The Effect Of Task-Based Learning On Writing Ability And Indonesian Vocabulary Mastery Of Korean Learners At The Heystars Course Institution In 2024

Abstract

Language plays a central role in communication and learning, including in the context of Indonesian language instruction for foreign speakers (Bahasa Indonesia bagi Penutur Asing/BIPA). This study aims to examine the effect of Task-Based Learning on Indonesian writing ability and vocabulary mastery among Korean learners at the HeyStars Language Course Institution in 2024. Task-Based Learning in this study is grounded in Zakime’s theory, which emphasizes meaningful tasks as the core of language learning. Writing ability was assessed based on Nurgiyantoro’s indicators, including content, organization, language use, and mechanics, while vocabulary mastery was analyzed using Chaer’s indicators of word meaning, word choice accuracy, sentence usage, and vocabulary variation, supported by Vygotsky’s sociocultural perspective. This study employed a quantitative method with an experimental design. The participants were Korean learners enrolled in the Indonesian language program at the HeyStars Language Course Institution. Data were collected through writing tests and vocabulary tests administered in the form of pre-tests and post-tests. The data were analyzed descriptively and supported by N-gain analysis to examine learning improvement. The results indicate that Task-Based Learning has a positive effect on improving both writing ability and vocabulary mastery among Korean BIPA learners. Therefore, Task-Based Learning can be considered an effective instructional approach for enhancing productive language skills in Indonesian language learning for foreign speakers.