games) were a biannual multi-sport event held in the Philippines from November 27,

2005 to December 5, 2005 The games were participated by 11 countries located in Southeast Asia

The first gold medal of the games was awarded to Singapore on November

25 when the Water Polo team came out unbeaten in the round-robin

The Games served as a remarkable event, offering athletes vital competition experience in preparation for the upcoming Asian Games and Olympic Games Designed to foster friendship, solidarity, and understanding among neighboring countries, the event highlighted regional cooperation and unity.

1 SEA Games is the abbreviation of Southeast Asian Games

2 The 23 rd Southeast Asian Games (also known as the 2005 SEA Games) were a biannual multi-sport event

3 It was held in Thailand

4 It lasted less than 10 days

5 The games were participated by 21 countries located in Southeast Asia TRUE FALSE

III.Read the passage carefully and choose the correct answer

Reading is an ongoing journey that should challenge our comprehension and broaden our horizons Limiting ourselves to familiar genres, such as professional literature, inspirational books, or preferred newspapers, can hinder our growth To fully benefit from reading, it's essential to explore diverse materials rather than confining ourselves to entertainment or routine preferences Embracing a variety of reading experiences can enhance our knowledge and critical thinking skills.

Page 8 broader outlook and mature understanding What kind of books should you read to continue your intellectual growth, to gain a background for opinion and for judgment? The answer is simple one: Read books in fields you have little or no acquaintance with books that will open for you new horizons of learning, books that will help you explore new areas of knowledge and experience, books that will make the world and people more understandable to you Sadly, more and more people today are giving up the printed word in favor of being entertained and informed by watching TV, a popular entertainment, device present at almost homes More and more children are being subjected to TV programming, perhaps as a babysitter More than two hours of TV time per day are now a part of children development, generating physiological and mental problems that are of growing concern among experts

1 Reading a completely stops when we finish our schooling b is an endless process c is of little use d should be done a little

2 According to the text, a new type of reading experience often interests most of us b we should only read for entertainment c reading for intellectual growth is necessary d we should not read for mental stimulation

3 What kind of books is recommended? a Books in fields you have little or no acquaintance with

Page 9 c Books that will open for you new horizons of learning d All are correct

4 We can learn from the text that today a people spend more time watching TV than reading books b more and more people enjoy reading c most babysitters prefer watching TV d most children spend less than 2 hours a day watching TV

5 The writer a does not approve of reading process b advises us to read as little as possible c prefers watching TV to reading d appreciates reading

IV.Read the passage carefully and choose the correct answer