Rabu, 19 April 2017

“ TASK BASED LANGUAGE TEACHING : INDIVIDUAL LEARNING AND COOPERATIVE LEARNING AT SMAN 3 BANDA ACEH”

 

 

 

 

 

 

ENGLISH LANGUAGE RESEARCH I

MINI RESEARCH

“ TASK BASED LANGUAGE TEACHING : INDIVIDUAL LEARNING AND COOPERATIVE LEARNING AT SMAN 3 BANDA ACEH”

(A STUDY AT ELEVENTH GRADE IPA 2 STUDENTS OF SMAN 3 BANDA ACEH)

 

LIONI MARIANTI

140203024

 

 

 

 

 

 

 

Abstrack

 

Task Based Language Teaching by Individual Learning and Cooperative Learning to boost student achievement in English language learning students grade IPA 2 SMA N 3 Banda Aceh. The purpose of this study was to uncover whether the Task Based Language Teaching by Individual Learning and Cooperative Learning can improve student achievement, motivation, and student activities. This research is a classroom action research conducted in two cycles, each cycle consisting of four steps there, planning, action, observation and reflection. This research was conducted in SMA N 3 Banda Aceh, the subject of 30 students in grade 2 science, English lessons. Data were collected through by providing tests and observation and data were analyzed descriptively. The conclusion is as follows: (a) Task Based Language Teaching by Individual Learning and Cooperative Learning can improve student achievement, motivation, and student activities.

Keywords : Task Based learning, Individual learning and Cooperative learning

 

 

 

 

 

 

 

 

 

 

 

  1. INTRODUCTION
    1.    Background of Study

Curriculum Development Unit Level Curriculum (SBC) which vary referring to the National Standards to ensure the achievement of national education goals. National Education Standards consist of the standard content, processes, competence of graduates, staff, facilities and infrastructure, management, financing and evaluation of education. Two of the eight National Education Standards, namely Content Standards (SI) and the Graduate Competency Standards (SKL) is the main reference for the educational unit in developing the curriculum[1].

There have been numerous teaching strategies offered and developed during the past twenty years such as Grammar Translation Method, Direct Method, Audio Lingual Method, etc., with their other names like Language Center, Learner Center, and Learning center model. Even though all these strategies had developed quite well in the developed countries, but still most English teachers in foreign language situations could not optimally adapt and adopt them in teaching because the school settings, which they practiced have specific and different characteristics. Again, all those strategies above are already considered excellent for their original purposes and functions.

To create a breakthrough in the field of education, the teacher's role as an educator is expected. In the teaching and learning activities, the teachers are required to be able to pay attention to the subject matter and choose the right method to deliver it. Giving the task is one of the instructional activities that can be used. The behavior of individuals and groups in a variety of settings are the areas where Social Psychology work, and the comparison of performance and the reaction between individuals and groups bring new variables in the study of the effects of the interaction. Studies of the effect of the interaction with the individual group members are more focused on three types of behaviors, namely assessments, problem solving, and learning (Shaw, 1977)[2].

The advantages of working in groups are also used in educational settings, both students and educators. Research on the effect of placing the individual in a group when studying something, indicates that the individual is placed in a group have better performance, compared with individuals who perform a self-learning process.

Even though English materials had been developed by many curriculum designers and teachers, the process of implementing the materials in real setting of English classes are still not quite successful especially in the matter of making students activeness in the process of teaching and learning. These phenomena are because of the following reasons:

  1. Many English learning models and strategies were adapted similarly to the first and original setting and situations of the first and the second language learners in which English is considered frequently as the native language learners. This limited efforts on adapting and modifying the original concepts of English language strategies into local uses and settings had influenced unsuccessful output of the English teaching in Indonesia.
  2. It is the fact that students’ expectations and needs are rarely identified to fulfill their exact wants to learn English, which is used to start learning. This is because teachers have limited time span to prepare them well before determining concrete materials and lesson plan fulfilling the characteristics of local learning settings. Consequently, it is not because teachers do not know how to do it but it is just a matter of putting limited extra time to consider and prepare the appropriate lesson plan with the students’ interests.

In the application of Task Based Learning, the most important thing is the role of students as learners where they should be active and maximize their role optimally in their activities with full of responsibility, both in the involvement of content and language used, as well as other equipments that drive the optimization of task-based (Branden, 2011)[3]. Thus the teacher must be able to motivate the students either individually or in groups in conducting independent and interdependent task completion.

This research is expected to provide impetus and inspiration of educators in SMA N 3 Banda Aceh, especially for those who learn English in science majors. Thus, the main objective of this study was to help resolve the deficiencies in the English language and assist in the completion of learning English.

  1. Literature Review

This study aims to describe the implementation of task-based language teaching regards individual learning and group learning, it is that the future based task that is given or learning methods will be able to provide opportunities for students in grade 2 IPA SMAN 3 Banda Aceh.

  1.    Task Based Language Teaching

The development of education, especially language teaching has been reversed and broke the concept that the teacher is the center of gravity of the lesson. With the emergence of a lot of Teaching Approach in teaching world languages, especially English Language Teaching (ELT) reinforces that the centralization of language teaching focused on students. So many approaches that can be used in ELT, and one of them is Task-Based Language Teaching (TBLT)[4]. In simple terms it can be said that TBLT is a language teaching system focused on the tasks given to the students. (Hermayawati, 2011: 2) says, tasks (questions) that is given is the center of activity of language teaching.

Empirically it can be said granting a problem or question to the students will become the benchmark for student skills and understanding of the material. In general assignment of the students can be regarded as the basic concept of TBLT. But in this case the assignment of students at the beginning of the material / meeting became a distinctive feature of this method. Of the variety of experiences that are often experienced by ole teachers is that, when given a new material, then the teacher will make a lot of elaboration to instill a concept into the minds of students. However, in TBLT, students will be required to understand the first material to be delivered and then planting concept by teachers will be limited to the assessment of right or wrong, or even just enrichment. With this method the teacher's role as supervisor will be more optimized.

  1.    Individual Learning

This study aims to describe the implementation of task-based language teaching regards individual learning and individual learning is a teaching strategy, this is explained by Rowntree (1974) in Sanjaya (2008: 128) divides the learning strategy into delivery strategy-discovery or exposition- discovery learning strategy and learning strategy group and individual learning strategies or groups-individual learning strategy[5]. According to the of individual learning strategies carried out by students independently. Speed, slowness and keberrhasilan student learning is largely determined by the ability of the individual concerned. Learning materials as well as how to learn is designed for self-study.

In these individual learning strategies students are required to study independently, without cooperation with others. The positive side of this strategy is the use terbangunya confidence, students become independent in carrying out the study, students do not have a dependency on others. But on the other hand there is a drawback of this learning strategy, such as if the student find obstacles in learning, interests and concerns of students were concerns that it was reduced because of a lack of communication between student learning, while reluctant beratanya to the teacher, not familiarize students work together in a team. According to Muhammad Ali (2000: 94) individual teaching and learning strategies in addition to allowing every student can learn according to their potential capabilities, also enables each student to master the entire lesson material in full. "Mastery learning" or mastery learning. Teaching strategies that embrace the concept of mastery learning, is very concerned with the attention to individual differences. On this basis the system of delivery of teaching is done by leading the students to learn individually. Muhammad Ali (2000: 99)[6].

  1.    Cooperative Learning

Study group conducted in teams. A group of students taught by a person or several teachers. Forms of learning can be a large group or learning classical; or it could be students learn in small groups. Strategies group did not pay attention to individual learning pace, individuals are considered equal. According to the Vienna Sanjaya (2011: 242)[7] Learning Group is a model of learning by using a system of grouping / small team, which is between four to six people who have a background in academic ability, gender, race, or ethnicity were different (heterogeneous).

Suggests two reasons for the importance of group learning is used in education, the first several studies show that the use of cooperative learning can improve student achievement while increasing the ability of social relationships, fostering acceptance shortage of self and others, as well as can improve self-esteem. Both cooperative learning can realize the need for students to learn to think, solve problems, and integrating knowledge with skills. Ministry of Education in Kokom Komalasari (2010: 62) Learning Cooperative (Cooperative Learning) is a learning strategy through a small group of students working together in maximizing learning conditions to achieve the learning objectives.

Bern and Erickson in Kokom Komalasari (2010: 62)[8] argues that cooperative learning is a teaching strategy that organizes learning by using small study groups where students work together to achieve the learning objectives. Based on the definitions above, cooperative learning strategies can be defined as one satrategi learning that requires the cooperation of students in a group to develop the capabilities of individuals as well as take advantage of a variety of internal and external factors to solve specific problems so that the learning objectives can be achieved together.

  1. Methodology
    1.     Research Design

This study attempts to provide a comprehensive overview of the approach to learning in foreign language teaching. In order to understand how language instructors and students at the middle school level agreement with a different style of instruction for teaching / learning methods pemebelajaran English. Therefore, the questionnaire focused on the belief system of the instructors on individual learning and group learning in English are created.

The findings of the data used to determine the underlying factors to draw conclusions about the teaching of English language courses at the high school level. Moreover, the attitude of the students about the two types of English language instruction were examined in this study. pre and post tests conducted to gain a clear understanding of the effect of the instructions in the individual pemebelajaran and learning.

This research is a quantitative reference to the investigation of organized phenomena through statistical observations, numerical data or mathematical or computational techniques (Given, 2008)[9]. In this study, there are two types of questionnaires and two tests; Therefore, to get the most accurate result is only possible to evaluate the data through several quantitative methods.

  1.  Population and Sample

At this stage, researchers conducted a population and sample, which is mainly focused on children in the eleventh grade of SMAN 3 Banda Aceh. The sample was chosen by using Researchers gave questionnaires to students and interview several English teachers to know cluster sampling. The sample for this study was 30 students (5 students per class), the actual needs of the teaching model of English in school respectively.

  1.   Data Collection Procedure

The data was collection from the questionnaires that were spread by the author (paper). The samples of the study filled the questionnaires grade 2 science, there are 6 classes in each grade science majors and selected 5 students, every class has 29-30 students so that filling questionnaire only 30 respondent, due to filling the questionnaire not only representative of the class as a whole.. And data collection prosedure from the interview two teachers, because in these schools only have 6 English teacher, and teach a class 2 IPA only two teachers. so I took the sample interviewed two teachers. The questionnaire (Appendix B) was consisted of short introduction (about the study) and 6 statements with 3 options; (1) Agree, (2) Disagree, (3) Nutral

  1.    Data Analysis

The data from the questionnaire (paper) were complied and and analyzed together as a group by using simple percentage formula :

P = Percentage of Agreement

 f = The number of frequency of the respondent answer

 n = The number of respondent

 

  1. Result and Discusion
    1. Result

Chart 1. Students perceptions of the methods task-based teaching learning in the class

Chart 2. Students perceptions of the task-based individual learning in the class

Chart 3. Students perceptions of the task-based cooperative learning in the class

Chart 4. Students perceptions of the task-based individual learning at home

Chart 5. Students perceptions of the task-based individual learning and cooperative learning may improve learning in the classroom

Chart 6. Students perceptions of the task-based cooperative learning at home

 

  1. Discussion

The result of the data it can be concluded that 90% of students preferred learning groups are taught in the classroom, the data is described through six questions. Chart the first students who answered agree 0.43% and 0.43% said neutral and only 0.13% who answered disagree. In the second chart is more like giving students individual tasks in the classroom, and in the third chart very high participation by students in cooperative learning, students prefer cooperative learning in the classroom and who answered agree there is Area 90%. The result of the results concluded that the interests of students in task-based language teaching individual learning and cooperative learning in the classroom is more loved than at home.

Students' interest in the process is very high and the love of individual learning and cooperative learning in the classroom. But there are some students do not like people and more like cooperative learning and there are also some students who prefer cooperative learning rather than individual learning. And to the question in the interview was not made because the result when the interview questions do not focus on what is already written but also continues during the interview. The results of the interview two teachers, they are implementing task-based cooperative learning rather than individual learning. Because they think cooperative learning are more effective and easier to understand, because of each group of students the appropriate division and they can help each other.

  1. Conclusion

This study aims to figure out the eleventh grade students of class 2 IPA at SMAN 3 Banda Aceh perception of Task-Based Language Teaching: Individual Learning and Cooperative Learning. It can be concluded that most of the students agree that students prefers individual learning and cooperative learning in the classroom, since both processes can help them in learning English.

 

 

 

 

  1. References:

Bern and Erickson in Kokom Komalasaeari (2010:62) Language Teaching. Ebook

Branden.2011. http://www.ccsenet.org/journal/index.php/elt/article/view/58062

Given. 2008. Data Sampling. Power Point

Khoirul Anwar and Rohmy Husniah. 2006. Evaluating Integrated Task-Based Activites     and Computer Assisted. Journal

Muhammad Ali. 2000: 99. Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review.

Ratna wulandari. 2013. Task Based by Language Teaching  http://ratnamizan.blogspot.co.id/2013/02/task-based-by-language-teaching.html

Shaw. 1977. http://dx.doi.org/10.5539/elt.v9n4p119\

Vienna Sanjaya (2011: 242) Task-Based Language Teaching (TBLT)  https://blogfefti.wordpress.com/2012/04/08/task-based-language-teaching-tblt/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

Questionnaire (paper)

Task – Based Language Teaching : Individual Learning and Cooperative Learning at SMAN 3 Banda Aceh

Name               :

Student ID      :

Class                :

 

  1. Students perceptions of the methods task-based teaching learning in the class.

Agree                          Disagree                      Neutral

  1. Students perceptions of the task-based individual learning in the class.

Agree                          Disagree                      Neutral

  1. Students perceptions of the task-based cooperative learning in the class.

Agree                          Disagree                      Neutral

  1. Students perceptions of the task-based individual learning at home.

Agree                          Disagree                      Neutral

  1. Students perceptions of the task-based individual learning and cooperative learning may improve learning in the classroom.

Agree                          Disagree                      Neutral

  1. Students perceptions of the task-based cooperative learning at home.

Agree                          Disagree                      Neutral

 

 

[1] Khoirul Anwar and Rohmy Husniah. 2006. Evaluating Integrated Task Based Activities and Computer Assisted

Language Learning (CALL). English Department University of Muhammadiyah, Gresik, Indonesia

[5] Ratna wulandari. 2013. Task Based by Language Teaching  http://ratnamizan.blogspot.co.id/2013/02/task-based-by-language-teaching.html

[6] Muhammad Ali. 2000: 99. Evaluation of English as a Foreign Language and Its Curriculum in

Indonesia: A Review.

[7] Vienna Sanjaya (2011: 242)

[8] Bern and Erickson in Kokom Komalasari (2010: 62)

[9] Given, 2008. Data sampling methology.

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