Task-Based Development of Interpretative Reading Materials in an English Language Education Context
DOI:
https://doi.org/10.33096/tamaddun.v24i2.1037Kata Kunci:
task-based instructional materials, interpretative reading, materials development, students’ needs, English language educationAbstrak
Interpretative reading ability is a crucial skill in English language education, as it requires students not only to comprehend literal meanings but also to critically interpret and evaluate information. However, instructional practices in higher education remain dominated by conventional, decontextualized teaching materials, which insufficiently support the development of higher-order thinking skills. This study aimed to (1) identify students’ needs regarding interpretative reading materials and (2) design and develop task-based instructional materials to enhance interpretative reading ability. The study employed a Research and Development (R&D) method using the Borg & Gall model, encompassing needs analysis, design, development, expert validation, revision, and limited field testing. Data were collected through needs questionnaires, interviews, and expert judgments, and were analyzed using descriptive qualitative and quantitative techniques. The findings indicate that students require more contextualized and interactive interpretative reading materials equipped with explicit strategies to help them overcome difficulties in understanding implicit meanings, making inferences, and analyzing text structure. Questionnaire data reveal that most students need a variety of authentic tasks, step-by-step reading guidance, task completion models, and collaborative activities to enhance engagement and interpretative comprehension. Based on these findings, task-based materials were successfully designed by integrating pre-task, task-cycle, and post-task stages, complemented by interpretative strategy exercises, analytical tasks, group collaboration, and formative evaluation in each unit. This design is considered responsive to students’ needs and has the potential to effectively improve interpretative reading ability in English language learning contexts at the tertiary level.
Referensi
Anderson, N. J. (2019). Exploring second language reading: Issues and strategies. Cengage Learning.
Anggraeni, R., & Kusumaningrum, D. (2021). Authentic materials for EFL learners in higher education: Opportunities and challenges in online learning. Journal of English Language Teaching and Linguistics, 6(3), 639–654.
Ariani, N., & Arham, M. (2020). An analysis of EFL test takers’ problems in IELTS writing task. Tamaddun, 19(2), 132-140.
Ellis, R. (2017). Task-based language teaching: Theory and practice. Oxford University Press.
Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118.
Nuttall, C. (2016). Teaching reading skills in a foreign language. Macmillan Education.
Pammu, A., & Sahraeny, S. (2022). Applying cultural-based narrative text to induce metacognitive reading strategies of proficient EFL learners at English Department, Hasanuddin University Makassar. Advances in Social Science, Education and Humanities Research.
Pham, T. H., & Nguyen, H. L. (2021). A cognitive task-based approach in developing critical reading skills among EFL university students. Asian EFL Journal, 28(3), 45–66.
Putri, A. A., & Arham, M. (2024). The Influence of Gadgets on EFL Student’s Desire to Learn: Transcending the Digital Realm. Research and Innovation in Applied Linguistics, 2(2), 124.
Ramadhani, R., & Salija, K. (2023). The correlation between students’ critical thinking skills and their reading comprehension at the English Department, Universitas Negeri Makassar. Klasikal: Journal of Education, Language Teaching and Science.
Rahmawati, D., & Arifin, Z. (2022). Using higher-order thinking questions to improve students’ critical reading comprehension in EFL contexts. Studies in English Language and Education, 9(2), 321–334.
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Said, M., & Sihes, A. J. (2018). Theme-based instruction method in English reading comprehension: Using Makassar local culture-based curriculum contents. Journal of Physics: Conference Series, 1028(1), 012098.
Sukardi, S., & Yuliana, R. (2020). Challenges in teaching academic reading in Indonesian universities. Journal of English Education Studies, 5(2), 112–125.
Sukarni, S., & Ningsih, R. (2020). Improving students’ reading comprehension through task-based learning in EFL classrooms. International Journal of Language Teaching and Education, 4(1), 12–22.
Susanah, S. (2025). Knowledge mapping of three reading courses for undergraduate EFLTEP students at one Indonesian university. JELT (Jambi-English Language Teaching).
Tomlinson, B. (2017). Materials development in language teaching. Cambridge University Press.
Trisnayanti, N., & Agustini, D. (2020). Relationships among reading anxiety, reading self-efficacy, and reading competency in vocational high schools in Singaraja. International Journal of Language and Literature, 4(1), 33–45.
Wanci, M., & Sujariati, S. (2021). Using task-based instruction in designing English learning materials for nursing students at STIK Famika, Makassar, Indonesia. Jurnal Diskursus Islam, 9(3), 257–272.
Widodo, H. P. (2018). A critical take on EFL education policy in Indonesia. The Asia-Pacific Education Researcher, 27(1), 1–10.
Willis, D., & Willis, J. (2020). Doing task-based teaching. Oxford University Press.
Yunus, M. (2019). The use of task-based reading method in improving student reading fluency in learning teaching processes. In Proceedings of the 2nd Workshop on Language, Literature and Society for Education (WOL2SED). EAI. https://doi.org/10.4108/eai.21-12-2018.2282781
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Muhammad Yunus, Sitti Rahmawati, Nurhalizah Bachtiar, Vira Afdhalia
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Authors who publish with Tamaddun journal agree to the following terms:
1. Authors retain the copyright and grant Tamaddun the right of first publication. The work will be licensed under a Creative Commons Attribution License (CC BY 4.0), which permits others to share the work with proper acknowledgment of the authorship and initial publication in this journal.
2. Authors may enter into additional non-exclusive agreements for the distribution of the published version of their work (e.g., posting it to an institutional repository or including it in a book), provided that the initial publication in this journal is acknowledged.
3. Authors are encouraged to post their work online (e.g., in institutional repositories or on their personal websites) before and during the submission process. This can lead to productive exchanges and increase the visibility and citation of the published work.
