Discussion task model in EFL classroom: EFL learners’ perception, oral proficiency, and critical thinking achievements

Abstract

This research was aimed to investigate the implementation of discussion task model toward the EFL learners’ oral proficiency achievement (OPA) and critical thinking achievement (CTA). Non-equivalent, pre-test, post-test control group design of comparison group design has been employed in this research. Oral proficiency rubric, critical thinking rubric, and a set of the questionnaire were used to assess the EFL learners’ OPA and CTA. The research findings showed that (1) the OPA and CTA levels in the experimental group were in the good category in which it was much better than that in the control group. (2) Statistically, the discussion task model gave a significant improvement and a significant mean difference between the EFL learners’ oral proficiency and critical thinking achievements after being taught by using discussion task model and those who were not. (3) There was a significant contribution to the aspect of oral proficiency and aspect of critical thinking toward the total of oral proficiency and total of critical thinking achievements where the highest contribution in the aspect of OPA and CTA was fluency and context. (4) The EFL learners gave positive perception of the discussion task model instruction in EFL classroom. In concluding, using discussion task model in EFL classroom significantly improved the EFL learners’ oral proficiency and critical thinking achievements.