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THE IMPLEMENTATION OF TASK-BASED
LANGUAGE TEACHING AT SMA NEGERI 1
PECANGAAN JEPARA
(A Naturalistic Study at Tenth Grade Students in the Academic Year of 2013/2014)
A Thesis
By:
KHOIRUL WAFA
S891108057
Submitted to Fulfill One of the Requirements for Getting Graduate Degree
in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
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APPROVAL
THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING
AT SMA NEGERI 1 PECANGAAN JEPARA (A Naturalistic Study at Tenth Grade Students in the Academic Year of 2013/2014)
By:
KHOIRUL WAFA
NIM : S891108057
This Thesis has been approved by the Board of Consultants of English Education
of Graduate School of Sebelas Maret University Surakarta
By
Consultant I Consultant II
Dra. Dewi Rochsantiningsih, M. Ed., Ph. D. Dr. Sujoko, M. A.
NIP. 19600918 198702 2 001 NIP. 19510912 198003 1 002
The Head of English Education Department of Graduate School
Sebelas Maret University
Dr. Ngadiso, M. Pd.
NIP. 19621231 198803 1 009
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LEGITIMATION FROM THE BOARD OF EXAMINERS
THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING
AT SMA NEGERI 1 PECANGAAN JEPARA
(A Naturalistic Study at Tenth Grade Students
in the Academic Year of 2013/2014)
By
KHOIRUL WAFA
S891108057
This thesis has been examined by the Board of Thesis Examiners of English
Education Department of Graduate School of Sebelas Maret University on,
2015
Board of Examiners
Chairman : Dr. Ngadiso, M.Pd. (………………)
NIP. 19621231 198803 1 009
Secretary : Dr. Abdul Asib, M.Pd. (………………)
NIP. 19520307 198003 1 005
Examiners : 1. Dra. Dewi Rochsantiningsih, M. Ed, Ph. D. (………………)
NIP. 19600918 198702 2 001
2. Dr. Sujoko, M. A. (………………)
NIP. 19510912 198003 1 002
The Dean of Teacher Training and
Education Faculty
Sebelas Maret University,
The Head of English Language
Education Department of Graduate
School of Sebelas Maret University,
Prof. Dr. Joko Nurkamto, M. Pd.
NIP. 19610124 198702 1 001
Dr. Ngadiso, M. Pd
NIP. 19621231 198803 1 009
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PRONOUNCEMENT
This is to certify that I myself write this thesis, entitled “The
Implementation of TASK-BASED language teaching at SMA NEGERI 1
PECANGAAN JEPARA (A Naturalistic Study at Tenth Grade Students in the
Academic Year of 2013/2014) “It is not a plagiarism or made by others. Anything
related to others’ work is written in quotation, the source of which is listed on the
references.
If, then, this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, June 2015
KHOIRUL WAFA
NIM. S891108057
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ABSTRACT
KHOIRUL WAFA. NIM S891108057. 2015. The Implementation of Task-Based
Language Teaching at SMA Negeri 1 Pecangaan Jepara (A Naturalistic Study at
Tenth Grade Students in the Academic Year of 2013/2014). First Consultant : Dra.
Dewi Rochsantiningsih, M. Ed. Ph. D. Second Consultant: Dr. Sujoko, M. A.
Thesis. English Education Department Graduate School, Sebelas Maret
University.
This resarch is aimed to: (1) identify how teachers developed their
knowledge of TBLT; (2) identify the teachers’ knowledge of TBLT in the English
teaching and learning process; (3) describe and identify the implementation of
TBLT in the English teaching and learning process in SMAN 1 Pecangaan Jepara;
(4) identify the difficulties faced by teachers in implementing TBLT in the
English teaching and learning process; (5) describe the teachers’ solution dealing
with the difficulties in implementing TBLT in the English teaching and learning
process; and (6) identify the effects of implementation of TBLT on the
effectiveness of English teaching and learning.
This research is a Naturalistic Study. It was conducted at tenth grade
students of SMA Negeri 1 Pecangaan in the academic year of 2013/2014 from
August 2013 to February 2014. It has ten classrooms. The researcher took three
classes: X5, X6, and X7 which are taught with TBLT.
The research findings are: (1) Teachers developed their knowledge of TBLT
by joining seminar, training, MGMP, and share with other English teacher; (2)
English teacher in SMAN 1 Pecangaan fully understood the concept of TBLT.
The main point of TBLT is task and students are the central unit of language
learning process; (3) The implementation of TBLT in SMAN 1 Pecangaan were
covered in the lesson plan. The teaching and learning process was started with
pre-task. The next step was task activity and the final step was language focus.
Teacher’s roles were preparing learners for tasks, selector and sequencer of tasks,
and consciousness-raising. In the classroom management, teacher gave
reinforcement to students before they did tasks. Teacher also monitored the
condition of the class and walked around the class to ensure all students
understood the materials; (4) The difficulties encountered by teachers in
implementing TBLT are teacher got difficulties in selecting the materials and
finding the studying facility. In the students’ side, they had lack of vocabulary,
grammar, pronunciation mastery, and lack of self-confidence in speaking. The
students also had different motivation in the teaching and learning process; (5)
The solution proposed by teacher is using books, students’ worksheet, magazine,
or even internet sources. Teacher used to review the materials intensively and give
a remedial assignment. Teacher used to give chance them to practice. Teacher
used to motivate students in the teaching and learning process; (6) The
Implementation of TBLT affected the learning process, students’ self-regulated
learning, and the effective of teaching and learning.
Keywords: Task-Based Language Teaching, English teaching and Learning,
Naturalistic Study.
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MOTTO
Allah will exalt in degree those of you who believe,
and those who have been granted knowledge.
(Al Mujaadilah: 11)
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DEDICATION
I dedicated this thesis to:
My beloved father and mother
My beloved brothers and sister
My wife and my lovely daughter
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ACKNOWLEDGEMENT
The researcher said greatest thank to Allah SWT, for blessing Him so that
the thesis can be finished. In addition, the researcher is unable to finish the works,
from the preparation of the research up to the reporting of the research, without
contributions, helps, suggestions, and comments from many people. Therefore,
the writer would deeply like to thank to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to conduct the research.
2. The Head of English Education Department of Graduate School of Sebelas
Maret University, Dr. Ngadiso, M. Pd. for his support and guidance for
writing this thesis.
3. Dra. Dewi Rochsantiningsih, M. Ed, Ph. D., the first consultant for her
willingness for invaluable advice, guidance and time.
4. Dr. Sujoko, M. A., the second consultant, for his guidance, suggestions,
and criticism in completing this thesis.
5. The lecturers of English Education Department of Graduate School of
Sebelas Maret University Surakarta, for their lectures’ guidance and
criticism.
6. The Headmaster of SMAN 1 Pecangaan Jepara, for his permission to
conduct the research at the school and also the students of SMAN 1
PECANGAAN JEPARA, for their cooperation during the study.
7. Suhadi, S. Pd. The English teacher of SMAN 1 Pecangaan Jepara, for
helping the writer in doing research and for his cooperation during the
research.
8. The students of SMAN 1 Pecangaan Jepara, especially class X5, X6, and
X6 for the cooperation in conducting the research.
The researcher also asks suggestion or criticism about this thesis for doing
better research.
Surakarta, June 2015
Khoirul Wafa
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TABLE OF CONTENTS
PAGE OF TITLE ................................................................................................ i
APPROVAL ........................................................................................................ ii
LEGITIMATIONING FOR BOARD OF EXAMINERS ................................... iii
PRONOUNCEMENT ......................................................................................... iv
ASBSTRACT ...................................................................................................... v
MOTTO ............................................................................................................... vi
DEDICATION .................................................................................................... vii
ACKNOWLEDGMENT ..................................................................................... viii
TABLE OF CONTENTS .................................................................................... ix
LIST OF TABLES .............................................................................................. xi
LIST OF FIGURES ……………………………………………………………. xii
LIST OF ABBREVIATION …………………………………………………... xiii
LIST OF APPENDICES ..................................................................................... xiv
CHAPTER I : INTRODUCTION 1
A. Background of the Sudy ................................................................ 1
B. Problems Identification ................................................................. 4
C. Problems Limitation ...................................................................... 5
D. Problem Statements ....................................................................... 5
E. The Objectives of the Study .......................................................... 6
F. The Significances of the Study ..................................................... 6
CHAPTER II : LITERATURE REVIEW 9
A. The Nature of English Language Teaching .................................. 9
1. Language Learning ................................................................... 9
2. Language Teaching ................................................................... 12
3. Some Approaches and Methods in Language Teaching ........... 14
4. Characteristics of Effective Teaching and Learning ................ 16
B. English Teaching and Learning in Senior High School ………… 17
1. Language Curriculum ………………………………………... 17
2. English Syllabus of Class X …………………………………. 19
C. The Definition of Knowledge …………………………………… 20
D. The Nature of Task-Based Language Teaching ............................ 21
1. Definition of Task-Based Language Teaching ......................... 21
2. The Principle of Task-Based Language Teaching …………… 23
3. The Definition of Task …………………………………......... 25
4. Task Classification ................................................................... 26
5. Theory of Learning ................................................................... 30
6. Teacher’s and Learner’s Role in Task-Based Language
Teaching ................................................................................... 31
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7. Teaching Procedure of Task-Based Language Teaching ......... 33
8. The Advantages and Disadvantages of TBLT .......................... 36
D. Profile of SMA Negeri 1 Pecangaan Jepara .................................. 40
E. Review of Related Research ………............................................. 42
CHAPTER III: RESEARCH METHODOLOGY 45
A. Research Method ........................................................................... 45
B. Research Settings .......................................................................... 46
C. Source of Data ......................................................................... 47
D. Techniques of Collecting Data ................................................. 48
E. Trustworthiness ............................................................................. 49
F. Techniques of Analyzing Data ................................................. 50
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 52
A. Research Findings and Discussion ................................................ 52
1. The way teacher developed their knowledge of TBLT ............ 53
2. Teacher’ knowledge of TBLT as an approach in teaching
English as foreign language ............................................... 54
3. The degree of the implementation of TBLT in the English
teaching and learning process in SMA N 1 Pecangaan Jepara . 55
4. The difficulties faced by the teachers in implementing TBLT
in the English teaching and learning process ............................ 60
5. The solutions proposed by teacher dealing with the
difficulties in implementing TBLT in the English teaching
and learning process ................................................................. 62
6. The degree of the implementation of TBLT affect on the
effectiveness of English teaching and learning ……………… 65
B. Grounded Theories ........................................................................ 68
1. The improvement of students’ motivation and the creating
students’ self-regulation learning ............................................. 69
2. The implementation of TBLT establishes effective teaching
and learning .............................................................................. 70
CHAPTER V: CONCLUSION AND SUGGESTION 71
A. Conclusion ..................................................................................... 71
B. Suggestion ..................................................................................... 73
BIBLIOGRAPHY ............................................................................................. 75
APPENDICES ............................................................................................. 78
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LIST OF TABLES
Table 2.1 English Syllabus at the first semester of class X ………........... 19
Table 3.1 Schedule of Conducting the Research ………………………... 47
Table 4.1 Summary of Research Findings ................................................ 52
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LIST OF FIGURES
Figure 2.1 The Framework of TBLT ………………………………... 34
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LIST OF ABBREVIATION
SMAN : Sekolah Menengah Atas Negeri (State Senior High School)
SMA : Sekolah Menengah Atas (Senior High School)
SD : Sekolah Dasar (Elementary School)
KKG : Kelompok Kerja Guru (Working Group Discussion)
MGMP : Musyawarah Guru Mata Pelajaran (Teacher Group Organization)
PLPG : Pendidikan dan Pelatihan Profesi Guru (Teacher Education and
Professional Training)
KTSP : Kurikulum Tingkat Satuan Pendidikan (Unit-based Educational
Curriculum)
CLT : Communicative Language Teaching
TBLT : Task-Based Language Teaching
TBI : Task-Based Instruction
UU : Undang-undang (law)
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LIST OF APPENDICES
Appendix 1 The Presence of Students Class X SMAN 1 Pecangaan
Jepara …………………………………………………......
Appendix 2 Lesson Plan of Class X SMAN 1 Pecangaan Jepara …......
Appendix 3 Draft of Interview ………………………………………...
Appendix 4 Field Research ……………………………………………
Appendix 5 Students’ work ………………………………………........
Appendix 6 Research Photographs ……………………………….........
Appendix 7 Teacher assessment form …………………………………
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