The Use of Task-Based Learning (TBL) to Improve form Four Students’ Performance in Narrative Writing

Abstract

The study aims at investigating whether Task-based learning (TBL) can improve narrative writing composition among form four students. Action research was used as the research design in this study. The data were collected and analysed in a qualitative paradigm. Observation, reflective journal, semi-structured interview and documents were used to collect the data. A reflective journal with guidance was distributed among the students and was verified through an interview session for triangulation. Students' written compositions were also collected and analysed to evaluate their performance. The findings reveal that students performed well in Taskbased learning Lesson compared to other lessons. Students perceived Task-based learning as an approach that could help them in narrative writing skill and reflected positive responses. The findings of the study reveal that Task-based learning improved students' performance in narrative writing.

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