THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ...

THE EFFECTS OF TASK-BASED LANGUAGE

TEACHING APPROACH AND TRADITIONAL

APPROACH ON THAI EFL LEARNERS’ VOCABULARY

LEARNING ACHIEVEMENT

NEERABOL ANUKUL

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS

MAJOR IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

FACULTY OF LIBERAL ARTS

UBON RATCHATHANI UNIVERSITY

ACADEMIC YEAR 2017

COPYRIGHT OF UBON RATCHATHANI UNIVERSITY

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ACKNOWLEDGEMENTS

This study would not have been successful without the great support of many

people. I would like to express my most sincere gratitude to my advisor, Assistant

Professor Dr. Supath Kookiattikoon, who supports, puts in great effort in clarifying

my ideas and guiding me to the right way in this thesis. I would also like to thank for

his patience and encouragement throughout the development of the thesis.

I would also like to wish my deepest thanks to my committees; Dr. Chalermchai

Wongrak, Asst. Prof. Dr. Ketkanda Jaturongkachoke and Asst. Prof. Dr. Lugsamee

Kimura for their immeasurable guidance and insight comments to help me finish and

finalize the thesis. I also wish to extend my special thanks to Dr.Wachiraporn

Kijpoonphol for her generous provision of valuable suggestions. I am also grateful to

Mr.Teerapon Sosawang for his suggestion guiding me to the right way of using

Statistics in the thesis. My special thanks to all participations for their time and

cooperation. Without them the thesis would not be completely done.

From my deepest soul, I am grateful to my family; my mother, my father and my

brother who have always supported and given me courage and guidance to go against

all challenges. Without their love and encouragement, the thesis would not have been

possible.

Neerabol Anukul

Researcher

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บทคดยอ

เรอง : การเรยนค าศพทในภาษาทสองผานวธการเรยนรทเนนภาระงานและแบบ ดงเดมทมผลตอการเรยนรค าศพทของนกเรยนไทย ผวจย : นรบล อนกล ชอปรญญา : ศลปศาสตรมหาบณฑต สาขาวชา : การสอนภาษาองกฤษเปนภาษาตางประเทศ อาจารยทปรกษา : ผชวยศาสตราจารย ดร.สพฒน กเกยรตกล ค าส าคญ : การเรยนรค าศพท, วธการเรยนรทเนนภาระงาน, วธการเรยนแบบดงเดม การศกษาครงนมวตถประสงคเพอศกษาผลของการเรยนค าศพทผานการเรยนรทเนนภาระงานทมผลตอการเพมพนความรของค าศพทของนกเรยนในโรงเรยนเบดพทยาสรรค จงหวดสรนทร เปนการศกษาเชงทดลอง ใชเพอศกษาผลของการสอนภาษาทเนนภาระงาน และวธการสอนแบบดงเดมในการเรยนรค าศพท เพอหาวธทดกวาในการเรยนการสอนค าศพทภาษาทสอง การวจยครงนใชการออกแบบโดยใชประชากรกลมตวอยาง 1 กลม ซงกลมตวอยางเปนนกเรยนชนมธยมศกษาปท 3 จ านวน 30 คน จากโรงเรยนเบดพทยาสรรค จงหวดสรนทร โดยนกเรยนกลมนไดรบการฝกผานการเรยนรทเนนภาระงาน และการเรยนรแบบดงเดมในเวลาทตางกน ค าศพททถกน ามาใชในการวจยมจ านวนทงหมด 60 ค า ซงค าศพทจ านวน 30 ค า จะถกใชในการเรยนรผานวธการเรยนรทเนนภาระงาน และอก 30 ค า จะถกใชในการเรยนรแบบดงเดม ผเรยนจะท าการทดสอบกอนเปนอนดบแรก หลงจากนนผเรยนจะไดเรยนรค าศพทผานวธการเรยนรทเนนภาระงาน และตามดวยวธการเรยนรแบบดงเดม หลงจากเสรจแตละบทนกเรยนจะไดรบแบบทดสอบหลงเรยน ซงแบบทดสอบหลงเรยนจะมอยสองแบบดวยกนคอ แบบทดสอบดวยการแปล และแบบเตมค าลงในชองวาง หลงจากเสรจสนวธการเรยนรทงสองแบบแลว นกเรยนจะไดรบแบบสอบถามความคดเหนทมตอวธการเรยนทงสองแบบ การวจยในครงนใชแบบสอบถามและการทดสอบค าศพทเปนเครองมอเกบรวบรวมขอมล ผลการวจยพบวา วธการเรยนรทเนนภาระงาน มการสงเสรมใหผเรยนมความรความเขาใจค าศพทมากกวาแบบดงเดม อยางมนยส าคญทางสถต นอยกวา .05 อาจกลาวไดวาผเรยนสามารถใชวธการเรยนรทเนนภาระงานในการพฒนาความรทางค าศพทภาษาองกฤษได และผลการวจยจากแบบสอบถามพบวานกเรยนมความพงพอใจในเรยนค าศพทโดยใชวธการเรยนรทเนนภาระงานมากกวาวธการเรยนรแบบดงเดม โดยใหเหตผลวาการเรยนรทเนนภาระงานไดมการมอบหมายงานทนาสนใจสงผลใหเกดแรงจงใจในการเรยนรภาษาองกฤษ

III

ABSTRACT

TITLE : THE EFFECTS OF TASK-BASED LANGUAGE TEACHING

APPROACH AND TRADITIONAL APPROACH ON THAI EFL

LEARNERS’ VOCABULARY LEARNING ACHIEVEMENT

AUTHOR : NEERABOL ANUKUL

DEGREE : MASTER OF ARTS

MAJOR : TEACHING ENGLISH AS A FOREIGN LANGUAGE

ADVISOR : ASST. PROF. SUPATH KOOKIATTIKOON, Ph.D.

KEYWORDS : VOCABULARY ACQUISITION, TASK-BASED LANGUAGE

TEACHING APPROACH, TRADITIONAL APPROACH

This present study aims to explore the effects of task-based language teaching

(TBLT) and traditional approaches on vocabulary learning achievement at

Berdpittayasan School, Surin. An experimental study was used to investigate the

effectiveness of task-based language teaching and traditional method on vocabulary

learning achievement in order to find a better way for second language vocabulary

learning and teaching.

This research made use of a one-group study design and subjects were 30 grade 9

students from Berdpittayasan School, Surin. The group at two different times was

treated with both the task-based language teaching and traditional approaches. Sixty

target words were used in the treatment; thirty words for the TBLT approach and thirty

words for the traditional approach. The learners firstly administered a preliminary test.

After that, the TBLT treatment was administered followed by the traditional treatment.

After finishing each unit, posttest was administered by the participants. The posttest

included two kinds of tests; translation and gap-filling. After finishing all both

treatments, the questionnaire was provided for investigating the participants’ overall

preference of the two approaches. A questionnaire and vocabulary tests were

employed as data collection instruments.

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The findings indicated that TBLT had a significant effect (p = .000< .05) on

promoting vocabulary knowledge. It could be implied that the participants could make

use of TBLT approaches in enhancing their vocabulary knowledge. The findings from

the questionnaire revealed that the participants’ preference on the TBLT approach was

more than the traditional approach. The reasons behind their preference were that

TBLT provided more interesting tasks which led to the motivation in learning English.

V

CONTENTS

PAGE

ACHKNOWLEDGEMENT I

THAI ABSTRACT II

ENGLISH ABSTRACT IV

CONTENTS VI

LIST OF TABLES VIII

LIST OF FIGURES IX

CHAPTER 1 INTRODUCTION

1.1 Rationale 1

1.2 Purpose of the study 3

1.3 Significance of the study 4

1.4 Scope of the study 4

1.5 Definitions of key terms 4

1.6 Research Questions 4

CHAPTER 2 LITERATURE REVIEW

2.1 Vocabulary 5

2.2 Vocabulary Acquisition Process 6

2.3 Task-based Language Teaching TBLT 8

2.4 The theoretical base of TBLT 12

2.5 Advantages of task-based language teaching on

vocabulary acquisition 13

2.6 Pedagogical Framework for task-based vocabulary

instruction 14

2.7 Traditional Method in Vocabulary Learning 18

2.8 The effect of using decontextualized teaching

techniques 20

2.9 PPP Framework 21

2.10 Related studies 22

VI

CONTENTS (CONTINUED)

PAGE

CHAPTER 3 METHODOLOGY

3.1 Subject 29

3.2 Vocabulary selection 29

3.3 Research design 29

3.4 Research instruments 31

3.5 Data collection 36

3.6 Scoring and data analysis 37

CHAPTER 4 RESULTS OF THE STUDY

4.1 General information 38

4.2 A comparison of the mean scores on

TBLT pre-test and post-test 39

4.3 A comparison of the mean scores on

traditional approach pre-test and post-test 40

4.4 A comparison of the mean scores of participants

in the post-tests 41

4.5 The mean scores of participants in the word translation test 41

4.6 The mean scores of participants in the gap-filling test 42

4.7 The participants’ opinion in English learning 42

4.8 The participants’ preference between task-based language

teaching and traditional approaches in vocabulary learning 44

4.9 A comparison of TBLT and traditional approaches 47

CHAPTER 5 DISCUSSION

5.1 Summary of the findings 49

5.2 Discussion of the findings 50

CHAPTER 6 CONCLUSION

6.1 Conclusion 56

6.2 Limitations of the study 57

6.3 Recommendation for further study 57

VII

CONTENTS (CONTINUED)

PAGE

REFERENCES 59

APPENDICES

A Preliminary test, pre-test and post-test 66

B Lesson plan and reading text for TBLT 85

C Worksheet of TBLT approach 96

D Worksheet of traditional approach 109

E Questionnaire 118

VITAE 121

VIII

LIST OF TABLES

TABLE PAGE

3.1 Sample of TBLT lesson 33

3.2 Sample of traditional approach lesson 35

4.1 General information 38

4.2 A comparison of mean scores on TBLT pre-test and post-test 39

4.3 A comparison of mean scores on traditional approach pre-test

and post-test 40

4.4 A comparison of mean scores of participants in the post-tests 41

4.5 A comparison of mean scores of participants in the word

translation test 41

4.6 A comparison of mean scores of participants in the gap-filling

Test 42

4.7 The participants’ interest in English learning 43

4.8 The participants’ attitude in English vocabulary learning 43

4.9 The participants’ preference between TBLT and traditional

approaches in vocabulary learning 48

IX

LIST OF FIGURES

FIGURE PAGE

2.1 The process of storing the information 6

2.2 The process of vocabulary acquisition for a second language 7

2.3 Willis’ TBLT Framework 15

CHAPTER 1

INTRODUCTION

This section presents a general introduction to the research, which is divided into

the following divisions: the rationale, purpose of the study, significance of the study,

scope of the study, definitions of key terms, and research questions.

1.1 Rationale

Vocabulary is an essential aspect of language learning because it provides the

learners with the main knowledges of acquiring language skills. As proposed by

Wilkins (1972, p.111), “without grammar a little communication is possible but

without vocabulary it is impossible to communicate verbally” That means having

limited knowledge of vocabulary is as a barrier that prevents students from learning

a foreign language. Vocabulary knowledge is important because it helps learners

express their ideas and communicate effectively (Sedita, 2005). Vocabulary is a

fundamental component of language proficiency and provides much of the basis for

how well learners listen, speak, write and read (Richards and Renandya, 2002).

In the field of second language learning, one of the main reasons underlying the

learners’ inability to use English is their insufficient vocabulary knowledge.

Zhou (2012) claims that vocabulary is the main problem which learners encounter in

language learning process and their daily life. Poor vocabulary knowledge leads to

misunderstanding and consequently unsuccessful communication. Achieving

communicative competence in second language can be enhanced by developing the

knowledge of vocabulary. Therefore, developing students’ vocabulary is one of the

most important roles for English teachers because if learners do not know how to

expand their vocabulary, they gradually lose their attention in their second language

learning.

In the case of Thailand, English has been taught as a foreign language at all

levels. However, the outcome of teaching and learning remains unsatisfactory.

According to Test of English as a Foreign Language (TOEFL), it revealed that

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Thailand ranked 116th out of 163 countries. Moreover, for secondary school,

considering the results of English O-NET in 2015-2017 at Berdpittayasan School, the

mean percentage scores of English tests were the lower than half, receiving 27.54,

28.20, and 27.16 respectively. Obviously, the process of teaching and learning English

in Berdpittayasan School seems to have been unsuccessful. The reason why the

students are not successful in learning English can be attributed to several problems.

The students claim that the problem of their inabilities to acquire English is the

insufficient knowledge of vocabulary, and all of them agree that vocabulary is the

most important aspect in English learning. Similarly, Harris and Albert (1970) claim

that the first important aspect that students have to know while learning a foreign

language is vocabulary. In Thailand, vocabulary is often taught as a separated lesson,

but the process of vocabulary teaching is not very successful. Students are unable to

acquire the vocabulary. There are two main problems of vocabulary learning; firstly,

techniques used in teaching vocabulary are quite boring, and do not provide enough

chance for students to practice. Secondly, the limited time in learning English.

In order to solve the limitations of the above mentioned vocabulary is very

important in second language field and, in particular, for the sake of those learners

who were less successful learners in secondary school, it is necessary for teachers to

find out a good way to help students learn English vocabulary. Allen (1983) suggests

that the interesting techniques to make the English lesson more exciting are needed for

teaching English. There have been proposed several techniques for teaching

vocabulary in methodology textbooks. As Hunt and Beglar (2002) proposed, three

approaches to vocabulary teaching: incidental (unplanned learning that results from

other activities.), explicit (diagnosing the words learners need to know, presenting

them to the learners and elaborating on their word knowledge), and independent

strategy development (practicing by guessing meaning of the words from content and

training learners to use dictionaries). As to the first two approaches to vocabulary

teaching, a number of techniques can be employed in this experimental research.

One approach from implicit learning is Task-based Language Teaching (TBLT).

A study by McDonough and Chaikitmongkol (2007) studied about a task-based EFL

course in Thailand showed that students needed time to shift from traditional

instructional model to TBLT and then adapt to this new approach. One of the most

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prominent reasons was that teacher-fronted classes are norm. It is the main key and a

basic step to learn the skills and sub-skills of a language. Moreover, Nunan (2004)

believes that a task provides learners with a natural context. Task gives abundant

opportunity of interaction to learners and through which they learn language (Larsen-

Freeman, 2003). Therefore, learners can memorize the words by communicating and

practicing through the tasks.

While, traditional approach of teaching vocabulary is classified into three

categories: visual, verbal and translation (Gairns and Redman, 1986). These teaching

techniques are similar to decontextualized techniques that Oxford and Scarcalla (1994)

have defined. Therefore, decontextualized techniques are adapted to teach vocabulary

as traditional approach. Decontextualized techniques are those vocabulary items which

are removed from the context e.g. word list, flash cards, dictionary look-up. Word-list

and dictionary look-up are used as verbal and translation techniques. Flash cards are

adapted as visual technique. As stated by Shen (2003), decontextualized techniques

highlight the words in which it helps learners learn new words, and they are believed

to help learners memorize vocabulary for tests. These techniques are explicit learning

which focuses on word study since learners learn target word directly.

In detail, this research attempts to find out the impact of using TBLT, and

traditional approaches on students’ vocabulary learning. This finding could help EFL

classroom teachers in Thailand to develop their curricula of vocabulary instruction that

supports students’ effective learning.

1.2 Purpose of the study

The purpose of the study was to investigate the effectiveness of Task-based

Language Teaching, and traditional method on vocabulary learning achievement and

vocabulary retention for EFL learners. This was to find a better way for second

language vocabulary learning and teaching.

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1.3 Significance of the study

The present study holds significance in that it has tried to develop vocabulary

knowledge by focusing on two approaches: indirect (TBLT) and direct (traditional

method) approaches. The finding of this study would be useful for developing

vocabulary teaching techniques. Moreover, the results will provide much more precise

methods of vocabulary instruction to EFL students, which lead to making good

decision of the teachers who want to bring either of the two techniques to teach

vocabulary in classroom.

1.4 Scope of the study

This study focus on the effectiveness of two techniques; Task-based Language

Teaching, and traditional method on vocabulary learning achievement and vocabulary

retention for 9th grade learners at Berdpittayasan School.

1.5 Definitions of key terms

The important terms used in this study are defined below.

1.5.1 Task-Based Language Teaching (TBLT): Task-based language teaching is

an approach that gets learners to experience the context by communicating or

exchanging messages with their group members or peers naturally by using mother

tongue or target language to discuss and resolve their task problems.

1.5.2 Traditional method involves visual (flash-cards), verbal and translation

(word-list). PPP framework is adapted as in traditional method.

1.6 Research Questions

1.6.1 Which method: Task-based language teaching approach or traditional

approach helps students learn vocabulary better?

1.6.2 Which method: Task-based language teaching approach or traditional

approach did the students prefer in learning vocabulary?

CHAPTER 2

LITERATURE REVIEW

Teaching vocabulary is an important factor in language teaching. Since

vocabulary is significant, many techniques are employed in teaching vocabulary. This

chapter reviews four main topics, (1) vocabulary, (2) Task-Based Language Teaching

approach (TBLT), (3) Traditional approach, and (4) related studies.

2.1 Vocabulary

Vocabulary is the center for learners to learn language. An ability to use

vocabulary is one of the language skills that make communication successful.

According to Larsen-Freeman (2003), learners knowing a word should include its

form, meaning, and use. Form refers to spelling, pronunciation, and word parts i.e.

prefixes and suffixes (Nation, 2002). Meaning or word’s semantic features refer to

knowing what object or idea it refers to. Lastly, knowing the use of a word means

knowing the grammatical patterns it occurs in, knowing what other words it occurs

with (i.e. collocation), and knowing which context that the word is used in.

Furthermore, Laufer and Goldstein (2004) have mentioned vocabulary into two

terms; receptive and productive vocabulary. Receptive vocabulary means the

understanding of the meaning of a word both in spoken or written form. It means

students should be able to recognize the word when it is heard, or when it is seen, and

having an expectation of what grammatical pattern of the word is. A productive

vocabulary is the portfolio of vocabulary available within a learner’s common

language for production. It could be said that in knowing a word, students should be

able to pronounce the word, know how to write and to spell it, and how to use it in

grammatical pattern. Moreover, they defined vocabulary into a hierarchy of four

levels: active recall (being able to use the target word); passive recall (understanding

the meaning of the target word); active recognition (remembering the word when

given its meaning); passive recognition (recognizing meaning when given options).

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Laufer and Goldstein (2004) claimed that passive recall is the vocabulary level most

associated with L2 classroom success, and this can be considered as the objective of

vocabulary teaching.

Vocabulary learning is one of the most important processes in designing

classroom activities in EFL context. To be successful in learning vocabulary, students

have to recognize a word both its form and its meaning. Next, the process of

vocabulary acquisition is described in order to shed the light on how students acquire

vocabulary.

2.2 Vocabulary Acquisition Process

According to Baddleley and Hitch (1974), the Short Term Memory (STM) can

only store the information for a short period, and after this duration, this information

will either be transferred to the Long Term Memory (LTM) or just be forgotten by

learner.

Figure 2.1 The process of storing the information

Source: Adapted from Baddleley and Hitch (1974)

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Firstly, Shi (2008) claims that the information that learner selects is stored in the

STM, and then part of the information can be moved to the LTM for permanent

storage. Other information would be forgotten by learners quickly. The information

will be obtained by learners during their first activity, but this information that can

stay in the STM is limited; about 18 to 20 seconds (Peterson & Peterson, 1959).

Therefore, repetition of the information is required in order to provide learners with

more chances to be exposed to the target information so that they can transfer from the

STM to the LTM. As in Peterson & Peterson’s word (1959), the frequent activation

and repetition of the information will move the STM to the LTM. In other words,

learners are able to learn certain information if the information is repeated in the

material. To look deeper on vocabulary acquisition, the process of vocabulary

acquisition for second language in figure 2.2 is described.

Figure 2.2 The process of vocabulary acquisition for a second language

Source: Adapted from Baddleley and Hitch (1974)

Figure 2.2 is a model that reveals the process of acquiring vocabulary in a second

language. In this model, text or target vocabulary can be considered as input, and part

of information can be accepted and stored in the short-term memory. Only some of the

vocabulary that is stored in the short-term memory can be directly transferred to the

LTM for permanent storage. The rest of the vocabulary can be transferred to the

Working Memory by re-activation or repetition. For learners, the vocabulary that is

stored in the LTM, which is related to the topic, can be also activated and can provided

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background information for learners to process the new information. In other word, if

the learners have background knowledge about the topic that they are learned, that

background knowledge will help them to access and learn the new vocabulary quickly.

Finally, the target vocabulary can be then transferred to the LTM and stored

permanently.

In conclusion, learners can acquire the vocabulary by repetition of those words.

Next, some of these words are selected and are transferred to the LTM directly. L2

vocabulary acquisition may be affected by other variables such as learner, task, and

context variables. Aside from the process of storing information, it is important to

know how words and concepts are represented in L2 learners’ mind. The following

section is devoted to the Task-based language teaching.

2.3 Task-based language teaching (TBLT)

Task-based language teaching (TBLT) was used in the 1970s when linguists

claimed that grammar and meaning should be taught in EFL (Skehan, 2003). Prabhu

(1987), who is one of first proponents for tasks or TBLT, started to use this approach

in teaching secondary school classes in Bangalore, India in the 1970s (Ellis, 2003).

Since then, TBLT has been recommended and used commonly in research in second

language acquisition. TBLT is as the method that the learners learn target language by

using tasks. A task has been defined by several scholars, and those definitions of task

are discussed below.

What is a “task”? Numerous linguists around the world have attempted to define

the term “task” as relating to TBLT. The task is as an activity learners complete a task

should consider meaning was the most important part, tasks are related to the real life

and communication problem should be resolved and task evaluation was based on task

outcome which was completed by learners (Skehan, 2003). Similar to Willis (1996),

she suggests that a task is an activity where the target language is used by the learners

for a communicative purpose in order to achieve the outcome. A task is a particular

technique form that might be synonymous with a problem-solving task or a role-play

task (Brown, 2001). While, Richards (1976) defines task as activities that teachers

assign to attain particular learning objectives. There are two kinds of task that are real-

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world and pedagogical tasks. Nunan (2004) has suggested a basic distinction between

real-world or target tasks, and pedagogical tasks;

Target tasks refer to the uses of language in the world outside the classroom.

According to Long (1985), he mentions that a task is as the things people do in

everyday life, for examples, buying shoes, making reservations, finding destinations,

and writing cheques. Contrastingly, pedagogical tasks refer to language task that

occurs in the classroom. According to Richards, Platt & Weber (1986) definition, task

is an activity or action which is achieved as the result of processing or understanding

the language, for instance, drawing a map while listening to a tape, listening to an

instruction and performing a command. Supported by Nunan (2004), he defines that

the task is a classroom program based on learners understanding, managing, producing

or collaborating in language while their attention is mainly focused on meaning rather

than on form. Similar to Bygate (2001), he points out that a task is an activity which

requires learners to use language, with emphasis on meaning, to achieve an objective.

To sum up, it is obvious that tasks are related to activities that instructors had to

provide for learners to complete; then through the tasks, learners could learn

something and use the target language to achieve the learning objectives by

communicating in group or pairs.

Willis (1996), who is proponent of TBLT, believes that TBLT is as a goal-

oriented communicative activity, with a specific outcome emphasizing on exchanging

meaning not producing specific language forms. Stern (1992) also suggests a

comprehensive classification of communicative activities including field experiences,

classroom management activities, inviting guest speakers, talking on topics related to

the students’ private life and on substantive topics. While, Oxford (2001) mentions

that TBLT referred to a task that teachers who usually divided students into pair work

and group work to allow students’ interaction and collaboration with their group

members. This claim is supported by Ellis (2003), he mentions that the general

purpose and principles of TBLT are to create opportunities for language learning and

to develop skills through collaborative knowledge. Therefore, TBLT is considered as a

change from the grammar practice routines which many learners have previously

failed to learn to communicate. TBLT is as a method that encourages learners to

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explore with whatever English they can recall, to use target language without fear of

failure, and to take active control of their own learning, both in and outside class.

Obviously, the TBLT is an approach that integrates all four skills, and provides

opportunities for the learners to explore both spoken and written language through the

tasks for meaningful purposes, in order to improve the learners’ communicative

competence. In order to design a task used in TBLT framework, task components are

described as follows.

2.3.1 Task components

According to Nunan (2004), the definition of a language-learning task

requires specification of six components: goals, input, activities, teacher role, learner

role and settings.

2.3.1.1 Goals

Goals provide a point of contact between the task and the learners.

For instance, a teacher may be asked that why he/she got learners to engage in Task X.

The answer will generally take the form of some sort of goal statement. Possible

answers might be:

“I wanted to develop their confidence in speaking.”

“I wanted to develop their personal writing skills.”

Goals may relate to general outcomes or may directly describe

teacher or learner behavior. In addition, there is rarely a simple one-to-one relationship

between goals and tasks. However, in some cases, a complex task might be provided

learners several goals. For example, in the teaching of vocabulary, goals may be to get

the learners to learn the meaning, or learn how to form sentence, etc.

2.3.1.2 Input

Input refers to the data that learners have to get from doing the task.

In fact, input for communicative tasks can be derived from a wide range of sources.

Using authentic materials as the sources of tasks is supported by SLA. Proponents of

authentic materials point out that classroom texts and dialogues do not adequately

provide learners for the language they read in the real world outside the classroom.

Moreover, they argue that if we want learners to comprehend written texts in the real

world, then the learners need opportunities for engaging in these real-world texts in

class. However, there is some claim that authentic materials are appropriate with

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intermediate to advanced foreign language learners. That means classroom texts and

dialogue still needed in foreign classroom context. Adapting both simplified and

authentic in designing vocabulary task is focused in this experiment, because

participants of this experiment are beginners.

2.3.1.3 Activities

Activities specify what learners will actually do with the input.

Nunan (2004) proposes three general ways of characterizing activities: rehearsal for

the real world, skills use, and fluency/accuracy.

2.3.1.4 Teacher’s role

The teacher is as facilitator to help learners achieve the tasks, and

as an active creator to create classroom activities. According to Breen and Candlin

(1980), the teacher has three main roles in the communicative classroom. The first is

to act as facilitator of the communicative process, the second is to act as a participant,

and the third is to act as an observer or learner.

2.3.1.5 Learner’s role

Classes are student-centered which means learners take the main

part in the learning process. Learner should carry out three major roles. Firstly, group

participant; learners perform a task either in pairs or small group. Secondly, monitor;

the learners can have the chance to observe how language is applied in

communication. Lastly, risk-taker and innovator; many tasks will push learners to

generate and describe messages for which they do not have prior experience.

2.3.1.6 Settings

Settings refer to the classroom arrangements specified in the task.

Settings will be an important factor e.g. the task is on individual, pair, group, or the

whole class.

All task components above are important for designing the tasks.

Therefore, in designing one task, goal, input, activities, teacher’s role, learner’s role

and setting should be considered. In each task, the teacher should set the goal, adapt

appropriate materials, and set the roles of both teacher and learner. In addition, Estaire

and Zanon (1994) state that there are two types of task in TBLT. One is

communicative tasks; the other is learning tasks (focusing on language form;

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grammar, vocabulary, pronunciation, sentence structure). To look deeper on TBLT

process, the theoretical foundations of TBLT are discussed in the following section.

2.4 The theoretical base of TBLT

Ellis (2003) believes that the theoretical base of TBLT is Input and Interactionist

Theory. Krashen (1989) proposes that language learning occurs through using

language communicatively, rather than through practicing language skills. That means,

learners learn language mostly through using language in communicative activities,

not the result of conscious language drilling.

Krashen (1989) also points out that comprehensible input is important for the

learners to acquire a language. The input hypothesis state that a language learner who

is at level “i” must receive comprehensible input that is at level “i+1” In other word,

only when we understand language that contains structures that is ‘a little beyond’

where we are now. However, Interactionist critic points to some insufficiencies of

Krashen’s comprehensible input theory. They do not believe that little exposure to

input could promote language learning. When reading a book, watching a TV program,

or listening to a radio broadcast, learners do not interact with the source of language.

They do not have the opportunity to show that they have not understood the message,

to ask for clarifications or repetitions.

The interactionist theory emphasizes on the conversational interaction. Much

acquisition reveals during the conversational interaction. Long (1985) argues that only

comprehensible input is not enough in order to acquire a L2, the opportunity of

interacting with other speakers is also necessary. When communicating with L2

learners, native speakers will adjust their language to make the learners understand

their meanings. This kind of conversation can help to make the input comprehensible.

For example, in vocabulary acquisition, when there is an unknown word that appears

and causes difficulty in comprehension, the native speaker would explain it in a more

simple way and try to make the learner understand it. In this case, as the learner needs

to know what the speaker means, he or she will ask the speaker to repeat the word and

pay more attention to its explanation. The word is acquired in this way.

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To sum up, the theoretical base of TBLT approach which employs

communicative tasks includes both comprehensible input and interactionist theory,

because vocabulary learning may be not effective if only focus on comprehensible

input, the conversation is also necessary. The better way is to use compressible input

by designing the lesson that in order to design the appropriate tasks which suit the

level of the learners, and the tasks should provide the opportunity for learners to

interact with each other.

2.5 Advantages of Task-based language teaching on vocabulary acquisition

As mentioned above, many scholars (Nunan, 2004; Bygate 2001; Ellis, 2003;

Skehan, 2003) define the task that the first aspect of task is to get its meaning;

providing solutions for communications and activities should be in real life;

completing a task has some priority; assessing the task is in terms of result produced.

That means learners use whatever target language resources they have learned in an

activity or a piece of work in order to solve problem, do a puzzle, play a game, or

share and compare language experiences (Willis, 1996).

Learning vocabulary is not simple, because it cannot be assumed that students

know the meaning of the word, and they can use that word in sentence correctly. Most

research has measured L2 word acquisition by focusing word meaning, but this does

not guarantee that word forms were effectively acquired. That means word meaning,

and word usage should be involved in vocabulary learning, and both are said to be two

different types of cognitive processes (meaning-focused, form-focused). The target on

teaching TBLT is to enhance, recognize and acquire meaning of word, and also

produce and acquire knowledge for greater aspects; both meaning-focused and form-

focused, so task-based language teaching can be used effectively in vocabulary

learning. Gardner and Miller (1996) confirm that TBLT also facilitate learners to

practice two areas of linguistic knowledge skills (vocabulary, grammar). Supported by

Newton (2001) who studied about notion of vocabulary learning through

communicative task, he mentions that TBLT approach enables learners to develop

strategies for managing new vocabulary while also maintaining a communicative

focus. Furthermore, the research of Ur (1996) shows that task based activity in an

experiment with teachers’ attitudes, scores high with most teachers on all criteria.

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They think that there is more talk, more participation, and more motivation and

enjoyment. They think that there is some purpose in speaking, which is challenging

and is more like a game so they enjoy it. For students’ attitude, most students propose

that they enjoy the communicative activities because they have a chance to work in

group, which can reduce their stress. From this point, it may assume that teaching

vocabulary through TBLT, not only enables learners to get new vocabulary, but also

motivation.

In conclusion, integrating task-based language teaching with vocabulary

acquisition is as an advanced method to engage students in various communicative

tasks, it encourages them to work with, and promote language competence by

repetitive use of newly learned vocabulary.

2.6 Pedagogical Framework for Task-based vocabulary instruction.

Obviously, the goal of L2 vocabulary tasks should be acquisition of words and

expansion of word’s knowledge not only the meanings but also the forms. Some

researches claim that TBLT is the approach that facilitates students in learning

vocabulary incidentally.

There are lots of procedures and stages proposed, but Willis’s (1996) model is

employed in this experiment because Willis’s framework can provide obvious steps

that teacher can adapt easily. (see figure 2.3)

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Pre-task

Introduction to topic and tasks

Teacher explores the topic with the class, highlights useful words and phrases.

Learners may be exposed to examples.

Task cycle

Task Planning Report

Students do the task in

pairs or small groups.

Teacher monitors;

mistakes do not matter.

Students prepare to report.

Accuracy is important, so

the teacher stands by and

gives advice

Student exchange or

present report teacher

listens and then comments.

Language focus

Analysis Practice

Students examine then discuss Teacher conducts practice of new words

Figure 2.3 Willis’s (1996) TBLT Framework

Source: Adapted from Willis (1996)

To look deeper on Willis’ (1996) framework of TBLT, the lesson designed for

this experiment includes Pre-task, Task cycle and Language focus

2.6.1 Pre-task

It shows the kind of preparation that may need to be done earlier, and it

identifies the steps involved in setting up a task. The teacher introduces the topic and

learners get exposures of linguistic chunks. Moreover, teacher recalls and activates

existing knowledge by exploring the topic and highlighting useful words and phrases

which might be needed during task performance.

In the pre-task phase will usually be the shortest stage in the framework. It

could last between two and twenty minutes, depending on the learners’ degree of

familiarity with the topic and the type of task. There are several tasks that can be done

in this phase;

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(1) Classifying words and phrases: teacher writes word or phrases

connected with the topic on the board, and talk about them.

(2) Matching phrases to pictures: teacher prepares a set of pictures, and

phrases related to topic. And ask learners to match phrases with the picture.

(3) Brainstorming: teacher writes the main topic on the board, and

encourages students to call out words related to topic.

2.6.2 Task-cycle

This phase combines tasks and texts in order to give students exposure to

language and also opportunities to use it. Throughout the task cycle, the emphasis has

been on students’ understanding and expressing meanings in order to achieve task

outcomes and report their findings. This is second phase, which includes task,

planning and report.

Task stage: It can take from one minute to ten or more depending on the

type of task and its complexity. The teacher’s monitoring role during this stage is less

active; to make sure that all pairs or groups are doing the right task and are clear about

the objectives, to encourage all students to take part, no matter how weak their

language is, to be forgiven about errors of form.

Planning stage: This planning stage comes after the task and before the

report, forming the central part of task cycle. It describes how to help learners plan

their reports effectively and maximize their learning opportunities.

Report stage: Depending on the level of the class and type of task, a report

might last as little as 20-30 seconds or up to two minutes. Their reports will not

resemble native-speaker language; there are bound to be strange wordings or

grammatical errors.

There are several tasks that learners can achieve in this phase both written

and spoken such as writing story, writing a letter, writing a recommendation, and

doing role-play.

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(1) Writing task

Task stage: students discuss task orally in pair or groups, to decide

content.

Planning 1: students, discuss outline, and write first draft.

Planning 2: students re-write and check their first draft and make final

draft.

Report: students copy their work and give to all classmate, all pieces

of writing are read by all, and then making class discussion.

(2) Speaking task

Task stage: students are provided record of conversation, and dialogue.

Planning 1: students work in pair, discuss and make first draft of their

conversation.

Planning 2: students re-write and check their first draft and make final

draft.

Report: all pairs of students summit their work to all, and do the role-

play as their work.

2.6.3 Language focus

It is about the study of specific features occurring in the language use

during task cycle. That means learners will already be familiar with the meanings of

those words, as well as somewhat familiar with the forms they represent. This phase

focus on form stage will be an opportunity to further focus on the formal aspects of the

words. This final phase, which includes analysis, and practice activities

(1) Language analysis: tasks focus explicitly on language form and use.

Analysis activities should not consist of decontextualized presentation and practice of

language items in isolation. Analysis activities involves three concepts; semantic

concepts, words or parts of a word, and categories of meaning or use. For example;

(1.1) Word category: Ask students to write the words or phrases on

board, students categorize the words into their category.

(1.2) Correcting: After report stage in task cycle, all students discuss

and try to correct their mistake and give feedback for each pair.

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(2) Language practice: activities summarized below can be based on

features of language that have already occurred in previous texts and transcripts or on

features that have just been studied in analysis activities. Some are purely oral, some

require writing in preparation for an oral stage, some are mainly written. Activities in

this phase are

(2.1) Repetition: students repeat useful phrase or word individually. It

is fun to begin slowly and go up to speed, to see how fast they can do it.

(2.2) Memory challenge: students take a set of similar types of word,

e.g. narrative verbs for text that they are learning. Mix them up, and let students write

the complete phrase or sentence containing each item.

These models of extended structure of task implementation seem to be more

appropriate for the classroom. Applying task-based language teaching by using

communicative tasks in first and second phase and form-focused intervention at the

final phase would benefit lexical acquisition.

To sum up, there are two main approaches to vocabulary acquisition:

explicit learning and implicit learning (Schmitt, 2000). Task-based language teaching

is an approach that provides students opportunities to use language in order to achieve

the task. TBLT enables students to recognize target words implicitly because it

encourages the learners to work with, and promote language competence. Moreover,

TBLT focuses upon incidental vocabulary learning, because it is seen as a by-product

of listening, speaking and reading in and outside the classroom context

(Huckin and Coady, 1999). On the other hand, explicit learning which focuses on

word study is adapted as traditional method and it is described in the next section.

2.7 Traditional Method in Vocabulary Learning

According to Gairns and Redman (1986), traditional techniques of teaching

vocabulary are classified into three categories: visual, verbal and translation. These

teaching techniques are similar to decontextualized techniques that Oxford and

Scarcella (1994) have defined. Decontextualized techniques involve removing the

words as completely as possible from any communicative context. It is the technique

of teaching new English words by using word lists, dictionaries and flashcards.

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Activities for using word-lists, dictionaries, and flashcards can be very useful

because they directly draw learners’ attention to the words. To look deeper, the

strategies are used in this present study and will be discussed below.

2.7.1 Word lists

A word list is a sheet of paper which students write the L2 words along

with their L1 definitions or translations to one side of each word. Traditionally, words

are highlighted or selected through word lists in order to help learners pay attention to

them, learn them and store them in memory, especially in the initial stage of foreign

language learning. Learners simply repeat target words until they can recognize them.

It can be claimed that learning vocabulary through word lists is also necessary to help

learners store new words. Word lists are usually used for raising the degree of

recognition especially referring to rote learning (Nation, 1982). The use of word-lists

can easily boost up vocabulary and recall words for short term especially in an

examination. It can be said that using word lists is students are not able to acquire the

vocabulary in long term memory. Moreover, Oxford and Crookall (1989) also claim

word lists are not very useful because learners might not be able to use the new words

in any communicative way without further assistance.

2.7.2 Flashcards

Another traditional technique is the use of flash cards. A flash card is a

cardboard consisting of a word, a sentence, or a simple picture on it. Both teachers and

learners can make the flash cards. Flash cards for EFL teaching has been used for

years and are as a useful method for teachers and learners. Oxford and Crookall (1990)

claim that using flashcards are very popular with students especially for preparing

vocabulary test. Many researches reveal that students use flashcards as their

vocabulary learning strategies. Commercial flashcards are available for many

languages. Schmitt and Schmitt (1995) indicate that learning through flash cards help

learners in acquiring vocabulary more effective than word lists. It can be seen that

flash cards have been used for teaching a variety of purposes during the history of

language teaching such as to teach sounds of the alphabet, to help students to improve

word recognition, to practice their vocabulary development, and to complete drills in

the learning of foreign language. Therefore, flash cards can still be an effective

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technique in vocabulary teaching and have also been used in teaching English as

second language.

2.7.3 Dictionary Use

Dictionary use is another typically traditional technique in vocabulary

learning. This technique is common by looking up the unknown words through using

dictionary. The use of the dictionary is similar to word list technique that learners have

to remember the meaning while they look up the word. Dictionary use is quite helpful

for the learners who have no way of knowing the meaning of the words, and that the

physical action of looking up the word somehow helps learners remember the

meanings. Looking up words while they are reading is the activity that some teachers

promote vocabulary growth and reading comprehension. Many students look up every

single word they do not know, and thus fail to understand the context. Monolingual

dictionaries are usually too difficult for beginning and intermediate learners, so

monolingual (L2-L2) dictionary is the alternative to the bilingual dictionary. However,

the advances in lexicography have shown in the monolingual dictionary is suitable for

lower-level L2 learners rather than native language users. For example, the

monolingual dictionaries give detailed guidance on syntax, pronunciation, and usage

written in a simplified vocabulary as well as specific examples of some words in

context. Therefore, it means that these monolingual dictionaries provide a greater

degree of context and might be more helpful to learners of all level.

In conclusion, adapting all of three techniques as traditional method is

explicit learning which focuses on word study. These techniques are the way to

provide learners opportunity to learn vocabulary directly, and are relevant to more

teacher-centred approach (Gairns and Redman, 1986) unlike task-based language

teaching.

2.8 The effect of using decontextualized teaching techniques.

Decontextualized teaching techniques are as the traditional method that teachers

use in teaching vocabulary by using wordlist, dictionary, and flashcard. Several

researchers conducted about the decontextualized teaching techniques. There was a

claim that wordlist help the learners improve their vocabulary knowledge. As in

Mehrpour (2008) research, he investigated the impacts of two vocabulary teaching

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techniques; contextualized and decontextualized techniques on vocabulary learning of

a low proficiency group of Iranian learners of English as a foreign language, who were

divided into two groups. The results of the study revealed that rote memorization of

word-lists can work better than sentence-making practice, especially for Iranian

learners of English at low level of proficiency. Therefore, it can interpret that using

decontextualized techniques of vocabulary instruction is more appropriate that using

contextualized techniques especially for beginners. Moreover, Qian (1996) compared

the learning of second language words in lists and in contexts. He employed 63

Chinese university learners of English language to learn a set of 15 English target

words. The decontextualized techniques group produced significantly better scores on

an immediate recall test than the contextualized techniques group did. The findings of

his study suggested that decontextualized L2 vocabulary learning is more effective for

these particular students than contextualized vocabulary learning.

In conclusion, decontextualized teaching techniques can aid learners to recall

or memorize the words, especially for beginners. However, Moghaddam and Faruji

(2013) mention that decontextualized teaching techniques seem old-fashioned in the

context of current communication-based language programs because even students

know the meaning of the words, they cannot use those words in context. This

traditional approach is taught by adapting P-P-P framework in order to make the

lesson more effective. P-P-P framework is described as follows.

2.9 P-P-P framework.

According to Ellis (2003), P-P-P is a common method for teaching both grammar

and vocabulary in a foreign language. In a PPP lesson, there are three stages: firstly,

the teacher presents the target language, then students practice the new language items,

and finally they use their own ideas to talk about themselves. These stages are

presented thoroughly as follows;

(1) Presentation stage: this is the first phase in which the teacher presents new

words or structures, give examples, write them on the board, etc.

(2) Practice stage: Students practice using word or structures in a controlled way,

e.g. making sentences from prompts, asking and answering questions, giving sentences

based on a picture. Practice can be oral and written.

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(3) Production stage: it is the final phase of the PPP, students use language they

have learned to express themselves more freely, e.g. to talk or write about their own

lives and interests, to express opinions. Like practice, production can be oral or written.

This PPP model provides clear and simple structure of the lesson. PPP model is

widely used in Thai education especially secondary school. Therefore, PPP model is

selected to use as traditional approach.

2.10 Related studies

There are several research studies which have dealt with the effect of task-based

language teaching approach on learning English vocabulary as a foreign or second

language in particular. Following is a brief review of the related studies.

Thanh and Huan (2012) conducted research by using two group experiment;

control, experimental group. The participants were seventy-six freshmen (48 females,

28 males) in non-English majors at Vinh Long Community College. The participants

were randomly placed in one of two classes: a control group class and an experimental

group class. The experiment was conducted within the twelve-week regular class term.

The pre-questionnaire was administered to both groups on the first day of class to

make sure that two group are homogeneous in terms of motivation. The participants

took the vocabulary pre-test once they completed the pre-questionnaire. The reading

lesson was taught to both groups. The difference between the two groups was that

traditional method of teaching vocabulary were used in the control group, while Text-

based tasks based on Willis’ (1996) framework were implemented in the experimental

group. After the experiment was completed, the post-questionnaire and the post-test

were delivered to both groups at the same time. The result of vocabulary achievement

showed that students in both groups improved their vocabulary achievement.

However, when comparing two groups, it showed that the level of vocabulary

achievement in the experimental group was much higher than that in the control group.

For motivation in learning English, the mean score of students’ motivation of the

experimental group was much higher than that of the control group. From this, it was

interpreted that the experimental group outperformed the control group in terms of

motivation to learn vocabulary. Therefore, the results implied that TBLT significantly

improved both students’ vocabulary achievement, and motivation.

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Sarani, and Sahebi (2012) investigated the impact of task-based approach on

vocabulary learning in ESP Courses. There were about 60 BA students of Persian

literature aging from 18-25 in Birjand University of Humanities participated in this

study. In order to achieve maximum possible homogeneity among the subjects

regarding their general vocabulary, the Nation’s vocabulary test were administered by

50 participants and they were assigned randomly to two groups of 25; a control group

and an experimental group. The two classes included 10 male and 15 female students.

The participants in the control group were required to study the texts, translate them

and answer some non-task-based comprehension questions. For example, they were

taught technical vocabulary based on the traditional method. For the experimental

group, the same passages with some task-based exercises which fit a task-based

framework were used. Moreover, the class time was divided into three phases: pre-

task, task cycle and post-task. In pre-task phase, the teacher tried to activate the ESL

learner’s schemata related to the text with new technical vocabulary to motivate them

to read. In the task phase, the students were engaged in completing different kinds of

tasks, and in the post-task phase, they gave a report, repeated the tasks and even dealt

with language focus tasks. After thirteen weeks of instruction, the post test was given

to find out the differences between the performances of the two groups. The result

revealed that there was not considerable improvement in the control group, whereas, in

experimental group, their mean score on the post-test was increased to 24.00, and the

significant difference was at .05 levels. Therefore, it can assume that the participants’

performance in the task-based class was remarkably better than that of traditional

class.

Moreover, Moghaddam and Faruji (2013) conducted cooperative Tasks and

Lexical Development of EFL learners. There were 60 subjects, who had scored

homogeneously in a teacher-made proficiency test, participated in this study. Both

groups were taught by the same teacher in order to control the teacher variable. Then a

translation test of 210 isolated English words was given to the learners and they were

asked to write down the Persian equivalent of those words. Eighty-five words that

were not known by the most of the learners were selected. After that, a pre-test of 50

multiple-choice vocabulary items was administered to both the experimental and

control groups. The control group was used some conventional techniques such as

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memorization, using dictionaries, and using synonyms, and antonyms. The class was a

teacher-centred which the learners did not actively participate in the classroom

activities. The teacher introduced and explained the lesson to students. On the other

hand, the experimental group was taught through cooperative tasks. There were eight

tasks in this study; each task was carried out within a 20 minute classroom period.

They were chosen as a task typical of those used to promote interaction and

negotiation of meaning among learners. For example, one of them was an opinion-gap

task, in which the learners were given a box of words written on cards, including

individual characteristics and their definitions. They were asked to work in pairs and

express and clarify their thoughts and opinions about characteristics that they thought

were especially applicable to their partners. They engaged in discussion and exchange

of ideas, expressed their individual thinking, and negotiated meaning with their pairs

to solve any misunderstandings. For performing the other tasks the learners were

asked to request clarification and engage in negotiation of meaning if they did not

understand the meaning of any particular lexical item during the task performance.

Two tasks were carried out by the students working in pairs, four tasks by the students

working in small groups, and two by the students working in jigsaw groups. At the end

of the course, students in both groups were given the standardized test used as the pre-

test. The result has shown that cooperative tasks had a significant difference on

vocabulary achievement since t = 7.52 (p = .01< .05). It can be assumed that

cooperative tasks in the classroom were of great importance in developing the

vocabulary knowledge of EFL learners. The finding provided evidence that

exchanging information between learners is a helpful tool in improving EFL learners’

vocabulary.

Similar to the results of Fallahrafie (2015)’s research which studied the effect of

task-based teaching on incidental vocabulary learning in English for specific purposes.

There were 55 BA participants in two classes of male and females, majoring in

Machanical Engineering at the Islamic Azad University of Hashgerd. A Nelson

Proficiency Test was administered among the students in order to ensure their lexical

homogeneity. Then the two classes were randomly labeled as experimental (N= 29)

and control group (N= 26). Both the experimental and the control groups enrolled in

an ESP course specific for Mechanical Engineering learners for five sessions of

25

treatment (one hour and a half, once a week). Both groups were taught by the same

teacher, who had experiences in teaching ESP in Mechanical Engineering. 75

mechanical engineering words, each session 15 words were taught through different

activities for each of the two classes. The treatment group received treatment based on

sentence writing task in each session and the control group was under the traditional

treatment of vocabulary teaching. The finding indicated that there was no statistically

significant difference between two groups on the pre-test of vocabulary. It can be

concluded that the two groups were homogeneous regarding vocabulary knowledge

before experience the treatment. Comparing two groups’ vocabulary scores on the

post-test of vocabulary, the result showed that the participants in the experimental

group performed better than the control group (p ≤ .05).

Furthermore, Bahtiar (2015) studied the use of Task-based Language Teaching to

improve student’s vocabulary mastery. The participants were first grade of SMK

Muhammadiyah Susukan. There was only one group of participants. The data were

collected by evaluation test score, and the observation note. Students were given the

pre-test before applying task-based language teaching. There were three phases in this

study. In the pre-task phase, the teacher focused on giving key vocabulary to the

students. Then, in the task-phase, students worked and shared their idea in group in

order to achieve the task. Lastly, in post-task phase, each group presented their task in

front of the class. They had to share their ideas and give their feedback in whole class.

The result has revealed that the use of task-based language teaching can improve

students’ vocabulary by comparing their score from pre- and post-test (7.19, 8.19).

For another research, Jurcenko (2015) investigated applying task-based language

learning method for teaching vocabulary. There were 6 participants, females who were

upper-intermediate level. The topic ‘cooking’ was used in this experiment because of

personal interest of the learners in the field. Task-based language learning framework

included three parts: pre-task, task-phase and post-task. The first stage of the lesson

consisted of pre-task activities which divided into two parts. During the first one, the

learners brainstormed the topic and answered the teachers’ questions linked to the

theme. The second one was a matching task, in course of which the learners had to

link the definition to the term linked with cooking. In task phase, the teacher divided

learners into several groups and each group had to perform a task by creating their

26

own recipe of pizza. First of all, the learners brainstormed and discussed their ideas.

Secondly, they had to write a small report on their recipe. The last stage was an oral

report. After all reports have been discussed, the teacher provided the learners with an

authentic text containing a homemade pizza recipe. The learners were asked to read it,

to examine the differences between the text and their own recipes and to highlight

vocabulary that was considered to be useful for cooking. The final part was a post-task

phase. The learners discussed what they had done, and they expressed their opinions

about the activity. The result stated that the learners’ communicative competence

developed through real-life communication, and the vocabulary was enriched. The

task-based language learning is a good tool for enhancing the learners’ vocabulary,

because the tasks are challenging for the learners.

In addition, Nguyen & Nguyen (2018) explored about task-based vocabulary

instruction at a Vietnamese high school. Seventy tenth-grade students at a high school

in a Mekong Delta region participated in the study. The two groups involved in this

study. The control group consisted of 15 males and 20 females whereas in the

experimental group there were 13 males and 22 females. The data collected in the

study included tests and questionnaire. The vocabulary achievement test was used as a

pretest to measure students’ vocabulary competence. The vocabulary achievement test

consisted of fifteen recognition items and fifteen production items. The similar

vocabulary test with 30 items was administered to the participants from two groups as

the post-test after the treatment. There were six sessions of the treatment were offered

during six weeks. In the experimental group, each session strictly followed the three

stages in task-based vocabulary instruction. The four-section lesson plan included pre-

task (two activities), task cycle (two activities), language focus (three activities), and

homework. In the pre-task, students were asked to work in pairs, discuss questions and

then present their ideas to the class. For the second activity, students were then

grouped and did matching exercise for words related to electronic devices. In the task-

cycle section, students first worked individually by skimming the text and reporting to

the class what the best title could be for this reading text. In task cycle two, students

had to read the text and complete the chart by filling in some blanks the electronic

device related words. With regard to the third section, language focus, students were

required to analyze two things. First, they had to work in groups and discuss the

27

meanings of the words by telling the functions or benefits of the devices used as

learning tools in the text provided. Secondly, students looked at the chart mentioned

earlier and wrote sentences to describe how to learn new vocabulary generated from

the text. Finally, students worked in groups, read the text, and compare how electronic

devices were used among children in the United States and in Vietnam to answer five

suggested aspects. In the control group, Presentation-Practice-Production (PPP)

approach, the traditional method or approach was used to present new vocabulary

items to the participants. A questionnaire was administered after finishing all

treatments. The result showed that students who were taught vocabulary through tasks

achieved more than those who received traditional vocabulary instruction.

For students’ perceptions of task-based vocabulary instruction, eighty percent of

surveyed students (n=28) said that they would learn vocabulary through tasks in the

future. The reasons for this preference could be classified into three main categories in

terms of increased confidence in communicating in English, the effectiveness of

vocabulary learning and learning of new things and skills. Six out of nine surveyed

students noted that their confidence in communicating in English increased after

learning vocabulary through tasks.

Contrastingly, Ziyaeemehr (2013)’s research investigating the impact of different

task types on vocabulary learning in multilevel language ability classes. There were

three groups of participants; elementary, lower intermediate and intermediate. The

data were collected by providing three tasks: “listen and do”, “classification of related

items”, and “practice through dialog”. These three tasks were assigned randomly each

for a class; task 1 was selected for class one, task 2 was provided for class two, and

task 3 was presented to class three. Each task consisted of three phases; pre-task,

during-task and post-task. The result showed that type of the task employed in

teaching vocabulary does not make significant contribution to students’ understanding

and improvement of vocabulary knowledge. However, the data revealed that students’

task performance is considerably affected by their language ability level. Moreover,

the result indicated that although the type of the task may not have an immediate

impact on students’ further achievement, the learners’ background knowledge of the

language does play a significant role in their vocabulary learning.

28

Based on this review of related studies, most of research results claimed that

TBLT, and traditional approaches were effective in vocabulary learning. Moreover,

most participants of TBLT approach were in university, it might be assumed that

TBLT approach might not be more effective for intermediate level. The participants

who participated in this experiment were secondary school students, so it might be

assumed that TBLT approach might not be effective for them. Therefore, this research

aims to investigate the effect of two vocabulary teaching techniques that is task-based

language teaching and traditional approaches on vocabulary achievement of Grade 9

EFL learners. Totally, the study tries to cast light on the following research questions:

(1) Which method: Task-based language teaching or traditional method helps

students learn vocabulary better?

(2) Which method: Task-based language teaching or traditional method do the

students prefer in learning vocabulary?

CHAPTER 3

METHODOLOGY

This study aims to investigate the effects of task-based language teaching

(TBLT) and traditional approaches on vocabulary learning achievement of grade 9

EFL Learners. This chapter describes the design and procedure that were used in this

study. It includes subject, vocabulary selection, research design research instruments,

data collection, and data analysis.

3.1 Subject

The subjects participating in this study were 30 Thai 9th

grade students who were

studying English as a foreign language. They were studying at Berdpittayasan School,

Surin province in academic year 2017. There was only one group of thirty subjects

participating in teaching approaches. One class of 9th

grade students who were

homogenous in term of high motivation in learning, and their English proficiency were

in the same level (A1) by the result of Oxford online placement test.

3.2 Vocabulary selection

Eighty target words were chosen from English books; World Wonder 3, and Aim

High. These books are guaranteed by Office of the Basic Education Commission that

they are appropriate with 9th

grade learners. Moreover, they are widely used in Thai

secondary schools for 9th

grade learners. Only sixty words that the participants did not

know were selected to use in this experiment. This is to guarantee that no students

knew the target words.

3.3 Research design

This study was set out to explore the impact of task-based language learning on

vocabulary learning achievement. There was one group of the participants who were

treated with the two teaching approaches; task-based language teaching and traditional

approaches. There were 4 units in this experiment. One group of the participants could

30

reflect on both treatments in term of preference because students were taught through

both treatments. English was used in discussion and communication between the

teacher and participants. Native language was allowed to use only when students did

not understand the instructions.

Firstly, students were asked to do a preliminary test which consisted of eighty

target words. Only sixty words that the participants did not know were selected to use

in this experiment. All 60 target words were divided into 4 sessions; 30 words for

task-based language teaching approach and 30 words for traditional approach. Each 30

words were also divided for two units of two methods. By so doing, participants could

learn fifteen target words in each unit.

After the preliminary test was taken, the participants were provided translation

and a gap-filling pretest. In each unit, students were asked to translate 15 target words

into Thai. For gap-filling part, 15 sentences were provided as questions of each item.

Within each sentence, the target words were replaced by a blank. The participants had

to choose the correct words from a word box to fill in the blank. The word box

contained 15 target words and 2 distracters. Translation test was used as pre-test in

order to make sure that the students did not know the meaning of vocabulary before

they have treated by the treatment. Gap-filling was used as pretest in order to check

the students’ knowledge about the target words and their ability of using word within

context before having treatments.

In task-based language teaching approach, students were taught through this

treatment in unit 1-2. The treatment of the two approaches was carried out within 150

minutes for each unit. In each unit of task-based language teaching approach, the

participants received the worksheet (see table 3.1) containing the target words within

several tasks. They were asked to do the tasks given in order to learn new words. They

had to try to do the task without using dictionary.

In another approach, traditional approach, students were treated through this

approach in unit 3-4. The participants received the worksheet (see table 3.2) which

consisted of fifteen target word lists. They were asked to translate the words into Thai,

and do as the instruction. Dictionaries were allowed to use as a help of translating. In

this way, the participants could pay attention to the target words.

31

Right after the end of each unit of both two approaches, the participants were

asked to do the two posttests; a word translation test and a gap-filling test. Translation

test was used as posttest in order to examine the students’ ability in recognizing

meaning of vocabulary and gap-filling is used in order to examine the students’ ability

in using vocabulary within context. This is to find the effectiveness of the each

approach in the short term period.

After finishing all both treatments, the questionnaire was provided for

investigating the participants’ overall preference of the two approaches; TBLT and

traditional approaches. In each question, the subjects were asked to choose one of two

choices as whether they preferred the TBLT or the traditional method. At the end of

the questionnaire, they had to provide one short answer for suggestion.

3.4 Research instruments

The research tools used in this study consisted of the assessment tools, materials

for the task-based language teaching approach, and materials for the traditional

approach.

3.4.1 Assessment Tools

3.4.1.1 Preliminary test

Translation test was adapted to use as preliminary test in order to

measure the students’ knowledge of the meaning of certain words. 80 words would be

taken from 4 units randomly from the students’ textbooks (20 words per each). After

that, 60 unknown words from preliminary tests were selected as target words (15

words per each unit). Selecting unknown words after doing pre-test was guaranteed

that all of participants did not know the meaning before participating in the

experiment.

3.4.1.2 Pre-test

After the preliminary test was taken, the participants were provided

translation and a gap-filling pretest. In each unit, students were asked to translate 15

target words into Thai. For gap-filling part, 15 sentences were provided as questions of

each item. Within each sentence, the target words were replaced by a blank. The

participants had to choose the correct words from a word box to fill in the blank. The

word box contained 15 target words and 2 distracters. Translation test was used as pre-

32

test in order to make sure that the students did not know the meaning of vocabulary

before they have treated by the treatment. Gap-filling was used as pretest in order to

check the students’ knowledge about the target words and their ability of using word

within context before having treatments.

3.4.1.3 Post-test

After finishing each unit, posttest was administered by the

participants. The posttest included two kinds of tests; translation, and gap-filling.

Translation test was used as posttest in order to examine the students’ ability in

recognizing meaning of vocabulary and gap-filling is used in order to examine the

students’ ability in using vocabulary within context. This was to find the effectiveness

of the each approach.

3.4.1.4 Questionnaire

The questionnaire was used to investigate the participants’ overall

preference of the two approaches and how they learned words in each unit. It was

distributed to the participants after all sessions of the two approaches finished. In each

question, the participants were asked to choose one of two choices as whether they

preferred the task-based language teaching or the traditional approach. At the end of

the questionnaire, students were asked to know their reasons behind the preference of

each approach.

3.4.2 Materials for the task-based language teaching approach

Two reading passages were taken from English books; world wonder 3, and

aim high. Each reading passage included 15 unknown words. The passages used in the

experiment were not studied by the subjects before. Dictionary was not allowed to use

in this treatment. Task-based language teaching model used in this experiment was

adapted from Willis’ (1996) TBLT framework which included 3 phases; pre-task stage,

task cycle stage, and language focus as follows

33

Table 3.1 Sample of a Task-based Language Teaching Lesson

Stage Aims Tasks

1. Pre-task:

pre-task activities

should actively

involve all

learners give

them relevant

exposure, and

create interest in

doing a task on

this topic.

Students are

introduced to the

topic with Task 1,

and Task 2

Task 1: Classifying words and phrases

Teacher writes word or phrases

connected with the topic on the board,

and talk about them.

Task 2: Brainstorming task

Teacher asks students to work in group,

and brainstorm the related words as much

as they can in 10 minutes. Then,

representatives of each group have to

present the words to the whole class.

Students identify

topic language.

Moreover, to

facilitate students

to practice the

target words by

knowing the target

words by using

context cues.

Task 3: Matching phrases to pictures

task

Students are provided the reading text,

and they match the words to their

definitions, and pictures by using context

clues. After that, each group will have to

compare their work with another group.

The teacher monitors and tries to help

them out if they do not understand the

instruction.

34

Table 3.1 Sample of a Task-based Language Teaching Lesson (Continued)

Stage Aims Tasks

2. Task cycle:

In this task, there

are three

components of

the task cycle;

task, planning and

report.

Students are able to

create new

sentences with the

target words by

their own. By so

doing, the role play

can also help

students in

recognizing the

target words.

Task 4: Creative task

Task stage: They try to understand the

reading text. Students will be provided

recorded material which related to the

reading text. Students work in pairs, they

try to read the reading text. Teacher

facilitates them to understand the text.

Planning and report stage: Students

create their own conversation by using

their own experiences which have to

contain all target words, and plan to do

the role play in front of the class.

3. Language

Focus

There are two

components within

this phase called

analysis, and

practice.

Students are able to

analyze the words

within sentences.

To make sure that

the students can

apply the target

words into

sentences correctly.

Analysis and practice:

Task 5: Analysis task: Teacher writes

the good phrases from the role play that

students perform in task cycle. Then,

teacher asks students to reflect on their

classmates’ performances; the good and

error sentences.

To enable students

to recall the target

words, and phrase.

Practice task:

Task 6: memory challenge game

Teacher tells students to turn the text

over. Write the target words into their

own categories in order to check that can

they remember the target words or

phrases or not.

35

3.4.3 Materials for the traditional approach

In each unit, the participants received 15 target words, and were asked to

translate into Thai. The English target wordlist were taken from reading passages of

the same book used in the task-based language teaching approach, world wonder 3,

and aim high. P-P-P model was adapted in this method.

Table 3.2 Sample of a Traditional Lesson

Stage Aims Activities

Warm up To stimulate the

learners use their

English knowledge

in order to get the

topic that they are

going to learn

Activity 1: odd one out

The teacher writes sets of related words

and phrases, and inserting the items in

each set that do not relate to the topic.

Activity 2: Question

The teacher asks students a related

question such as Have you ever acted in

the play? Give the students a few

minutes to discuss in group and then ask

for feedback.

1. Presentation

To teach students

target words

explicitly.

Activity 3: The teacher provides wordlist

that contains target words, and asks

students to look up the meaning by using

dictionary. After that teachers ask

students to tell the meaning of each

words in Thai, and students have to

repeat teacher read words aloud 2 times.

36

Table 3.2 Sample of a Traditional Lesson (Continued)

Stage Aims Activities

2. Practice:

To facilitate

students to practice

the target words by

matching picture

with target words

Activity 4: The target words are

presented by using pictures, students

repeat aloud 2 times. After reading the

words, the words should be written on the

blackboard.

Activity 5: Teacher will provide students

games. The teacher writes down 15 words

on the blackboard, them motivate

students to match a correct picture with

word on the black board. After that the

teacher and students will discuss the

pictures match with the words or not.

3. Production

To facilitate

students to practice

the target words by

using the set of

activity.

Activity 6: students practice the target

words individually

- matching

3.5 Data collection

At the first stage of the process, a preliminary test was provided. There were 80

words taken from the world wonder 3, and aim high. These books are guaranteed by

Office of the Basic Education Commission that they are appropriate with 9th

grade

learners. Moreover, they are widely used in Thai secondary schools for 9th

grade

learners. Only sixty words that the participants cannot answer were selected to use in

this experiment to guarantee that students did not know the target words. After two

days of the preliminary test, pre-test of each unit was administered by participants.

Posttest of each unit was provided after each unit was finished. Translation test was

used in order to examine the students’ ability in recognizing meaning of vocabulary

37

and gap-filling is used in order to examine the students’ ability in using vocabulary

within context.

In addition to the collection of quantitative data, qualitative data were collected to

better understanding of the participants’ process of learning vocabulary and their

approach of preference. The questionnaire was used after all the tasks and experiments

of the two approaches. The participants were asked to choose one of two choices as

whether they preferred the task-based language teaching or the traditional approach.

At the end of the questionnaire, students were asked to know their reasons behind the

preference of each approach

3.6 Scoring and Data analysis

The translation test and the gap-filling test were scored dichotomously, with 1

assigned to a correct answer and 0 to an incorrect one. In the statistical analysis, a

paired sample t-test was used as it was appropriate for one-group experiment.

The p-value less than 0.05 was taken as the level of the statistical significance the

mean value of the results stated which of the two methods was more effective in

vocabulary achievement.

CHAPTER 4

RESULTS OF THE STUDY

This chapter reports the results of the study based on the data from post-tests and

the questionnaire. The results of the study were collected from grade 9 students at

Berdpittayasan School in Surin. The findings of the study were presented in terms of

tables and reports. The results of the data analysis were divided in 9 main categories:

(1) General information

(2) A comparison of the mean scores on TBLT approach pre-test and post-test

(3) A comparison of the mean scores on Traditional approach pre-test and post-

test

(4) A mean scores of participants in the post-tests

(5) The mean scores of participants in the word translation test

(6) The mean scores of participants in the gap-filling test

(7) The participants’ opinion in English learning

(8) The participants’ preference between task-based language teaching and

traditional approaches

(9) A comparison of TBLT and traditional approaches

4.1 General information

The following table showed background information of participants regarding sex,

and GPA in English.

Table 4.1 General information

Biographical Data Number of participants (N=30) Percentage

Sex

Male 10 33.33

Female 20 66.67

Total 30 100.00

39

Table 4.1 General information (Continued)

Biographical Data Number of participants (N=30) Percentage

GPA in English

1.0-1.4 2 6.67

1.5-2.4 5 16.67

2.5-3.4 10 33.33

3.5-4.0 13 43.33

Total 30 100.00

Table 4.1 showed the biographical data of 30 grade 9 students who studied at

Berdpittayasan School in the academic year 2017. Out of the total number of subjects,

10 (33.33%) were male, whereas 20 (66.67%) were female. This showed that the

majority of the students were female. The result also showed that most of the subjects

(43.33%) got 3.5-4.0 in English grade average. Those who got 2.5-3.4 were 33.33

percent and those who got 1.5-2.4 were 16.67 percent. Only 6.67 percent of the

subjects were students with an English grade average of 1.0-1.4. In conclusion, the

overall results of the subjects’ information showed that the majority of the subjects

who participated in this experiment were female. The greatest number of the subjects

had a higher grade average.

4.2 A comparison of the mean scores on TBLT Approach pre-test and post-test

To make sure whether there is any significant difference between the mean scores

of the pre-test and the post-test in TBLT group, the following table showed the mean

scores on pre-test and post-test by TBLT approach.

Table 4.2 A comparison of the mean scores on pre-test and post-test by TBLT

approach

Test Mean N(30) SD T P

Pre-test 0.00 30 0.00 113.907 0.00

Post-test 53.37 30 2.566

40

According to table 4.2, it was found that the vocabulary achievement of 9th

grade

students were significantly higher after learning task-based language teaching,

significant at the 0.00 level ( T=113.907). The mean score of the post-test (M=53.37,

S.D.=2.566) was higher than the mean score of the pre-test (M=0.00, S.D.=0.00).

Therefore, the result could be indicated that using task-based language approach could

enhance students’ vocabulary achievement.

4.3 A comparison of the mean scores on Traditional Approach pre-test and post-

test

The following table showed the mean scores on pre-test and post-test by

traditional approach.

Table 4.3 A comparison of the mean scores on pre-test and post-test by

traditional approach.

Test Mean N SD T P

Pre-test 0.00 30 0.00 104.199 0.00

Post-test 48.93 30 2.572

As shown in table 4.3, the mean of the participants’ score on the pre-test was 0.00

the S.D. was 0.00. After receiving traditional method in teaching vocabulary, their

mean scores on the post-test was increased to 48.93, with the standard deviation of

2.572. The finding showed that there was a significant different in vocabulary

learning since T=104.199 (p=.000< .05) Therefore, it could be interpreted that

traditional approaches could help the participants improve their vocabulary knowledge.

In conclusion, the overall results of comparing the both approaches on pre-test

and the post-test showed that TBLT and traditional approaches could enhance students’

vocabulary achievement effectively since the mean scores of both group post-test was

higher than pre-test.

41

4.4 A comparison of the mean scores of participants in the post-tests

To answer research question 1: “which method: Task-based language teaching or

traditional method helps students learn vocabulary better?” The following table shows

the results of the post-tests between task-based language teaching approach and

traditional approach.

Table 4.4 A comparison of mean scores of participants in the post-tests

Approaches Mean N SD T P

TBLT 53.33 30 2.578 7.795 0.000

Traditional 48.93 30 2.572

The post-tests scores from the two approaches were compared to find out the

differences of word retention. The table 4.4 showed that TBLT had a significant

difference on vocabulary achievement since t = 7.795 (p=.000< .05). Therefore, from a

statistical point of view, it can be indicated that TBLT approach helped the

participants learn target words better and perform well in the post-tests than traditional

one.

4.5 The mean scores of participants in the word translation test

To look deeper, two more questions arise; which of the two approaches can help

the participants to perform more effectively in the word translation test and also in the

gap-filling test. This was to find out which approach can help the participants translate

the target word meaning and use the words in context more effectively.

Table 4.5 A comparison of the mean scores of participants in the word

translation test

Approaches Mean N SD T P

TBLT 28.03 30 1.450 -0.678 0.503

Traditional 28.33 30 1.749

42

To find the answer of which of the two approaches; TBLT and traditional

approaches, can help the participants perform more effectively in the word translation

tests, the mean scores of the word-translation post-tests of the two approaches were

compared to see if there were any significant differences in vocabulary learning. Table

4.5 showed that there was no significant difference as t =-0.678 (p>0.05). Therefore, it

could be said that both TBLT and traditional approaches could equally help the

participants perform effectively in the word translation test.

4.6 The mean scores of participants in the gap-filling test

The following table showed the result of the other research question; which of the

two approaches can help the participants to perform more effectively in the gap-filling

test.

Table 4.6 A comparison of the mean scores of participants in the gap-filling test

Approaches Mean N SD T P

TBLT 25.30 30 1.950 10.815 0.00

Traditional 20.60 30 1.923

Similarly, to find out which approach could help the participants perform more

effectively in the gap-filling test, the procedures of statistical analysis were the same.

The mean scores of the gap-filling post-tests of the two approaches were used to find

out the result in vocabulary learning achievement, the result in table 4.6 showed that

there was a significant difference as t =10.815 (p<0.05). The mean score of the TBLT

is 25.30 which was higher than the mean score of the traditional approach

(Mean=20.60). Thus, it could be said that the TBLT approach could better help the

participants perform in the gap-filling test more effectively.

4.7 The participants’ opinion in English learning

This section presented the results rated by the participants’ opinion in their

English learning, and vocabulary learning. The results were collected from the

questionnaire (item No.1-2). The number of participants and percentage were shown

in following table.

43

Table 4.7 The participants’ interest in English learning

Level of interest Number of participants (N=30) Percentage

extremely high 10 33.33

high 15 50.00

moderate 5 16.67

less 0 0.00

least 0 0.00

Total 30 100.00

Table 4.7 showed the participants’ opinion towards their English learning. The

results of the questionnaire (item No.1) revealed that 50% of participants were very

interested in learning English, while some of them (33%) were extremely interested in

learning English. 16.67% of participants whose interest in learning English were

moderate. It could be interpreted that most of participants in this experiment were

interested in learning English, so their motivation in learning English was high.

Table 4.8 The participants’ attitude in English vocabulary learning

Attitude in vocabulary learning Number of participants

(N=30)

Percentage

very difficult 18 60.00

difficult 7 23.33

moderate 5 16.67

easy 0 0.00

total 30 100.00

The students’ attitudes towards English vocabulary learning were showed in table

4.8. The results of the questionnaire (item No.2) revealed that majority of the

participants (60%) thought that learning vocabulary is very difficult, while 23.33% of

them believed that learning vocabulary was difficult. Only 16.67% thought that

learning vocabulary was not difficult. Therefore, it can be said that vocabulary

learning was very difficult in the students’ opinion.

44

4.8 The participants’ preference between task-based language teaching and

traditional approaches in vocabulary learning

This part of the finding presented the opinions given by the respondents, to

answer research question 2 “which method: Task-based language teaching or

traditional method did the students prefer in learning vocabulary?” The data was

obtained from the questionnaire which consisted of 6 questions asking their preference

between task-based language teaching and the traditional approaches. Moreover, the

open-ended question (item No.9) asking about their opinion towards the approaches

was described as a claim. The number of participants and percentage were shown in

following table.

Table 4.9 The participants’ preference between task-based language teaching

and traditional approaches in vocabulary learning

Statement

TBLT

approach

Traditional

approach

N(30) Percentage N(30) Percentage

1. I enjoy learning new vocabulary

through this method (Item no.3) 22 73.33 8 26.67

2. I am interested in learning new

vocabulary by using this method and

want to learn by using this method

more. (Item no.4)

20

66.67 10 33.33

3. This method helps me remember

new vocabulary better and use it in

context effectively. (Item no.5)

22

73.33

8

26.67

4. This method helps me understand

the meaning of words better.

(Item no.6)

10

33.33

20

66.67

5. This method helps me in learning

new vocabulary better. (Item no.7) 23 76.67 7 23.33

45

Table 4.9 The participants’ preference between task-based language teaching

and traditional approaches in vocabulary learning (Continued)

Statement

TBLT

approach

Traditional

approach

N(30) Percentage N(30) Percentage

6. I like to learn new vocabulary by

using method. (Item no.8)

22

73.33

8

26.67

Regarding the participants’ preference between task-based language teaching and

traditional approaches, table 4.9 showed that most participants thought that the task-

based language teaching enabled them learn new vocabulary better than the traditional

one. Majority of the participants (73.33%) enjoyed learning new vocabulary through

the task-based language teaching while only 26.67% felt happy when they learn new

vocabulary by using the traditional approach. Here were some claims of the

participants;

“Learning through task-based language teaching provided me opportunities to

practice communicating, so I could learn new vocabulary incidentally. The activities

in TBLT were enjoyable, so I enjoyed learning vocabulary through this method.”

“There were many interesting tasks that I had to achieve, so I did not feel bored

when learning with the tasks”

In addition, most of the learners (66.67%) were interested in learning new

vocabulary by using task-based language teaching and wanted to continue learning

through this method while a few of them (33.33%) thought traditional approach was

interesting, and they wanted to learn through this method. Here were some claims of

the participants;

“Task-based language teaching was such a new technique that I have never

learned with this approach before, so TBLT was interesting for me.”

46

“Learning through TBLT was interesting because teacher could do more than

standing in front of the students and telling them to write something in their notebook.

Therefore, I could learn English by another way except only write it in my notebook”

Moreover, 73.33% of respondents thought that task-bask language teaching could

help them remember new vocabulary better and use it in context effectively. Only

26.67% of them claimed that traditional approach helped them remember new

vocabulary better. Here was a claim of participants;

“In completing tasks, I was encouraged to interact with group members by using

target words, thus, I can remember new target words easily.”

Interestingly, most participants (66.67%) agreed that tradition approach helped

them understand the meaning of words better while 33.33% of them said that task-

based language teaching helped them understand the meaning of words better. Here

was a claim of participants;

“Looking up the meaning by using dictionary in traditional method make me

know and understand the meaning of the words clearly.”

Apart from that, most of the respondents (76.67%) stated that task-based language

teaching helped them in learning new vocabulary better. The rest of them (23.33%)

revealed that traditional method help them in learning new vocabulary better. Here

was a claim of participants;

“In completing tasks, I had to use the target words by presenting through the role

play, not only learning the target words but also improving speaking skills, whereas, I

can learn the new words directly through traditional method, but lacking of using the

words in context.”

Lastly, the majority of participants (73.33%) mentioned that they like to learn

new vocabulary by using task-based language teaching while only 26.67% of them

like to learn vocabulary through traditional approach. Here were some claims of the

participants;

47

“TBLT reinforced me to coordinate with my friends in pairs or in group, so it

reduced my stress when learning English”

“TBLT not only helping me remember new vocabulary but also helping me

improve four language skills”

Thus, the overall of the results of questionnaire showed that most students

preferred learning vocabulary through task-based language teaching.

4.9 Comparison of TBLT and traditional approaches.

According to the results above, both TBLT and traditional approaches could help

participant learn target words effectively. There were some advantages and

disadvantages of both techniques as follows.

4.9.1 Advantages of TBLT

Learning through TBLT approach, students are more active and participate

more in the progress of the lesson. Because of working in group or pairs, students

could help each other to achieve the tasks without getting stress in learning English.

Moreover, TBLT could also help students improve four main English language skills,

especially speaking.

4.9.2 Disadvantages of TBLT

The most usual problem of this method was difficult and time-consuming

preparation. TBLT was quite difficult for Thai secondary school students, because the

students have to use English as a media between teacher and students. Some students

said that they were afraid of making mistake in their speaking, so they were shy if they

had to speak English. Moreover, learning through TBLT might need more time for

students to achieve the tasks, because students need more time to discuss, and present.

Therefore, using TBLT might need more than 3 hours to finish the lesson.

4.9.3 Advantages of traditional approach

Traditional methods through PPP framework provided clear and simple

structure of the lesson. This approach was relatively easy for beginners because it

provides clear and easy to follow lessons. Traditional was an explicit way to learn the

target words, because students could know the meaning of the word language clearly

by using the dictionary.

48

4.9.4 Disadvantages of traditional approach

The problem of this method was the students tended to be passive quite a

large part of lesson. In other words, the lessons were predisposed to be teacher-

centred. Although traditional approach could also help learners know the meaning of

words explicitly, they did not know how to use the words in context. Moreover,

learning through traditional approach, students did not get so much opportunity to

communicate freely and independently.

CHAPTER 5

DISSCUSSION

The aim of this study is to investigate whether the task-based language teaching

approach or the traditional approach helps the participants achieve their word

knowledge. In addition, this chapter presents summary of the finding, and discussion

of the finding.

5.1 Summary of the findings

The results of the study can be summarized as follows:

5.1.1 General information of the participants

The findings showed that the majority of the participants (66.67%) were

female while 33.33% of them were male. Most of the participants (43.33%) got 3.5-

4.0 in English grade average.

5.1.2 Research question 1: which method: Task-based language teaching or

traditional method helps students learn vocabulary better?

Comparing the post-tests scores between the two approaches to find out the

differences of vocabulary achievement, the finding showed that that TBLT had a

significant difference on vocabulary achievement since t = 7.795 (p = .000< .05). Thus,

from a statistical point of view, it can be indicated that TBLT approach helped the

participants learn target words better and perform well in the post-tests than traditional

approach. Moreover, there were two more questions arise; which of the two

approaches could help the participants to perform more effectively in the word

translation test and also in the gap-filling test. The result revealed that both task-based

language teaching and traditional approaches could equally help the participants

perform effectively in the word translation test as t = -0.678(p>0.05). Whereas，the

mean scores of the gap-filling post-tests of the two approaches were used to find out

the result in vocabulary learning achievement, the result in the Table 4 showed that

there was a significant difference as t = 10.815 (p<0.05). The mean score of the TBLT

is 25.30 which was higher than the mean score of the traditional approach

50

(Mean=20.60). Therefore, it could be interpreted that task-based language teaching

helped students learn vocabulary better, especially in gap-filling test.

5.1.3 Research question 2: which method: Task-based language teaching or

traditional method do the students prefer in learning vocabulary?

To answer the second research question, the data were collected from

questionnaire related to participants’ preference between task-based language teaching

and traditional approaches. The results showed that most of the participants (73.33%)

enjoyed learning through task-based language teaching while only 26.67% of them

like to learn vocabulary through traditional method. Some of them claimed that task-

based language teaching was such a new technique that they have never learned with

this approach before, so TBLT made them happy to learn new vocabulary with it.

Therefore, it can be said that students preferred learning vocabulary through task-

based language teaching.

5.2 Discussion of the findings

This section presented a discussion of the results of the study and how they

related to other previous studies. The use of task-based language and traditional

approach were supported by many researchers and educators in the field of second

language acquisition, thus the findings from the previous chapter were discussed as

follows;

5.2.1 Analysis of the effects between the task-based language teaching and

traditional approaches on the participants’ vocabulary achievement.

As the results showed, there was a significant difference between the two

approaches (i.e. TBLT and traditional) in improving vocabulary knowledge. Since the

mean scores of both treatments in the post-test are much higher, as observed in Table 2

and Table 3. Thus, it could be argued that both TBLT and traditional methods help

students enhance their vocabulary knowledge significantly. Comparing the post-tests

scores between the two approaches to find out the differences of vocabulary

achievement, the finding showed that that TBLT had a significant difference on

vocabulary achievement since t = 7.795 (p = .000< .05). We could imply that TBLT

approach helped the participants learn target words better than the traditional one. The

result of this study was similar to the study of Sarani and Sahebi (2012) who

51

investigated the impact of task-based approach on vocabulary learning in ESP Courses.

They found that the participants’ performances in task-based language teaching class

were remarkably better than traditional class because learners learning through tasks

used in TBLT approach could help participants learn target words by communication.

Moreover, target words within the text were supposed to provide chances of noticing

during a meaning-focused activity as in pre-task stage. This was in agreement with

Newton (2001) who studied about notion of vocabulary learning through

communicative task, he mentioned that TBLT approach enabled learners to develop

strategies for managing new vocabulary while also maintaining a communicative

focus. It was evident that students who did not even use the words, but simply

observed the negotiation, could remember meaning-negotiated lexical items better

than non-negotiated items (Newton, 2001). In this way, the participants could

recognize target words incidentally because it encourages the learners to work with,

and promote language competence. They could also use the context clue as a help to

guess the meaning of the unknown words before doing the further tasks. There was

some problem occurring in learning vocabulary through TBLT, the students’ tendency

to use their mother tongue in class. To make this approach more effective, students

have to be monitored quite closely in order to make them really use the target

language. Most of the participants in many previous studies (Thanh & Huan, 2012,

Sarani & Sahabi, 2012, Moghaddam & Faruji, 2013) were in university, it might be

assumed that using TBLT in language teaching was not appropriate for secondary

level. However, the results of this experiment showed that TBLT also help secondary

school students achieve vocabulary knowledge. Therefore, it could be said that TBLT

approach could enhance the student’s vocabulary achievement for all level. Teacher

should apply Krashen’s comprehensible input for creating the lesson for the students.

Krashen (1989) pointed out that comprehensible input was important for the learners

to acquire a language. The input hypothesis stated that a language learner who was at

level “i” must receive comprehensible input that is at level “i+1”. Therefore, the lesson

that students have to learn should not be too easy or difficult for the learners. For

example, students in this experiment were allowed to use their mother tongue when

they had a problem or did not understand the lesson.

52

On the other hand, learners learning through traditional approach was

taught or presented target words through the use of word list, flash card, and dictionary

by adapting PPP framework. This approach was relatively easy for beginners because

it provides clear and easy to follow lessons. Traditional approach was widely used in

teaching vocabulary especially for beginner learners. It could be used to contrast the

L1 and L2 differences. The hierarchical model from Kroll and Stewart (1994) also

showed that learners in the early stage normally relied on word-to-word association

because their knowledge of L1 meaning to L2 meaning was still weak. It could be said

that students prefer clear and easy to follow lessons, but the question whether this is

really effective still remains. The problem occurring in Learning through traditional

approach was students did not get so much opportunity to communicate freely and

independently. Moreover, Senel (2002) emphasized that new words in vocabulary

learning should be presented in context of a complete sentence, and in a meaningful

situation and should not be presented in isolation like wordlist. Furthermore,

Vocabulary teaching might be more effective using of contexts to help learners receive

target words, recognize the surrounding and contextual meaning, retrieve words,

restore them in long term memory.

In conclusion, both treatments; TBLT and traditional could help the

students learn new vocabulary. When comparing two treatments, task-based language

teaching had a marked effect on vocabulary acquisition. It could be said that learning

vocabulary by using TBLT to learn target words will lead learners to activate their

schematic knowledge and to enhance understanding for further vocabulary

achievement. TBLT instruction was an effective way in English vocabulary learning in

which it can afford interest and authenticity, improve language by negotiation of

meanings, and create a climate of intimacy and deep cooperativeness basic to learners’

emotional and cognitive growth. Although traditional approach could help learners

know the meaning of words directly, they did not know how to use the words in

context.

53

5.2.2 Analysis of further investigation on the effects of TBLT and traditional

approach in doing word-translation and gap-filling tests

Besides the results of the main research questions, the study also further

investigated which of the two teaching approaches could better help the participants in

doing the word translation test and the gap-filling test. The result showed that there

was no significant difference between the two teaching approaches in helping the

participants to do the word translation test. The practice of word list, flash card, and

translating words in the traditional approach could also help them in doing the word

translation test and retain the word meaning as the L1 meaning could be used as an

equivalent to the L2 word (Martin-Martin, 2013). In this way, they knew the correct

L1 meaning of the target word directly. Moreover, word lists were usually used for

raising the degree of recognition. The use of word-lists could easily boost up

vocabulary and recall words for short term purpose like in an examination (Nation,

1982).

However, there was a significant difference between the two teaching

approaches in helping the participants do the gap-filling test. This was probably

because tasks facilitate learners to practice two areas of linguistic knowledge skills

(vocabulary, grammar). Moreover, although the translation of a foreign word could

easily made meaningful associations between foreign word and learners’ prior

knowledge in their L1 (Nation, 1982, 1990; cited in Hayati and Shahriari, 2010), it is

argued that vocabulary lists were isolated (Ianacone, 1993, p.43; cited in Hayati and

Shahriari, 2010). In other words, students knew the meaning of the word, and they

cannot use that word in sentence correctly.

5.2.3 Discussion on the participants’ preference between task-based

language teaching and traditional approaches and self-learning

The results showed that most of the participants (73.33%) enjoy learning

through task-based language teaching while only 26.67% of them like to learn

vocabulary through traditional method. The findings from the questionnaire could be

interpreted that the participants’ preference on the task-based language teaching

approach was more than the traditional approach. Furthermore, female were the

majority of the participants who prefer learning through the task-based language

teaching. Psychologists have found there were significant differences in cognitive

54

performance of males and females. Batters (1986) stated that females spent more time

on attentive activities than male. Attentive activities included listening to the teacher,

to the tape, to other classmates, observing and reading. It can be interpreted that

females pay more attention to learning than males, so all of them enjoy the activities

which are more challenging and interesting for them. Ellis (2003) suggested that the

TBLT approach brought a variety of benefits to learners; the most important was

motivation. This is in agreement with Malone and Lepper (1987) who claimed that

seven factors promote intrinsic motivation: four individual factors (challenge, curiosity,

control, and fantasy) and three interpersonal factors (competition, cooperation, and

recognition). Individual factors were associated with what students were doing in their

own efforts. Interpersonal factors played a role only when students were interacting

with others. Thus, it can be said that using TBLT in vocabulary learning could

stimulate the learners’ motivation; both individual factors and interpersonal factors.

Moreover, the result of this questionnaire was in line with the study of Ur (1996), the

result showed that the learners thought that TBLT is such interesting method because

there was more talk, more participation, and more motivation. From this research, the

reasons behind their preference were that the task-based approach provided several

communicative tasks which they had a chance to work in the group, which can reduce

their stress. Tasks were challenging and more like a game so learners enjoy with it.

This reason is supported by Willis (1996), she claimed that TBLT provides learners

with a wide range of advantages, for example, a comfortable learning environment that

allowed shy students to overcome stress or fear and speak or had discussions with

others. Furthermore, Skehan (2003) proposed that these tasks were designed to be

meaningful, and learner-centred, giving students an active role in participation, so their

motivation in learning increased. Therefore, it can be concluded that task-based

language teaching can be used effectively in vocabulary learning because the target on

teaching TBLT was to enhance, recognize and acquire meaning of word, and also

produce and acquire knowledge for greater aspects; both meaning-focused and form-

focused.

55

On the other hand, the traditional approach may not motivate the learners to

learn vocabulary. Learners thought that traditional approach seemed old-fashioned in

vocabulary learning because they have been taught by using all three activities:

wordlist, flashcard and dictionary. Moreover, the lessons were predisposed to be

teacher-centred. Some participants claimed that even they know the meaning of the

words; they cannot use those words in context correctly. The evidence of the

confirmation was the result shown in the previous chapter that the participants

performed on the gap-filling test, after received the traditional approach, worse than of

the task-based language teaching approach.

The findings and the studies in this research lead the researcher to the

conclusion that the participants preferred the task-based language teaching approach in

learning vocabulary than the traditional approaches as the former motivated them to

learn new words and provided more interesting tasks to learn word meanings, which

let them perform better on doing each test.

CHAPTER 6

CONCLUSION

This chapter presents the conclusion of the study, limitations of the study and

recommendations for further study.

6.1 Conclusion

This study is an attempt to examine the effectiveness of task-based language

teaching and traditional approaches on Thai EFL students’ vocabulary learning

achievement.

There was one group of the participants. They were 9th

grade Thai students from

Berdpittayasan school, Surin province, Thailand.

The research instruments used to collect data were a preliminary test, a pretest, a

posttest, and a questionnaire. The data collection focused on the participants’

vocabulary achievement which results were collected from the compared scores

between posttests of two methods. The results of the study can be concluded as

follows:

6.1.1 Task-based language teaching approach helped students achieve their

vocabulary learning significantly since t = 7.795 (p=.000< .05). Therefore, we could

conclude that TBLT approach help the participants learn target words better than the

traditional one.

6.1.2 Aside from the results above, the study showed two more results. In doing a

word-translation test, both task-based language teaching and traditional approaches

could equally help the participants learn new vocabulary. However, in doing a gap-

filling test, the participants could perform better after they learned words through task-

based language teaching approach than through the traditional approach.

6.1.3 Aside from the participants’ performance on tests, their preference on each

approach was showed in the questionnaire. The participants preferred to learn new

words through task-based language teaching approach than through the traditional

approach. The reason behind their preference were that the task-based approach

57

provided several communicative tasks which they had a chance to work in the group,

which could reduce their stress. Moreover, tasks were challenging and were more like

a game so learners enjoyed it. Learning through the task-based language teaching

approach could facilitate them in understanding and learning the meaning of the

words.

From the above analysis and discussion, we have learned that TBLT approach

could help the participants learn target words better than the traditional one. Both

approaches could equally help learners did the translation test, but in doing gap-filling

test, TBLT approach could better help learners use the right words in the right contexts.

This suggests that learning vocabulary with several tasks can help learners not only

gain the word knowledge, but also know how to use them in the right context.

Furthermore, learning vocabulary through translation might not provide enough

contexts while there are also chances of guessing meaning of unknown words

incorrectly if learners learn vocabulary only through wordlist, flash card, and

dictionary.

6.2 Limitations of the study

There are two limitations of this study. The first limitation is numbers of the

participants which is probably too small as they are only thirty students in one group

of the participants. This might reduce the power of research generalizability. The

second limitation is the limited of time in treating each approach. To see vocabulary

retention in long term period, the study need the long term period to find out which

methods helps students retain vocabulary better in the long term?

6.3 Recommendation for further study

Due to the limitations of the study above, further study should conduct a research

concerning more numbers or groups of the participants. Certainly, more numbers

could make the study more generalizable. Moreover, the addition of another approach,

the combination of the task-based language teaching and the traditional approaches

would be able to provide more information in another aspect as the two approaches are

used for treatment together. The further research might need to have two more groups

of the participants who have similar English proficiency to compare results between

58

groups. 2 weeks later after finishing all the treatments under experimental conditions

is normally referred to as ‘long-term retention.’ (Yongqi Gu, 2003). By so doing, we

might know that which of the two approaches can better help the participants to retain

word knowledge.

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APPENDICES

66

APPENDIX A

PRELIMINARY TEST, PRE-TEST, AND POST-TEST

67

Preliminary Test

Instructions: Translate the English words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปน

ภำษำไทย)

1. decide =____________ 41. healthy =_____________

2. earn =_____________ 42. participate =___________

3. lot of =____________ 43. tradition =___________

4. become =_____________ 44. coverage =___________

5. famous =____________ 45. weigh =____________

6. ambitious =_____________ 46.celebrity =___________

7. glamorous=_____________ 47. bake =_____________

8. well-paid =_____________ 48. widow =_____________

9. good at =_____________ 49. prepare =_____________

10. solve =_____________ 50. appetite =_____________

11. mystery =_____________ 51. competition =_____________

12. catch =_____________ 52. natural =_____________

13. criminal =_____________ 53. boil =_____________

14. career =_____________ 54. mind =_____________

15. dangerous=_____________ 55. enormous =_____________

16. excellent =_____________ 56. popular =_____________

17. journalist =_____________ 57. vegetable =_____________

18. qualification=___________ 58. fruit =_____________

19. find out =_____________ 59. choose =_____________

20. straight away =_________ 60. stay =_____________

21. expect =_____________ 61. aboard =_____________

22. involve =_____________ 62. book =_____________

23. performance=___________ 63. castle =_____________

24. audience =_____________ 64. celebrate =____________

25. cool =_____________ 65. extravagant =_____________

26. ticket =_____________ 66. interview =___________

27. unusual =_____________ 67. forest =_____________

28. nervous =_____________ 68. guest =_____________

68

29. special =_____________ 69. island =_____________

30. role =_____________ 70. memorable =___________

31. during =_____________ 71. mountain =___________

32. plan =_____________ 72. organize =___________

33. stage =_____________ 73. outdoor =_____________

34. experience =_____________ 74. kind of =_____________

35. couple =_____________ 75. tent =___________

36. forget =_____________ 76. balloon =_____________

37. around =_____________ 77. sort =_____________

38. quite =____________ 78. fantastic =___________

39. theatre =_____________ 79. well-known =_____________

40. everything else=_____________ 80. occasion =___________

69

Pre-test for TBLT Approach

Unit 1

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปนภำษำไทย)

1. catch =______________________

2. ambitious =______________________

3. glamorous =______________________

4. decide =______________________

5. straight away=______________________

6. well-paid =______________________

7. excellent =______________________

8. find out =______________________

9. solve =______________________

10. journalist =______________________

11. dangerous =______________________

12. criminal =______________________

13. career =______________________

14. mystery =______________________

15. qualification=______________________

70

Part 2 : Gap-filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอกค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. Tom is _________________ to go to the moon.

2. Police officer is one of _______________ that he wants to be.

3. That river is ________________ to swim in.

4. Everybody likes Jane. She's a ________________ girl.

5. She _________________ the problem with ease.

6. This letter is the only key to the __________________.

7. He wants a lot of money so he wants to find a ______________ job.

8. Sorayut works at Thai TV3 as a _________________.

9. This restaurant is very interesting. They serve ________________ food here.

10. Proper ______________ is required for the position.

11. She did not ______________ to be a singer until she reached the age of twenty.

12. Sompong can _________________a lot of fish within one hour.

13. Get the work started __________________.

14. Give me a ring if you __________________ anything.

15. The ________________ in America is addicted to drugs.

well-paid (adj.) glamorous (adj.) excellent (adj.) journalist (n.)

decide (v.) qualification (n.) catch (v.) mystery (n.)

criminal (n.) ambitious (adj.) career(n.) dangerous (adj.)

solve (v) straight away (adj) become (v.)

good at (phrasal v.) find out (phrasal v.)

71

Pre-test for TBLT Approach

Unit 2

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปนภำษำไทย)

1. book (v) =______________________

2. mountain =______________________

3. extravagant =______________________

4. memorable =______________________

5. outdoor =______________________

7. aboard =______________________

8. tent =______________________

9. forest =______________________

10. celebrate =______________________

11. castle =______________________

12. guest =______________________

12.island =______________________

13. occasion =______________________

14. interview =______________________

15.organize =______________________

72

Part 2: Gap-filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอก

ค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. Queen Elizabeth often spends the summer in a/ an ________________in Scotland.

2. I want to fly to London next month. I have to _______________ a ticket.

3. The weather’s beautiful today. I do not want to stay home. I want to go

______________.

4. There are thousands of beautiful trees in that ______________.

5. Cyprus is a/an ______________ in the Mediterranean Sea.

6. I am not staying in this country for my holiday. I’m flying ______________.

7. We usually have a special dinner to ___________ my grandmother’s birthday.

8. You are special to me. I have dinner with you. It is a very _____________ dinner!

9. Inviting a celebrity chef to prepare the food for the party was

very_______________.

10. It is my brother’s birthday next week. Let’s ________________ the celebration!

11. Killimanjaro is a very tall _________________. It takes about five days to climb

to the top.

12. They are having a camping holiday. They are sleeping in a/an ____________ next

to the river.

13. This is a big wedding. There are a hundred _______________!

14. You will have a/an _____________ before getting a job.

15. If there is a suitable _____________, I'll introduce you to him

book (v.) organize (v.) extravagant (adj.) memorable (adj.)

tent (n.) island (n.) forest (n.) castle (n.)

aboard(n.) celebrate (v.) guest (n.) occasion (n.)

outdoor (n.) interview(v.) balloon (n.)

fantastic (adj.) mountain(n.)

73

Pre-test for traditional method

Unit 3

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปน

ภำษำไทย)

1. during =______________________

2. experience =______________________

3. couple =______________________

4. ticket =______________________

5. performance =______________________

6. audience =______________________

7. special =______________________

8. unusual =______________________

9. stage =______________________

10. role =______________________

11. involve =______________________

12. plan =______________________

13. nervous =______________________

14. cool =______________________

15. expect =______________________

74

Part 2: Gap-filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอก

ค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. I am ______________ so I forget his name.

2. I love this gift. It is very _______________ for me.

3. This is a / an _____________ name. Her name is Soymen.

4. There are only two players on __________________.

5. The TV show attracted an/a _________________ of almost twenty million.

6. A/An___________ of girls are playing guitar over there.

7. He takes an important _______________ in this film.

8. Yaya had its first _________________ in 2000

9. His dancing is very _______________.

10. A decision like that should __________________ you.

11. What do you _________________ to do?

12. This film is very interesting. The _________________is sold out quickly.

13. I did not __________________ he'd have left anyway.

14. I woke up several times __________________ the night.

15. Do you have any ___________________ of working with kids?

75

Pre-test for traditional method

Unit 4

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปน

ภำษำไทย)

1. appetite =______________________

2. natural =______________________

3. boil =______________________

4. celebrity =______________________

5. enormous =______________________

6. coverage =______________________

7. mind =______________________

8. bake =______________________

9. participate =______________________

10. tradition =______________________

11. prepare =______________________

12. widow =______________________

13. weigh =______________________

14. competition =______________________

15. healthy =______________________

76

Gap-filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอก

ค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. I did not take part in the last game but I want to ___________ in the next one. 2. Einstein was a genius. He had a fantastic ____________. 3. He has got a very good _____________ but his favourite food is pizza. 4. This _____________ is 100 years old. They do it every year on 31

st August.

5. They always ___________ eggs for breakfast. 6. I hate sport and I think there is too much ______________ of it on TV. 7. I love the smell when I ___________ bread. 8. My aunt became a/an _____________ last year. My uncle died in a car

accident. 9. They eat a lot of hamburgers and fast food. They ________ 120 kilos!

10. All our meals are made with _____________ food. All the vegetables come

from our own garden. 11. Most TV ________________ is only famous for a short time. 12. Russia is a/an ________________country. It takes about eight hours to fly

across it. 13. Surakan likes to join swimming ________________. 14. My parents always ______________breakfast for us. 15. My grandmother is very ______________. She walks for two hours every day.

appetite (n.) bake (v.) boil (v.) celebrity (n.)

coverage (n.) healthy (adj.) mind (n.) natural (adj.)

participate (v.) tradition (n.) weigh (v.) widow (n.)

prepare (v.) competition (n.) enormous (adj.)

single(adj.) kind of (phrasal v.)

77

Post-test for TBLT Approach

Unit 1

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปนภำษำไทย)

1. find out =______________________

2. decide =______________________

3. glamorous =______________________

4. ambitious =______________________

5. excellent =______________________

6. well-paid =______________________

7. solve =______________________

8. journalist =______________________

9. straight away=______________________

10. catch =______________________

11. mystery =______________________

12. criminal =______________________

13. qualification=______________________

14. dangerous =______________________

15. career =______________________

78

Part 2: Gap filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอกค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. This restaurant is very interesting. They serve ________________ food here.

2. This letter is the only key to the __________________.

3. She did not ______________ to be a singer until she reached the age of twenty.

4. Everybody likes Jane. She's a ________________ girl.

5. Tom is _________________ to go to the moon.

6. Police officer is one of _______________ that he wants to be.

7. That river is ________________ to swim in.

8. Sompong can _________________a lot of fish within one hour.

9. He wants a lot of money so he wants to find a ______________ job.

10. Give me a ring if you __________________ anything.

11. She _________________ the problem with ease.

12. Sorayut works at Thai TV3 as a _________________.

13. The ________________ in America is addicted to drugs.

14. Proper ______________ is required for the position.

15. Get the work started __________________.

well-paid (adj.) glamorous (adj.) excellent (adj.) journalist (n.)

decide (v.) qualification (n.) catch (v.) mystery (n.)

criminal (n.) ambitious (adj.) career(n.) dangerous (adj.)

solve (v) straight away (adj) become (v.)

good at (phrasal v.) find out (phrasal v.)

79

Post-test for TBLT Approach

Unit 2

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปนภำษำไทย)

3. book (v) =______________________

4. organize =______________________

5. extravagant =______________________

6. memorable =______________________

7. outdoor =______________________

13. island =______________________

14. forest =______________________

15. castle =______________________

16. aboard =______________________

17. celebrate =______________________

11. guest =______________________

12. occasion =______________________

13. tent =______________________

14. interview =______________________

15.mountain =______________________

80

Part 2: Gap filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอกค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. We usually have a special dinner to ___________ my grandmother’s birthday.

2. I am not staying in this country for my holiday. I’m flying ______________.

3. Cyprus is a/an ______________ in the Mediterranean Sea.

4. Killimanjaro is a very tall _________________. It takes about five days to climb to

the top.

5. Queen Elizabeth often spends the summer in a/ an ________________in Scotland.

6. If there is a suitable _____________, I'll introduce you to him

7. Inviting a celebrity chef to prepare the food for the party was

very_______________.

8. I want to fly to London next month. I have to _______________ a ticket.

9. You will have a/an _____________ before getting a job.

10. There are thousands of beautiful trees in that ______________.

11. The weather’s beautiful today. I do not want to stay home. I want to go

______________.

12. This is a big wedding. There are a hundred _______________!

13. They are having a camping holiday. They are sleeping in a/an ____________ next

to the river.

14. It is my brother’s birthday next week. Let’s ________________ the celebration!

15. You are special to me. I have dinner with you. It is a very _____________ dinner!

book (v.) organize (v.) extravagant (adj.) memorable (adj.)

tent (n.) island (n.) forest (n.) castle (n.)

aboard(n.) celebrate (v.) guest (n.) occasion (n.)

outdoor (n.) interview(v.) balloon (n.)

fantastic (adj.) mountain(n.)

81

Post-test for traditional method

Unit 3

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปน

ภำษำไทย)

1. experience =______________________

2. during =______________________

3. couple =______________________

4. audience =______________________

5. performance =______________________

6. ticket =______________________

7. unusual =______________________

8. special =______________________

9. stage =______________________

10. role =______________________

11. involve =______________________

12. nervous =______________________

13. plan =______________________

14. cool =______________________

15. expect =______________________

82

Part 2: Gap filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอกค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. Yaya had its first _________________ in 2000

2. A ___________ of girls are playing guitar over there.

3. I am ______________ so I forget his name.

4. There are only two players on __________________.

5. The TV show attracted an _________________ of almost twenty million.

6. This is an _____________ name. Her name is Soymen.

7. What do you _________________ to do?

8. This film is very interesting. The _________________is sold out quickly.

9. A decision like that should __________________ you.

10. I woke up several times __________________ the night.

11. His dancing is very _______________.

12. He takes an important _______________ in this film.

13. I did not __________________ he'd have left anyway.

14. Do you have any ___________________ of working with kids?

15. I love this gift. It is very _______________ for me.

83

Post-test for traditional method

Unit 4

Part 1: Translation test

Instructions: Translate these given words into Thai. (จงแปลค ำศพทภำษำองกฤษใหเปน

ภำษำไทย)

1. appetite =______________________

2. bake =______________________

3. boil =______________________

4. celebrity =______________________

5. healthy =______________________

6. coverage =______________________

7. mind =______________________

8. natural =______________________

9. participate =______________________

10. tradition =______________________

11. weigh =______________________

12. widow =______________________

13. prepare =______________________

14. competition =______________________

15. enormous =______________________

84

Part 2: Gap filling

Instructions: choose the word which best fits each gap from the list in the box. (เลอกค ำศพทในกลองเพอเตมแตละประโยคใหถกตอง)

1. They eat a lot of hamburgers and fast food. They ________ 120 kilos!

2. I did not take part in the last game but I want to ___________ in the next one.

3. This _____________ is 100 years old. They do it every year on 31st August.

4. Einstein was a genius. He had a fantastic ____________.

5. He has got a very good _____________ but his favourite food is pizza.

6. They always ___________ eggs for breakfast.

7. I hate sport and I think there is too much ______________ of it on TV.

8. My grandmother is very ______________. She walks for two hours every day.

9. I love the smell when I ___________ bread.

10. My aunt became a/an _____________ last year. My uncle died in a car

accident.

11. My parents always ______________breakfast for us.

12. Most TV ________________ is only famous for a short time.

13. All our meals are made with _____________ food. All the vegetables come

from our own garden.

14. Surakan likes to join swimming ________________.

15. Russia is a/an ________________country. It takes about eight hours to fly

across it.

appetite (n.) bake (v.) boil (v.) celebrity (n.)

coverage (n.) healthy (adj.) mind (n.) natural (adj.)

participate (v.) tradition (n.) weigh (v.) widow (n.)

prepare (v.) competition (n.) enormous (adj.)

single(adj.) kind of (phrasal v.)

85

APPENDIX B

LESSON PLAN AND READING TEXT FOR TBLT

86

Lesson Plan 1 (Task-based Language Teaching)

Unit 1: giving advice Topic: Perfect Job

Class: 9th

grade Time: 150 minutes

--------------------------------------------------------------------------------------------------------

Objectives: Students will be able to:

1. pronounce the new vocabulary correctly.

2. identify the meaning of new vocabulary.

3. use the new vocabulary in correct context.

Target words:

ambitious, journalist, glamorous, well-paid, career, solve, mystery, find out,

straight away, dangerous, qualification, decide, catch, excellent

Teaching procedures:

Activities Times

First Period (50 mins)

Pre-task Stage

- Task 1: Classifying words and phrases: teacher writes

word or phrases connected with the topic on the board,

and talk about them.

- Task 2: Brainstorming: teacher asks students work in

group, and brainstorm the related words as much as they

can in 5 minutes. Then, representatives of each group

have to present the words to the whole class.

- Task 3: Matching phrases to pictures: students match

the words to their definitions, and pictures by using

reading passage. After that, each group will have to

compare their work with other groups.

Wrap up

- Teacher asks students what they learned today, review

the vocabulary

3 mins

7 mins

35 mins

5 mins

Second Period (50 mins)

Revision

- Ask students what they have learned last period.

Task-cycle Stage

- Task 4: Creative task work in pairs. Students create

their own conversational dialogue containing all of

target words and plan to do the role play in front of the

class.

Wrap up

- Teacher gives students a feedback.

5 mins

40 mins

5 mins

87

Teaching aids:

1. Worksheet

2. Pre-test

3. Post-test

4. Reading passage

Evaluation and measurement:

1. Observing students’ participation in the class.

2. Observing students’ role play.

3. Correcting the worksheet.

Third Period (50 mins)

Revision

- Ask students what they have learned last period.

Language Focus Stage

- Task 5: Analysis task: Teacher writes on board five

good phrases from role play that students perform in

task cycle. Also, Teacher writes five incorrect phrase or

sentences that caused problems for students to discuss

their meaning and correct them. Based on transcript of

given listening record, students read and circle useful

words and sentences, and then compare with the role

play transcript, write your sentence errors and correct

them.

- Task 6: Memory challenge game : Teacher tells

students to turn the text over. Write the target words on

board. After that , students are given one minute to read

the both texts again, without writing. Then again without

looking back at the text, they write sentence involving

target word that write on board from memory. Then

check to see if their partners have the same as them

5 mins

20 mins

20 mins

5. Wrap up

- Teacher asks students what they learned today.

- Teacher gives the handout to the students and

summarizes the lesson, and vocabulary.

5

minutes

88

Lesson Plan 2 (Task-based Language Teaching)

Unit 1: Celebrate Topic: Party planned

Class: 9th grade Time: 150 minutes

----------------------------------------------------------------------------------------------------

Objectives: Students will be able to:

1. pronounce the new vocabulary correctly.

2. identify the meaning of new vocabulary.

3. use the new vocabulary in correct context.

Target words:

book, organize, extravagant, memorable, outdoor, island, forest, castle, aboard,

celebrate, guest, occasion, tent, interview, mountain

Teaching procedures:

Activities Times

First Period (50 mins)

Pre-task Stage

- Task 1: Classifying words and phrases: teacher writes

word or phrases connected with the topic on the board,

and talk about them.

- Task 2: Brainstorming: teacher asks students work in

group, and brainstorm the related words as much as they

can in 5 minutes. Then, representatives of each group

have to present the words to the whole class.

- Task 3: Matching phrases to pictures: students match

the words to their definitions, and pictures by using

reading passage. After that, each group will have to

compare their work with other groups.

Wrap up

- Teacher asks students what they learned today, review the

vocabulary

3 mins

7 mins

35 mins

5 mins

Second Period (50 mins)

Revision

- Ask students what they have learned last period.

Task-cycle Stage

- Task 4: Creative task work in pairs. Students create their

own conversational dialogue containing all of target

words and plan to do the role play in front of the class.

Wrap up

- Teacher gives students a feedback.

5 mins

40 mins

5 mins

89

Teaching aids:

1. Worksheet

2. Pre-test

3. Post-test

4. Reading passage

Evaluation and measurement:

1. Observing students’ participation in the class.

2. Observing students’ role play.

3. Correcting the worksheet.

Third Period (50 mins)

Revision

- Ask students what they have learned last period.

Language Focus Stage

- Task 5: Analysis task: Teacher writes on board five good

phrases from role play that students perform in task cycle.

Also, Teacher writes five incorrect phrase or sentences

that caused problems for students to discuss their meaning

and correct them. Based on transcript of given listening

record, students read and circle useful words and

sentences, and then compare with the role play transcript,

write your sentence errors and correct them.

- Task 6: Memory challenge game : Teacher tells students

to turn the text over. Write the target words on board.

After that , students are given one minute to read the both

texts again, without writing. Then again without looking

back at the text, they write sentence involving target word

that write on board from memory. Then check to see if

their partners have the same as them

5 mins

20 mins

20 mins

5. Wrap up

- Teacher asks students what they learned today.

- Teacher gives the handout to the students and

summarizes the lesson, and vocabulary.

5 minutes

90

Lesson Plan 3 (Traditional method)

Unit 3: The arts Topic: show time

Class: 9th

grade Time: 150 minutes

--------------------------------------------------------------------------------------------------------

Objectives: Students will be able to:

1. pronounce the new vocabulary correctly.

2. identify the meaning of new vocabulary.

3. use the new vocabulary in correct context.

Target words:

audience, performance, involve, special, couple, unusual, role, during,

experience, cool, nervous, stage, plan, ticket, expect

Teaching procedures:

Activities Times

First Period (50 mins)

Warm Up

- Activity 1 Odd one out : The teacher writes sets of

related words and phrases on the board, and inserting one

item in each set that does not fit

- Activity 2 Question: Ask students a question “Have you

ever acted in a play?

- Tell about the objective that they are going to get from

this learning today

15 mins

Presentation

- Activity 3: Knowing words: Students look up the

meaning of these words.

After that teachers ask students to tell the meaning of each

words, and students have to repeat teacher read words aloud 2 times.

Wrap up

- Teacher asks students what they learned today.

-

30 mins

5 mins

Second Period (50 mins)

Revision

- Ask students what they have learned last period.

Practice

- Activity 4: Read along picture: The target words are

presented by using pictures, students repeat aloud 2 times.

After reading the words, the words should be written on

the blackboard.

-

5 mins

15 mins

91

Teaching aids:

1. word cards

2. flashcard

3. Worksheet

4. Pre-test

5. Post-test

Evaluation and measurement:

1. Observing students’ participation in the class.

2. Correcting the worksheet.

- Activity 5: Match picture game (20 mins): Teacher will

provide students games. The teacher writes down 15

words on the blackboard, them motivate students to take a

correct picture with word on the black board. After that

the teacher and students will discuss the pictures match

with the words or not.

Wrap up

- Teacher asks students what they learned today, review the

vocabulary

15 mins

5 mins

Third Period (50 mins)

Revision

- Ask students what they have learned last period.

Production

Activity 6: students practice the target words individually

- matching

5 mins

30 mins

5. Wrap up

- Teacher asks students what they learned today.

- Teacher explains the correct answers to the students

and summarizes the lesson, and vocabulary.

15 minutes

92

Lesson Plan 4 (Traditional method)

Unit 4: On the menu Topic: healthy eating

Class: 9th

grade Time: 150 minutes

----------------------------------------------------------------------------------------------------

Objectives: Students will be able to:

1. pronounce the new vocabulary correctly.

2. identify the meaning of new vocabulary.

3. use the new vocabulary in correct context.

Target words:

appetite, bake, boil, celebrity, coverage, healthy, mind, natural, participate,

tradition, weigh, widow, prepare, competition, enormous

Teaching procedures:

Activities Times

First Period (50 mins)

Warm Up

- Activity 1 Odd one out : The teacher writes sets of

related words and phrases on the board, and inserting one

item in each set that does not fit

- Activity 2 Question: Ask students a question.

- Tell about the objective that they are going to get from

this learning today

15 mins

Presentation

- Activity 3: Knowing words: Students look up the

meaning of these words.

After that teachers ask students to tell the meaning of each

words, and students have to repeat teacher read words aloud 2 times.

Wrap up

- Teacher asks students what they learned today.

30 mins

5 mins

Second Period (50 mins)

Revision

- Ask students what they have learned last period.

Practice

- Activity 4: Read along picture: The target words are

presented by using pictures, students repeat aloud 2 times.

After reading the words, the words should be written on

the blackboard.

5 mins

15 mins

93

Teaching aids:

1. word cards

2. flashcard

3. Worksheet

4. Pre-test

5. Post-test

Evaluation and measurement:

1. Observing students’ participation in the class.

2. Correcting the worksheet.

- Activity 5: Match picture game (20 mins): Teacher will

provide students games. The teacher writes down 15

words on the blackboard, them motivate students to take a

correct picture with word on the black board. After that

the teacher and students will discuss the pictures match

with the words or not.

Wrap up

- Teacher asks students what they learned today, review the

vocabulary

15 mins

5 mins

Third Period (50 mins)

Revision

- Ask students what they have learned last period.

Production

Activity 6: students practice the target words individually

- matching

5 mins

30 mins

5. Wrap up

- Teacher asks students what they learned today.

- Teacher explains the correct answers to the students

and summarizes the lesson, and vocabulary.

15 minutes

94

Reading text

Unit 1 (Task-based language teaching)

Perfect Job

Careers Officer: Have you decided what you’re going to do when you leave

school, Jake?

Jake: Yes. I’m going to earn lots of money and become famous!

CO: You’re very ambitious! And what will this glamorous, well-paid

job be?

Jake: Er, I’m not sure yet.

CO: OK, let’s start by thinking about your abilities. What are you

good at?

Jake: Solving mysteries! Last summer my friends and I helped the

police catch three criminals!

CO: So are you interested in a career as a police officer?

Jake: No, that job’s too dangerous for me!

CO: Do you like writing?

Jake: Yes! I’m very hard-working too. I’m also very good with

computers.

CO: That’s excellent, Jake. I think I know the perfect job for you.

Have you thought about becoming a journalist?

Jake: No. What qualification do you need?

CO: Well, you can study for a degree in journalism at university,

why don’t you get some experience first, though, on the school newspaper?

Jake: That sounds like a good idea. I’ll go to their office straight away

and find out how I can help.

95

Reading Text

Unit 2 (Task-based language teaching)

Party Planned

Meg Burton has an unusual job. She’s party planner. Our reporter, Jenny Lane,

interviewed her.

Jenny: What do you do in your job, Meg?

Meg: I organize parties. Some people want a small, simple party. And they

don’t need any help. But other people want to have a big, extravagant wedding party,

for example, in a memorable place. It takes a lot of time to organize a party like that.

These days people don’t have much time, so I do it for them.

Jenny: What kinds of parties do you organize?

Meg: Oh, all sorts of parties! Lots of people want to get married in a Scottish

castle, for example. Most people love nature, and some people want to have parties

outdoors. I sometimes organize parties in forest or on mountain.

Jenny: What other unusual places are popular?

Meg: Well, some people love swimming and diving, and they want to

celebrate underwater! Believe it or not, trips in hot-air balloons are very popular for

special occasions too! People want a day to remember.

Jenny: And how do you help?

Meg: I’m planning a party for a very well-known person. He’s English, but

he’s having a party abroad. He’s flying to an island in the Caribbean next week. He’s

having a party in an enormous tent on the beach next to the sea.

Jenny: That’s fantastic! Who is this well-known person? And why is he having

this big party?

Meg: Sorry! I can’t tell you

Jenny: Do you enjoy your job?

Meg: I love it. I have to work very hard and very fast, and there are always

problems. But it’s never boring!

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APPENDIX C

WORKSHEET OF TASK-BASED LANGUAGE TEACHING

APPROACH

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Worksheet for TBLT

Name___________________________________Class____________No._________

Task1: words and phrases

Task 2: brainstorm task

Instructions: students are divided into 5 groups. In group, they have to brainstorm the

related words in this lesson within 5 minutes.

Task 3: Matching

Instructions: In 15 minutes, match the following words to their pictures and write

their Thai meanings by using reading text. Write the letter of the answers on the blank

given.

Vocabularies Definitions in picture Meaning in Thai

1. catch

2. mystery

3. straight away

4. ambitious

5. excellent

6. glamorous

7. dangerous

8. career

9. well-paid

10. journalist

11. decide

12. criminal

13. solve

14. qualification

15. find out

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Picture on the board

A. B. B.

C. D.

E. F.

G. H.

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I. J.

K. L.

M. N.

O.

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Task 4： Creative task

Instructions: Create their own conversation which have to contain all of the target

words, and plan to do the role play in front of the class.

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Task 5: Analysis task

Instructions: Based on reading passage, students read and circle useful words and

sentences, and then compare with the role play transcript, write your sentence errors

and correct them

Instructions: After that compare with the role play transcript, write your sentence errors and correct them

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Task 6: Memory challenge game

Instructions: students write the complete phrase or sentence containing each item, and

put the words into their categories.

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Worksheet for TBLT

Name___________________________________Class____________No._________

Task1: words and phrases

Task 2: brainstorm task

Instructions: students are divided into 5 groups. In group, they have to brainstorm the

related words in this lesson within 5 minutes.

Task 3: Matching

Instructions: In 15 minutes, match the following words to their pictures and write

their Thai meanings by using reading text. Write the letter of the answers on the blank

given.

Vocabularies Definitions in picture Meaning in Thai

1. book (v)

2. organize

3. extravagant

4. memorable

5. outdoor

6. island

7. forest

8. castle

9. aboard

10. celebrate

11. guest

12. occasion

13. tent

14. interview

15. mountain

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Picture on the board

A. B.

C.

D

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E.

F.

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Task 4： Creative task

Instructions: Create their own conversation which have to contain all of the target

words, and plan to do the role play in front of the class.

107

Task 5: Analysis task

Instructions: Based on reading passage, students read and circle useful words and

sentences, and then compare with the role play transcript, write your sentence errors

and correct them

Instructions: After that compare with the role play transcript, write your sentence errors and correct them

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Task 6: Memory challenge game

Instructions: students write the complete phrase or sentence containing each item, and

put the words into their categories.

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APPENDIX D

WORKSHEET OF TRADITIONAL APPROACH

110

Worksheet for traditional method

Name_______________________________________Class__________No._______

Warm up: Activity 1: Odd one out task

Instructions: Find the different word in the given set, and write the answer down in the

blank.

All of these answers are __________________________________________. Activity 2: Question. Instructions: Answer the question below

1. Have you ever acted in a play? __________________________________

Activity 3: Knowing words. Instructions: Look up the meaning of these words, after that the target words are

presented by using pictures after they finish looking up the meaning, and students have

to repeat teacher read words aloud 2 times. Vocabulary Parts of speech Meaning in Thai

1. audience

2. performance

3. involve

4. special

5. couple

6. unusual

7. role

8. during

9. experience

10. cool

11. nervous

12. stage

13. plan

14. ticket

15. expect

actor

glamorous

ambitious

dangerous

Ans._____________

__

policeman

nurse

theatre

doctor

ability

apple

orange

mango

Ans.____________

_

Ans.____________

_

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Activity 4: Read along picture. Example of flash cards

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Activity 6: Matching the word to their definition

Instructions: Match these given words with their meaning by putting a-o. A. B. ______1. plan a. believe that (someone or something) will arrive soon

______2. audience b. not ordinary or usual

______3. involve c. an intention or decision about what one is going to do

______4. expect d. excellent, very good

______5. unusual e. worried and anxious

______6. experience f. not habitually or commonly occurring or done

______7. couple g. from the beginning to the end of a particular period

______8. ticket h. an actor's part in a film or play

______9. performance i. knowledge or skill from doing, seeing, or feeling

things:

______10. stage j. cause to participate in an activity or situation

______11. nervous k. an act of presenting a play, concert, or other form of

entertainment

______12. role l. a pair of partners in a dance or game

______13. special m. the area in a theatre that is often raised above ground

level and on which actors or entertainers perform

______14. during n. a piece of paper or card that gives the holder a certain

right, especially to enter a place

______15. cool o. The people who watch or listen to a television or radio

program

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Worksheet for traditional method

Name_____________________________________Class________No._________

Warm up: Activity 1: Odd one out task

Instructions: Find the different word in the given set, and write the answer down in the

blank.

All of these answers are __________________________________________. Activity 2: Question. Instructions: Answer the question below

1. Can eating be a sport? ____________________________________________.

2. Have you ever joined in eating sport?________________________________

Activity 3: Knowing words. Instructions: Look up the meaning of these words, after that the target words are

presented by using pictures after they finish looking up the meaning, and students have

to repeat teacher read words aloud 2 times.

Vocabulary Parts of speech Meaning in Thai

1. appetite

2. bake

3. boil

4. celebrity

5. coverage

6. healthy

7. mind

8. natural

9. participate

10. tradition

11. weigh

12. widow

13. prepare

14. competition

15. enormous

omelet

van

vehicle

train

Ans._____________

__

journalist

restaurant

police

judge

Ans.____________

__

month

year

cheesecake

day

Ans.____________

___

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Activity 4: Read along picture. Example of flash cards

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Activity 6: Matching the word to their definition

Instructions: Match these given words with their meaning by putting a-o. A. B. ______1. appetite a. food cooked in a hot oven

______2. bake b. to have a certain number of kilos

______3. boil c. the feeling of wanting to eat

______4. celebrity d. to take part

______5. coverage e. not made by people

______6. healthy f. food cooked in very hot water

______7. mind g. the part of our body that thinks, remembers,

and know things

______8. natural h. famous people

______9. participate i. the time something appears on TV, the radio or

newpapers.

______10. tradition j. helping to produce a condition of being well

and free from illness

______11. weigh k. something that people started in the past and

continue to do now

______12. widow l. a woman whose husband is dead

______13. prepare m. an event or contest in which people compete.

______14. competition n. make (something) ready for use or consideration.

______15. enormous o. very large in size, quantity, or extent

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APPENDIX E

QUESTIONNAIRE

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แบบสอบถามเปรยบเทยบวธการเรยนรค าศพทของ Task-based language teaching VS. Traditional method

Background Information (ขอมลพนฐาน) Gender (เพศ) ____ Male (ชาย) ____Female (หญง)

GPA of English subject (เกรดเฉลยวชาภาษาองกฤษ) _______________

Instructions: Check () the box that best describes your viewpoint toward each

statement. (กรณาท าเครองหมาย ในขอทตรงกบความเปนจรงและในชองทตรงกบความ

คดเหนของทานมากทสด)

1. How much are you interested in learning English? นกเรยนมความสนใจในการ

เรยนภาษาองกฤษเทาใด

extremely high มากทสด high มาก

moderate ปานกลาง less นอย

not interested ไมสนใจ

2. Do you think learning English vocabulary is difficult or not?

นกเรยนคดวาการเรยนเรองค าศพทภาษาองกฤษนนยากหรอไม?

very difficult ยากมาก difficult ยาก

moderate ปานกลาง not difficult ไมยาก

3. Which method do you enjoy learning vocabulary? นกเรยนเรยนค าศพทดวยวธ

ใดแลวรสกสนก และไมเบอ

Task-based language teaching approach

Traditional approach

4. Which method are you interested in learning vocabulary with, and you

want to study through it more? นกเรยนเรยนค าศพทดวยวธใดแลวรสกสนใจ และ

อยากเรยนตอดวยวธนน

Task-based language teaching approach

Traditional approach

120

5. Which method do you think it helps you to remember the new vocabulary

better? วธใดทนกเรยนเหนวา เปนวธทชวยในการจ าค าศพทไดดและมประสทธภาพ

ดกวา

Task-based language teaching approach

Traditional approach

6. Which method do you think it helps you to know the meaning better?

วธใดทนกเรยนเหนวา เปนวธทชวยใหเขาใจในความหมายขอค าศพทไดดกวา

Task-based language teaching approach

Traditional approach

7. Which method do you think that it helps you in learning vocabulary better?

วธใดทนกเรยนเหนวา เปนวธทชวยใหนกเรยนเรยนรค าศพทไดดกวา

Task-based language teaching approach

Traditional approach

8. Which method do you like to learn English Vocabulary?

นกเรยนชอบเรยนค าศพทดวยวธการใด

Task-based language teaching approach

Traditional approach

เพราะ________________________________________________________

9. Suggestion ขอเสนอแนะ

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VITAE

NAME Neerabol Anukul

DATE OF BIRTH January 31st, 1988

PLACE OF BIRTH Ubon Ratchathani

EDUCATION Bachelor of Arts,

Ubon Ratchathani University, 2010

WORK EXPERIENCE 2010-present Government teacher, Surin