CHAPTER III DATA DESCRIPTION
B. Specific Data
2. The Advantages and Disadvantages of using Task-Based Learning (TBL) in teaching speaking
3). Post-Activity
In the closing activity, the lecturer asked students to make reflection about what they have learned on the speaking class in that meeting.98
c. Evaluation
A teaching learning process needed to be evaluated. It aimed to know the objective of the teaching learning process has been achieved or not.
From the observation was showed that the lecturer employed Task- Based Learning (TBL) in speaking class through doing all steps. Before conducting TBL in the classroom, the lecturer did some preparation that could help the teaching learning process. Hence, the lecturer conducted TBL strategy through modifying the task to encourage students‟ in learning process. Furthermore, the lecturer conducted TBL in teaching speaking referred to the preparation.
2. The Advantages and Disadvantages of using Task-Based Learning (TBL)
a. Advantages
There were several advantages of using Task-Based Learning in teaching speaking. Based on the observation, TBL could make students enjoy in learning process through doing the task, because they could practice actively with their friend. As well as, TBL could encourage students creative to use English language through speaking spontaneously. Hence, it would encourage them to use English language in every activity and became habitual action, whether in or outside the classroom. It could be seen from some students‟ activity when they were waiting the lecturer came to the classroom. They used English language to communicate each other. Although, there was lack of vocabulary.99
The result of interviewing with Mrs. Pryla Rochmahwati as the lecturer who conducted TBL in teaching speaking was as follows:
The benefits of using TBL for teaching speaking were:
1). TBL has variety of features therefore teachers have authority to selector modify them in accordance with the needs and level of their students.
2). TBL provides opportunities for students to learn language by performing tasks and it really helpful in the development of language proficiency.
99 Observation Transcript Number : 02/O/31-III/2016
3). TBL encourages students to speak actively and spontaneously through do tasks.
4). TBL focuses on students‟ activity as well as, engages with students‟
real life.100
The result of interviewing to students of TI.A in second semester at STAIN Ponorogo was as follows:
1) TBL encouraged students to explore their speaking ability.
2) TBL helped students to remember the material easily.
3) TBL encouraged students to speak English spontaneously and actively.
4) TBL encouraged students to speak English briefly.
5) TBL was students centered.101
Based on the observation in learning process of TI.A and interviewing with participants, it could be concluded that TBL could help the lecturer to apply kinds of interesting activities that appropriate with students‟ need and level. TBL not only helped the lecturer in teaching speaking, but also it could facilitate students in learning process.
The third observation was conducted on Thursday, 21th April, 2016 at fourth period / 1 pm till 2.40 pm at EA building with 25 students. The
100 Interview Transcript Number: 06/I/1-4/2016
101 Interview Transcript Number: 07/I/4-4/2016 – 10/I/4-4/2016
researcher observed the disadvantages of the teaching and learning process that uses Task-Based Learning.
b. Disadvantages
There were many problems which were faced by the lecturer in using Task-Based Learning in teaching speaking. Based on the observation in the classroom, the lecturer had difficulty to make all of students got chance to speak in front of the class. But, Mrs. Pryla always had creative idea to modify the strategy to make all of students could speak.102
According to Mrs. Pryla Rochmahwati, M.Pd., stated that,
“Few problems occur during the implementation of TBL, that is, firstly, it takes too much time to prepare materials, for example downloading video, picture, preparing card case etc. secondly, it deals with the inadequate time. The time allotment for a meeting is 100 minutes. I have to manage the time in such a way to make all students (around 30 students) speak, also explain the material”.103 Mrs. Pryla Rohmahwati also stated that about her solution for these problems,
“First of all, for saving time in preparing the materials, I browsed in the internet a week before the time for teaching, then I tried to browse several materials for particular topic, therefore, I just pick the one which are suitable to the level of students in each class. Secondly, for solving inadequate time, I make students working in group
102 Observation Transcript Number : 03/O/21-IV/2016
103 Interview Transcript Number: 11/I/22-4/2016
and I have to move around to facilitate students and conduct assessment”.104
Based on the interview with Mrs. Pryla above, the researcher concluded that the lecturer have problems especially time management in using TBL. Not only need too much time to prepare materials, but also need long time to conduct TBL. However, the lecturer always guided the learning process and make sure that all of students do the task, as well as, tries to make all of students speak in English language.
As well as, Mrs. Pryla stated that the other problem,
“Due to most activities for tackling the tasks were in the form of group work, many of them are not doing well.
Some member of group kept complaining that one or two members of group were not participating for doing tasks”.105
Based on the result of the observation and interview, there are problems that were faced by the teacher in conducted TBL in teaching speaking:
1). The lecturer needed much time to prepare materials.
2). The lecturer had to manage all of students could speak in a meeting.
3). Some of students were not participating for doing tasks in a group work.
Through the problem that were faced in conducting TBL in teaching speaking, the lecturer always motivated students to speak briefly
104 Interview Transcript Number: 12/I/22-4/2016
105 Interview Transcript Number: 11/I/22-4/2016
and actively. It was done by Mrs. Pryla through designing and choosing the interesting tasks, which had possibility to give chance all of students speak in the classroom. As well as, the lecturer designed the time allocation as effective as possible.
Not only the lecturer who faced the problem in conducting TBL in teaching speaking, but also students have problems in using TBL in speaking class. Based on the researcher observation, there were found problems which are faced by students and also it would became challenge in speaking class.
In application Task-Based Learning (TBL) in teaching speaking, students were enthusiastic and enjoy in a process, moreover the lecturer gave an interesting warming up at the beginning, but students still had difficulty in doing tasks. They were still confuse and did not ready to speak spontaneously.106
Based on the interview with students in second Semester TI.A, problems that were faced were as follows:
1). Students were confusing to construct sentence spontaneously.
2). Students lacked of vocabulary mastery.
3). Students did not have any confident to speak in front of class.107
106 Observation Transcript Number : 03/O/21-IV/2016
107 Interview Transcript Number: 13/I/25-4/2016 – 16/I/25-4/2016
Based on the observation and data interview in learning process of TI.A, it could be concluded that were several problems that were faced by students in using Task-Based Learning in speaking class. The problems were vocabulary mastery, difficult to organize the word or express their thought as well as afraid to make a mistake. Even though, students always try to explore their speaking ability to finish tasks.
CHAPTER IV