TBLT VS. CBLT: WHICH IS MORE EFFECTIVE IN ENHANCING EFL WRITING SKILLS?
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Abstract
The comparison study on the influence of teaching strategies, both Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT), in writing descriptive paragraphs and EFL students' motivation remains limited. Therefore, this research was conducted to investigate the differences in paragraph writing skills through TBLT and CBLT and their influence on student motivation. Based on these objectives, this research used a quantitative approach with a single-sample experimental design. The research population consisted of 8th-grade students at SMPN 1 Kuta Selatan (N=400). Ten percent of this population was selected as the sample using a purposive sampling technique. The research instruments included tests and questionnaires. Data were analyzed using descriptive statistics and paired sample t-tests. The findings reveal that both teaching strategies influenced participants' writing skills and motivation. However, CBLT was more effective in stimulating students to write descriptive paragraph content with more grammatically accurate features compared to TBLT, which mainly encouraged the exploration of ideas and positive participant behavior to complete the task. Additionally, although both strategies influenced participant motivation, participants were more motivated to complete tasks with TBLT than with CBLT. Thus, assignments encouraged students to develop writing ideas rather than just focusing on grammar and text structure
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