THE DEVELOPMENT OF ENGLISH LEARNING ACHIEVEMENT USING TASK-BASED LEARNING

Abstract

The purposes of this study were 1) to develop tenth-grade students’ English learning achievement after taking Task-based learning. 2) to compare the scores of English learning achievement between two groups of tenth-grade students who took with and with out Task-Based learning 3) to study the students’ level of satisfaction with task-based learning process. The research sample was from 72 tenth-grade students from two classes of Srinakarinwirot Prasarnmit Demonstration School (Secondary) in Academic Year 2019, one of which was the control group of 33 students, and the other was the experimental group of 39 students. The employed research instruments comprised lesson plans, an English leaning achievement test, and a satisfaction evaluation form. The data analysis included means, standard deviation and t-test. The results revealed that 1) tenth-grade students’ scores of English learning achievement were significantly higher after the implementation of task-based learning at the .05 level. 2) The students without the engagement in task-based learning scored higher on their English learning achievement than the engaged students, but there was no significance between the score before and after the implementation. 3) the students’ level of satisfaction with task-based learning was found at a high level in 3 aspects including leaning activities, learning atmosphere, and a teacher role.