THE EFFECTIVENESS OF DIGITAL TASK-BASED LEARNING ON ENGLISH TECHNICAL VOCABULARY AND MOTIVATION AT SMKN 1 RAMBAH ROKAN HULU

Abstract

This study addresses the limited application of English language instruction that integrates digital technology, contextual tasks, learning motivation, and technical vocabulary mastery in vocational education. This study aims to examine the effectiveness of Digital Task-Based Learning (DTBL) in improving learning motivation and technical vocabulary mastery, both separately and simultaneously, among Grade XI students of the Motorcycle Engineering Expertise Program at SMK Negeri 1 Rambah. A quantitative approach with a quasi-experimental design was employed involving 90 students, comprising 45 students in the experimental class and 45 students in the control class. The experimental class received DTBL integrating task-based learning, digital media, and automotive vocational contexts, while the control class received conventional instruction. Data were analyzed using the Independent Samples t-Test, MANOVA, and Cohen’s effect size d. The results showed a significant difference in learning motivation, with mean scores of 64.38 in the experimental class and 57.29 in the control class, a mean difference of 7.09, a t_value of 5.453, and a significance value of 0.000. The t_value exceeded the t_table value of 1.987, confirming a significant difference. Technical vocabulary mastery also differed significantly, with mean scores of 84.00 and 73.11, a mean difference of 10.89, a t_value of 6.365, and a significance value of 0.000. The effectiveness of DTBL was supported by large effect sizes of 1.15 for learning motivation and 1.34 for technical vocabulary mastery. MANOVA further indicated a significant simultaneous effect, with Wilks’ Lambda of 0.580, a significance value of 0.000, and Partial Eta Squared of 0.420. These findings demonstrate that DTBL is effective in strengthening both the affective and linguistic dimensions of vocational English learning