evaluating english training program for … fileworth of the task-based approach (tba) being...

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EVALUATING ENGLISH TRAINING PROGRAM

FOR SECRETARIES OF BETHESDA HOSPITAL

A SARJANA PENDIDIKAN RESEARCH PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ade Amartha Rosetta

Student Number: 121214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Sarjana Pendidikan Research Paper on



By

Ade Arnartha Rosetta

Student Number: 121214006

Approved by

Advisor

AJ~=.?

Markus BudirahaIjo, Ed.D.

ii

5 January 2018


A Sarjana Pendidikan Research Paper on



ByADE AMARTHA ROSETTAStudent Number: 121214006

Defended before the Board of Examinerson 16 January 2018

and Declared Acceptable

Board of Examiners

Chairperson : Yohana Veniranda, M.Hum., M.A., Ph.D. (;;;:==l==~=::-

Secretary : Barli Bram, M.Ed., Ph.D.

Member : Markus Budiraharjo, M.Ed., Ed.D.

Member : Veronica Triprihatmini, M.Hum., M.A.

Member : Patricia Angelina Lasut, S.Pd., M.Hum.

Yogyakarta, 16 January 2018

Faculty of Teachers Training and EducationSanata Dharma University

A?-...Dean,

iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this research paper, which I have written, does not contain the

work or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 5 January 2018

The Writter

Ade Amartha Rosetta

121214006


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Ade Amartha Rosetta

Nomor Mahasiswa : 121214006

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Evaluating English Training Program for Secretaries of Bethesda

Hospital

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma

hal untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam

bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasinya di

Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari

saya mauoun memberikan royalti kepada saya selama tetap mencantumkan nama

saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 16 Januari 2018

Ade Amartha Rosetta


vi

ABSTRACT

Rosetta, Ade Amartha. (2018). Evaluating English Training Program for Secretaries

of Bethesda Hospital. Yogyakarta: English Language Education Study Program

Sanata Dharma University.

Bethesda as a well-known hospital that has a good reputation holds English

training. The English training aims to facilitate the secretaries of the hospital to have

good skill in speaking English. They are in charge of a lot of paper work and are

generally considered to have ample knowledge about the secretarial work in the

office. Accordingly, the front-liners will seek some help when they have some

confusion, especially with regards to foreign patients who come to the hospital.

Hence, Bethesda Hospital management intended to extend the Six Point Four Group

for the training to teach the higher level of learners (i.e. secretaries).

This study is set to answer one single question: to what extent the learning

plan has been accomplished. As program evaluation, this study seeks to assess the

worth of the Task-Based Approach (TBA) being implemented in the class. Therefore,

some theories of program evaluation and task-based approach were put into

discussion.

The research question is answered by doing focus group discussion (FGD)

with the tutors. Six Point Four is the team who teach English training at the hospital.

A brief overview result from the discussion suggests that the process of the course

should be more balance between language form and focus on meaning.

The theory by Nunan (2004) is used to correlate the theories of

implementation of TBA in the class. The Task-Based Approach theories suggested by

Nunan (2004) help the researcher understand the concept, task components and

principles of the Task-Based Approach in the actual implementation.

In conclusion, the Task-Based Approach had been implemented as it was

supposed to be in the class. The learning process had clear input, task procedures, and

gave various tasks. The other results have drawn as the theory principles.

Keywords: approach, task-based, secretaries of Bethesda Hospital


vii

ABSTRAK

Ade, Amartha Rosetta. (2018). Evaluating English Training Program for Secretaries

of Berhesda Hospital. Program Studi Pendidikan Bahasa Inggris, Universitas Sanata

Dharma: Yogyakarta.

Bethesda sebagai salah satu rumah sakit yang mempunyai reputasi yang

baik, menyelenggarakan pelatihan bahasa Inggris. Pelatihan bahasa Inggris

dimaksudkan untuk memfasilitasi sekretaries rumah sakit Bethesda agar mempunyai

kemampuan berbicara bahasa Inggris yang baik. Mereka bertanggung jawab dalam

pembuatan surat dan digolongkan mempunyai pengetahuan yang baik tentang dunia

keseketariatan. Sejalan dengan itu, petugas penerima akan mencari bantuan ke

bagian seketariat ketika mereka kebingungan khususnya ketika harus menghadapi

pasien asing yang datang ke rumah sakit. Oleh sebab itu, manajemen rumah sakit

Bethesda berniat untuk memperpanjang masa pelatihan yang dilakukan oleh Six

Point Four untuk mengajar level yang lebih lanjut yaitu untuk bagian

kesekertariatan.

Penelitian ini bertujuan untuk menjawab satu permasalahan: sejauh mana

rencana ajar terselesaikan. Sebuah program evaluasi, penelitian ini bertujuan untuk

menilai seberapa besar teori pembelajaran berbasis tugas terlaksana di kelas. Maka

dari itu, beberapa teori untuk program evaluasi dan teori pembelajaran berbasis

tugas disematkan dalam diskusi.

Pertanyaan penelitian terjawab melalui diskusi kelompok terarah (FGD)

dengan tutor. Six Point Four adalah tim yang mengajar pelatihan bahasa Inggris di

Bethesda. Secara singkat, hasil diskusi menunjukan bahwa tutor perlu

menyeimbangkan antara akurasi dalam memakai struktur bahasa dan fokus pada

makna.

Teori dari Nunan (2004) digunakan untuk mengkorelasikan antara teori dan

implementasi dari TBA di kelas. Teori pembelajran berbasis tugas yang disarankan

oleh Nunan (2004) membantu peneliti untuk memahami konsep, komponen tugas, dan

prinsip teori tersebut dalam aktualisasi implementasi.

Sebagai kesimpulan, TBA telah di implementasian sepert seharusnya di kelas.

Pembelajaran mempunyai cara penyampaian yang jelas, mempunyai prosedur tugas,

dan tutor memberikan tugas yang bervariasi. Hasil penelitian lainnya telah

menggambarkan prinsip teori.

Keywords: approach, task-based, secretaries of Bethesda Hospital


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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessing in finishing this

study. He always gives me strength to face everything.

I would like to express my gratitude to my advisor, Markus Budiraharjo,

M.Ed, Ed.D., for the time, supports, motivation, and patience in supporting me to

finish my paper. I would like to say thank you to all the lecturers of the PBI who has

shared motivational teaching.

I also would like to express my gratitude to my beloved parents, bapak Setyo

Tri Prakoso and mamah Tri Kamsih for the everlasting love and support; my

beloved sister and brother, Tata Mira Dewi Istanti and Charis Agoha, for their

prayer and support. I also thank my best friend, Wening Putri Pertiwi who always

there for insulting me.

I would like to thank the wonderful process in Insadha with Eva, Galang and

Santo. My special thanks go to mas Rendi and family who always care about and

support me.

Lastly, I deeply thank people who are not mentioned here for their time and

willingness to help me finish my study.

Ade Amartha Rosetta


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TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………….………… i

APPROVAL PAGES ………………………………………………………. ii

STATEMENT OF WORK’S ORIGINALITY …………………………….. iv

PERNYATAAN PERSETUJUAN PUBLIKASI …………………………………. v

ABSTRAK …………………………………………………………………. vi

ABSTRAK ………………………………………………………………….. vii

ACKNOWLEDGEMENTS ………………………………………………… viii

CHAPTER I. INTRODUCTION

A. Background of the Study …………………………………….. 1

B. Methodology …………………………………………………. 4

CHAPTER II. DISCUSSION

A. Theoretical Framework ………..………………………………. 7

B. Training Evaluation …………………………………………… 9

C. The Implementation of Task-Based Approach in English Training

Program for Secretaries of Bethesda Hospital ………………… 12

CHAPTER III. CONCLUSIONS AND RECOMENDATIONS

A. Conclusions …………………………………………………………… 26

B. Recommendations …………………………………………………….. 27

REFFERENCES……………………………….…………………………………… 29

APPENDIX ………………………………………………………………………… 30


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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this research. This chapter is

divided into two sub-chapters, i.e. background of study and methodology. The

background of the study contains background information and rationale of the

study undertaken. The second part focuses on the methodology which is applied

in this study.

A. Background of the Study

Hospital is one of the vital public facilities in a region. Hospital concerns

with people’s health, the staffs are committed to do their best for their patients and

clients. Hospitals, especially those that are located in internationally famous cities,

usually equip their staff with English speaking skill to serve the foreign patients

and clients better. One of them is Bethesda Hospital which is located in

Yogyakarta. The staff of Bethesda Hospital is required to be well skilled in

English speaking skill in order to provide the best services for the foreign patients

and clients. The requirement is not only for the medical staffs but also for the

front-liners, and the secretary staff.

In response to the pressing needs for communicative skills for its

employees, the hospital held English training which was conducted by Six Point

Four. Six Point Four was a group of Service Program Design (SPD) students that

proposed to conduct an English class at the hospital in 2015. The English training


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was geared to meet the missions of the hospital, especially with regards to

creating a productive working environment to expand the network. The hospital’s

values were extended. The English training, which was held specifically for the

front-liners, was deemed successful by the authority of the secretaries. Included in

this category were those in charge of phone calls service, security, and in-patient

registrations.

Drawing upon the perceived success of the English training held for the

front-liners, Bethesda Hospital Management intended to hold another English

training for its secretaries. In Bethesda Hospital, secretaries hold a higher position.

They are in charge of a lot of paper work and are generally considered to have

ample knowledge about the secretarial work in the office. Hence, the front-liners

will seek some help when they have some confusion, especially with regards to

foreign patients who come to the hospital. Accordingly, Bethesda Hospital

management intended to extend the Six Point Four Group for the training to teach

the higher level of learners (i.e. secretaries). The secretaries of Bethesda Hospital

were the participants of the training. The materials were suited to participants’

needs. Besides, the researcher has an access to explore the needs and the process

of teaching there. Drawing upon the needs analysis of the previous group, the

researcher and her colleagues develop learning materials.

Based on the needs analysis, it was clear that the participants had a number

of challenges, especially in terms of vocabulary mastery, grammatical accuracy,

and pronunciation skills. However, in terms of self-confidence in speaking, the

participants demonstrate a moderate level. In terms of their general


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comprehension, class participants demonstrated some promising qualities. In

general, their fluency was moderate as well. They had some competency that

allowed them to thrive.

However, based on the observations, it was clear that the most of the

secretaries of Bethesda Hospital Yogyakarta encountered difficulties in

communicating with the foreign patients or clients who visit the hospital. The

difficulties negatively influenced their service to the clients. In order to provide

the best service, English training is provided for several secretaries.

The English classes conducted in this study were intended to help class

participants to develop more confidence in speaking. The tutors helped the

secretaries to acquire of English speaking skills. Richard and Rogers (2001)

mention that the acquisition of a second language can be acquired by using a set

of communicative acts. These acts can be represented by using a set of

communication in certain tasks. The use of tasks as an approach in English

Language Teaching (ELT) is called Task-Based Approach (TBA). Through TBA

tutors can help participants to develop their skills.

This current study attempted to assess the value of TBA based on the

perspectives of the English tutors. In particular, it was limited in observing the

learning strategies based on task-based approach that was used in the English

training. Three tutors (two colleagues and one researcher) were engaged in a

focus-group discussion (FGD) to draw meanings out of their experiences of

implementing TBA in the class. A senior lecturer was involved to facilitate the

conversation in the FGD process, mostly by prompting questions and expanding


4

discussions. The researcher transcribed the FGD results and analyzed them using

some thematic units.

This study is set to answer one single question: to what extent the learning

plan has been accomplished. As program evaluation, this study seeks to assess the

worth of the TBA being implemented in the class. Accordingly, some theories of

program evaluation and task-based approach were put into discussion. The

investigation comes with hopes that it might benefit some parties as listed below.

1. English Tutors

For English tutors, this research can be used as a reflective form before

implementing TBA in ELT. Having known participants’ perception on the

teaching learning process, the English educators could be inspired by the strength

and weaknesses of TBA. Hopefully this research can give an idea to improve the

quality of the lesson plans, teaching strategy and the achievement of the learning

goal in ELT, as well as to provide an English learning that meets students’ need.

2. Future Researchers

The results of this study can be used for bettering the teaching approach.

The approach can be used as references in designing more appropriate materials.

Hopefully, it can give insight of how the learning process runs using task-based

approach.

B. Methodology

The researcher used a qualitative approach to answer the research

question. According to Ary, Jacobs, Sorensen, and Razavieh (2010) qualitative

studies are a type of research in education and the social sciences that can produce


5

vivid and richly detailed accounts of human experience (p.446). The researcher

investigated the features of task-based approach which were tried to be applied in

English training for Secretaries of Bethesda Hospital by doing focus group

discussion with the tutors. The researcher chooses a qualitative design because it

is the appropriate method for investigating the problem. The method is

appropriate because in short time the researcher can get more data.

Three tutors (two colleagues and one researcher) were involved in the

Focus Group Discussion. A moderator kept the discussion focused on a preset

agenda and asks questions to clarify comments (p.394). The moderator facilitated

the conversations in the FGD by asking questions, elaborating further discussions,

problematizing issues at hand, and summarizing major points. The FGD was

conducted in an air-conditioned, comfortable space. The tone of the conversation

was dynamic but not tense, allowing all tutors to discuss their points of view, or

even their different perspectives in some ways.

Focus group centered on how the learning went based on the experience of

the three tutors. Through the discussion, each interviewee listened to each other so

they could create a more nuanced and open-ended sphere of discussions. Focus

groups discussion turned out to be helpful because it brought several different

perspectives into contact (p. 439). The researcher gained insight into how the

participants were thinking and why they were think so. According to Ary et. al.,

focus group makes more economical use of time and money than individual

interview and is more socially oriented. Also, they are helpful when a researcher

is studying a topic that is new or one for which little information is available. The


6

topics and ideas expressed in the focus group can help the researcher to identify

questions and other important aspects of the learning process to pursue in the

study (p. 439).

Ary et. al. also mention that a focused interview is more flexible and open

in form than the survey interview. The respondents are free to answer in their own

words and can answer either briefly or at length. The responses are recorded by

taking notes during the interview and with an audio tape. Focus group are more

socially oriented than individual interviews and can increase the sample size in the

study, but they allow less control than individual interviews and data can be more

difficult to analyze (p. 440). The analyzing process of the result of FGD is written

in the form of interview transcript. The interview transcript is used as data to be

alternated with the task based theory. The transcripts of the interviews were coded

into three letters A, M, and W. Those codes refer to the results of interview with

the tutors.

The research participants of this study were 3 tutors of Six Point Four. The

tutors were the SPD students who taught in Bethesda Hospital for the secretaries

because of the SPD assignment. They know well the characteristics of the

secretaries who have been taught in the second batch of English training. The

English training was held twice a week at 12.00 PM until 01.30 PM, the time the

secretaries had break time.


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CHAPTER II

DISCUSSION

This chapter discusses the review of related literature and the findings

from the research question formulated in this study. The findings are analyzed

using a qualitative approach. The findings were portrayed in a form of description.

A. Theoretical Framework

In this part, the researcher explains how the theories will support the

research. This research is aimed to find out the implementation of the Task-Based

Approach in teaching secretaries of Bethesda Hospital. The theory by Nunan

(2004) is used to correlate the theories of implementation of TBA in the class. The

Task-Based Approach theories suggested by Nunan (2004) help the researcher

understand the concept, task components, and principles of Task-Based Approach

in the actual implementation.

a. Definition of Task

The definition of task based on Nunan (2004) is a piece of classroom work

that involves learner in comprehending, manipulating, producing, or interacting in

the target language. The participants’ attention focuses on mobilizing their

grammatical knowledge in order to express meaning and in which the intention is

to convey meaning rather than manipulate form. The task should have a

communicative act. The communicative language is focused on meaning rather

than grammatical form.


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b. Task Components

This part is a description about the minimum specification of task. It will

include goals, input, and procedures that will be supported by roles and settings.

The description is explained below.

The first component of the task is goal. Goal is talking about why learners

are undertaking a particular task. Goal may relate to communicative, affective or

cognitive outcomes. The second component is input. Input refers to spoken,

written, and visual data that are used for completing a task (p. 47). The third

component is procedure. Procedure specifies what learners will actually do with

the input that they have been received.

The next is supporting components of a task. The first supporting

component is role. Role refers to teacher and learner role. In task based teacher

roles become a monitor and a motivator for the learners. Learners’ role focuses on

task completion as the central of the learning activity. The last supporting

component is setting. Setting refers to a classroom arrangement specified or

implied in the task (p. 70).

c. Principles for Task-Based Language Teaching

In the following description, the researcher explains about the principles

that make up the way of task-based teaching process. They are scaffolding, task

dependency, recycling, active learning, integration, reproduction to creation, and

reflection.

First, scaffolding principle is an important part in the case of analytical

approaches such as task based language teaching. In scaffolding principles, the


9

learners will encounter ‘chunk’ of language that will often be used. Second, task

dependency principle is illustrated as an instructional sequence. The sequence

tells a ‘pedagogical’ story, as learners are led step by step and are carried out to

the final pedagogical task in the sequence. Third, recycling principle allows

learner to encounter target language items in a range of different environments.

Fourth, active learning suggests that the most activities in class should give big

opportunities for learners to use the language.

Fifth, integration principle is needed as a pedagogy that makes a learning

process becomes explicitly teach the systematic relationship between form,

function, and meaning. Sixth, reproduction to creation principle is used to

encourage learners to move from reproductive to creative language use. Seventh,

reflection principle is given as a tool to reflect on what the learners have been

learned and how well they are doing.

B. Training Evaluation

The researcher uses Kirkpatrick’s evaluation model to get more evaluation

about the training program. The Kirkpatrick Model was created by Kirkpatrick in

1954, and in the past 60 odd years, the model has been serving the training and

development arena in the area of training effectiveness measurement and

evaluation. Originally designed to measure the effectiveness of corporate initiated

training, the model proposes a linear leveling of training effectiveness. The

Kirkpatrick model can be applied before, during and after training to demonstrate

the value of the training to the organization. The 4 levels of the evaluation are

reaction, learning, behavior and results. The researcher picks the first level which


10

is reaction as the evaluation level for the paper. The data that have been got from

the focus group discussion support to describe the learning evaluation.

Reaction, as first level of the evaluation measures how participants in a

training program react to it. The evaluation consists of the participants’

perceptions such as whether or not they like the training and the relevance of the

material to their work. Kirkpatrick (1996) points out that the information obtained

through this level of evaluation was used to: guide modification of and

enhancement to the teaching materials; guide changes aimed at improving the

student learning experiences within the targeted study; and assist in evaluation of

the underlying model for teaching reform. According to Kirkpatrick, every

program should at least be evaluated at this level to provide for the improvement

of a training program.

Due to the time limitedness, the perceptions are gained from the tutors.

First the evaluation comes from whether or not the participants enjoy the class.

The participants got the course while they are in the break time. The setting of the

class is at a meeting room that has round table; LCD and a board as the media;

and air-conditioned. From the setting of the room, it is comfortable to study. The

data from FGD give us more information that they enjoy the class not only from

the environment but also from the people inside the course. From the discussion,

tutor M says that the learning is comfortable for the participants. That can be seen

from how they learn and enjoy with joking each other and still get the targeted

materials.


11

“kelas bersifat dinamis. Karena orang-orang di dalamnya bisa

membawakan suasana cair. Kadang waktu pembelajaran agak molor

karena mereka saling bercanda. Tetapi kami tetap berusaha untuk

mencapai materi yang ditargetkan untuk hari itu.”

The class is dynamic. The participants can make the class. Sometimes, the

courses are out of time because they like joking. Yet, we focus on the

materials that have been targets for the day. (own translation)

The next question for the reaction level is whether or not the materials

match with the needs of the secretaries. The tutors have met the head of secretary

before they start the course. The fact indicates that the learning is based on what

they need for their work. After that, they also identify the needs to make the

materials. The tutors also realize the needs of writing skill as the participants are

secretaries. Here is the data that support the description above.

“Selama membuat lesson plan, kita mengidentifikasi apa yang mereka

butuhkan. Pertama, diidentifikasi komunikasi secara umum. Kedua

komunikasi secara tertulis. Di dalam dunia kesekretariatan membutuhkan

keterampilan menulis.”

During the process of making lesson plan, we identified what their needs

are. Firstly, the need was identified communication in general. Secondly,

the need is written communication. Secretaries need written skill.(own

translation)

The other aspect that can be seen as evaluation program is the learning

activities, the practice and potential for applying the learning. The tutors try to

apply task-based approach. The next explanation evaluates to what extent the

learning has done.


12

C. The Implementation of Task-Based Approach in English Training

Program for Secretaries of Bethesda Hospital

This part is to answer the research question which is to investigate whether

TBA has been implemented well compared to the theory. The analysis is based on

Nunan’s (2004) theory on task-based approach elements and principles of Task-

Based Language Teaching. This part is divided into two main themes. The first

theme focuses on general belief and principles for implementing Task-Based

Approach. The second theme mainly discusses about the elements of

implementation of Task-Based Approach in the class.

1. The Beliefs and Principles for Implementing TBA

In general, there are some characteristics of Task-Based Language

Learning. The most important is task. The second is kind of task. The third is the

skill that the tasks cover. The other is a limitation on completing the task. Nunan

(2004) mentions the tasks have become the primary focus of language acquisition

that transform real world into pedagogical task (p.19). The task in TBA must be

related to what those participants will face in the real world. Through the

discussion with the head of secretary, the tutors got a clear portrait about the

needs of the secretaries. The needs are the English skills based on their daily

work. Task-Based involves learners in many tasks that are related to daily life.

From the discussion, the tutor W agreed and mentioned about a similar thing.

“Sejak bertemu dengan Kepala Kesekretariatan pun sudah diberi

gambaran, yang sebenarnya mencerminkan realitas sesungguhnya.”

Since the team met the head of secretariat they have been given the picture

of the secretaries who will be taught. (own translation)


13

The data showed that the tutors choose the functional skills that will be

needed by the secretaries. Nunan (2004) mentions the real-world portrait gathered

from the needs analysis and that turned out to be useful in real the world. In fact,

the language is used in many forms of communication. It covers not only spoken

communication. It is the process mentioned by tutor M.

“Selama membuat lesson plan, kita mengidentifikasi apa yang mereka

butuhkan. Pertama, diidentifikasi komunikasi secara umum. Kedua

komunikasi secara tertulis. Di dalam dunia kesekretariatan membutuhkan

keterampilan menulis.”

During the process of making lesson plan, we identified what their needs

are. Firstly, the need was identified communication in general. Secondly,

the need is written communication. Secretaries need written skill.(own

translation)

Based on the explanation above, communication is used in many forms. It

covers not only spoken communication. Especially in the secretariat, they are also

equipped with written skill. The spoken skill is used to communicate with

international clients directly. The written skill specifically is used for writing a

correspondence letter.

There are some major principles which influence the implementation of

TBA in English training for the secretaries in Bethesda Hospital.

1. Scaffolding

Nunan (2004) mentions through scaffolding, lessons and materials in TBA

provide supporting frameworks within which the learning takes place (p. 35). As

scaffolding expects at the beginning of the learning process, learners should not

be expected to produce language that has not been introduced. Scaffolding is an

important point in Tasked-Based Language Teaching (TBLT) because from this


14

part, the learners will encounter holistic “chunks” of language that will often be

beyond their current processing capacity. In the training program for secretaries of

Bethesda Hospital, the scaffolding has not been implemented well. The tutors may

encounter the basic knowledge of the participants but the process to build it has

not been seen yet.

2. Task Dependency

Nunan (2004) mentions that task dependency reflects the sequence of task

in order to find pedagogical task (p.35). Task should be a continuation process

from the previous materials. Task dependency is used to make the materials more

systematically. The cycle of task dependency helps learners to reach their final

pedagogical task in a sequence.

The researcher was participating in the class as a tutor. The researcher

observed that the class began with brain-storming regarding a material about

introduction. The brainstorming was conducted in a big group, and then the tutors

would divide the class to do pair work. In the pair work, the participants were

asked to think about an introduction with the expression commonly used. After

the discussion, the participants were asked to make a written conversation and try

to practise in front of the class. This shows that the tutors took task dependency as

one of the principles underlying the implementation of TBA in the class. The final

pedagogical task is for the participants to use the language to introduce

themselves and others.


15

3. Recycling

Recycling allows learners to encounter target language items in a range of

different environments, both linguistic and experimental. They will see how it

functions in relation to different content areas. For example, they will come to see

how expressing yes/no questions with do/does function in a range of content area,

from the giving direction to the world of handling complain. In the training, this

principle has not been implemented well. The discussion finds that they are using

English in minimalist way. They are not brave enough to use it in different

situations. The use of the language is not freely used due to the grammar

limitedness.

“[..] pada tataran minimalis. Tetapi masih mesti diperbaiki. Grammarnya

masih pas-pasan. Fluency sangat tergantung.”

[..] They are in minimal level. Yet, they need to better their skill. Their

grammar is on average. Fluency is depended. (own translation)

4. Active Learning

Nunan (2004) mentions that learners should be actively use the language

they are learning (p.36). This is one of the key principles to learn language,

learners learn best through doing. Moreover, when learners actively practice their

language learn they can construct their knowledge better than having it

transmitted by the teacher.

“Sepuluh peserta, kita fokus pada spoken dan listening. Kita berusaha

supaya kelas berinteraksi antar satu dengan yang lain. Ada role play, ada

dialogue, memakai pendekatan pairing. Khususnya untuk spoken dan

listening. Lagunya tidak terlalu tepat. Karena terlalu lambat. Tidak terlalu

efektif. Kelihatan: mereka sangat heboh satu sama lain, semangat belajar

bersama satu sama lain”


16

Ten participants, we focused on spoken and listening. We tried to make

the participants have interaction to one and another. The activities that the

tutors use were role play, dialogue, using pairing approach, especially for

spoken and listening. The song was not match enough because the song

was slow. The use of the song was not effective. Could be seen: they were

happy each other, they had spirit to learn together.(own translation)

The tutors are still given a place to give input, explanation, and other

necessary guide. This principle is shown from the types of task frequently

assigned in the class. The tasks are sharing opinions, doing presentation, and

making conversation. Active learning constructs participants’ knowledge rather

than having it transmitted to participants just by the tutors.

5. Integration

Nunan (2004) mentions learners should be taught the relationship between

linguistic form, function, and meaning (p.37). This is the challenge of the

pedagogy. The learning process needs to explicitly combine the language form,

function, and meaning.

The fact of integration in English course for secretaries is the tutors have

their own specialization in teaching language form, function, and meaning. For

example, corrective feedback of grammar that the tutor gave in the class put a

strong emphasizing towards this principle. During the interview, the tutor A gave

an example of the event when each of the tutors has specialization.

“Ada kenyamanan dengan orang-orang tertentu, contohnya:

1. M lebih diacu ketika urusan korespondensi.

2. W lebih cepat mengidentifikasi accuracy grammar, terutama spoken

English.

3. D lebih fokus pada pronunciation.”

Each of the team has their own competency which can make the

participant comfortable to consult:

1. M has more competence in making correspondence letter.


17

2. W has fast competence to detect grammar error, especially in spoken

English.

3. D focuses on pronunciation (own translation)

The example of the implementation of the principle is when the

participants are practicing conversation in front of the class. After they finished

the practice, usually the tutors correct their grammar, pronunciation, and the

diction they used. In using the language participants need assistance and

correction for the language form and function. The difference specialities between

the tutors make the class balance between learn the language form, function, and

meaning.

6. Reproduction to Creation

Reproduction to creation principle encourages the learners to move from

reproductive to creative language use (Nunan, 2004). In creative tasks, learners

are recombining familiar elements. The researcher reflects that in the class of

English training program, there was not the principle. Though this principle can

be deployed to all level of students, the training has not done with this one. One of

the factors is they are not confidence enough to explore.

“Yang bagian korespondensi: mereka masih belum cukup kepercayaan

diri untuk menuliskan sendiri. mereka cenderung copy and paste yang

telah dibuat sebelumnya, padahal yang sebelumnya pun tidak selalu

benar.”

For correspondence part: they have not enough confidence for write their

own, they prefer to copy and paste what have been done before, though the

previous letter was not the right one. (own translation)

Hopefully, the next batch of the training, the tutors are ready for preparing

the participants to do reproduction to creation by increasing the self-confidence of

the participants.


18

7. Reflection

Nunan (2004) mentions that becoming a reflective learning is a part of

learner training where the focus shifts from language content to learning

processes. Yet, due to the time limitedness, this principle was not applied by the

tutors. Hopefully, in the next opportunity, the English training can provide and

lead a reflection as an introduction for learners to a broad array of pedagogical

undertakings.

2. The Elements of Task-Based Approach in Teaching Secretaries of

Bethesda Hospital

This section mainly discusses the element of task-based approach by

Nunan (2004).There are seven elements to be discussed. They are goal, input,

outcome, procedure, task types, teacher-learner’s roles, and setting. The

researcher emphasizes on the elements in the actual implementation and compared

them to the theory.

1. Goal

Nunan (2004) mentions that goal is the general intention behind any

learning tasks (p.41). Goal show the purpose why a teacher might give a particular

task to be undertaken for the leaners in the class. Based on the discussion, the goal

of the learning was to get learners to be more communicative in using English.

The extent of being communicative here was to express themselves in the

communication with international clients and they could write correspondence

letter as their job.

“Mereka bisa survived dalam bidang pelayanan mereka. Pada tataran

minimalis. Tetapi masih mesti diperbaiki. Grammarnya masih pas-pasan.


19

Fluency sangat tergantung. Dalam suasana santai, tanpa ada client.

Mereka bisa fluent. Mereka percaya diri. Tetapi ketika ketemu client

asing, mereka bermasalah. Persolaan di dalam rasa percaya diri.”

They can survive in their service field. They are in minimal level. Yet,

they need to better their skill. Their grammar is on average. Fluency is

depended. In a chill time, without client, they can be fluent. Yet when they

meet international client, they get the problem, self-confidence. (own

translation)

Being communicative means two things. First is to “know about” the

language forms – verbs forms, vocabulary items, basic grammatical patterns and

the like. Second is to “know how” to use the language in conversational exchange

(Lubis, 1998; Widdowson, as cited in Mukti, 2017, p. 47). They are expected to

pra ctice their “know about” in the right situation. The balance is called being

communicative.

“Waktu itu untuk spoken skills, yang utama adalah fokus pada accuracy.

Karena mereka tidak perlu berbicara serba cepat, dan justru pesannya

tidak sampai. Waktu itu, saat itu fokus saya ada di accuracy.”

At that time for spoken skills, the primary point was focus on accuracy.

Since they did not need to speak fast, and made the message was received

unclearly. At that time, my focus was on accuracy. (own translation)

“Sama dengan W fokus pendampingan adalah untuk membekali para

participants untuk menguasai accuracy? Karena pada prakteknya, yang

kita butuhkan adalah: participants harus memiliki kemampuan untuk

menyampaikan apa yang diperlukan dengan international clients. Karena

itu lah yang dibutuhkan. Masalah fluency akan dikembangkan ketika

kemampuan memahami pesan sudah dicapai.”

Same with W, focus on accompaniment was for equipping the participant

to master the accuracy. For in the practice, what we needed: participants

have to have ability to deliver what they need to be delivered to

international client because that what they need. Fluency will be

developed when they can understand the content of the message has been

reached. (own translation)

Those two interviews from tutor M and W indicate that the general goal of

Task-Based Approach is practically functioned. Two out of three tutors agree that


20

in the accomplishment of the tasks they focused on grammatically correct

sentences. Ellis, Basturkem and Loewen (2001) report this can be achieved in

either responding focus-on-form episodes, where one of the participants, usually

the teacher, responds to a student elects to take time out from the exchange of

message content to attend briefly to form, usually by means of a direct query

about a specific form. This is all in the part of doing task.

“Utamanya adalah pesannya sampai. Kalaupun grammarnya belum tepat,

tetapi vocabulary yang penting harus mereka miliki. Degan vocab itu,

mereka bisa mengungkapkan.”

The important point is delivering the message. Even though the grammar

is incorrect but they have vocabularies to be produced. By having

vocabularies, they can deliver message. (own translation)

The discussion results shows that the tutor A focuses on delivering

meaning rather than producing grammatically correct sentences. This gives idea

that the class also gives freedom to express them communicatively. The chance

makes the participants have opportunities to practice using the language by focus

on meaning.

2. Outcome

Outcomes are expected from giving tasks to the learners in relation with

goal achievement. Here comes the tutor expectation about their outcomes after the

task was given. The interview below is tutor W gives example when the tutor

found the unexpected outcomes.

“Mismatch antara ekspektasi guru dengan skills dan kemampuan siswa

untuk mengambil resiko. Kerja sendiri-sendiri. di sini mereka,

kepercayaan diri sendiri hilang ketika harus mengerjakan sendiri-sendiri.

filling the blanks sendirian, mereka tidak mau. Asumsi kami: Cuma kaya

kini kok nggak bisa. Mereka mestinya bisa. Misspelling dst. Banyak perlu

yang diobrak-abrik. Harus menurunkan ekspektasi kita terhadap mereka.”


21

Mismatch between the tutors’ expectation with skills and participants’

competency for getting risk. When they did assignment by themselves

they are less confidence. They did want to do filling the blanks alone. Our

assumption: why they cannot do the tasks that we expected they capable to

do it. They should be able to do. They did misspelling etc. Many things

need correction. The tutors have to lower their expectation to them. (own

translation)

Outcomes make the given task meaningful. The result above gave clear picture of

the outcomes expected from every task given in the class. The tutors decrease

their expectation. The tutors expects that the task would make the participants

more confident in doing their own task as confident as when they are doing pair or

group task. After becoming more confident they are expected to be more accurate

in producing target language.

3. Input

Before giving a task, a tutor usually gives input and/or exposure to the

learners. Any kind of spoken, written and visual aid that is related to the task may

be the forms of the input (Nunan, 2004). The input might be something that the

tutors make by themselves. From the interview, the tutors gave further

information about the type of media they usually used in class.

“[..]Sudah disediakan LCD. Ada PPT untuk materi pembelajaran di hari

itu. Untuk menciptakan suasana yagn comfortable, Ada dua mahasiswa

sebagai fasilitator pembelajaran. Mahasiswa menyiapkan lesson plan dan

materials. Di dalam proses pembelajarannya, keempat fasilitator tetap

menjadi bagian dari proses pembelajaran.”

[..]There has been prepared an LCD. Six Point Four prepare PPT for the

learning material in that meeting. There were two tutors as a learning

facilitator. The tutors prepared the lesson plan and materials. In the

learning process, all of the tutors took a chance. (own translation)

The statement gave the idea that the tutor concerned about selecting the

appropriate input for the learning. The input for each material was prepared by


22

two out of four tutors. In the meeting all of the tutors take a chance to complete

each other’s explanation.

4. Procedure

Procedures are the specifics steps that learners will develop from the input

to finally complete a task. Procedures function as a guide upon completing a task.

A clear procedure is a basic need for the success of a Task-Based Language

Teaching. Based on the experience attending the class, the researcher seeing the

procedure went well. Almost in the beginning of every meeting the tutors started

with leading brainstorming related to materials in the meeting. When the material

is giving direction, the tutors asked some places in hospital and named it in

English. Not only the name of the places but also asking the direction from they

stand to the place the need to go. After getting many vocabulary lists and knowing

the giving direction knowledge from the participants, the tutor gave the main

materials. Next step, the tutors divide the class to do the task. Before they did the

tasks, the tutors gave explanation about how to do the task.

5. Task Type

From the previous discussion, we know that the tasks cover speaking skills

and making correspondence letter. From the class activities, the researcher lists

the type of the tasks that had ever given in class. They are pairing work, role play,

listening to a song, making conversation, and making correspondence letter. The

tasks in Task-Based Language Learning are giving students opportunities to use

the language communicatively. The result of the discussion shows that the tutors

had facilitated participants’ needs of exploring and practicing the target language.


23

“Sepuluh peserta, kita fokus pada spoken dan listening. Kita berusaha

supaya kelas berinteraksi antar satu dengan yang lain. Ada role play, ada

dialogue, memakai pendekatan pairing. Khususnya untuk spoken dan

listening. Lagunya tidak terlalu tepat. Karena terlalu lambat. Tidak terlalu

efektif. Kelihatan: mereka sangat heboh satu sama lain, semangat belajar

bersama satu sama lain”

Ten participants, we focused on spoken and listening. We tried to make

the participants have interaction to one and another. The activities that the

tutors use were role play, dialogue, using pairing approach, especially for

spoken and listening. The song was not match enough because the song

was slow. The use of the song was not effective. Could be seen: they were

happy each other, they had spirit to learn together.(own translation)

“Untuk korespondensi: kita fokus pada grammar, diction, subskills dalam

written English. Selama pertemuan-pertemuan itu kita menggunakan

surat-surat yang ada di Bethesda. Kita analisis dokumen-dokumen surat

yang ada di tempat itu, untuk menilai sejauh mana surat tersebut

berterima atau tidak, tingkat keramahannya bagaimana.”

For correspondence we focused on grammar, diction, and sub skill in

written English. During the meeting we used example letters from

Bethesda. We analysed some letters there for measuring the content and

the hospitality through the letter. (own translation)

The results prove that the activities are not only for increasing speaking

skill but also writing skill. The tasks have its focus. For example role play,

dialogue, and pair work that are used for gaining speaking comprehension.

Writing skill is gained by focusing the learning in grammar, diction and other sub

skills.

6. Teacher and Learners’ Roles

Teacher is a facilitator. This means that the tutors are only guide learners

in doing task, but still have control to the teaching-learning process in the

classroom. Besides, students’ role is completing task by communicating with

other students (Larsen-Freeman & Anderson, 2011, p. 156). The result below

shows how the accompaniment went.


24

“Kita tetap bisa adaptasi dengan apa yang mereka menyesuaikan diri.

Kalaupun kita sudah punya handout, kita selalu bisa menemukan cara

untuk memastikan bahwa proses belajar tetap berlangsung.”

We can adapt with them. Even if we had hand out, we always can find a

way to make sure that the learning process can keep going.

“Tetapi ada pendampingan. Mereka masih mengalami kesulitan di dalam

menggunakan kosa kata yang benar, dan juga grammar yang salah. Kami

juga sering membantu cara mengungkapkan kata tersebut (how to

pronounce words).”

Though there is mismatch, but there was accompaniment. They had

difficulties in using right words and grammar. We often helped them to

pronounce also. (own translation)

Through the data above, the researcher gets the point that although the

tutors as facilitators, they still have big role in the learning process. They lead and

make sure the materials were given well based on the participants’ condition.

Tutors also give feedback in the learning process. As Prabhu (1987) points out.

Correction during a task is ‘incidental’ rather than ‘systematic’ in nature.

Nunan (2004) expresses that in task-based learning also needs learners’

participation. “The learner must take responsibility for his or her own learning,

developing autonomy, and skills in learning-how-to-learn” (p.65). Taking

responsibility for their own learning means that they must individually become an

innovator in developing their skills.

7. Setting

Setting refers to the arrangement implied in the tasks (p. 70). The

researcher found out that the participants ware more comfortable with group

works. It was also suitable for the class which practicing is the main activities.

From the discussion, the tutors usually divided the class into 5 groups or doing

pair works.


25

In short, the Task-Based Approach had been implemented as it was

supposed to be in the class. The tutors had implemented the balance of teaching

the language form, function, and meaning. They have their own specialties that

make them distribute their job easier. The learners’ roles also run well. They were

active participants. They could build their own knowledge not only waiting for the

tutors’ leading. All of the results are in accordance with the task-based principles.


26

CHAPTER III

CONCLUSIONS AND RECOMENDATIONS

This chapter is divided into two parts. The first past is the conclusions of

the study. The second part contains the recommendations for the tutors and future

researchers who want to conduct the similar inquiry.

A. Conclusions

This study was conducted to know the implementation of task-based

approach in English training program for the secretaries of Bethesda hospital. The

findings of the research show that the implementation of task-based as the

learning approach. Task based approach has principles that are shown in the

learning process of the class, namely: (1) task dependency; participants are led

step by step to the point where they are able to carry out the final pedagogical task

in the sequence, (2) active learning; participants are actively using the language

they are learning, and (3) integration; participants do not only learn about function

but also the meaning.

In addition, the seven task components are also completed in the learning

process. They are goals, outcomes, inputs, procedures, task types, teacher and

learner roles, and settings. The tutors made the materials which consist of the

needs of the participants. They had clear goals and outcomes from their materials

that had been developed by the team. The learning process had clear input by

doing brainstorming in the beginning of the class. They had clear task procedures

to make sure the participants do the task correctly. Tutors also gave various tasks


27

to find the comfortable activities based on the participants’ responses. The tutors

companied the participants as facilitators, as the principle of task based suggests

in teacher and learner roles. In practicing setting principle, the tutors usually made

the participants do their task in pair. Seven principles had been implemented well

in the English training program.

B. Recommendations

After conducting this study, the researcher wants to give recommendations

about the implementation of task-based approach for English training program for

secretaries of Bethesda hospital.

1. English Tutors of The English Training

The tutors are expected to prepare learning materials where the

participants’ needs can be used in their daily work. The researcher hopes that the

tutors select task-based activities which make the participant actively use the

language they are learning. Therefore, the students can improve their functional

skills and writing skills for writing correspondence letter.

2. Future Researchers

This study may inspire the future researchers who desire to conduct another study

related to task-based approach. The researcher recommends the future researchers

to reveal more about the implementation of task-based approach and the materials

since the class has its own strategies to implement the approach. The researcher

also suggests the future researcher to conduct study on participants’ perception

about the approach. Therefore, the future researcher will know to what extent the

approach as one of solutions to make a communicative class is understood tutors.


28

The researcher also hopes that the future researcher can do the next level of

training evaluation by Kirkpatrick (1996).


29

REFERENCES

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to

research in education (8th ed). Belmont: Wadsworth.

Ellis, R. 2001. Focusing on form: Towards a research agenda. In W. Renandya

and N. Sunga (eds). Language curriculum and instruction in multicultural

societies (pp. 123-144). Singapore: SEAMEO Regional Language Centre.

Ellis, R., Basturkem, H., & Loewen, S. (2001). Learner uptake in communicative

ESL lessons. Language learning 51:281-318

Kirkpatrick, D.L. (1994). Evaluation Training Program: The four levels. Berrett-

Koehler, San Fransisco. Retrieved January 29, 2018 from

http://science.uniserve.edu.au/projects/service_teaching/chap1ap2.pdf

Kirkpatrick, J.D., & Kirkpatrick, W.K. (2010). Training on trial: How workplace

learning must reinvent itself to remain relevant. Amacom

Larsen-Freeman, D. & Anderson, M., (2011). Techniques and principles in

language teaching, New York, Oxford University Press.

Mukti, P.C. (2017). The implementation of tasked-based approach as perceived

by bahasa Inggris 1 students of the Indonesian letters. Sanata Dharma

University Library

Nunan, D. (2004). Task based language teaching. New York: Cambridge

Unversity Press.

Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University

Press.

Richards,. J.C., & Rodgers, T.S. (2001). Approaches and method in language

teaching (2nd ed). Cambridge: Cambridge University Press.

Willis, J. (1996). A framework for task based learning. Harlow: Longman.


http://science.uniserve.edu.au/projects/service_teaching/chap1ap2.pdf

30

Appendix

Focus Group Discussion Results

P : Baik, mungkin kita satukan persepsi. Pertama kali, apa sih tujuan

pembelajaran bahasa Inggris untuk tenaga kesekertariatan Bethesda?

W : Awalnya untuk SPD. Kemudian diminta untuk menemani mereka belajar.

RSU Bethesda berada di pusat kota. International clients masuk ke sana, berbicara

Bahasa Inggris. Tujuan Six Point Four berrencana untuk membantu tenaga

kesekretariatan agar bisa berkomunikasi dengan para international clients.

M : Selama membuat lesson plan, kita mengidentifikasi apa yang mereka

butuhkan. Pertama, diidentifikasi komunikasi secara umum. Kedua komunikasi

secara tertulis. Di dalam dunia kesekretariatan membutuhkan keterampilan

menulis.

A : Secara garis besar sama.

P : Bagaimana kemampuan rata-rata para petugas secretariat?

W : mereka bisa survived dalam bidang pelayanan mereka. Pada tataran

minimalis. Tetapi masih mesti diperbaiki. Grammarnya masih pas-pasan. Fluency

sangat tergantung. Dalam suasana santai, tanpa ada client. Mereka bisa fluent.

Mereka percaya diri. Tetapi ketika ketemu client asing, mereka bermasalah.

Persolaan di dalam rasa percaya diri.

P : Bagaimana dengan kemampuan listening?


31

M : Ada variasi. Ada yang masih sangat kurang. Ada yang sudah cukup. Hanya

ada beberapa orang saja yang bisa menangkap. Dan bisa menjawab atas beberapa

pertanyaan.

W : Comprehension level untuk communicative purposes masih menjadi

tantangan. Sejak bertemu dengan Kepala Kesekretariatan pun sudah diberi

gambaran, yang sebenarnya mencerminkan realitas sesungguhnya.

P : Apa yang dilakukan ketika melihat realitas seperti itu?

W : Menentukan functional skills yang sekiranya akan dibutuhkan. Menentukan

gimana caranya mempelajari functional skills. Ada 10 orang yang mengikuti

sampai pada tahap pertengahan (tidak sampai tahap korespondensi). Lima orang

selebihnya melanjutkan sampai pada titik korespondensi.

P : Proses pembelajarannya?

M : Proses pembelajaran sudah disediakan tempat di ruang rapat secretariat.

Sudah disediakan LCD. Ada PPT untuk materi pembelajaran di hari itu. Untuk

menciptakan suasana yagn comfortable, biasanya kami menyetel lagu

instrumental. Pembelajaran memakai lagu. Dalam proses pembelajaran, ada

fasilitator berjumlah 4 mahasiswa. Ada dua mahasiswa sebagai fasilitator

pembelajaran. Mahasiswa menyiapkan lesson plan dan materials. Di dalam proses

pembelajarannya, keempat fasilitator tetap menjadi bagian dari proses

pembelajaran.


32

W : 10 peserta, kita fokus pada spoken dan listening. Ktia berusaha supaya kelas

berinteraksi antar satu dengan yang lain. Ada role play, ada dialogue, memakai

pendekatan pairing. Khususnya untuk spoken dan listening. Lagunya tidak terlalu

tepat. Karena terlalu lambat. Tidak terlalu efektif. Kelihatan: mereka sangat heboh

satu sama lain, semangat belajar bersama satu sama lain.

M : Untuk korespondensi: kita fokus pada grammar, diction, subskills dalam

written English. Selama pertemuan-pertemuan itu kita menggunakan surat-surat

yang ada di Bethesda. Kita analisis dokumen-dokumen surat yang ada di tempat

itu, untuk menilai sejauh mana surat tersebut berterima atau tidak, tingkat

keramahannya bagaimana.

P : Apakah ada mismatch antara yang anda asumsikan ada di antara mereka, tetapi

ternyata nggak ada?

W : Mismatch antara ekspektasi guru dengan skills dan kemampuan siswa untuk

mengambil resiko. Kerja sendiri-sendiri. di sini mereka, kepercayaan diri sendiri

hilang ketika harus mengerjakan sendiri-sendiri. filling the blanks sendirian,

mereka tidak mau. Asumsi kami: Cuma kaya kini kok nggak bisa. Mereka

mestinya bisa. Misspelling dst. Banyak perlu yang diobrak-abrik. Harus

menurunkan ekspektasi kita terhadap mereka.

M : Yang bagian korespondensi: mereka masih belum cukup kepercayaan diri

untuk menuliskan sendiri. mereka cenderung copy and paste yang telah dibuat

sebelumnya, padahal yang sebelumnya pun tidak selalu benar


33

P : Apakah proses pendampingan di dalam pembelajaran dirasakan berhasil atau

tidak?

W: meskipun banyak mismatch, kita tetap bisa adaptasi dengan apa yang mereka

menyesuaikan diri. Kalaupun kita sudah punya handout, kita selalu bisa

menemukan cara untuk memastikan bahwa proses belajar tetap berlangsung.

M : kelas bersifat dinamis. Karena orang-orang di dalamnya bisa membawakan

suasana yang cair. Kadang, waktu pembelajaran agak molor karena mereka saling

bercanda. Tetapi kami tetap berusaha untuk mencapai materi yang ditargetkan

untuk hari itu.

A:sekalipun ada mismatch, tetapi ada pendampingan. Mereka masih mengalami

kesulitan di dalam menggunakan kosa kata yang benar, dan juga grammar yang

salah. Kami juga sering membantu cara mengungkapkan kata tersebut (how to

pronounce words).

P : Kamu sendiri memiliki keyakinan apa di dalam pembelajaran itu? Artinya,

mana yang lebih penting bagi para sekretaris, fluency atau accuracy?

W: waktu itu untuk spoken skills, yang utama adalah fokus pada accuracy. Karena

mereka tidak perlu berbicara serba cepat, dan justru pesannya tidak sampai.

Wkatu itu, saat itu fokus saya ada di accuracy.

M: sama dengan Wening, fokus pendampingan adalah untuk membekali para

participants untuk menguasai accuracy? Karena pada prakteknya, yang kita


34

butuhkan adalah: participants harus memiliki kemampuan untuk menyampaikan

apa yang diperlukan dengan international clients. Karena itu lah yang dibutuhkan.

Masalah fluency akan dikembangkan ketika kemampuan memahami pesan sudah

dicapai.

A: utamanya adalah pesannya sampai. Kalaupun grammarnya belum tepat, tetapi

vocabulary yang penting harus mereka miliki. Degan vocab itu, mereka bisa

mengungkapkan. Ada kenyamanan dengan orang-orang tertentu:

1. M lebih diacu ketika urusan korespondensi.

2. W lebih cepat mengidentifikasi accuracy grammar, terutama spoken English.

3. D lebih fokus pada pronunciation.

P : Resolusi konfliknya seperti apa?

W: tidak secara frontal memberikan koreksi di depan participants. Di dalam

Insadha, sebagai anggota Dampok (semester 2), pernah mendapatkan pelatihan

cara berkomunikasi untuk menjaga perasaan orang lain. Ini adalah mekanisme

komunikatif bernama hedging.

W: setiap akhir pertemuan, kita berempat ngobrol di situ. Di situ ada kesempatan

untuk saling berbagi. Di dalam perbincangan yang pendek tersebut sering muncul

gagasan yang saling memperkaya. Untungnya, empat karakter sebagai instruktur

memiliki tingkat kelenturan yang luar biasa. Mereka menerima satu sama lain,


35

sejauh berbagai hal yang mengganjal dikomunikasikan dengan baik. Tentu dengan

mekanisme komunikasi yang berterima.

M: ketika saya mengajarkan sesuatu, dan tidak terlalu tepat, teman-teman lain siap

untuk back up. Mereka menambahkan. Sebelum mengajar, kami masing-masing

membagikan tugas. Ada proses koordinasi untuk menjelaskan tentang apa saja

yang akan dikerjakan. Hal-hal tersebut membuat kami tahu apa yang akan

dilakukan. Dan ketika ada yang kurang atau salah, itu bisa dikoreksi oleh orang

lain (diantisipasi sebelumnya).

A: di dalam proses persiapan, ada kerjasama untuk pengembangan materinya. Di

dalam proses pelaksanaannya pun, tetap saling back up satu sama lain. Sudah ada

dua batches. Di dalam percakapan satu sama lain, terungkap sejumlah pengenalan

atas masing-masing karakter pesertanya. Melalui diskusi tentang masing=masing

karakter tersebut, para instruktur menjadi lebih leluasa di dalam menentukan

materi, menemukan solusi atas persoalan, dan sekaligus memberikan informasi

tentang perkembangan dari masing-masing peserta.

W : karakter bu Lanny. Berkesempatan untuk mengujicobakan prinsip hidup

sebagaimana yang telah diteladankan oleh Bu Lanny. Kesempatan kerjasama di

dalam tim ini memberi ruang untuk eksperimentasi secara personal dan sosial

sehingga imajinasi tentang pribadi dengan prinsip yang kuat, mempertahankan

nilai-nilai yang tahan uji, tanpa harus merasa malu dengan keunikan dirinya,

tetapi sekaligus terampil mendengarkan sesamanya, kesemuanya itu terwadah.


evaluating english training program for … fileworth of the task-based approach (tba) being...

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