THE EFFECT OF TASK BASED LEARNING METHOD USING ANCHOR PODCAST APPLICATION ON STUDENTS’ SPEAKING ABILITY

Holil Amsori*1, Muhammad Anjar Nugraha2, Jufrianto Sibarani3 
1amsoriholil@gmail.com, 2anjarnugraha@unsub.ac.id, 3jufriantosibarani@gmail.com

UNIVERSITAS SUBANG

ABSTRACT
This research was conducted with the aim of identifying: (1) the effect of task-based learning method (anchor podcast application) on students' speaking ability; (2) the difference in the improvement of results between students who use the Task-Based Learning Method and students who use the Discussion Method (conventional); (3) student responses after using task-based learning methods using anchor podcast application. This type of research is a quasi-experiment using quantitative methods. Data was collected by acquisition of test, doing observations, and distributing questionnaires. After the pre-test was conducted, the experimental class was given treatment in the form of the application of English learning by using the task-based learning method through the anchor podcast application media and carried out for three meetings. There are three results from the research. First, task-based learning method using anchor podcast application can affect students' speaking ability. This is indicated by the results of the simple linear regression test with a significance value showing that the significance value of 0.000 is smaller than <0.05, so it can be concluded that H0 is rejected and Ha is accepted. Second, there is also a difference in the increase in the average score of the experimental class and the control class, as evidenced by the results of the paired sample ttest, which shows that the increase in the experimental class score is 14.666, while the control class is only 7.823. Third, these results are supported by the results of questionnaires and observations, where students' responses to learning using task-based learning methods are positive, supported by the results of teacher observations which show an increase in the percentage of each meeting.

Keywords: Anchor podcast application, Task based learning, Speaking ability

A. INTRODUCTION 
Students in the post-Covid-19 pandemic situation are not easy to master English. Students are faced with a short learning time. As a result, students have difficulty absorbing or understanding the material due to the lack of intensity in the teaching and learning process in class. In this case, language skills are considered indispensable for students to face the world of work after graduating from school. The purpose of learning English is to develop communicative skills, one of which includes speaking skills. Therefore, teachers should equip students with speaking tasks and give them opportunities to use the target language to communicate with others.
There are three bases according to Jeremy Harmer (2001) why giving students speaking tasks by provoking them to use all their language skills and comment as they wish is important. The first basis is to give them practice, this will allow students to discuss freely. Secondly, Feedback, Teachers can see and analyze how they speak or comment and what language problems they have. Third, engagement, this allows students and teachers to be mutually committed to learning. 
However, measuring speaking ability requires proper measurement. According to Syakur (1987) as cited Abrar et al., (2016) stated that speaking is a complex skill because it is related to at least one of the components: pronunciation, vocabulary, grammar, fluency and comprehension.

Based on above, a method is needed to help students learn to speak English. Task Based Learning (TBL) is a language teaching methodology that focuses on task completion training (Willis, 1996). Task-Based Learning focuses on familiarizing students to speak English with tasks. Willis (1996) adds that there is a structure consisting of three stages: pre-task, task cycle and post-task.  Pre-task is the stage where the first task is given to find out the basis of students' ability, next is cycle-task where this is the core stage that allows students to make the task more explicit in some kind of task. According to Ilyas & Yulianto (2019) added that in task-based learning design there are at least six types of tasks that can be applied, namely listing, arrangement and sorting, comparing, problem solving, sharing, and creative tasks. The last stage is post-task. Implementing this method is not solely devoid of disadvantages, according to Sholeh (2020) states that the disadvantages of Task Based Learning are Time-consuming, because many learning activities use Task Based Learning, students also need a lot of time. To anticipate this, good time management is needed by the teacher to optimize time.

The relationship of task-based learning with technology, mentioned by Khawa (2020) states English and technology are important tools to support language learning and encourage social interaction. Based on that, Anchor podcast application as a medium for students to create tasks is deemed necessary for this learning. Podcast according to Hardiyana et al., (2021) said that it is a combination of the terms pod (as found in the iPod brand name) and broadcast. According to Suriani et al., (2021) said that podcasts are an effective and efficient learning media. Podcasts are called effective because podcasts can be used as a variety of learning and learning media, simple players, easy to find. Podcasts provide opportunities for teachers to support students in developing speaking skills.

Anchor is a platform to easily create and share podcasts using a Smartphone. The presence of Anchor brings new innovations that allow format changes in broadcast production from the original analog to digital (Yani, 2021). The light weight of the Anchor app makes it easy for students to create their own podcasts, so students can learn to speak English comfortably. So, this anchor podcast application is a place or medium for students to do their job with the creativity and knowledge they get during the learning process.

However, this research is not the first time, in previous research conducted by Nita et al., (2020) using high school students as research samples to investigate the use of task-based learning. Furthermore, conducted by Pabebang (2020) whose research was designed to investigate EFL students' speaking achievement after learning to use podcasts, showed the results of the study that students' speaking ability after being given the treatment increased significantly, as evidenced by student data that the average post-test score was higher than the pre-test (55.60 > 77.30). Furthermore, the same thing in the research conducted by Bella (2022) with the method used is a descriptive quantitative approach with a pre-experiment design, showing an increase in students' speaking ability after using the Anchor application to create podcasts. Therefore, this research is intended to find out whether there is an effect of using the task-based learning method using the anchor podcast application, whether there are differences in the results of the two classes, and how students respond after using this method.

B. METHOD 
The population taken in this study were tenth grade students of Teknik Komputer Jaringan (TKJ), and tenth grade students of Teknik Kendaraan Ringan (TKR) with a total of 55 students at SMK Nurul Gina Abidin Kasomalang. The sample in this study was as many as 2 classes in tenth grade students of Teknik Komputer Jaringan (TKJ) as many as 18 students and 17 tenth grade students of Teknik Kendaraan Ringan (TKR).  The sampling technique used is quota sampling according to Sugiyono (2013) so only part of the population that meets the criteria is used for the sample. The experimental group is students who are given treatment in the form of learning with task-based learning method using anchor podcast application, while the control group is students who are given learning treatment using the discussion method, each of which is given treatment for 3 meetings. The variables in this study are the independent variable in this study is the use of task-based learning using anchor podcast application, while the dependent variable in this study is speaking ability.  Data collection used the test method, questionnaire distribution, and observation. The instrument analysis used the validity of the instrument, the reliability of the instrument. Data analysis techniques used data normality test, data homogeneity test, paired sample t-test, and regression test.

C. FINDINGS AND DISCUSSION 
1. The analysis of pre-test and post-test data 
This section is the data about the results of the effect of task-based learning method using anchor podcast application on students' speaking ability. To analyze the test data the instrument is used validity test, reliability, difficulty level, and differentiability. Analyze the validity of the instrument by making a test test question as many as 4 items. After being tested, it turned out that all the results were valid with the acquisition of the validity level for question number 1 which was 0.676, question number two 0.887, question number three 0.945, and question number four 0.863. These results can be concluded based on the interpretation of validity by Lestari & Yudhanegara (2015) is for question number 1 that has strong validity and number 2, 3 & 4 very strong validity. The calculation analysis of the instrument reliability coefficient of the test results states that the questions for which the reliability coefficient is 0.92 based on the classification reliability coefficient that uses ANATES V4, that the reliability of the test is stated to be very strong. To find out the ability of students, researchers conducted an initial test (pre-test). Pre-test data results can be seen in the following table:

Table 1. The Results of pre-test data for experimental and control classes
	N	Minimum	Maximum	Mean	Std. Deviation	
Pre-test Experiment	18	40.0	70.0	49.16	8.556	
Pre-test Control	17	33.0	62.0	46.97	9.013	
Based on the data from table 4.2 above, it can be seen that the mean of the pretest value of the experimental class was 49.16 and the mean pretest value of the control class was 46.97. While the standard deviation for the experimental class is 8.556 and the standard deviation for the control class is 9.013. From these data it can be seen that there is an average difference. This is the initial assessment that becomes the standard for comparison of learning outcomes and can be seen when the post-test has been carried out.

Table 2. The results of normality pre-test
Classes	Shapiro-Wilk	
	Statistic	df	Sig.	
Pre-test Experiment (TBL)	.907	18	.076	
Pre-test Control	.956	17	.553	

Based on table 4.3, it can be concluded that there is a significant score for the experimental class, which is 0.076 and the control class is 0.553. Significant score experiment class and control class more than 0.05, it can be concluded that two classes of the population that are normally distributed, then the next step is homogeneity test.

Table 3. The results of homogeneity pre-test
	Levene Statistic	df1	df2	Sig.	
Pre-test	Based on Mean	.350	1	33	.558	
	Based on Median	.300	1	33	.587	
	Based on Median and with adjusted df	.300	1	32.607	.587	
	Based on trimmed mean	.361	1	33	.552	

Based on table 4.3, it can be seen that the homogeneity score has a significance of 0.552. Based on the hypothesis test criteria that Ha is accepted because the significance value is more than 0.05, it can be concluded that the experimental class and control class have similar variances or the two groups are homogeneous

Table 4. The results of post-test data for experimental and control classes
	N	Minimum	Maximum	Mean	Std. Deviation	
Post-test Experiment	18	53	80	63.83	7.810	
Post-test Control	17	44	75	54.79	7.587	

Based on the data in table 4.6 above, it can be seen that the mean post-test score for the experimental class is 63.83 and the average pretest score for the control class is 54.79. While the standard deviation for the experimental class is 7.810 and the standard deviation for the control class is 7.587. From these data, it can be seen that the standard deviation for the experimental class is smaller than the control class, which shows that the scores of the experimental class are more varied than the control class. In addition, there was an increase in the average value of the pre-test and post-test results in the experimental and control classes. This showed that there is significance to student learning outcomes. However, to find out whether the prediction is right or wrong, it can be proven in subsequent analyzes.
Table 5. The results of normality post-test
Classes	Shapiro-Wilk	
	Statistic	df	Sig.	
Post-test Experiment (TBL)	.930	18	.195	
Post-test Control	.927	17	.191	

Based on the table above, it can be concluded that there is a significant score for the experimental class, which is 0.195 and the control class is 0.191. Significant score experiment class and control class more than 0.05, it can be concluded that two classes of the population that are normally distributed, then the next step is homogeneity test.

Table 6. The results of homogeneity post-test
	Levene Statistic	df1	df2	Sig.	
Homogeneity post-test	Based on Mean	.052	1	33	.822	
	Based on Median	.051	1	33	.822	
	Based on Median and with adjusted df	.051	1	32.99	.822	
	Based on trimmed mean	.050	1	33	.825	

2. The Analysis of Hypotheses Data
The first analysis of hypotheses data used regression analysis. It is described the relationship between one variable called the dependent variable with another variable called the independent variable. Statistical hypotheses for simple linear regression data are as follows:
a) If the significance value < 0.05, then Ha is accepted.
b) If the significance value > 0.05, then Ha is rejected.
Based on the data processing of simple regression linear analysis with The SPSS 26 version for Windows program obtained the following results:

Table 6. The results of simple regression linear test
Model	Unstandardized Coefficients	Standardized Coefficients	t	Sig.	
	B	Std. Error	Beta			
1	(Constant)	23.220	4.843		4.794	.000	
	TBL	.826	.097	.905	8.505	.000	

The results of simple linear regression data processing obtained will then be tested whether it is valid to predict the dependent variable. In other words, testing will be conducted whether task-based learning by using anchor podcast applications can affect students' speaking skills. Based on table 6, a simple linear regression equation can be made, using the formula from Sugiyono & Susanto (2015) as follow Y = ɑ + bx. It is known that the value of (a) is 23,220. This value is a constant number which means that if there is no task-based learning method (X) then the constant value of speaking ability (Y) is 23,220. And the value of (b) is the regression coefficient number with the score 0.826. This figure means that every 1 value addition of the task-based learning method (X) affects students' speaking ability (Y). So, it can be said that the task-based learning method (anchor podcast application) has an effect on students' speaking ability. So, the regression equation is Y=23,220 + 0.826X. Furthermore, related to hypothesis testing, a decision can be made based on table above, that the significance value is 0.000 smaller than < 0.05, so it can be concluded that H0 is rejected and Ha is accepted, which means that “there is an effect of task-based learning method (anchor podcast application) on students' speaking ability”. The second of analysis hypotheses data to see if there is a significant difference in the mean between two paired or related samples used paired sample ttest. The results of the paired sample t-test analysis calculation shown in the following table:

Table 7. The results of Paired Sample ttest.
	                  Paired Differences	t	df	Sig. (2-tailed)	
	Mean	Std. Deviation	Std. Error Mean	95% Confidence Interval of the Difference				
				Lower	Upper				
Pre-test Experiment - Post-test Experiment	-14.666	3.642	.8584	-16.477	-12.855	-17.085	17	.000	
Pre-test Control - Post-test Control	-7.823	3.956	.9596	-9.857	-5.789	-8.153	16	.000	

Based on the table above, it can be seen that the significance value or Sig. (2-tailed) 0.000 > 0.05. Regarding this finding, it was found that Ha was accepted. This proves that there is a difference in the means post-test between the experimental class and the control class as a result of this research. Through the paired sample ttest, it showed that there was a difference in the values ​​before and after being given treatment. The data shows that the student's score is increasing. This shows that there is an effect of the Task Based Learning Method on Students' Speaking Ability. The value of the experimental class is better than the value of the control class. The difference between these values ​​is quite significant between the pre-test and post-test scores. And there is a difference in the increase in the means value of the experimental class which shows a mean value of 14.666 which is greater than the increase in the mean value of the control class which is only 7.823.
 
3. The Analysis of Attitude Data
Attitude data were collected using a questionnaire and observation. The questionnaire in the research consisted of 20 statements. Each questionnaire used to find out the affective, behavior and cognitive of students after learning Speaking using the Task Based Learning method. The affective aspects in the questionnaire are listed at numbers 1, 2, 3, 11, 12, 13. Based on the explanation in the analysis, it can be concluded that in general students give statements indicating that students' affectiveness such as motivation, students' interest in learning to speak English using the Task Based Learning method has a positive effect. This is evidenced by the calculation of the data of 91% which can be interpreted very good according to (Riduwan, 2007). Furthermore, in the cognitive aspect, there are statements number 4, 5, 6, 7, 8, 14, 15, 16, 17, 18. In this aspect there are at least 5 assessments related to pronunciation, grammar, vocabulary, fluency and comprehension. and it can be concluded from all statements on this aspect, showing a very good response from students, with a percentage of 82% according to (Riduwan, 2007). The last is behavioral aspect. This aspect explores how the Task Based learning method is applied and used by students in daily English learning. This aspect is in statement number 9, 10, 19, 20. After the statements are calculated, analyzed and accumulated, it can be concluded that the student response in the behavioral aspect shows a good response with a percentage of 62% based on interpretated by (Riduwan, 2007).

Observations were made in the experimental class. The researcher asked the supervising teacher to observe the student's development as long as the researcher conducts research, namely teaching speaking using the Task Based Learning method. Observations were made based on the treatment given, in this study the researchers gave the treatment three times. Based on the results of the observations, it can be interpretated that there were improvement of student learning process. It is indicated by the percentage results observation of 74%, it can interpretated with good criteria. At the first meeting the yield percentage was 56%. This result was influenced by the observer's assessment who saw the condition of the students who were still confused and not too bland with the learning and methods that the researcher gave and the instructions given by the researcher were not clear, so that many students were still confused. At the second meeting the percentage rose to 78% which showed an increase compared to the previous meeting, this was influenced by students who began to accept the behavior and learning methods that the researchers gave, and the instructions given were clearer, but there were still doubts about this method being able to improve students' speaking ability. Finally, at the third meeting the results showed a significant increase with a percentage of 88%, with this result being influenced by the observer who saw that the students were used to and enjoyed the given method, and the observer assessed that the task-based learning method was able to improve students' speaking ability. Observer gives a positive value to student development by using Task Based Learning method that can affect students' interest, motivation, ability in learning speaking English.

DISCUSSION
Based on the results of the research, it can be concluded that there is a significant effect of the use of task-based learning methods using anchor podcast application on students' speaking ability, this can be seen from the results of the simple linear regression test. Supported by the results of the paired sample ttest which showed the same significance value, and followed by the results of an increase in the means value in the experimental class greater than the control class. This is in line with the results of previous research conducted by Ilyas & Yulianto (2019) which showed that there was a significant improvement in students' speaking skills using the task-based learning method, as well as Safitri et al., (2020). But there are differences regarding the sample used and the type of task assigned. In the previous research, the research sample was college students and the type of task was in the form of speaking for everyday lectures communication in the form of groups or individuals. In contrast to this research, which uses the Anchor Application as a task media. Anchor is an application to create podcasts, in this case students record voices as task according to learning topics to practice speaking. This has been done by a previous researcher Bella (2022) who used the Anchor Application to create podcasts as a means to improve students' speaking ability, it was found that there was a significant development of students' speaking ability.

Findings in test analysis that show a significant effect can be supported by findings on student responses and observations. In the student response questionnaire, it was found that each indicator representing the student's response to students' speaking ability showed very good results, especially from the affective aspect which showed a percentage of 91%. These results are supported by the findings on the observation sheet which shows that aspects of affect such as, motivation, feelings and encouragement to be more enthusiastic about learning with the task-based learning method during treatment. Then the cognitive aspect showed positive results with the achievement of a percentage of 82%. This is supported by the test results which showed an increase of 14.6% compared to the control class which was only 7.8%. However, there are some points that only experienced a slight increase in students' grammar mastery skills, namely 56% in positive statements and 61% in negative statements, so that when means the results become 58.5% which gives a positive response. Compared to other cognitive aspects, the results can be said to be smaller than other cognitive aspects, such as pronunciation, fluency, comprehension and vocabulary. In addition, students' cognitive abilities can be said to increase with the accumulation of student responses with a percentage of 82%, also supported by observation sheets which show an increase in each meeting. 

Finally, the behavioral aspect also showed an increase even though it was only 62%, smaller than the previous aspect. When viewed from the questionnaire, there are inconsistencies that are quite contrasting with student responses in the positive statement and negative statements, where in the positive statement section there are only 44% positive responses, in contrast to the negative statement section which shows 61% positive results. This is based on the meaning and essence of each statement, where the positive statement in the first point causes students' interest to continue making podcasts using Anchor, where most of the students, 56% are confused and answer doubtfully. However, the first point in the negative statement section shows that 61% of students answered positively, they did not agree if they were not interested in making podcasts using Anchor. The second point is also the same, where in the second point, namely statements number 10 and 20, there are inconsistencies in student answers, where in positive statements only 44% of students answered positively, in contrast to the negative statement section where 100% answered positive responses. This can be based on students' reluctance to find other methods to learn speaking English. Moreover, if we look at the paradigm of students towards task, in this case homework, there are some students consider task as burdensome for them and lack motivation. This is in line with research conducted by Rudini & Agustina (2021) which shows the influence of student learning motivation doing homework is not motivated.

On the other hand, there is a tendency for students to be unprepared to accept and apply technology as a learning tool for students to be able to develop English speaking ability. As in previous findings on Darwis (2016) and Hikmah et al., (2021) who found that the factors that made students unable to apply ICT in English learning were the lack of internet access and the ability of students to get access to supports them such as gadgets, quotas and others, even more a lack of knowledge about the media used, in this case the podcast application. According to Svenningsson et al., (2021), this must continue to be developed, especially the use of task to stimulate students' interest in using technology as a medium for learning. This is an implementation for teachers to answer challenges in the post-covid-19 era which requires teachers to have a new normal mindset, new approach, new curriculum, new learning, new media, new pedagogy, and new assessments accompanied by government support in providing access such as quotas in implementing learning in the present era (Nugraha & Yulianto, 2020).

D. CONCLUSION
Therefore, from the findings of this study, it can be concluded that there is a significant effect of using task-based learning method using podcast anchor application on students' speaking ability. And there is a positive response from students who use this method than those who do not, with increased motivation, willingness and ability of students in learning to speak English. Students can increase their learning independence by practicing in a fun way. However, teachers still need to play an important role in using this anchor application as a task media to guide their students, so that students can be directed.

REFERENCES
Abrar, M., Failasofah, F., Fajaryani, N., & Masbirorotni, M. (2016). Efl Student Teachers’ Speaking Anxiety: The Case in One English Teacher Education Program. IJEE (Indonesian Journal of English Education), 3(1), 60–75. https://doi.org/10.15408/ijee.v3i1.3619
Bella, C. C. O. (2022). Improving Students ’ Speaking Ability Using Podcast. E-Journal Research on English Language Teaching in Indonesia, 09(03), 25–31.
Darwis, R. (2016). Students ’ Perceptions towards the Use of Podcast in Learning English : a Case Study of the Second Grade Students At One High School in Bandung. Journal of English and Education, 4(2), 80–100. https://pdfs.semanticscholar.org/abec/e9008ba30d3cb8924a267bc49362595af069.pdf
Hardiyana, Latifa, A., & Salasiah. (2021). Level Students Interest in Learning Speaking by Utilizing Podcasts through Inquiry Strategy at SMKN 4. Exposure Journal, 10(1), 128–133.
Hikmah, H., Nugroho, W., & Azmi, U. (2021). Improving Aliyah Students’ Speaking Skills by Using Podcast. Edukatif : Jurnal Ilmu Pendidikan, 3(6), 5057–5065. https://doi.org/10.31004/edukatif.v3i6.1626
Ilyas, M., & Yulianto, Y. (2019). Pengaruh Penggunaan Task Based Learning Dalam Pembelajaran Speaking. Perspektif Pendidikan Dan Keguruan, 10(2), 16–24. https://doi.org/10.25299/perspektif.2019.vol10(2).3931
Jeremy Harmer. (2001). The Practice of English Language Teaching, 3rd Edition by Jeremy Harmer (z-lib.org).pdf (p. 386). Longman.
Khawa, D. (2020). The Effectiveness Of Video-Making Task In Increasing Students’ Speaking Skill. Journal of English Teachi Ng and Learning, 9. http://www.riset.unisma.ac.id/index.php/LANG/article/view/7249
Lestari, K. E., & Yudhanegara, M. R. (2015). Penelitian pendidikan matematika (Anna (ed.)). Refika Aditama.
Nita, A., Rozimela, Y., & Ratmanida. (2020). The Use of Task-Based Learning to Enhance Speaking Skill of Senior High School Students. 463, 161–165. https://doi.org/10.2991/assehr.k.200819.030
Nugraha, M. A., & Yulianto, S. W. (2020). Teaching speaking in new normal : some practical ideas. 1(1), 53–58.
Pabebang, E. K. (2020). Enhancing Students ’ Speaking Skill Using Podcast : an Experimental Study. LangEdu Journal.
Riduwan. (2007). Skala Pengukuran Variabel-variabel Penelitian (Warisman (ed.)). Alfabeta.
Rudini, M., & Agustina, A. (2021). Analisis Motivasi Siswa dalam Mengerjakan Tugas Rumah Di SMA Al-Mannan Tolitoli. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 770–780. https://doi.org/10.31004/cendekia.v5i1.496
Safitri, H., Rafli, Z., & Dewanti, R. (2020). Improving Students’ Speaking Skills through Task-Based Learning: An Action Research at the English Department. International Journal of Multicultural and Multireligious Understanding, 7(6), 88. https://doi.org/10.18415/ijmmu.v7i6.1647
Sholeh, M. B. (2020). Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems. Language Circle: Journal of Language and Literature, 15(1), 1–9. https://doi.org/10.15294/lc.v15i1.26004
Sugiyono. (2013). Metode Penelitian pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (13th ed.). Alfabeta.
Sugiyono, & Susanto, A. (2015). Cara Mudah Belajar SPSS & Lisrel. CV. Alfabeta.
Suriani, A., Chandra, C., Sukma, E., & Habibi, H. (2021). Pengaruh Penggunaan Podcast dan Motivasi Belajar terhadap Keterampilan Berbicara pada Siswa di Sekolah Dasar. Jurnal Basicedu, 5(2), 800–807. https://doi.org/10.31004/basicedu.v5i2.832
Svenningsson, J., Höst, G., Hultén, M., & Hallström, J. (2021). Students’ attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct. International Journal of Technology and Design Education, 32(3), 1531–1551. https://doi.org/10.1007/s10798-021-09657-7
Willis, J. (1996). A Framework for Task-Based Learning. In TESOL Quarterly (Issue 1, p. 183). Longman. https://doi.org/10.2307/3588204
Yani, F. (2021). Pemanfaatan Anchor Sebagai Platform Distribusi Podcast ( Studi Kualitatif Podcast Notesa Nte Notutura ). 2(2), 130–145.