THE DEVELOPMENT OF DAILY USED ENGLISH INSTRUCTIONAL SUPERVISION MODEL BY USING TASK BASED LEARNING OF INTERNSHIP STUDENTS TO ENHANCE COMMUNICATIVE ABILITY FOR BASIC EDUCATION STUDENTS IN NORTHERN AREA

Abstract

A dynamic learning environment in which internship students are guided to design and facilitate tasks encourages active communication (Kruse, 2007). The model created by the researcher (The NUNME model) aims to design and implement an instructional supervision system that utilizes task-based learning (TBL) techniques to improve the communicative abilities of internship students working with basic education students in the northern area. The research methodology involved 30 English learners. Comparative pre- and post-communication test scores were obtained after 16 weeks of the NUNME model. The results of the paired-sample t-test illustrated that the sample group significantly improved their communicative skills, including communicative response, approach, prediction, and inference, after monitoring the model. Exploring the participants’ perceptions of the intervention, an attitude questionnaire and a semi-structured interview were used to collect data, which revealed positive perceptions of the model. In conclusion, the development of a task-based learning instructional supervision model holds promise for addressing communication challenges and enhancing communicative skills through interactive class participation.

Keywords: English language teaching (ELT), task-based learning (TBL), communicative ability, Northern