In this research the researcher uses the task-based instruction approach to improve students' listening comprehension. So, it can be concluded that “Tak-based teaching approach can improve students' listening comprehension in eleventh grade academic year MA Nurul Ulum Kotagajah Central Lampung. As we know that listening comprehension is the ability of the listener to understand what he hears about something.
Pre - Survey Result of Listening Comprehension at the eleventh grade score of MA Nurul Ulum Kotagajah Central Lampung In the Academic year of. Based on the problems above, the researcher wants to conduct the classroom action research and it is hoped that to better overcome the teaching and learning of English and students' listening comprehension will be improved through Task Based Teaching. Can task-based teaching improve the students' listening comprehension in the eleventh grade of MA Nurul Ulum Kotagajah Central Lampung in the academic year 2015/2016.
Find out if task-based instruction can be used to improve listening comprehension in MA Nurul Ulum Kotagajah. To provide information on whether the Task-based Instructional Approach can be effective in improving listening comprehension. 2Morley,J.Listening Comprehension in Second/Foreigh Language Learning, in M.celcemurcia(Ed), Teaching English as a Second or Foreign Language (E 2nd Ed).
Listening comprehension should start with what students already know so that they can build on their existing knowledge and skills with activities designed on the same principle. Listening activities are important because they expand students' listening skills. Listening activities are most effective when done immediately. to the listening experience.
Task-Based Instruction
The nature of the task and the task product constrains the linguistic features appropriate to the task. However, the cognitive choice of the language forms to represent these functions is left to the students. 20. Task-based teaching is that it can be used to teach both content and language, can be combined with more traditional teaching methods, can provide motivation because the tasks are relevant and immediate, and can be a useful method for students who do not. well in more traditional.
The main one is that TBI requires a high level of creativity and initiative on the part of the teacher. There are some resources available in the ESL field for TBI tasks, e.g. Experiential Language Teaching Techniques by Michael Jerald and Raymond C. Students who are used to a classroom with a teacher and little interaction on their part may feel uncomfortable or even unwilling to take some of the language risks associated with completing assignments, especially if the assignments are outside the classroom.
Another problem is that teachers are likely to find evaluating student performance in task-based instruction challenging unless a specific rubric is created for assessment. In weighing these pros and cons of task-based instruction, I believe it would be beneficial to integrate this method with the more traditional methods that include a focus on language. Task-based teaching makes an important distinction between target tasks, which students must perform outside the classroom, and pedagogical tasks, which form the core of the classroom activity.
Pedagogical tasks involve a series of techniques ultimately designed to teach students how to perform the target task..24. It also ensures that the language required to complete the task comes into play. The teacher divides the logical thinking process required to complete the task into smaller steps.
The teacher must find ways to know how to engage the students in the process so that he can adjust according to the students' perception of learning. Students contribute to the design and how they do the assignment. The main idea behind the task-based approach to listening development is that students become active listeners (Brown 1987).
Action Hypothesis
This could be, for example, filling in a chart or diagram, filling in a table or drawing a picture. For example, while listening to a short lecture, students may be asked to make notes and draw a simple diagram. The way they do this is not as important as being able to report the information they have understood.26.
Setting
Subject of Study
Action Plan
Planning is prepared before the researcher does the action. in planning the subject is the researcher and the teacher as a collaborator in that class. The researcher will ask the students to make several groups of students in the teaching learning process. Observation is the activity of recording the event and action.4 Based on the observation, the researcher can determine if there is anything that the researcher needs to improve soon so that the action can achieve the goal required by the researcher.
In this step, the researcher observed the process of teaching learning using observation mode. This step is reflection and evaluation to act is carried out.5 The reflection is the fourth step that the researcher was carried out. In reflection, the researcher analyzed and discussed results during teaching learning, as weakness and strength performed by the researcher and the students during the teaching learning process.
In this step, the researcher observed the teaching learning process using the observation format to collect the data in action plan II. The researcher examined and reflected on the students' activity and the teachers' performance whether it is positive or negative, the second cycle sufficient or the need for the next step.
Data Collection Method
The researcher reviewed and reflected on the activity of the students and the performance of the teachers, whether it is positive or negative, the second cycle is enough or the next step is needed. included in the data collection strategy in which the activities of the subjects are visually inspected.6. A test is a sequence of questions or statements used to measure the skills, knowledge, intelligence, abilities possessed by an individual or a group.7 The material in the pre-test and post-test is different, but has the same problems. A pre-test is administered at the first pre-treatment meeting to determine students' abilities prior to action research.
A post-test is given at the last meeting after the treatments have been completed to determine if the treatment has made any difference to the students. Improvement can be seen if the mean score of the post-test is higher than the pre-test. This step was taken after treatment to determine the impact of task-based instruction on whether it could improve the student's listening comprehension.
The researcher would use the documentation method to get the data about the assignment of the story, the sum of the teacher, the official in service and students of MA Nurul Ulum Kotagajah. To collect the data more accurately, the researcher uses field notes to easily analyze the data.
Analysis
Indicator of Success
Result of the Research
Description of Research Location a. The history of the researched school
This meeting was started with prayer and greeting, checking the attendance list and asking about the students' condition. This meeting was started with prayer and greeting, checking the attendance list and asking about the students' condition. The researcher then gave a post-test to the students and performed this task with their group.
In post-test 1, only 10 students got an adequate score (≥70), but the students' test score was better than the students' scores. test before treatment. This meeting began with a prayer and greeting, asking about the status of the students and reviewing the list of those present. Based on the results of observing the learning process in II. cycle, we can conclude that most of the students are paying attention to the teacher, the students were also active in completing tasks in the class as before.
To know the listening comprehension of the students before the treatment was implemented, the researcher conducted the pre-test. The researcher got result of pre-test, in this test most students were difficult to answer the question. Based on Table 4, the average of the students was 56.36, showing that most students had not yet passed the minimum mastery score (70).
To see the listening comprehension of the students after implementing the treatment, the researcher performed the post-test 1. To see the listening comprehension of the students after implementing the second treatment, the researcher performed the post-test 2. The average score of 53 students was 73.63, it was shown that most students passed the minimum score (70).
While from the data of the results of cycle 1 it is known that there is an increase in the students' points in the pre-test and after the test 1. The increase in the points of the students of cycle 1 cannot reach the success indicator. Then, after completing cycle 2, the researcher receives the results data and it is known that there is an increase in the students' scores.
56 Based on the table above, it can be deduced that the learning activity of the pupils increased from cycle I to cycle II. The improvement of the students' activities during the teaching and learning process because the teacher used the task-oriented instructional approach.
Conclusion
The teacher can use task-based instruction when teaching English material, especially for learning to listen. It is suggested to the principal to convince the teachers to use this approach. And it is suggested to support the English learning process by fully preparing the facilitation and instrument.
It is suggested that other researcher develop this research with the new innovation and hopefully the result of this research can be a reference. Brown, Douglas, Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition, Longman, San Fransisco State University, 2001. Burns, Anne, Doing Action Research in English Language Teaching A Guide for Practitioners, New York : Taylor & Francis e - Library, 2009.
Mertler, Craig A. "Classroom-Based Action Research: Revisiting the Process as Adaptable and Meaningful Professional Development for Educators". Mertler
