T1 112009120 Full text
TASK TYPES USED TO TEACH ENGLISH FOR DIFFERENT
STUDY PROGRAMS OF THE SECOND GRADERS: A
QUALITATIVE STUDY AT SMA N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Meyrawati Christanti Rahmi Andarsih
112009120
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
TASK TYPES USED TO TEACH ENGLISH FOR DIFFERENT
STUDY PROGRAMS OF THE SECOND GRADERS: A
QUALITATIVE STUDY AT SMA N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Meyrawati Christanti Rahmi Andarsih
112009120
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
2013
ii
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright@ 2013 Meyrawati Christanti Rahmi Andarsih and Listyani, M, Hum.
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Meyrawati Christanti Rahmi Andarsih:
iv
Abstract
Task is one tool used to acquire learning process. Through task the learners could
explore, apply, and also practice what they have learnt. This study attempted to
describe types of tasks that are used to teach English to second graders students with
different study programs. This study used a research question: What kinds of task
used in teaching English for different study programs of second graders in SMA N 1
Salatiga? The students of three second grade classes of senior high school with
different study programs and also three teachers who taught different study programs
of second graders in SMA N 1 Salatiga would be the participants of this study. The
data were collected using observations.The data collected were analyzed using
qualitative data analysis. This study found four different types of tasks used by the
teachers to teach in English class. Detail analysis would be shown in each different
type of tasks.
Key words: task, task types, teaching English, second graders of senior high school.
Introduction
Educational system in Indonesia has established a rule that each child has to
attend at least nine years of education. Lately, the minister of education in Indonesia
said that each child has to attend twelve years of education. Senior high school is the
last step of Indonesia-must-attend-school. In senior high school, starting from the
second grade, students have to choose the major of their study. Usually there are three
different majors or study programs in non vocational senior high school; there are
science, social, and language which each has different focus on the learning process
(in here I will use the term study program to talk about students‟ major study). The
study program itself is chosen based on the students‟ interest and students‟ grade.
However, if the student can not fulfill the grade requirement, they can not take the
study program that they want but they have to choose another study program which is
prescribed by the grade regulation that they can fulfill.
1
As stated before, each study program has different focus on the learning
process, that makes each study program has different learning subject. Based on my
experience, there are some different regulations and also some major differences that
usually become the consideration of the students on choosing their study program.
Nevertheless, in this globalization era, English become an important learning subject
in Indonesia. Not only in the language study program, English is also taught in
science and social study program. The high awareness of the use of English as a
global language leads Indonesia‟s educational department to provide English as
foreign language in each stage of school in Indonesia without an exception. Durand
(2006:7) said that it is very important to master English because this language is used
in almost all kinds of source of global information. This fact becomes a new
homework for English teachers to explore the tasks types that will be appropriate for
each grade of English learning.
Nowadays, task has become an important thing to be considered. Task itself
has been explored in decades by some language experts. As cited in Nunan (2004),
Richards, et al. said that task is “an activity or action which is carried out as the result
of processing or understanding language (i.e. as a response)”. Skehan (1998) also
mentioned five keys characteristic of task:
-
Meaning is primary.
“The target language is used by the learner for a communicative purpose
(goal) in order to achieve an outcome” (Willis and Willis, 2001, p.173).
2
This part explains that the meaning of the task is a part from the outcome
of the task.
-
Learners are not given other people‟s meaning to regurgitate.
The learners have the opportunity to finish the task using their own style
and they may also choose any language form to finish the task.
-
There is some sort of relationship to comparable real-world activities.
In task-based language teaching, the task designed is related to real-world
activities. Like it is stated in Ellis (2003), a task involves real-world
process of language use.
-
Task completion has some priorities.
Willis (2004) stated that task is goal oriented which emphasized on
understanding and conveying meaning so the task could be completed
successfully.
-
The assessment of the task is in terms of outcome.
In order to create communicative language learning, a task has to be
designed with communicative outcome. As cited in Jeon and Hahn (2006),
Willis (1996) stated that the target of language is used for a
communicative purpose in order to achieve an outcome.
Ellis (2003: 16) also defines pedagogical task:
A task is a workplan that requires learners to process language pragmatically
in order to achieve an outcome that can be evaluated in terms of whether the
3
correct or appropriate propositional content has been conveyed. To this end,
it requires them to give primary attention to meaning and to make use of their
own linguistic resources, although the design of the task may predispose them
to choose particular forms. A task is intended to result in language use that
bears a resemblance, direct or indirect, to the way language is used in the
real world. Like other language activities, a task can engage productive or
receptive, and oral or written skills and also various cognitive processes.
Nunan (2004) in his book tried to define a task in simple language. He stated
that that task “is a piece of classroom work which involves learners in
comprehending, manipulating, producing or interacting in the target language”
(Nunan, 2004:4). Here, Nunan stated that task should have a sense of completeness
where it can stand alone as a communicative act task from the middle until the end of
the task itself. Also, task focuses on the meaning rather than grammatical form, but it
still considers the importance of grammar,
…their attention is focused on mobilizing their grammatical knowledge in
order to express meaning, and in which the intention is to convey meaning
rather than to manipulate form. The task should also have a sense of
completeness, being able to stand alone as a communicative act in its own
right with a beginning, a middle and an end.
(Nunan 2004:4)
4
In English as foreign language learning (EFL), task type plays an important
role on the process of teaching and learning. Krashen (1985) stated that meaningful
language that influences the taskwork can empower the learners to acquire
unconscious “acquisition”. Especially in English learning, there are some types of
task to acquire language learning from Task-based Learning method that provide
meaningful learning task. “In task-based language teaching (TBLT), direct
communication is primary, but a remarkable consensus holds that mere interaction is
not sufficient: the tasks are supposed to draw and focus the attention on the critical
features of the language, too” (Richards & Rodgers, 2001, cited in Harjanne and
Tella, 2008). Pica, Kanagy, and Falodun (1993) as cited in Zacharias (2011 p.197)
classified tasks according to the type of interaction which occurs in the process of
accomplishing the task that shown in the following classification:
1. Jigsaw task is a task which involves the learners to combine different pieces
of information into a whole form.
2. Information-gap task is a task where there are some groups or some individual
students who have incomplete information about something and they have to
find and must negotiate with other groups or students in order to complete
their information.
3. Problem solving task is a task where the students are given a problem and a
set of information. The students have to solve the problem that they have,
where the teacher has a single resolution of each problem.
5
4. Decision-making task is a task where the students are given a problem with
some numbers of possible resolutions. Here, the students have to choose one
solution through negotiation and discussion.
5. Opinion exchange task is a task where the learners engage in discussion to
exchange their ideas without a need to reach into an agreement.
Shavelson and Stern (1981) as cited in Nunan (2004) stated that a task
designer has to consider some elements such as content, materials, activities, goals,
students, and social community. A task designer has to consider the content of the
task as the subject matter taught to the students. In line with the content, a task
designer also has to consider materials as the things learners can observe or
manipulate based on the activities that the learners will be doing during a lesson.
Materials and activities a task designer created have to be a bridge for the learners to
acquire the goals or the teachers‟ general aims for the task. Moreover, it is also
important to consider the learners‟ ability, needs, and interest so that the learners can
do their best in finishing the task. Also, a task designer has to consider the social
community of the learners. Social community here means the class where the task
will be applied. A task designer has to consider the class as a whole and also consider
the sense of „groupness‟ in that class.
After considering those aspects above, a task designer can start to design the
task(s). However, Candlin (1987) as cited in Nunan (2004) stated that a task should
contain input which refers to the data presented for the learners to work on, roles
6
which specify the relationship between participants in a task, settings which describe
where the task takes place (either in the class or out-of-class arrangement), actions
which are the procedures and sub-task that the learners have to perform, monitoring
which is given in order to supervise the progress of the task, outcomes which are the
goals of the task, and feedback which will functioned to evaluate the task given to the
students. In minimally, a task should contain two elements which are input data and
initiating questions to acquire the goals of the task (Wright, 1987a, cited in Nunan,
2004).
According to Nunan (2004), input refers to the spoken, written and visual data
that learners work with in the course of completing a task. Data used in input section
can be provided by a teacher, a textbook or some other sources such as articles from
newspapers, magazines and journals, songs, news stories and reports, literary works,
etc. A simplified input can help the learners to process the language easier. Also, by
increasing the frequency of target language items, patterns, and regularities in an
input phase, it can give better input for the learners. Giving meaningful input for the
students can help them to acquire the goals better.
Another component of a task is goals. Nunan (2004) defines goal as general
intentions behind any learning task which provide a link that connects the task with
the broader curriculum. Also, goals can be related to a range of general outcomes
such as communicative outcome, affective outcome, and cognitive outcome. Goals
may directly describe teacher‟s or learner‟s behavior. However, the most useful goal
7
statements are those that are related to the learners, not the teacher, and those that are
couched in terms of observable performance.
The third component of task is procedures. Procedure is needed to process the
input and to specify what learners will actually do with the input drawn in the point of
the learning task. A procedure is also considers the focus or goals from a task which
is called procedural goals. Procedural goals are basically concerned with skill that the
learners get or skill that the learners use – in here called as skill getting and skill
using (Rivers and Temperley, 1978, cited in Nunan, 2004). In skill getting, learners
can master their phonological, lexical, and grammatical forms through memorization
and manipulation. Meanwhile, in skill using, the learners can apply those skills in
communicative interaction. Furthermore, „procedures‟ is also focus on the
development of accuracy and fluency from the learners.
In teaching English to senior high school level itself, there are many kinds of
tasks are used to teach English. When I had my teaching practicum in SMA N 1
Salatiga, I got an experience on the real teaching field, designing tasks for English
learners, and I also did an-unconscious-observation on the task that were used in
English classes. At that time, a desire to conduct a real study on task types in this
field occurs. Also, it was because inspired by previous research by Rahayu (2009) on
task types in second grade of senior high school English text book which mentioned
that there are five types of task used to teach second graders of senior high school.
8
The definition of the task above made me curious because I believe that there must be
a reason from the teacher in choosing task types that he/she uses.
Thus, by referring to the reasons I revealed before, the research question of
this study was what kinds of tasks are used in teaching English for different study
programs of second graders in SMA N 1 Salatiga? The purpose of this study was to
describe the type of tasks that are used to teach different study programs of second
graders students of SMA N 1 Salatiga.
The result of the study hopefully can be used as a consideration for senior
high school English teachers in choosing, developing and applying suitable task for
learners. This paper is also dedicated for teachers who have questions in minds about
the kinds of tasks that should be used to teach different study programs of senior high
school students. Also, through this paper, it is hoped that the students will be able to
acquire better understanding in English.
The Study
This study is aimed to describe the types of task used in teaching English for
different study programs of second graders in SMA N 1 Salatiga. Since the study was
qualitative, observations was used to conduct the research. The observations were
utilized to find out the task types used to teach different study program of senior high
school. The observations were held on three classes of second graders with different
study program which were chosen randomly without any consideration; the classes
9
were II IPA 2, II IPS 2, and II Bahasa 1. I conducted nine class observations, three
times for each class. These observations were recorded, but the recordings were not
transcribed. The recordings were used to make the analysis easier by playing several
parts of the observation to get the valid findings of this research.
The setting of the study was in SMA N 1 Salatiga. It was located in Salatiga,
Central Java, Indonesia. The participants for this study were chosen by the criterionbased method. Three classes of second graders of senior high school with different
study programs and three teachers who taught different study programs of second
graders in SMA N 1 Salatiga were the participants of this study.
The observation was conducted three times in each class with their English
teachers which started on February, 2013. Non-participant observation was used to
collect the data because the focus was on the tasks used in the classes. Also, through
non-participant observation, the time to get the data from the class would be enough
and the teaching and learning process in the classroom would not be affected.
Moreover, I did not participate in any task that the teachers gave to the students. I got
the main data of this study which was about task types used in teaching English from
the observations. In order to support the observations I used video-recorder and field
notes to get the detail of the observations. However, the recordings were not
transcribed because it was used only to recall the situation of the class when the tasks
were given. Moreover, the field notes were used as the key points of tasks that were
used while the observations were conducted.
10
The data were classified based on the coding related to the types of the task
that the teacher used in teaching and learning process. I interpreted the data that I
classified through descriptive written explanation (Lynch, 1996). The data were
discussed from the simplest task the students got to the complex one. The extract
from the tasks given during the observations was also presented in the discussion in
order to support each finding.
Discussion
This section discusses about four task types that were used in teaching English
for different study programs for second graders of SMA N 1 in Salatiga. There are
some task types mentioned by Pica, Kanagy, and Falodun (1993) as cited in
Zacharias (2011 p.197). The task types are classified by the type of interaction which
occurs in the process of accomplishing the task. Those task types are jigsaw tasks,
information-gap tasks, problem-solving tasks, decision-making tasks, and opinion
exchange tasks. Pattison (1987) as cited in Nunan (2004) also mention seven tasks
and activity types which are in the form of questions and answers tasks, dialogues
and role plays tasks, matching activities tasks, communication strategies tasks,
pictures and picture stories tasks, puzzles and problems tasks, and discussion and
decision tasks. Furthermore, based on Wright (1987a) as cited in Nunan (2004), in
minimally, a task has to contain two phases which are input data and initiating
11
questions called procedure phase to acquire the goals of the task. I presented the
findings based on the type of tasks identified from the observation.
Communication strategy task
The first task type identified in the data was a communication strategy task.
This task was given in reading section of literary work of Macbeth. Nunan (2004) in
his book said that reading could develop a variety of reading skills such as reading for
details, skimming, scanning, and making inferences. He also stated that the reading
itself could be used as a good start to a discussion when the reading was used as prereading. Moreover, this task was considered as communication strategies task
because this task was designed to encourage learners to practice communication
strategies which were paraphrasing and simplifying the text while they were
translating the text into their native language. Input data used in this task was a
narrative text from handout entitled Macbeth. The teacher also gave handout for the
activity section.
In procedure phase there were some activities that the students did to acquire
the goals. Firstly, the teacher pointed 10 students randomly to read the text. Each
student had to read a paragraph out loud so his/her classmates could listen to the story
while they read in silence. The function of this activity was to check students‟
pronunciation ability. Not only the teacher, but the other students also were correcting
the mispronounced words so that all students could learn how to pronounce certain
12
words in an appropriate way. The goal of this activity was to make the students get
the main idea of the story from the text.
Secondly, as procedure phase from this activity, the students were asked to
translate the text into their native language (Bahasa Indonesia and or Javanese) in
order to get better understanding through the text. As the input, the teacher read the
first sentence from the text and translated it into Bahasa Indonesia. This input was
functioned as stimulation and an example for the students before they are asked to do
the same thing. The students were not allowed to use any dictionary; they had to
guess the meaning of some unknown words, phases or concept using the surrounding
context of the text (Nunan 2004). The goal from this activity was not only to get the
deeper understanding of the text, but also to answer the comprehensive questions in
the form of true or false questions directly and orally. Through this activity the
students were able to practice their reading skill in scanning. They had to find only
the key word from the text in order to find out whether the statements in the true-false
questions were right or wrong because they already understood the text.
Thirdly, the last activity that the students had to do was to complete some
sentences using the correct form of the word in the bracket. The goal of this activity
was to check students‟ understanding about the use of adjectives and adverbs. The
sentences were still about Macbeth, and what they had to do was just to determine
whether the word in the bracket should be transformed into adjective or adverb. The
input for this activity was a photocopy handout from a textbook given by the teacher.
13
Puzzles or Fill-in-the-blanks task
The second task type identified in the data was fill-in-the-blanks task. This
type of task was used in listening section where the students had to listen to certain
recording in order to get some detail information. As the input of this task, the
students were given a copy of incomplete song lyric. Also, the teacher played the
song three times for the students as the input so the students were able to get the
missing lyrics. Here is the lyric used in the listening section:
Extract 1: Complete the lyric of "Price Tag” song bellow
Seems like everybody's got a
________ (1),
I wonder how they sleep at night.
When the sale _________ (2) first,
And the truth comes second,
Just stop ______________ (3) and
smile
Forget about the ___________
(9)
Ain't about the (yeah) Ba-Bling
Ba-Bling
Wanna make the world dance,
Forget about the __________
(10).
Why is everybody so serious?
Acting so damn ____________ (4)?
Got your shades on your eyes
And your ___________ (5) so high
That you can't even have a good
time
We need to _________ (11) it
back in time,
When music made us all
__________ (12)!
And it wasn't low blows and video
hoes,
Am I the only one getting tired?
Everybody look to their
__________ (6) (yeah)
Everybody look to their
__________ (7) (uh)
Can you feel that (yeah)
We're paying with love tonight?
It's not about the money, money,
money
We don't need your money, money,
money
We just wanna make the world
14
Why is everybody so __________
(13)?
Money can't __________ (14) us
happiness
Can we all slow down and enjoy
right now?
Guarantee we'll be feeling alright
[Jessie J ‒ Outro]
Yeah yeah
Oh-oh
__________ (8),
Forget about the ___________
(15)
The goal from this task was to complete the song lyric from the listening
section. Through this task, the students were able to practice their ability in selective
listening where they only had to listen for key information without trying to
understand every word in the lyric (Nunan, 2004). However, this activity was not a
hundred percent succeed because some students had already known the lyric very
well so they did not have to listen to the recording.
Dialogue and role play task
The third task type identified was a role play task which was given to teach
expressions of anger and annoyance. The dialogue and role play task itself was a task
that was close to real-world situation the students usually experienced. This task also
gave a chance to students to improvise the story because they only got some clues,
not the whole dialogue. As the input, the teacher gave a handout for the students. The
handout contained some special expressions to show anger and annoyance to others.
Some examples were on how to apply the expressions into sentences, and some
situations and clues which the students had to transfer into a dialogue. The teacher
pointed two pairs of students to read a dialogue which contained anger and annoyance
expression. The students were asked to read the dialogue loudly with appropriate
intonation. Here is the dialogue:
Extract 2: Work in pairs; Read and act out the dialogue.
15
A: Hello, Squirrel the Tree Climber!
B: Hey! You know it really burns me up when people call me by that name!
A: Oops, sorry. It’s just that I heard some boys called you like that.
B: Yeah, okay. Forget it.
A: Sorry about that. You know I didn’t mean to hurt you, but I am just
wondering why people call you like that now.
B: Oh, it started last week when I saw a basketball lying on the school court.
So I thought I would make the PE-teacher upset by hiding it. I took the ball
then climbed a tree to hide it there. But I got stuck and nearly fell but I
grabbed on and hung there for nearly half an hour before janitor found me.
A: It must be embarrassing for you.
B: It was extremely embarrassing, especially because it was in the school
website the next day, and the title was Squirrel the Tree Climber. Boy, I
almost died of embarrassment.
Through reading the dialogue as both procedure phase and input phase, the
teacher was able to check students‟ pronunciation and intonation in expressing their
feelings of anger and annoyance. By reading this dialogue, not only the students
reading the dialogue who got the input, but their friends who listened to them also got
a picture on expressing anger and annoyance.
Other procedure phase was the main activity from this task which was
creating a role play based on certain situation. The goal for this task was to make the
students be able to use two expressions to show anger and annoyance. Moreover, the
goal from this task was not just to acquire the language learning, but also to other
aspect of the learning process (Nunan, 2004). This task also brought communicative
and socio-cultural goal which let the students to establish and maintain interpersonal
relations of ideas, opinions, attitudes and feelings to get things done. Furthermore, in
socio-cultural goal, the students could get some understanding of the everyday life
16
patterns of their target language speech community that would cover their life at
home, at school and at leisure.
To finish this task, the students got input in the form of situations and clues
and some examples of anger and annoyance expression such as “I am fed up with…”,
“I am upset with…”, “I am angry with…”, “It annoys me when…”, “I don‟t like it
when…”, “I can‟t stand it when…”, “It burns me up when…”, and “I hate it
when….” There were two kinds of situations and clues that the students had to
choose. They had to develop the situations and clues but those were not more than 15
exchanges. Here were the situations and the clues:
Extract 3: Create a dialogue on the clues given.
Situation 1:
A and B are friends who loves parachuting. A went parachuting with some other
friends last weekend, but didn’t ask B to join. B sees that A is just getting home from
school and goes over to talk.
1.
2.
3.
4.
5.
6.
7.
8.
9.
B greets A.
A replies the greeting.
B asks how the parachuting was.
A answers the questions.
B expresses anger.
A apologizes and explains why B wasn’t invited.
B expresses disappointment.
A repeats an apology.
B accepts an apology.
Situation 2:
X and Y are roommates in a dormitory. X has a new laptop. One day, when X is
taking bath. Y has a trouble with his/her PC, so Y use X’s laptop. After taking a bath,
X is very angry when seeing Y using the laptop.
1.
2.
3.
4.
X asks what Y is doing
Y explains.
X expresses anger.
Y apologizes and explains why Y is using the laptop.
17
5.
6.
7.
X complains about privacy.
Y repeats an apology.
X tells Y not to use something without permission.
In order to finish this task, the students had to explore their ability in making
sentences. Role play also gave chances for the students to choose the words that they
wanted to use or to say. Because the situations that they got from the teacher usually
happened in daily life, they tended to make the dialogue naturally like a common
daily life communication. The students would also be able to put little unexpected
details to the dialogue that they created, which it showed that this activity succeeded
in making the students creative.
Linguistic practicing task
The last task type identified was linguistic practicing task. Linguistic
practicing task was a type of task where the students were given controlled exercises
to improve certain knowledge and skills. This task was used to improve students‟
grammar knowledge and skills through the use of modal and verbs. As the input for
the students, the teacher gave brief explanation about certain rules of modal and verbs
that he wanted to explain. The teacher explained the use of the modal, the possible
form of the modal, and some verbs that were usually used together with the modal.
The teacher also gave a copy of handout which contained some explanations and
exercises about the modal to each student.
18
The goal of this task was to make the students be aware of the use of certain
modal and the choice of appropriate type of modal to put on a sentence. The
procedure phase of this task was taking some sentences in an appropriate form and
kind of modal. The modals the teacher taught in this section were five groups of
modals which were “can, could, and be able to”, “could (do), and could have (done)”,
“must (have) and can‟t (have)”, “may (have) and might (have)”, and “may and might
(future)” modals. Each section of modal required the students to finish certain types
of grammar exercises such as choosing appropriate modal, completing sentences with
certain modal, writing down sentences used certain modal, and completing some
sentences with appropriate modal based on the situation given.
Conclusion
This study had discussed the task types that were used in teaching English to
different study programs of second graders students of SMA N 1 Salatiga. Based on
the analysis, there were four task types emerged from the observation;
communication strategy task, puzzle or fill-in-the-blanks task, dialogue and role play
task, and linguistic practicing task. The teacher used those task types with certain
reason in order to accommodate them with the learning topic. All task types used to
fulfill a task criteria should have input data and procedures as minimally point to
acquire the goals. As a pedagogical implementation from the findings, it would be
better if the English teachers who would use song as the input for listening activity to
consider the popularity of the song. Consideration in this point would be necessary in
19
order to make sure that the task was not going to waste because the students had
already memorized the lyric. Also, in the role play section, it would be better if the
teacher did not give limitation to the amounts of exchanges that the students made,
because it would give more space for students to explore their language ability.
English teachers had to create the more interesting and creative task to teach grammar
to students because of the amount of the grammar thing given in a meeting. In this
way, the goals of the task will be achieved better, and the students will also be more
motivated to learn English.
There are two limitations in this study. The first one is this study only focused
on task types used in teaching different study programs of second graders of SMA N
1 Salatiga. Second one is that this study involved only a small number of participants.
Further research may include the purpose of the task given to the students in different
study program to discover the aim of each task. I would also suggest that further
research looks at task types used by the teacher in order to synchronized English
learning for each study program itself is needed.
20
Acknowledgement
The first thing that I would like to say is, Hallelujah, praise to Jesus Christ
who always stands by me all the time so that I could make this thesis in time. I would
also like to express my gratitude for the guidance from my supervisor, Listyani, M.
Hum., who has supported me; also given to Prof. Dr. Gusti Astika, M.A as my thesis
examiner and as my mentor. This thesis would not have been possible without the
support from my family, Mamah, Tante Ude and Ma‟i, thank you so much for
everything. It was also my pleasure to thank to my time-bombs Zilpa, Uyun, Damay,
and Rayi, you guys always made me aware about the time. Also for my beloved
„punii‟ Immanuel, thanks for always supporting me all the time. Big thanks also
given to Grace, Dea, Fina, Ririn, Yohana, NINERS, and GMS DK-ers whom I could
not mentioned one-by-one, you guys ROCK my life!
21
References
Burns, A. (2010). Doing action research in English language teaching: A guide for
practitioners. New York: Routledge.
Bygate, M; Sekhan, P; & Swain, M. (2001). Researching pedagogic task: second
language learning, teaching, & testing. Harlow: Longman.
Day, R. R., & Park, J. S. (2005). Developing reading comprehension questions.
Reading in a Foreign Language, 17(1), 60-73.
Elliott, J. (2005). Using narrative in social research: Qualitative and quantitative
approaches. London: Sage.
Ellis, R. (2003) Task-based Language Learning and Teaching . Oxford: Oxford
University Press.
Ellis, R. (2006). The Methodology of Task-Based Teaching.
(3)
Online
documents
at
URL
4.
Asian EFL Journal 8
http://www.asian-efl-
journal.com/Sept_06_re.php. [15.12.2006]
Harjanne, P., & Tella, S. (2008). Strong signals in foreign language education, with a
view to future visions. In S. Tella (Ed.), From Brawn to Brain: Strong
Signals in Foreign Language Education . University of Helsinki. Department
of Applied Sciences of Education. Research Report 290.
22
Horton, W. K. (2000). Designing web-based training: How to teach anyone anything
anywhere anytime. Wiley.
Jeon, I. J. & Hahn, J. W. (2006). Exploring EFL teachers' perceptions of task-based
language teaching: A case study of Korean Secondary School classroom
practice. Asian EFL Journal. Retrieved July 8, 2008, from http://www.asianefl-journal.com/March_06_ijj.php
Krashen, Stephen (1985). The Input Hypothesis: Issues and Implications. Oxford:
Pergamon.
Lems, K. (1996). For a Song: Music across the ESL Curriculum. Retrieved May 2,
2013. From
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED396524
Merriam, S. (2001). Qualitative research and case study applications in education .
San Francisco: Jossey-Bass.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge
University Press.
Nunan, D. (1987). Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press.
23
Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill,
and text cohesion in the comprehension of science texts . Learning and
Instruction, 19(3), 228-242.
Stake, R. (1994). Case study. In Denzin & Lincoln (Eds.), The art of case study
research (pp. 236-247). Thousand Oaks: Sage.
Willis, D., & Willis, J. (2008). Doing task-based teaching. Oxford: Oxford University
Press.
Zacharias, N. T. (2010). Teaching Learning Strategy: A Coursebook. Salatiga:
Faculty of Language and Literature, Satya Wacana Christian University
Indonesia.
Zacharias, N. T. (2011). Qualitative Methods for Second Language Education: A
Coursebook. Salatiga: Faculty of Language and Literature, Satya Wacana
Christian University Indonesia.
24
STUDY PROGRAMS OF THE SECOND GRADERS: A
QUALITATIVE STUDY AT SMA N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Meyrawati Christanti Rahmi Andarsih
112009120
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
TASK TYPES USED TO TEACH ENGLISH FOR DIFFERENT
STUDY PROGRAMS OF THE SECOND GRADERS: A
QUALITATIVE STUDY AT SMA N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Meyrawati Christanti Rahmi Andarsih
112009120
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
2013
ii
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright@ 2013 Meyrawati Christanti Rahmi Andarsih and Listyani, M, Hum.
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Meyrawati Christanti Rahmi Andarsih:
iv
Abstract
Task is one tool used to acquire learning process. Through task the learners could
explore, apply, and also practice what they have learnt. This study attempted to
describe types of tasks that are used to teach English to second graders students with
different study programs. This study used a research question: What kinds of task
used in teaching English for different study programs of second graders in SMA N 1
Salatiga? The students of three second grade classes of senior high school with
different study programs and also three teachers who taught different study programs
of second graders in SMA N 1 Salatiga would be the participants of this study. The
data were collected using observations.The data collected were analyzed using
qualitative data analysis. This study found four different types of tasks used by the
teachers to teach in English class. Detail analysis would be shown in each different
type of tasks.
Key words: task, task types, teaching English, second graders of senior high school.
Introduction
Educational system in Indonesia has established a rule that each child has to
attend at least nine years of education. Lately, the minister of education in Indonesia
said that each child has to attend twelve years of education. Senior high school is the
last step of Indonesia-must-attend-school. In senior high school, starting from the
second grade, students have to choose the major of their study. Usually there are three
different majors or study programs in non vocational senior high school; there are
science, social, and language which each has different focus on the learning process
(in here I will use the term study program to talk about students‟ major study). The
study program itself is chosen based on the students‟ interest and students‟ grade.
However, if the student can not fulfill the grade requirement, they can not take the
study program that they want but they have to choose another study program which is
prescribed by the grade regulation that they can fulfill.
1
As stated before, each study program has different focus on the learning
process, that makes each study program has different learning subject. Based on my
experience, there are some different regulations and also some major differences that
usually become the consideration of the students on choosing their study program.
Nevertheless, in this globalization era, English become an important learning subject
in Indonesia. Not only in the language study program, English is also taught in
science and social study program. The high awareness of the use of English as a
global language leads Indonesia‟s educational department to provide English as
foreign language in each stage of school in Indonesia without an exception. Durand
(2006:7) said that it is very important to master English because this language is used
in almost all kinds of source of global information. This fact becomes a new
homework for English teachers to explore the tasks types that will be appropriate for
each grade of English learning.
Nowadays, task has become an important thing to be considered. Task itself
has been explored in decades by some language experts. As cited in Nunan (2004),
Richards, et al. said that task is “an activity or action which is carried out as the result
of processing or understanding language (i.e. as a response)”. Skehan (1998) also
mentioned five keys characteristic of task:
-
Meaning is primary.
“The target language is used by the learner for a communicative purpose
(goal) in order to achieve an outcome” (Willis and Willis, 2001, p.173).
2
This part explains that the meaning of the task is a part from the outcome
of the task.
-
Learners are not given other people‟s meaning to regurgitate.
The learners have the opportunity to finish the task using their own style
and they may also choose any language form to finish the task.
-
There is some sort of relationship to comparable real-world activities.
In task-based language teaching, the task designed is related to real-world
activities. Like it is stated in Ellis (2003), a task involves real-world
process of language use.
-
Task completion has some priorities.
Willis (2004) stated that task is goal oriented which emphasized on
understanding and conveying meaning so the task could be completed
successfully.
-
The assessment of the task is in terms of outcome.
In order to create communicative language learning, a task has to be
designed with communicative outcome. As cited in Jeon and Hahn (2006),
Willis (1996) stated that the target of language is used for a
communicative purpose in order to achieve an outcome.
Ellis (2003: 16) also defines pedagogical task:
A task is a workplan that requires learners to process language pragmatically
in order to achieve an outcome that can be evaluated in terms of whether the
3
correct or appropriate propositional content has been conveyed. To this end,
it requires them to give primary attention to meaning and to make use of their
own linguistic resources, although the design of the task may predispose them
to choose particular forms. A task is intended to result in language use that
bears a resemblance, direct or indirect, to the way language is used in the
real world. Like other language activities, a task can engage productive or
receptive, and oral or written skills and also various cognitive processes.
Nunan (2004) in his book tried to define a task in simple language. He stated
that that task “is a piece of classroom work which involves learners in
comprehending, manipulating, producing or interacting in the target language”
(Nunan, 2004:4). Here, Nunan stated that task should have a sense of completeness
where it can stand alone as a communicative act task from the middle until the end of
the task itself. Also, task focuses on the meaning rather than grammatical form, but it
still considers the importance of grammar,
…their attention is focused on mobilizing their grammatical knowledge in
order to express meaning, and in which the intention is to convey meaning
rather than to manipulate form. The task should also have a sense of
completeness, being able to stand alone as a communicative act in its own
right with a beginning, a middle and an end.
(Nunan 2004:4)
4
In English as foreign language learning (EFL), task type plays an important
role on the process of teaching and learning. Krashen (1985) stated that meaningful
language that influences the taskwork can empower the learners to acquire
unconscious “acquisition”. Especially in English learning, there are some types of
task to acquire language learning from Task-based Learning method that provide
meaningful learning task. “In task-based language teaching (TBLT), direct
communication is primary, but a remarkable consensus holds that mere interaction is
not sufficient: the tasks are supposed to draw and focus the attention on the critical
features of the language, too” (Richards & Rodgers, 2001, cited in Harjanne and
Tella, 2008). Pica, Kanagy, and Falodun (1993) as cited in Zacharias (2011 p.197)
classified tasks according to the type of interaction which occurs in the process of
accomplishing the task that shown in the following classification:
1. Jigsaw task is a task which involves the learners to combine different pieces
of information into a whole form.
2. Information-gap task is a task where there are some groups or some individual
students who have incomplete information about something and they have to
find and must negotiate with other groups or students in order to complete
their information.
3. Problem solving task is a task where the students are given a problem and a
set of information. The students have to solve the problem that they have,
where the teacher has a single resolution of each problem.
5
4. Decision-making task is a task where the students are given a problem with
some numbers of possible resolutions. Here, the students have to choose one
solution through negotiation and discussion.
5. Opinion exchange task is a task where the learners engage in discussion to
exchange their ideas without a need to reach into an agreement.
Shavelson and Stern (1981) as cited in Nunan (2004) stated that a task
designer has to consider some elements such as content, materials, activities, goals,
students, and social community. A task designer has to consider the content of the
task as the subject matter taught to the students. In line with the content, a task
designer also has to consider materials as the things learners can observe or
manipulate based on the activities that the learners will be doing during a lesson.
Materials and activities a task designer created have to be a bridge for the learners to
acquire the goals or the teachers‟ general aims for the task. Moreover, it is also
important to consider the learners‟ ability, needs, and interest so that the learners can
do their best in finishing the task. Also, a task designer has to consider the social
community of the learners. Social community here means the class where the task
will be applied. A task designer has to consider the class as a whole and also consider
the sense of „groupness‟ in that class.
After considering those aspects above, a task designer can start to design the
task(s). However, Candlin (1987) as cited in Nunan (2004) stated that a task should
contain input which refers to the data presented for the learners to work on, roles
6
which specify the relationship between participants in a task, settings which describe
where the task takes place (either in the class or out-of-class arrangement), actions
which are the procedures and sub-task that the learners have to perform, monitoring
which is given in order to supervise the progress of the task, outcomes which are the
goals of the task, and feedback which will functioned to evaluate the task given to the
students. In minimally, a task should contain two elements which are input data and
initiating questions to acquire the goals of the task (Wright, 1987a, cited in Nunan,
2004).
According to Nunan (2004), input refers to the spoken, written and visual data
that learners work with in the course of completing a task. Data used in input section
can be provided by a teacher, a textbook or some other sources such as articles from
newspapers, magazines and journals, songs, news stories and reports, literary works,
etc. A simplified input can help the learners to process the language easier. Also, by
increasing the frequency of target language items, patterns, and regularities in an
input phase, it can give better input for the learners. Giving meaningful input for the
students can help them to acquire the goals better.
Another component of a task is goals. Nunan (2004) defines goal as general
intentions behind any learning task which provide a link that connects the task with
the broader curriculum. Also, goals can be related to a range of general outcomes
such as communicative outcome, affective outcome, and cognitive outcome. Goals
may directly describe teacher‟s or learner‟s behavior. However, the most useful goal
7
statements are those that are related to the learners, not the teacher, and those that are
couched in terms of observable performance.
The third component of task is procedures. Procedure is needed to process the
input and to specify what learners will actually do with the input drawn in the point of
the learning task. A procedure is also considers the focus or goals from a task which
is called procedural goals. Procedural goals are basically concerned with skill that the
learners get or skill that the learners use – in here called as skill getting and skill
using (Rivers and Temperley, 1978, cited in Nunan, 2004). In skill getting, learners
can master their phonological, lexical, and grammatical forms through memorization
and manipulation. Meanwhile, in skill using, the learners can apply those skills in
communicative interaction. Furthermore, „procedures‟ is also focus on the
development of accuracy and fluency from the learners.
In teaching English to senior high school level itself, there are many kinds of
tasks are used to teach English. When I had my teaching practicum in SMA N 1
Salatiga, I got an experience on the real teaching field, designing tasks for English
learners, and I also did an-unconscious-observation on the task that were used in
English classes. At that time, a desire to conduct a real study on task types in this
field occurs. Also, it was because inspired by previous research by Rahayu (2009) on
task types in second grade of senior high school English text book which mentioned
that there are five types of task used to teach second graders of senior high school.
8
The definition of the task above made me curious because I believe that there must be
a reason from the teacher in choosing task types that he/she uses.
Thus, by referring to the reasons I revealed before, the research question of
this study was what kinds of tasks are used in teaching English for different study
programs of second graders in SMA N 1 Salatiga? The purpose of this study was to
describe the type of tasks that are used to teach different study programs of second
graders students of SMA N 1 Salatiga.
The result of the study hopefully can be used as a consideration for senior
high school English teachers in choosing, developing and applying suitable task for
learners. This paper is also dedicated for teachers who have questions in minds about
the kinds of tasks that should be used to teach different study programs of senior high
school students. Also, through this paper, it is hoped that the students will be able to
acquire better understanding in English.
The Study
This study is aimed to describe the types of task used in teaching English for
different study programs of second graders in SMA N 1 Salatiga. Since the study was
qualitative, observations was used to conduct the research. The observations were
utilized to find out the task types used to teach different study program of senior high
school. The observations were held on three classes of second graders with different
study program which were chosen randomly without any consideration; the classes
9
were II IPA 2, II IPS 2, and II Bahasa 1. I conducted nine class observations, three
times for each class. These observations were recorded, but the recordings were not
transcribed. The recordings were used to make the analysis easier by playing several
parts of the observation to get the valid findings of this research.
The setting of the study was in SMA N 1 Salatiga. It was located in Salatiga,
Central Java, Indonesia. The participants for this study were chosen by the criterionbased method. Three classes of second graders of senior high school with different
study programs and three teachers who taught different study programs of second
graders in SMA N 1 Salatiga were the participants of this study.
The observation was conducted three times in each class with their English
teachers which started on February, 2013. Non-participant observation was used to
collect the data because the focus was on the tasks used in the classes. Also, through
non-participant observation, the time to get the data from the class would be enough
and the teaching and learning process in the classroom would not be affected.
Moreover, I did not participate in any task that the teachers gave to the students. I got
the main data of this study which was about task types used in teaching English from
the observations. In order to support the observations I used video-recorder and field
notes to get the detail of the observations. However, the recordings were not
transcribed because it was used only to recall the situation of the class when the tasks
were given. Moreover, the field notes were used as the key points of tasks that were
used while the observations were conducted.
10
The data were classified based on the coding related to the types of the task
that the teacher used in teaching and learning process. I interpreted the data that I
classified through descriptive written explanation (Lynch, 1996). The data were
discussed from the simplest task the students got to the complex one. The extract
from the tasks given during the observations was also presented in the discussion in
order to support each finding.
Discussion
This section discusses about four task types that were used in teaching English
for different study programs for second graders of SMA N 1 in Salatiga. There are
some task types mentioned by Pica, Kanagy, and Falodun (1993) as cited in
Zacharias (2011 p.197). The task types are classified by the type of interaction which
occurs in the process of accomplishing the task. Those task types are jigsaw tasks,
information-gap tasks, problem-solving tasks, decision-making tasks, and opinion
exchange tasks. Pattison (1987) as cited in Nunan (2004) also mention seven tasks
and activity types which are in the form of questions and answers tasks, dialogues
and role plays tasks, matching activities tasks, communication strategies tasks,
pictures and picture stories tasks, puzzles and problems tasks, and discussion and
decision tasks. Furthermore, based on Wright (1987a) as cited in Nunan (2004), in
minimally, a task has to contain two phases which are input data and initiating
11
questions called procedure phase to acquire the goals of the task. I presented the
findings based on the type of tasks identified from the observation.
Communication strategy task
The first task type identified in the data was a communication strategy task.
This task was given in reading section of literary work of Macbeth. Nunan (2004) in
his book said that reading could develop a variety of reading skills such as reading for
details, skimming, scanning, and making inferences. He also stated that the reading
itself could be used as a good start to a discussion when the reading was used as prereading. Moreover, this task was considered as communication strategies task
because this task was designed to encourage learners to practice communication
strategies which were paraphrasing and simplifying the text while they were
translating the text into their native language. Input data used in this task was a
narrative text from handout entitled Macbeth. The teacher also gave handout for the
activity section.
In procedure phase there were some activities that the students did to acquire
the goals. Firstly, the teacher pointed 10 students randomly to read the text. Each
student had to read a paragraph out loud so his/her classmates could listen to the story
while they read in silence. The function of this activity was to check students‟
pronunciation ability. Not only the teacher, but the other students also were correcting
the mispronounced words so that all students could learn how to pronounce certain
12
words in an appropriate way. The goal of this activity was to make the students get
the main idea of the story from the text.
Secondly, as procedure phase from this activity, the students were asked to
translate the text into their native language (Bahasa Indonesia and or Javanese) in
order to get better understanding through the text. As the input, the teacher read the
first sentence from the text and translated it into Bahasa Indonesia. This input was
functioned as stimulation and an example for the students before they are asked to do
the same thing. The students were not allowed to use any dictionary; they had to
guess the meaning of some unknown words, phases or concept using the surrounding
context of the text (Nunan 2004). The goal from this activity was not only to get the
deeper understanding of the text, but also to answer the comprehensive questions in
the form of true or false questions directly and orally. Through this activity the
students were able to practice their reading skill in scanning. They had to find only
the key word from the text in order to find out whether the statements in the true-false
questions were right or wrong because they already understood the text.
Thirdly, the last activity that the students had to do was to complete some
sentences using the correct form of the word in the bracket. The goal of this activity
was to check students‟ understanding about the use of adjectives and adverbs. The
sentences were still about Macbeth, and what they had to do was just to determine
whether the word in the bracket should be transformed into adjective or adverb. The
input for this activity was a photocopy handout from a textbook given by the teacher.
13
Puzzles or Fill-in-the-blanks task
The second task type identified in the data was fill-in-the-blanks task. This
type of task was used in listening section where the students had to listen to certain
recording in order to get some detail information. As the input of this task, the
students were given a copy of incomplete song lyric. Also, the teacher played the
song three times for the students as the input so the students were able to get the
missing lyrics. Here is the lyric used in the listening section:
Extract 1: Complete the lyric of "Price Tag” song bellow
Seems like everybody's got a
________ (1),
I wonder how they sleep at night.
When the sale _________ (2) first,
And the truth comes second,
Just stop ______________ (3) and
smile
Forget about the ___________
(9)
Ain't about the (yeah) Ba-Bling
Ba-Bling
Wanna make the world dance,
Forget about the __________
(10).
Why is everybody so serious?
Acting so damn ____________ (4)?
Got your shades on your eyes
And your ___________ (5) so high
That you can't even have a good
time
We need to _________ (11) it
back in time,
When music made us all
__________ (12)!
And it wasn't low blows and video
hoes,
Am I the only one getting tired?
Everybody look to their
__________ (6) (yeah)
Everybody look to their
__________ (7) (uh)
Can you feel that (yeah)
We're paying with love tonight?
It's not about the money, money,
money
We don't need your money, money,
money
We just wanna make the world
14
Why is everybody so __________
(13)?
Money can't __________ (14) us
happiness
Can we all slow down and enjoy
right now?
Guarantee we'll be feeling alright
[Jessie J ‒ Outro]
Yeah yeah
Oh-oh
__________ (8),
Forget about the ___________
(15)
The goal from this task was to complete the song lyric from the listening
section. Through this task, the students were able to practice their ability in selective
listening where they only had to listen for key information without trying to
understand every word in the lyric (Nunan, 2004). However, this activity was not a
hundred percent succeed because some students had already known the lyric very
well so they did not have to listen to the recording.
Dialogue and role play task
The third task type identified was a role play task which was given to teach
expressions of anger and annoyance. The dialogue and role play task itself was a task
that was close to real-world situation the students usually experienced. This task also
gave a chance to students to improvise the story because they only got some clues,
not the whole dialogue. As the input, the teacher gave a handout for the students. The
handout contained some special expressions to show anger and annoyance to others.
Some examples were on how to apply the expressions into sentences, and some
situations and clues which the students had to transfer into a dialogue. The teacher
pointed two pairs of students to read a dialogue which contained anger and annoyance
expression. The students were asked to read the dialogue loudly with appropriate
intonation. Here is the dialogue:
Extract 2: Work in pairs; Read and act out the dialogue.
15
A: Hello, Squirrel the Tree Climber!
B: Hey! You know it really burns me up when people call me by that name!
A: Oops, sorry. It’s just that I heard some boys called you like that.
B: Yeah, okay. Forget it.
A: Sorry about that. You know I didn’t mean to hurt you, but I am just
wondering why people call you like that now.
B: Oh, it started last week when I saw a basketball lying on the school court.
So I thought I would make the PE-teacher upset by hiding it. I took the ball
then climbed a tree to hide it there. But I got stuck and nearly fell but I
grabbed on and hung there for nearly half an hour before janitor found me.
A: It must be embarrassing for you.
B: It was extremely embarrassing, especially because it was in the school
website the next day, and the title was Squirrel the Tree Climber. Boy, I
almost died of embarrassment.
Through reading the dialogue as both procedure phase and input phase, the
teacher was able to check students‟ pronunciation and intonation in expressing their
feelings of anger and annoyance. By reading this dialogue, not only the students
reading the dialogue who got the input, but their friends who listened to them also got
a picture on expressing anger and annoyance.
Other procedure phase was the main activity from this task which was
creating a role play based on certain situation. The goal for this task was to make the
students be able to use two expressions to show anger and annoyance. Moreover, the
goal from this task was not just to acquire the language learning, but also to other
aspect of the learning process (Nunan, 2004). This task also brought communicative
and socio-cultural goal which let the students to establish and maintain interpersonal
relations of ideas, opinions, attitudes and feelings to get things done. Furthermore, in
socio-cultural goal, the students could get some understanding of the everyday life
16
patterns of their target language speech community that would cover their life at
home, at school and at leisure.
To finish this task, the students got input in the form of situations and clues
and some examples of anger and annoyance expression such as “I am fed up with…”,
“I am upset with…”, “I am angry with…”, “It annoys me when…”, “I don‟t like it
when…”, “I can‟t stand it when…”, “It burns me up when…”, and “I hate it
when….” There were two kinds of situations and clues that the students had to
choose. They had to develop the situations and clues but those were not more than 15
exchanges. Here were the situations and the clues:
Extract 3: Create a dialogue on the clues given.
Situation 1:
A and B are friends who loves parachuting. A went parachuting with some other
friends last weekend, but didn’t ask B to join. B sees that A is just getting home from
school and goes over to talk.
1.
2.
3.
4.
5.
6.
7.
8.
9.
B greets A.
A replies the greeting.
B asks how the parachuting was.
A answers the questions.
B expresses anger.
A apologizes and explains why B wasn’t invited.
B expresses disappointment.
A repeats an apology.
B accepts an apology.
Situation 2:
X and Y are roommates in a dormitory. X has a new laptop. One day, when X is
taking bath. Y has a trouble with his/her PC, so Y use X’s laptop. After taking a bath,
X is very angry when seeing Y using the laptop.
1.
2.
3.
4.
X asks what Y is doing
Y explains.
X expresses anger.
Y apologizes and explains why Y is using the laptop.
17
5.
6.
7.
X complains about privacy.
Y repeats an apology.
X tells Y not to use something without permission.
In order to finish this task, the students had to explore their ability in making
sentences. Role play also gave chances for the students to choose the words that they
wanted to use or to say. Because the situations that they got from the teacher usually
happened in daily life, they tended to make the dialogue naturally like a common
daily life communication. The students would also be able to put little unexpected
details to the dialogue that they created, which it showed that this activity succeeded
in making the students creative.
Linguistic practicing task
The last task type identified was linguistic practicing task. Linguistic
practicing task was a type of task where the students were given controlled exercises
to improve certain knowledge and skills. This task was used to improve students‟
grammar knowledge and skills through the use of modal and verbs. As the input for
the students, the teacher gave brief explanation about certain rules of modal and verbs
that he wanted to explain. The teacher explained the use of the modal, the possible
form of the modal, and some verbs that were usually used together with the modal.
The teacher also gave a copy of handout which contained some explanations and
exercises about the modal to each student.
18
The goal of this task was to make the students be aware of the use of certain
modal and the choice of appropriate type of modal to put on a sentence. The
procedure phase of this task was taking some sentences in an appropriate form and
kind of modal. The modals the teacher taught in this section were five groups of
modals which were “can, could, and be able to”, “could (do), and could have (done)”,
“must (have) and can‟t (have)”, “may (have) and might (have)”, and “may and might
(future)” modals. Each section of modal required the students to finish certain types
of grammar exercises such as choosing appropriate modal, completing sentences with
certain modal, writing down sentences used certain modal, and completing some
sentences with appropriate modal based on the situation given.
Conclusion
This study had discussed the task types that were used in teaching English to
different study programs of second graders students of SMA N 1 Salatiga. Based on
the analysis, there were four task types emerged from the observation;
communication strategy task, puzzle or fill-in-the-blanks task, dialogue and role play
task, and linguistic practicing task. The teacher used those task types with certain
reason in order to accommodate them with the learning topic. All task types used to
fulfill a task criteria should have input data and procedures as minimally point to
acquire the goals. As a pedagogical implementation from the findings, it would be
better if the English teachers who would use song as the input for listening activity to
consider the popularity of the song. Consideration in this point would be necessary in
19
order to make sure that the task was not going to waste because the students had
already memorized the lyric. Also, in the role play section, it would be better if the
teacher did not give limitation to the amounts of exchanges that the students made,
because it would give more space for students to explore their language ability.
English teachers had to create the more interesting and creative task to teach grammar
to students because of the amount of the grammar thing given in a meeting. In this
way, the goals of the task will be achieved better, and the students will also be more
motivated to learn English.
There are two limitations in this study. The first one is this study only focused
on task types used in teaching different study programs of second graders of SMA N
1 Salatiga. Second one is that this study involved only a small number of participants.
Further research may include the purpose of the task given to the students in different
study program to discover the aim of each task. I would also suggest that further
research looks at task types used by the teacher in order to synchronized English
learning for each study program itself is needed.
20
Acknowledgement
The first thing that I would like to say is, Hallelujah, praise to Jesus Christ
who always stands by me all the time so that I could make this thesis in time. I would
also like to express my gratitude for the guidance from my supervisor, Listyani, M.
Hum., who has supported me; also given to Prof. Dr. Gusti Astika, M.A as my thesis
examiner and as my mentor. This thesis would not have been possible without the
support from my family, Mamah, Tante Ude and Ma‟i, thank you so much for
everything. It was also my pleasure to thank to my time-bombs Zilpa, Uyun, Damay,
and Rayi, you guys always made me aware about the time. Also for my beloved
„punii‟ Immanuel, thanks for always supporting me all the time. Big thanks also
given to Grace, Dea, Fina, Ririn, Yohana, NINERS, and GMS DK-ers whom I could
not mentioned one-by-one, you guys ROCK my life!
21
References
Burns, A. (2010). Doing action research in English language teaching: A guide for
practitioners. New York: Routledge.
Bygate, M; Sekhan, P; & Swain, M. (2001). Researching pedagogic task: second
language learning, teaching, & testing. Harlow: Longman.
Day, R. R., & Park, J. S. (2005). Developing reading comprehension questions.
Reading in a Foreign Language, 17(1), 60-73.
Elliott, J. (2005). Using narrative in social research: Qualitative and quantitative
approaches. London: Sage.
Ellis, R. (2003) Task-based Language Learning and Teaching . Oxford: Oxford
University Press.
Ellis, R. (2006). The Methodology of Task-Based Teaching.
(3)
Online
documents
at
URL
4.
Asian EFL Journal 8
http://www.asian-efl-
journal.com/Sept_06_re.php. [15.12.2006]
Harjanne, P., & Tella, S. (2008). Strong signals in foreign language education, with a
view to future visions. In S. Tella (Ed.), From Brawn to Brain: Strong
Signals in Foreign Language Education . University of Helsinki. Department
of Applied Sciences of Education. Research Report 290.
22
Horton, W. K. (2000). Designing web-based training: How to teach anyone anything
anywhere anytime. Wiley.
Jeon, I. J. & Hahn, J. W. (2006). Exploring EFL teachers' perceptions of task-based
language teaching: A case study of Korean Secondary School classroom
practice. Asian EFL Journal. Retrieved July 8, 2008, from http://www.asianefl-journal.com/March_06_ijj.php
Krashen, Stephen (1985). The Input Hypothesis: Issues and Implications. Oxford:
Pergamon.
Lems, K. (1996). For a Song: Music across the ESL Curriculum. Retrieved May 2,
2013. From
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED396524
Merriam, S. (2001). Qualitative research and case study applications in education .
San Francisco: Jossey-Bass.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge
University Press.
Nunan, D. (1987). Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press.
23
Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill,
and text cohesion in the comprehension of science texts . Learning and
Instruction, 19(3), 228-242.
Stake, R. (1994). Case study. In Denzin & Lincoln (Eds.), The art of case study
research (pp. 236-247). Thousand Oaks: Sage.
Willis, D., & Willis, J. (2008). Doing task-based teaching. Oxford: Oxford University
Press.
Zacharias, N. T. (2010). Teaching Learning Strategy: A Coursebook. Salatiga:
Faculty of Language and Literature, Satya Wacana Christian University
Indonesia.
Zacharias, N. T. (2011). Qualitative Methods for Second Language Education: A
Coursebook. Salatiga: Faculty of Language and Literature, Satya Wacana
Christian University Indonesia.
24