Enhancing Students' Engagement in TBLT: The Implementation of Mind Mapping

Abstract

Task-Based Language Teaching (TBLT) has been found effective to improve students' comprehension on language and communication skill. This study aimed at investigating whether (or not) mind mapping, as a part of learning technics, was potential to increase students' engagement in learning English in English as foreign language (EFL) class which implemented TBLT approach. Two groups of student with the same level of English ability (according to their English lecturer) who are majoring in Business Administration were involved as research participants. They were divided into two groups, one experiment group of 30 students and one control group 30 students. Both groups were given a 6-session English learning each. The experiment group was given TBLT approach with mind mapping technic and the control group was given English learning with conventional method and materials. The topic discussed was 'making business letter'. During learning session, students of experiment group were found more creative and stated that 'mind mapping technic' was effective to improve their comprehension of the topic and engagement being compared to control group. They were much helped with mind mapping as a role play activity.

A Model of Task-Based Blended Learning for the EFL Writing Classroom

“…The redesigned learning model fundamentally uses task-based language teaching (TBLT) combined with blended techniques to support pedagogical activities. In addition, TBLT was selected due to being effectively implemented in several pedagogical interventions within Politeknik Negeri Bali, such as in Tourism and Administration Department classes (Somawati, 2017;Somawati, 2018;Sitawati, 2019). These successes enhanced the utilization of TBLT to redesign writing subject through the blended learning model.…”