Kamis, 09 April 2015

Using Task-Based Language Teaching To Improve The Twelfth Graderss’ Reading Ability at SMAN 1 Srengat-Blitar. (TESIS)

Using Task-Based Language Teaching To Improve The Twelfth Graderss’ Reading Ability at SMAN 1 Srengat-Blitar. (TESIS)
Suprayoga Suprayoga, Suharmanto Suharmanto, Enny Irawati


ABSTRAK
This study was conducted in order to answer the following research problem, “How could Task-Based Language Teaching improve the twelfth graders’ reading ability at SMAN 1 Srengat-Blitar”.  This strategy was chosen due to its strength in encouraging students to be more actively involved in the teaching and learning process and in helping students to understand the content of reading text and language form. To answer the research problem, Classroom Action Research was conducted following four stages, planning, action, observation and reflection. This study was implemented in two cycles. The first cycle consisted of four meetings and the second cycle consisted of two meetings. The subjects of this study were the twelfth graders of SMAN I Srengat-Blitar, academic year 2012- 2013 which consisted of 30 students. In this study, the students were assigned to do tasks related to reading texts. The instrument used to collect data were observation checklists, field notes and reading test. The procedures of using Task-Based Language Teaching in teaching reading were as follows. First, the teacher had brainstorming by leading the student to the topic which activated their schemata. In this study, the teacher asked some questions about their socio cultural or natural phenomenon. Second, the teacher asked the students to list the words related to the topic. Third, the students were asked to identify the general description of the text, the specific or the detailed information,  the implicitly stated information, and the meaning of words or sentences from the text. Fourth, the students wrote their findings. Fifth, the teacher asked the students to present their findings. Sixth, the rest of the class gave feedback. Seventh, the students listed specific sentences found in the text. Eighth, the teacher guided the students to generalize the sentence pattern. Ninth, the students wrote their own sentences using provided words. Tenth, the students presented thir works. Eleventh, the teacher gave feedback on the students’ works. The results of the study indicated that Task-Based Language Teaching was able to improve the students’ reading ability in reading explanatory texts. The improvement of the students’ reading ability was shown by the increasing number of students who achieved 10 point gain in cycle 2. In cycle 1, 14 out of 30 students (46.67%) achieved 10 point gain. In Cycle 2, 27 out of 30 students (90.00%) achieved 10 point gain. Meanwhile the criterion of success stated that the research was categorized to be successful if at least 60% students achieved 10 point gain. This meant the criterion of success was fufilled. The research was successfully conducted. Finally, on the basis of the findings, some suggestions for the English teachers and the future researchers were made. First, the English teachers were suggested to use Task-Based Language Teaching in teaching reading, especially for explanatory texts. Second, in using Task-Based Language Teaching, the teachers had to focus on the followings aspects: how to arrange the lesson plans, how to choose the appropriate reading tasks, how to present the tasks, how to give feedback, and how to assess. Third, the teachers had to consider reading as a process to reach the expected outcome. The teacher could provide hints to help them or guide them to find the correct answer. The future researchers were suggested to conduct action research in teaching reading in different grade for example, tenth or eleventh. Moreover, they were also suggested to conduct action research in the teaching of reading for different genres.


 Penelitian ini dilaksanakan untuk menjawab permasalahan penelitian, “Bagaimana Task-Based Language Teaching mampu meningkatkan kemampuan membaca siswa klas XII di SMAN 1 Srengat-Blitar”. Strategi ini dipilih karena keunggulannya mendorong siswa untuk lebih aktif didalam proses belajar mengajar dan membantu siswa untuk memahami isi bacaan dan bentuk bahasa. Untuk menjawab permasalahan penelitian tersebut, Penelitian Tindakan Kelas dilaksanakan melalui empat tahapan: perencanaan, pelaksanaan, pengamatan dan refleksi.  Penelitian ini dilaksanakan dalam dua siklus. Siklus pertama terdiri dari empat pertemuan dan siklus kedua dilaksanakan dalam dua pertemuan. Subyek penelitian adalah siswa klas XII SMAN 1 Srengat-Blitar tahun pelajaran 2012-2013, yang terdiri dari 30 siswa. Dalam penelitian ini siswa diberi tugas-tugas yang berhubungan dengan bacaan. Alat yang digunakan untuk mengumpulkan data berupa reading test, observation checklist dan field notes. Langkah-langkah dari Task-Based Language Teaching adalah sebagai berikut: pertama brainstorming, kedua guru menyuruh siswa mendata kata-kata yang berhubungan dengan topik bacaan, ketiga  siswa disuruh mengidentifikasi topik bacaan, informasi tersurat dan tersirat, informasi rinci dan makna kata, keempat siswa mencatat hasil temuannya, kelima siswa memaparkan temuannya, keenam siswa yang lain memberikan umpan balik, ketujuh siswa mendata kalimat tertentu yang digunakan didalam bacaan, kedelapan guru memandu siswa menentukan pola kalimat yang mereka temukan, kesembilan siswa menyusun kalimat menggunakan kata-kata yang tersedia, kesepuluh siswa mempresentasikan pekerjaannya, kesebelas guru memberikan umpan balik. Hasil penelitian mengindikasikan bahwa Task-Based Language Teaching mampu meningkatkan kemampuan membaca siswa untuk jenis bacaan explanation. Peningkatan kemampuan membaca tersebut ditunjukkan oleh peningkatan jumlah siswa yang mendapat nilai yang kenaikannya mencapai10 poin atau lebih pada siklus 2. Pada siklus 1, 14 siswa mendapat nilai yang kenaikannya mencapai10 poin atau lebih dibandingkan test pendahuluan. Pada siklus kedua 27 siswa mendapat nilai yang kenaikannya  mencapai10 poin atau lebih dibandingkan test pendahuluan. Sementara itu kriteria keberhasilan menyatakan bahwa penelitian dinyatakan berhasil apabila minimal 60% siswa mendapat nilai 10 poin diatas nilai tes pendahuluan. Ini artinya pada siklus 2 penelitian ini berhasil mencapai kriteria keberhasilan. Penelitian telah dilaksanakan dengan berhasil. Berdasarkan hasil penelitian ini, ada beberapa saran untuk guru bahasa Inggris. Pertama, guru bahasa Inggris disarankan untuk menggunakan Task-Based Language Teaching didalam mengajarkan bacaan. Kedua, didalam menggunakan Task-Based Language Teaching, guru bahasa Inggris harus memperhatikan bagaimana menyusun rencana pembelajaran yang sesuai, memilih latihan membaca yang sesuai, mempresentasikan latihan, memberikan umpan balik dan memberikan penilaian. Ketiga guru bahasa Inggris harus mempertimbangkan membaca sebagai proses mencapai ketrampilan memahami text tulis. Untuk mencegah siswa patah semangat, guru perlu memberikan pancingan atau panduan untuk menemukan jawaban latihan. Bagi para peneliti dianjurkan untuk melakukan penelitian tindakan klas pengajaran membaca pada klas yang berbeda misalnya klas sepuluh atau sebelas. Selanjutnya para peneliti dianjurkan melakukan penelitian tindakan klas untuk jenis bacaan yang berbeda.

Keywords: improve, reading ability, TBLT

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