Task-based learning (TBL) in teaching speaking (Case Study for the second semester (TI.A) of the English Education Department of STAIN Ponorogo in the academic year. Describe how the process of using task-based learning (TBL) in teaching in Speaking with the Second Semester (TI.A) of the English Education Department at STAIN Ponorogo in academic years 2015/2016. How is the preparation of using Task Based Learning (TBL) in Speaking in the Second Semester (TI.A) of English Education Department at STAIN Ponorogo in academic years 2015/2016.
How is the evaluation of the use of task-based learning (TBL) in education in conversation with the second semester (TI.A) of the English education department of STAIN Ponorogo in academic years 2015/2016.
Organization Of Thesis
Theoretical Background 1. Teaching speaking
It aims to provide information pertaining to the implementation of task based learning (TBL) in the teaching of speaking for the second semester (TI.A) at STAIN Ponoroogo in the academic year 2015/2016. It means that the task is an activity that must be done to help the student achieve the goal of the study. The selection of the task especially for teaching speaking should be appropriate to the level of the students.
64 It means that Task Based Learning (TBL) is a strategy that makes students learn not only in theory but also practice what they have learned. Like David Nunan, the starting point for task-based language learning is real-world or target tasks.65 The same opinion said that proponents of Task-Based Teaching (TBT) argue that the most effective way to teach a language is engaging students in using real language in the classroom. Linguistic focus: allows a closer study of some of the specific features that occur naturally in the language used during the task cycle.
There are three stages of task-based learning, which the teacher explains to the students. Task-based learning has the advantage that it makes the student use her skills at the actual level. Task-based learning is useful for shifting the focus of the learning process from the teacher to the student.
In addition, engaging students in the task provides a better context for activating the learning process than form-focused activities, and thus better opportunities for language learning take place.71 Also, a task-based approach aims to provide students with a natural context for language use.72. Based on the explanation above, it can be concluded that task-based learning has many advantages over the learning process.
Previous Research Finding
The result of this research is that TBL tasks stimulate students' engagement and lead to significant improvements in their language performance. The other previous research finding in this study was a dissertation entitled “Teaching Speaking Skill Through Communicative Language Teaching” written by Siti Nurhayati. In her research, Nurhayati used experimental research on the topic of Communicative Language Teaching (CLT) in speaking.
The finding of this research related to the test, it was pre and post test. The journal of Le Ngoc Thanh and Nguyen Buu Huan focused on Task-Based Learning, increase the students' motivation in vocabulary acquisition. Thesis of Nazenin Ruso focused on the implementation of Task-Based Learning in EFL classrooms.
In addition, the purpose of this study was twofold: first, to evaluate the effectiveness of the implementation of TBL within this given context, and second, to increase the teacher's professionalism for effective teaching and learning. So the researcher assumed this research result to be previous findings because it had a correlation in this research. These explained that this research was related to the steps in the Task-Based Learning (TBL) technique.
DATA DESCRIPTION
GENERAL DATA
- The History of State Islamic College (STAIN) Ponorogo
- Vision and Mission of STAIN Ponorogo a. Vision of STAIN Ponorogo
- Geographical Position of State Islamic College of Ponorogo
- Organizational Structure of STAIN Ponorogo a. Head Elements
Based on the President's decision above, Syari'ah Faculty of Ponorogo changed its status from regional faculty to STAIN in academic year 1997/1998. The change of status of Syari‟ah Faculty of IAIN Sunan Ampel became VLEK Ponorogo was decided based on twisted letter of institutional chief director of Islamic religion number E/136/1997. Ponorogo operated educational academic and professionalism by opening three departments; Syari‟ah, Tarbiyah and Usuluddin.79.
The State Islamic College of Ponorogo is the study center for the development of Islamic knowledge with the aim of creating Madan societies. 80. The State Islamic College of Ponorogo is located at Pramuka Street 156 Siman District Ponorogo Regency, which is bordered by;.
Specific Data
- The Implementation of Using Task-Based Learning (TBL) in Teaching Speaking
- The Advantages and Disadvantages of using Task-Based Learning (TBL) in teaching speaking
The teacher prepared the material that matched the subject and the needs and level of the students. The teacher used Task-Oriented Learning (TBL) when learning to speak step by step as follows: .. the activity was carried out by the teacher before the teaching and learning process. The observation showed that the teacher applied task-based learning (TBL) in the speaking lesson by carrying out all steps.
Before conducting TBL in the classroom, the teacher made some preparations that could help the teaching learning process. Therefore, the teacher implemented the TBL strategy by changing the task to encourage the students' learning process. TBL not only helped the teacher to teach speaking, but it could also facilitate the students in the learning process.
There were many problems faced by the lecturer in using Task Based Learning in teaching speaking. Based on the observation in the classroom, the lecturer struggled to give all the students a chance to speak in front of the class. Due to the problem faced in carrying out TBL in speaking teaching, the lecturer always motivated students to speak briefly.
DATA ANALYSIS
The Analysis of the Implementation of Task-Based Learning (TBL) in Teaching Speaking
- Preparation
- Realization
- Evaluation
Students were asked to watch the video and then discuss the story as a group, retelling the story in front of the class. Based on the above data, it can be analyzed that the preparation of the use of TBL in teaching speaking in the TI.A class of the second semester in STAIN Ponorogo are the same as the theory. After all groups had the opportunity to practice in front of the class, the lecturer reviewed the assignment together with the students.
Planning : Comes after the task and before the report, and forms the central part of the cycle. Based on the above data, it could be analyzed that the implementation of Task-Based Learning (TBL) in speaking teaching at TI.A class in the second semester at STAIN Ponorogo was quite similar to the theory. It aimed to know that the objective of the teaching learning process was achieved or not.
The evaluation of the use of TBL in teaching speaking at STAIN Ponorogo was analyzed from preparation to implementation. Therefore, the assessment of students' skills had to correspond to the skill we were measuring. Based on the above data analysis, it can be concluded that the implementation of task-based learning (TBL) in the TI.A class in the second semester at STAIN Ponorogo facilitated the lectures and lectures to change the teaching strategy.
The analysis of Advantages and Disadvantages of Using Task-Based Learning (TBL) in Teaching Speaking
- Advantages
- Disadvantages
The analysis of advantages and disadvantages of using task-based learning (TBL) in teaching speaking. According to Thornburry said that task-based language teaching is motivational learning, it is supported by the belief that a target language is based on learning through using it, rather than learning and then using it. See the result of observation and data interview, the activity of TBL is focused on students, while the teacher provides monitoring and motivates them to always use English language.
As Journal of Education and Culture DG says that task-based learning is useful to shift the focus of the learning process from the teacher to the student. According to David Nunan, the starting point for task-oriented language teaching is practice-oriented or goal-oriented tasks. Therefore, Diane Larse said that the task-based approach aims to provide students with a natural context for language use.
Based on the above data, it could be analyzed that the benefits of using task-based learning in teaching speaking to TI.A class in the second semester at STAIN Ponorogo were some with theory. It emphasized the content of the subject as well as focused on encouraging students to speak English briefly. From the above data, it could be analyzed that the disadvantages of using task-based learning in teaching speaking at TI.A class in the second semester at STAIN Ponorogo were some with theory.
CONCLUSION
Conclusion
Students then act out and retell the story in front of the class with the group. By performing with the group, students have more confidence in speaking English as well as, all the students have a chance to speak in front of the class. When assessing the students' speaking ability, the lecturer takes the score from the students' performance or oral speaking.
The advantages of task-based learning in teaching speaking at TI.A class for the second semester at STAIN Ponorogo is to give students opportunities to learn language by doing tasks and it is really helpful in the development of language skills, especially speaking skills. In addition, students are motivated to speak English as well as possible through the task, but students are also encouraged to speak English briefly. In addition, TBL has a number of functions, therefore the teacher has the authority to select or change them according to the students' needs and level.
The disadvantages of TBL in teaching speaking are that the lecturer needs more time to prepare and also to carry out TBL in the classroom, while all students should have the opportunity to practice. Therefore, some of the students do not participate to complete tasks in a group work and if they have difficulty in tasks or discussions, they will use their first language.
Recommendations 1. For the lecturer
In this research, it only focuses on the implementation of which the preparation, realization and evaluation of the applied TBL in teaching speaking, moreover, the advantages and disadvantages of TBL.
