The implementation of task-based learning in english language teaching for mechanical engineering students at kupang state polytechnic

Abstract

This study aims to implement the Task-Based Learning (TBL) approach in teaching English to students of the Mechanical Engineering Department at Kupang State Polytechnic and analyze its impact on students' mastery of technical English. The study involved 30 students, with the learning application structured through three main stages: pre-task, task cycle, and language focus. Learning tasks were designed according to the Mechanical Engineering context, including tool identification and functions, explanations of machine operations, descriptions of working procedures, mechanical workshop conversations, group presentations, and problem-solving in English. Data were obtained through pre-tests, post-tests, classroom activity observations, and student response questionnaires. The results showed an improvement in students' English proficiency after the implementation of TBL. The students' average score increased from 64.8 on the pre-test to 79.6 on the post-test, representing an increase of 14.8 points (22.84%). The percentage of students in the good and excellent categories rose from 20% to 70%, while students in the poor and very poor categories decreased significantly. Student responses and classroom observations indicated that TBL makes learning interesting, relevant, and well-suited to the field of Mechanical Engineering. Thus, the implementation of Task-Based Learning can be an effective approach to enhance technical English skills while encouraging active engagement and student confidence in using English in both academic and workplace contexts.