This document summarizes a study on the influence of task-based learning on students in a teacher training program in Indonesia. It introduces the participants, research question, and literature review on traditional teaching methods versus task-based learning. The methodology section describes the survey, interview, and classroom observation data collection techniques. The findings indicate that tasks help improve students' English speaking, vocabulary, pronunciation, and sentence construction. Students reported always receiving tasks from their teacher and being responsible for completing them. The conclusion recommends continuing to use task-based learning in the English club in future semesters.

1. The Influence of Task-Based
Learning of Spoken English
on PPGT Students in PGSD
Sanata Dharma University
By:
Antonius Waget
Anita Galuh S.H.

2. Introduction
 PPGT (Pendidikan Profesi Guru
Terintegrasi)
 Who are the participants?
 Why did we do the research on this?
- The importance?
- The purpose?

3. Research question:
What are the influences of TBL in
learning English for PPGT students in
PGSD Sanata Dharma?

4. Review of Related Literature
 Traditional method: A teacher dominates
the class.
 TBL : income  activity outcome
from giving information through process
of thought which allow teachers to
facilitate, guide, and motivate that
process (Wilis, 2003)
 Language Learning : A task  inside and
outside the classroom.
They are required to understand and
actively produce the TL meaningfully.
(Wilis, 2003)

5.  Task means “the actual material
which is given to the learners and the
actual performance of the task
materials” (Ellis, 2012)
 Task (Nunan, 2006) 
-to be done in class
- Learners produce the TL
meaningfully
- ignoring language structure

6.  Activities involve real communication
which carry out meaningful tasks to
promote learning and support the
learning process (Willis, as cited in
Richards & Rodgers, 2003)
 Kind of tasks (Ollivier, 2009):
classroom task and real-life task.

7. Methodology
 Approach:
Survey research
 Data gathering technique:
- Questionnaire
- Interview
- Classroom observation

8. Cont…
 Steps:
- Planning
- Defining the population/ participants
- Constructing the instrument
- Conducting the survey
- Processing the data

9. Findings and Discussion
This following table shows whether
students had problem, target, and
strategy in learning English.

10. Item N SA A Neu D SD
You have found
problems with
English since you
began to learn it
18 100%
- - - -
You have a target
in learning English
18 100%
- - - -
You have an
approach/ strategy
to reach your
target
18 55,55% 44,45%
- - -

11. Research Findings

12. Research Findings
The following table shows the
respondents experiences in doing
tasks when learning English.

13. Item N SA A Neu D SD
Tasks help you
improve your
English Speaking
18 61,11% 38,89%
- - -
Tasks help you
improve your
English vocabulary
18 55,55% 44,45%
- - -
Tasks help you
improve your
English
pronunciation
18 88,88% 11,12%
- - -
Tasks help you
construct your
English sentences
18 72,22% 27,78%
- - -

14. Research Findings
The following table shows the fact that
the students always get tasks from
teacher and they are responsible for
that.

15. Item N SA A Neu D SD
You always get
tasks from lecturer
18 100%
- - - -
You always do the
tasks
18 77,77% 22,23%
- - -

16. Research Findings

17. Conclusion
Since the English Club is still going on
in the next four semesters, the next
tutors may use TBL approach in the
class

18. Thank You