PENGEMBANGAN MODEL PEMBELAJARAN BAHASA BERBASIS TUGAS (TBLL) BERDASARKAN KEARIFAN LOKAL DALAM PENGAJARAN MENULIS MAHASISWA JURUSAN PENDIDIKAN BAHASA INGGRIS DI UNIVERSITAS ISLAM MAKASSAR = DEVELOPING TASK-BASED LANGUAGE LEARNING (TBLL) MODEL BASED ON LOCAL WISDOM IN TEACHING WRITING FOR ENGLISH DEPARTMENT STUDENTS AT UNIVERSITAS ISLAM MAKASSAR

This research develops Task-Based Language Learning (TBLL) model integrating local wisdom for teaching writing to English department students at Universitas Islam Makassar. Employing Research and Development methodology following the ADDIE framework (Analysis, Design, Development, Implementation, and Evaluation), the study systematically created, validated, and tested an innovative pedagogical approach. The needs analysis identified critical gaps in conventional writing instruction, revealing student demand for culturally relevant materials and communicative task designs. The developed model incorporated South Sulawesi local wisdom elements—including traditional ceremonies, indigenous knowledge systems, and cultural heritage—throughout three-phase TBLL instruction: pre-task preparation, main task execution, and post-task reflection. Validation involved nine experts across three domains: linguists assessing theoretical foundations, educational practitioners evaluating pedagogical feasibility, and media specialists examining materials quality. All validators confirmed the model's validity with mean scores exceeding 3.5 on four-point scales. Practicality assessment through implementation trials yielded 95% practicality rating from three lecturer observers and 90% from 35 student participants, confirming real-world applicability. Effectiveness evaluation employed pre-experimental pretest-post-test design using the ESL Composition Profile. Quantitative analysis revealed significant improvement from pretest mean of 60.06 to post-test mean of 77.94 (gain = 17.89 points). Paired t-test results (t = -17.89, p < 0.001) confirmed statistical significance indicated exceptionally large effect size. All five writing components—content, organization, vocabulary, language use, and mechanics—demonstrated substantial enhancement. These comprehensive findings provide compelling empirical evidence that integrating local wisdom into task-based writing instruction effectively enhances EFL learners' competence while maintaining cultural relevance, challenging assumptions that cultural content compromises academic rigor.