THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING IN IMPROVING SPEAKING FLUENCY AMONG STUDENTS AT KB RUMBEL CIA

Abstrak

. This study aims to examine the effectiveness of Task-Based Language Teaching (TBLT) in improving speaking fluency among young learners at KB Rumbel CIA. The study was motivated by the low speaking abilities of early childhood students, particularly in fluency, confidence, and the use of simple vocabulary in daily interactions. Classroom Action Research (CAR) was conducted in two cycles, using observations, speaking performance assessments, teacher interviews, and documentation as data collection techniques. The findings reveal a significant improvement in students’ speaking fluency following the implementation of TBLT. In the first cycle, students began to show greater willingness to produce simple words and phrases, although hesitation and pauses were still noticeable. By the second cycle, students produced longer utterances, demonstrated fewer pauses, and responded more naturally during interactions. The interactive learning environment created through role-playing, collaborative tasks, and story-based activities effectively reduced anxiety and increased student motivation. Peer interactions during task execution provided opportunities for meaning negotiation, which directly contributed to fluency development. Overall, the study concludes that TBLT is an effective and developmentally appropriate approach for young learners. It not only enhances speaking fluency but also supports confidence building and positive engagement in language learning. The results suggest that TBLT should be considered a recommended instructional strategy for early childhood English education.