Event Title

Content-Based Instruction vs. Task Based Instruction: Effects on Students’ Syntactic Ability

Presenter Information

TEOFAN C. GALLOSA

Session

Education and Development

Description

This study aimed to determine the effectiveness of content-based instruction and task-based instruction to students’ syntactic ability. Specifically, the following topics were used to suffice the aim of this study: (1) Punctuation, (2) Inverted Word Order Sentence, (3) Interjection, (4) Capitalization and (5) Adverb. The respondents of this study were the Grade 9 students from both Humility and Generosity sections of Foundation Preparatory Academy. Moreover, a pre-test and post-test design method was used in this study. Furthermore, the researcher utilized a self-made test to determine the performance of the students under task-based instruction and content-based instruction. It was presented to a panel of experts and was validated. Moreover, a dry run of this test was conducted to further check its reliability and validity. The result of the study revealed that the students performed fairly satisfactorily in their pre-test, while satisfactorily in their post-test. It was also found out that there is a difference in the pre-test and post-test performances of the students after they were exposed to content-based instruction and task-based instruction. Finally, it was manifested that both contentbased instruction and taskbased instruction were effective in developing students’ syntactic ability.

Keywords:

Content-based instruction, task-based instruction, syntactic ability, effective

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-47-5

Location

UBT Kampus, Lipjan

Start Date

30-10-2021 12:00 AM

End Date

30-10-2021 12:00 AM

DOI

10.33107/ubt-ic.2021.425

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Oct 30th, 12:00 AM Oct 30th, 12:00 AM

Content-Based Instruction vs. Task Based Instruction: Effects on Students’ Syntactic Ability

UBT Kampus, Lipjan

This study aimed to determine the effectiveness of content-based instruction and task-based instruction to students’ syntactic ability. Specifically, the following topics were used to suffice the aim of this study: (1) Punctuation, (2) Inverted Word Order Sentence, (3) Interjection, (4) Capitalization and (5) Adverb. The respondents of this study were the Grade 9 students from both Humility and Generosity sections of Foundation Preparatory Academy. Moreover, a pre-test and post-test design method was used in this study. Furthermore, the researcher utilized a self-made test to determine the performance of the students under task-based instruction and content-based instruction. It was presented to a panel of experts and was validated. Moreover, a dry run of this test was conducted to further check its reliability and validity. The result of the study revealed that the students performed fairly satisfactorily in their pre-test, while satisfactorily in their post-test. It was also found out that there is a difference in the pre-test and post-test performances of the students after they were exposed to content-based instruction and task-based instruction. Finally, it was manifested that both contentbased instruction and taskbased instruction were effective in developing students’ syntactic ability.