Impacts of Task-Based Teaching Approach to the Soliloquy Delivery of Grade 9 Students

Task-based teaching approach (TBTA) is one of the dominant teaching approaches in the Philippines as mentioned by Karami & Zamanian 2016. In this regard, the present study identified the demographic profile of the 31 English teachers and 91 Grade 9 learners of the three selected public schools in Lucena City, in terms of age, sex, highest educational attainment, & length of service, and age & sex, respectively. The research also gathered the perception of the respondents towards TBTA in terms of effectiveness, availability of the resources & student’s participation. Lastly, the research recognized the impacts of TBTA on the soliloquy delivery of Grade 9 students in terms of proper pronunciation, grammar awareness and comprehension. The researcher engaged in quantitative research and descriptive method was used in analyzing the data. The data was collected through online means where questionnaires were sent to the respondent’s Facebook or email accounts. The research shows that TBTA is an effective approach in language teaching, there is but not enough task resources and the respondents strongly agree that students are participative in TBTA. The result also reveals that TBTA has a severe impact on the Grade 9 learner’s soliloquy delivery in terms of proper pronunciation, grammar awareness and comprehension. With this, the researcher recommends on the continuous use of TBTA as an approach to language teaching and giving more attention in providing task resources that are required in this approach. The researcher also suggests the future researcher to conduct research that will identify the limitations of the improvement of the students in language acquisition due to insufficient task-resources.