<![CDATA[This study aims to investigate the effectiveness of Task-Based Learning (TBL) in teaching vocabulary to nursing students at SMK Taruma Negara in Bogor. Many students experience difficulties in understanding, remembering, and using English vocabulary related to nursing. Therefore, Task-Based Learning was implemented as a learning approach to improve students’ vocabulary mastery through meaningful and communicative learning activities. This study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group. The study participants consisted of two classes of nursing students: an experimental class taught using the Task-Based Learning model and a control class taught using conventional teaching methods. The research instrument was a vocabulary test administered as a pre-test and a post-test. The data obtained were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, and the independent samples t-test with the aid of IBM SPSS Statistics. The results of the study indicate that the data are normally distributed and homogeneous. The independent samples t-test revealed a statistically significant difference between the experimental group and the control group, with a significance level of p < 0.001 (2-tailed Sig. < 0.05), and the t-test results showed a significant difference between the two groups (2-tailed Sig. < 0.001). The calculated t-value was 6.943 with a mean difference of 18.75000. Based on the data analysis, it was found that the mean final test score of students in the experimental class, who received instruction using the Task-Based Learning method, reached 85.60, while the control class, which received conventional instruction, achieved a mean score of 66.85. The results of the homogeneity test (Levene’s test) indicate that the data have homogeneous variances (Sig. = 0.940 > 0.05), and the t-test results show a significant difference between the two groups (two-tailed Sig. < 0.001). The calculated t-value was 6.943 with a mean difference of 18.75000. Thus, the null hypothesis (H₀), which states that there is no significant difference between the post-test scores of the two groups, was rejected, and the alternative hypothesis (H₁) was accepted. Students in the experimental group showed a greater increase in vocabulary mastery compared to the control group. These results indicate that the implementation of Task-Based Learning has proven effective in enhancing students’ in-depth mastery of nursing-related vocabulary, particularly at SMK Taruma Negara Bogor.]]>
