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THE IMPLEMENTATION OF TASK-BASED APPROACH

AS PERCEIVED BY BAHASA INGGRIS 1 STUDENTS

OF THE INDONESIAN LETTERS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Pramesthi Chandra Mukti

Student Number: 121214009

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE IMPLEMENTATION OF TASK-BASED APPROACH

AS PERCEIVED BY BAHASA INGGRIS 1 STUDENTS

OF THE INDONESIAN LETTERS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 121214009

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


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ABSTRACT

Mukti, Pramesthi Chandra. (2017). The Implementation of Task-Based Approach

as Perceived by Bahasa Inggris 1 Students of the Indonesian Letters. English

Language Education Study Program, Department of Language and Arts Education,

Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma

University.

English as a bridging language for communication has been taught in Sanata

Dharma University for a long time. Therefore, there are English classes in most of

the study programs. The use of tasks in English Language Teaching is known as

Task-Based Approach (TBA). However, the implementation of TBA itself has not

obtained enough evaluation, especially from students’ perspective. This research is

dedicated to investigate the implementation of TBA in Bahasa Inggris 1 class of

the Indonesian Letters study program and how the students perceive the use of tasks

as a feature to achieve the learning goal.

The theory of Task Based Approach suggested by Nunan (2004) was used

to investigate the approach implementation. Nunan (2004) mentions some

principles and elements which are comparable to the implementation of TBA in

Bahasa Inggris 1 class of the Indonesian Letters study program. Meanwhile, in

order to investigate how the students perceive TBA and the achievement of the goal,

the researcher used a summed up theories of communicative competence purposed

by experts to identify the indicators of communicative competence.

This research combines qualitative and quantitative methods.

Questionnaires and interviews were used as instruments of data gathering. As for

the analysis, the researcher used data triangulation of both qualitative and

quantitative data. Then, the researcher drew conclusions based on the analysis.

In conclusion, TBA Implementation in Bahasa Inggris 1 class of the

Indonesian Letters had been conducted appropriately compared to the theory of the

general underlying principles and elements of implementation. Based on the

indicators of communicative competence generated from the theory, tasks were

perceived as useful and functional as the supports of the learning to help students

becoming more communicative.

Keywords: Task-Based Approach, Implementation, Communicative Competence


vii

ABSTRAK

Mukti, Pramesthi Chandra. (2017). The Implementation of Task-Based Approach

as Perceived by Bahasa Inggris 1 Students of the Indonesian Letters. Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas

Keguruan dan Ilmu Pendidikan, Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris sebagai bahasa pemersatu dalam komunikasi telah lama

diajarkan di Universitas Sanata Dharma. Maka dari itu banyak kelas-kelas bahasa

Inggris hampir di semua program studinya. Penggunaan tugas-tugas sebagai sarana

pembelajaran Bahasa Inggris dikenal sebagai pendekatan berbasis tugas (TBA).

Akan tetapi penerapan TBA belum banyak dievaluasi khususnya dari perspektif

mahasiswa. Penelitian ini didedikasikan untuk menginvestigasi pelaksanaan

pembelajaran berbasis tugas di kelas Bahasa Inggris 1 program studi Sastra

Indonesia dan untuk mengetahui bagaimana mahasiswa memandang penggunaan

tugas-tugas sebagai sebuah sarana untuk mencapai tujuan pembelajaran.

Teori pembelajaran berbasis tugas (TBA) yang disarankan oleh Nunan

(2004) dipakai untuk menginvestigasi pelaksanaan pembelajaran. Nunan (2004)

menyebutkan beberapa prinsip dan elemen pelaksanaa TBA yang dapat

dibandingkan dengan implementasi TBA di kelas Bahasa Inggris 1 Program Studi

Sastra Indonesia. Kemudian, untuk menginvestigasi bagaimana mahasiswa

memandang tugas sebagai sarana untuk mencapai tujuan pembelajaran, peneliti

menggunakan sebuah simpulan teori kompetensi komunikatif dari beberapa ahli

untuk menentukan indikator-indikator kompetensi komunikatif.

Penelitian ini menggabungkan metode kualitatif dan metode kuantitatif.

Kuisioner dan interview digunakan sebagai sarana pengumpulan data. Sedangkan

untuk analisis data, peneliti menggunakan triangulasi data dari data kualitatif dan

data kuantitatif. Kemudian, peneliti menarik kesimpulan dari analisis tersebut.

Kesimpulannya, pembelajaran berbasis tugas (TBA) di kelas Bahasa Inggris

1 Program Studi Sastra Indonesia telah dilakukan dengan tepat jika dibandingkan

dengan teori prinsip dan elemen implementasi yang mendasari implementasi.

Berdasarkan indikator-indikator kompetensi komunikatif, tugas-tugas dianggap

bermanfaat dan fungsional sebagai penyokong pembelajaran untuk membantu

siswa menjadi lebih komunikatif.

Kata kunci: Task-Based Approach, Implementation, Communicative Competence


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ACKNOWLEDGMENTS

Above all, I would like to give my greatest gratitude to my Saviour, Jesus

Christ, because of His blessings I could finally finish my thesis. I thank Lord I could

get the opportunities and supports to finish this thesis.

I would also like to express my deepest gratitude to my advisors Drs. Y. B.

Gunawan, M.A. and Carla Sih Prabandari, S.Pd., M.Hum. for their guidance,

time, motivation, and support that I could write my thesis until the very last part. I

would like to say thanks to them for patiently guiding me and for the wise advices

in the process of writing this thesis.

My sincerest gratitude goes to my parents: Didit Nur Harjanto and Sri

Dartini for the supports, prayers, financial supports, and loves they have given me

until the time I finished my thesis. I pray to God to always give them happiness and

health that they can watch me achieve success for my career. For my sister and

brother, Elisa Jati Pratiwi and Nico Demus Anggit Krisnuaji, I hope the best of

luck for them in finishing their study and achieving their dreams.

A bunch of thanks go to my best friend Anastasia Nelladia Cendra for

always being there to motivate me to finish this thesis and for every words she said

which might be mean but truly motivating. Many unspeakable thanks and gratitude

for my best friends, Dyah ‘Mami’ Ayu Kusuma Wardani, Sella Devi Aryani, and

Ina Noviana Meyanti for the suggestions and supports. I thank Sella, Mami and Ina


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for giving me a place to truly open and express my feelings, stress, pressures, and

the like. They are truly my second home.

My sincere gratitude also goes to all my friends who have been willing to

give their best to proof read my thesis. Finally, to all fellows who are still struggling

with their thesis writing, I wish them the best of luck. There is always a rainbow for

everyone. Cheers!



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TABLE OF CONTENTS

Page

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

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

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

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

ABSTRACT ........................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGMENTS.................................................................................... viii

TABLE OF CONTENTS ......................................................................................... x

LIST OF TABLES ................................................................................................ xii

LIST OF FIGURES.............................................................................................. xiii

LIST OF APPENDICES ...................................................................................... xiv

CHAPTER I. INTRODUCTION ............................................................................. 1

A. Research Background................................................................................... 1

B. Research Questions ...................................................................................... 3

C. Research Significance .................................................................................. 3

D. Definitions of Terms .................................................................................... 4

CHAPTER II. REVIEW OF RELATED LITERATURE ....................................... 7

A. Theoretical Description ................................................................................ 7

1. Task-Based Approach ............................................................................ 7

2. Principle of Task-Based Language Teaching ...................................... 16

3. Communicative Competence and

Communicative Language Teaching.................................................... 18

4. Perception ............................................................................................. 25

5. Review of Related Research ................................................................ 26

B. Theoretical Framework .............................................................................. 29

Page


xi

CHAPTER III. METHODOLOGY ....................................................................... 31

A. Research Method ........................................................................................ 31

B. Research Setting ......................................................................................... 34

C. Research Participants ................................................................................. 35

D. Instruments and Data Gathering Techniques ............................................. 36

E. Data Analyzing Technique ......................................................................... 38

F. Research Procedure .................................................................................... 40

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................. 41

A. The Implementation of Task-Based Approach

in Bahasa Inggris 1 Class .......................................................................... 41

1. The Beliefs and Principles for Implementing TBA ............................. 41

2. The Elements of TBA in the Implementation ...................................... 46

B. Tasks as Functional Learning Supports to Obtain the Learning Goal ....... 58

1. Meaning of Being Communicative ...................................................... 59

2. Meaning over Form .............................................................................. 61

3. Students’ Strategy and Hindrance in Communication ......................... 63

4. Keys to Successful Communication..................................................... 67

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ........................ 69

A. Conclusions .......................................................................................... 69

B. Recommendations ................................................................................ 70

REFERENCES ....................................................................................................... 71

APPENDICES........................................................................................................ 73


xii

LIST OF TABLES

Table Page

3.1 Organization of Multi-method Research .......................................................... 33

4.1 General Characteristic of Task-Based Language Learning ............................. 42

4.2 The Elements of Task-Based Approach (1) ..................................................... 47

4.3 The Elements of Task-Based Approach (2) ..................................................... 50

4.4 The Most to the Least Task Types Remembered ............................................. 51

4.5 Students’ Perception towards The Implementation of TBA ............................ 56

4.6 Skill Development in The Implementation of TBA ......................................... 57


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LIST OF FIGURES

Figure Page

Figure 2.1 A Framework of TBLT ......................................................................... 15

Figure 2.2 The Perceptual Process ......................................................................... 26

Figure 2.3 A Diagram of Theoretical Framework ................................................. 30


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LIST OF APPENDICES

Page

APPENDIX A

Blueprint of the Questionnaire ............................................................................... 73

APPENDIX B

The Questionnaire .................................................................................................. 77

APPENDIX C

Results of the Questionnaire .................................................................................. 82

APPENDIX D

Lecturer’s Interview Protocol ................................................................................ 85

APPENDIX E

Results of the Lecturer’s Interview ........................................................................ 87

APPENDIX F

Students’ Interview Protocol .................................................................................. 99

APPENDIX G

Results of Students’ Interview ............................................................................. 100

APPENDIX H

Bahasa Inggris 1 Syllabus ................................................................................... 123


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CHAPTER I

INTRODUCTION

This chapter provides background information related to this research. This

chapter is divided into some parts, namely research background, research problems,

problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

English is a global language. Being a global language means that it has

developed a special role which is recognized in every country (Crystal, 2003, p. 3).

The special role has many facets. One of the most recognizable roles of English is

English for communication. The English language bridges many countries in

communication. For that reason, English is considered as an important language

that every person is expected to acquire.

Graduates from Sanata Dharma University are also expected to have good

English communication skills. Therefore, there are English courses in almost all of

its study programs. The university also decides to make English Competence Skills

as one of its graduate qualifications in most of the Study Programs by setting a test

called TKBI (Tes Kemampuan Bahasa Inggris). The test is held in all the study

programs except in the English Literature and ELESP. Many of ELESP lecturers

are teaching English in other study programs such as the Primary Teachers Training

study programs (PGSD), the Indonesian Letters (Sastra Indonesia), Management

and in some other study programs. Basically, the lecturers are helping the students


2

to acquire the basic skills of English, namely speaking, reading, listening and

writing. Richards 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 in certain tasks. The use of tasks as an approach in English Language

Teaching (ELT) is called Task-Based Approach (TBA). Nowadays, many lecturers

have implemented TBA in ELT inside or outside ELESP courses. Through Task-

Based Language Teaching (TBLT), lecturers can help learners develop the four

skills. Therefore, TBA becomes a common approach to ELT in Sanata Dharma

University.

Although so many lecturers are implementing TBA and using TBA to

design learning materials for ELT, the researcher feels that not so many lecturers

evaluate the implementation of this approach. The evaluation here is in the form of

investigating the function of tasks given in the class. Based on the researcher’s

personal experiences of teaching English, it seems that students are losing the

purpose of the tasks itself. Many students complaint that tasks have been a burden

in their study life. Therefore, the researcher conducts an investigation on how task-

based approach has been implemented in a recent teaching-learning class by

comparing it to the theories. After knowing how the implementation takes place,

the researcher continues to investigate students’ perception on tasks as its function

as learning supports to help the students obtain the learning goal. Whether tasks are

still perceived as functional to obtain learning goal or has it turned to be burdening.


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B. Research Questions

In this research, the researcher intends to answer two questions. The two

questions are as follows:

1. Has Task-Based Approach been implemented in accordance to the theory?

2. How do the students of Bahasa Inggris 1 class perceive tasks as its function to

obtain the learning goal?

C. Research Significance

This research contributes insights to English language learning on how tasks

as a means of language learning supports are perceived by the students of this era.

Teachers might have noticed that students often complain about how tasks have

become a burden in their study life. This has given the idea that tasks have no longer

had positive contributions on students’ language learning development. Given this

insight, the researcher is curious on whether tasks might have not as beneficial as it

in the old time.

Hence, the researcher conducts an investigation on how tasks are perceived

by the students in recent language class. The investigation comes with hopes that it

might benefit some parties as listed below.

1. English Educators

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

implementing TBA in ELT. Having known students’ perception on the teaching-

learning process, the English educators could be inspired by the strengths and


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weaknesses of TBA that they are going to implement in their classes. Hopefully,

this research can give a slight idea of how 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

For future researchers, this research can be a cornerstone towards further

researches regarding the implementation of TBA not only in ELT but also in other

language courses. It can also give insight of the secret of successful language

teaching as the research used students’ perception as its base.

D. Definitions of Terms

In this section, the researcher provides operational definitions of important

key terms related to the context of this research. The operational definitions will be

further explained in the following chapter.

1. Task-Based Approach

Task-Based Approach is an approach which involves learners into a

classroom work which allows them to comprehend, manipulate, produce, and

interact in the target language. The main focus of Task-Based Approach is to

convey meaning rather than manipulating the form (Nunan, 2004). It is one of the

student-centred approaches in the educational world. By completing certain tasks,

the students use the target language for a communicative purpose in order to achieve


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a learning goal. The communicative purpose is on the delivery of the meaning rather

than in manipulating the form of the language used.

2. Perception

Gibson, Ivancevich, Donnelly Jr., and Konopaske (2012) define perception

as individual’s cognitive product after receiving stimuli on a direct experience,

organizing them and interpreting the organized stimuli. After receiving, organizing,

and interpreting the stimuli, perception enables individuals to perform behaviours

and attitudes (p. 94). In other words, perception happens from receiving sensory

stimuli, organizing the sensory information, and interpreting the organized

information. The results influence individual’s behaviour and attitude.

3. Bahasa Inggris Class

Bahasa Inggris class is highly conducted in private language schools,

private businesses, government-sponsored programs, charity organizations, private

tutoring and universities (www.eslteacheredu.org). In Sanata Dharma University,

almost all non-English Study Programs have an extension and/or a compulsory

English class.

Bahasa Inggris course is a compulsory course in the Indonesian Letters

Study Program. The course is also a continuous course which must be taken for

four semesters long. The name of the course follows in which semester the course

is taken, i.e. Bahasa Inggris 1 class is taken in semester one, Bahasa Inggris 2 is

taken in semester two, and so on. This research is conducted in, Bahasa Inggris 1

class which has in total fifty five students who are actively speaking in their L1 and


http://www.eslteacheredu.org/

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are very enthusiastic in the class. However, the number of the students might change

due to students’ personal reasons. The researcher selected the class because the

researcher was working as one of the lecturer’s teaching assistances at that time. It

is also because the researcher is curious about their English communication skills

development and how they perceive tasks as learning supports.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the underlying theories used for this study. This

chapter presents descriptions on some theories used to support this research. It also

contains the framework of the research.

A. Theoretical Description

In the following paragraphs, the researcher would like to state theories

which support this research theoretically. There are three subtitles in this section

namely Task-Based Approach, the Theory of Perception, and Review of Related

Research.

1. Task-Based Approach

Richards and Rodgers (2001) define Task-Based Approach as an approach

which is based on the use of tasks as the core units of planning and instructing

language teaching (p.223). Task-Based Approach involves learners in

communicative and meaning-derived tasks. The focus of this approach is on using

language freely to understand and convey meaning rather than emphasizing on

language forms.

a. Definition of Task

There are many definitions of tasks. Long (as cited from Nunan, 2004, p.2)

defines tasks as the things people do in everyday life for free or for some rewards.


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In this case, he referred to painting fences, buying a pair of shoes, dressing a child,

typing a letter, helping someone across the road – any works undertaken for oneself

or for others which require language use beyond classroom boundaries.

However, the tasks in TBA are different from those tasks. It refers to

something learners have to do inside of a class that has a pedagogical meaning.

Nunan (2004) defines task as classroom work that involves learners in

comprehending, manipulating, producing or interacting in the target language while

the focus is on mobilizing their grammatical knowledge in order to express meaning

in which the intention is to convey meaning rather than to manipulate form (p. 4).

The task should be able to stand alone as a communicative act which has beginning,

middle and ending activity. According to Willis (1996), the task should have a

specified objective that must be achieved in a given time and all tasks should have

an outcome (p. 24). In brief, the tasks require learners to use the language in a

meaningful way to understand and convey meaning to complete the tasks

successfully.

Willis (1996) suggests that emphasize on meaning before form is an

important feature in Task Based Language Teaching. Learners are encouraged to

use whatever language forms to convey what they mean as well as they can in order

to fulfil the task goal (p. 24). In other words, learners are free to use the language

to achieve certain outcomes desired from doing the tasks. Therefore, a specified

language form is not advanced. Task-Based Approach emphasizes meaning and

communication rather than producing a language form correctly (Willis, 1996, p.

54).


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b. Task Components

In the following descriptions, the researcher explains about the elements that

make up a task, including the task goals, the input data and learner procedure. Those

three elements are supported by teacher and learner’s roles and the setting in which

the tasks are undertaken.

1) Goal

Goal is the general intention behind any learning task (Nunan, 2004, p. 41).

It tells the answer why a teacher might give a particular task to be undertaken by

the learners in the class. In other words, tasks are goal oriented (Willis, 1996, p. 24).

Goal is related to some general outcomes which will be achieved in the end of the

task completion. Goal might be directly stated or indirectly inferred from the task

itself. The goal of an implementation of TBA is for communicative purpose (Willis,

1996, p. 23). Therefore the task, the goal, and the outcome of TBA implementation

form a relation in which a task is an activity that allows the learner to use the target

language for a communicative purpose in order to achieve an outcome. For a better

view of the class’ competency standards, see appendix H.

2) Input

Input refers to the spoken, written, and visual data given by the teacher for

the learners to work with upon completing a task (Nunan, 2004, p. 47). The data

can be made by the teacher himself or it can be taken from some other sources. The

form of the input may vary according to the tasks that will be given in the class.


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3) Outcome

Every task should have an outcome (Willis, 1996, p. 24). However, it is

different from the learning goal. Outcome is an essential feature of a task. It refers

to what the learner has achieved after completing a task (Ellis, 2003, p. 8). For this

reason, the outcome of a task can be judged in terms of its contents.

4) Procedure

Procedures are the specific steps that the learners will actually do with the

input data upon completing the learning task. Procedure exists to guide the learner

on a task completion.

5) Task Type

The type of the tasks given in the class is derived from the learning goal and

the outcomes desired. The basic communication skills for TBA implementation in

Bahasa Inggris 1 is clearly stated in the Common European Framework of

Reference (CEFR), level B1. In this level, the learners act as independent users who

(a) can understand the main point of clear standard input on familiar matters

regularly encountered in work, school, leisure, etc.; (b) can produce simple

connected text on topics which are familiar or of personal interest; (c) can describe

experiences, events, dreams, hopes and ambitions; and (d) briefly give reasons and

explanations for opinions and plans. Thus, the types of tasks shall reflect these

points.


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6) Teacher and Learners Roles in Task-Based Learning

In this section, the researcher would like to state teachers’ responsibility in

the implementation of TBA, as well as behavioural expectations of the students who

follow ELT with TBA.

a) Teachers’ Roles

The free use of the language to convey meaning gives opportunities to

learners to do as well as they can to achieve the task goal. In this case, a teacher

should become a monitor and motivator for the leaners to use the target language

(Willis, 1996). The teacher monitors the learners from a distance and should

encourage them to communicate in the target language. The teacher needs not to

give immediate advice or correction because of the needs to make the learners to

feel free to experiment with the language on their own and to take risks (ibid).

The one that the teacher should consider is speaking fluency. Accuracy does

matter but it is not so important in the task stage (ibid). Teachers also need to

encourage that errors are okay; it is a normal part of learning. In line with that,

teachers should also encourage that it is better to make mistakes than not to say

anything. Hence, teachers know that learners are successful in conveying meaning

by understanding the message they are trying to convey (ibid). Richards and

Rodgers (2001) suggest other roles of a teacher in TBA which are as follows.


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(1) Selector and Sequencer of Tasks

Teachers need to selects, adapt, and/or create tasks themselves and then

make a sequential instruction based on those matters to keep with learners’ needs,

interest, and language skill level.

(2) Preparing Learners for Tasks

Many researchers suggested that learners should not receive a very new task,

thereby teacher needs to do pre-task preparation and cuing which include topic

introduction, clarifying task instruction, helping learners learn or recall useful

words and phrases facilitating the task completion, and necessarily providing partial

demonstration of the task procedures. The technique of cuing might be inductive

(implicit) or deductive (explicit).

(3) Consciousness-Raising

Teacher needs to encourage learners to notice some important language

features from the tasks in which the learners participate in. This can be implemented

by focusing on language form uttered by the learners in various techniques which

include cuing language form focus in the pre-task activity, doing a text exploration,

providing guided exposure to parallel task, and highlighting some materials. In

addition, teacher may encourage learners to do a self-evaluation.

b) Learners’ Roles

Learners’ role in TBA covers the general roles assumed in Communicative

Language Teaching (CLT). According to Richards and Rodgers (2001), learners’


13

role focuses on task completion as the central of the learning activity. The primary

tasks are as follows.

(1) Group Participation

Learners should adapt themselves into pair-works or small-group works.

Learning can take place in group work, pair-work and individual work. Thus,

learners have to adapt.

(2) Monitoring

In the previous explanation, teacher is the one to do the monitoring.

However, Richards and Rodgers (2001) suggested that leaners themselves have to

not only deliver the message but also come to realise that those messages typically

come in package with language functions. In order to help learners to come to the

realization, the tasks are accompanied by reflection on the task characteristic which

includes the language form (Bell & Burnaby, as cited from Richards and Rodgers,

2001).

(3) Risk-Taker and Innovator

In order to complete the task successfully, learners must use the language

freely in order to learn to speak it even if they make a lot of errors (Willis, 1996).

It is, thereby, teacher’s encouragement for the learners to communicate in the target

language is strongly necessary. In accordance to self-development, learners must

individually become the innovator for some skills including guessing linguistic and

contextual clues, asking for clarification, and consulting with other learners

(Richards and Rodgers, 2001).


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7) Setting

Settings refer to the classroom arrangements specified or implied in the task

(Richards & Rodgers, 2001, p. 70). The class arrangement includes whether or not

the task is to be carried out wholly or partly in the classroom. It is also about whether

or not the task is to be done in group or individual.

c. Task and Syllabus Criteria for Task-Based Learning

Richards and Rodgers (2001) mention a syllabus design for TBA. The

syllabus design consists of seven different contents namely language structures,

functions, topics and themes, macro-skills (reading, writing, listening, and

speaking), competencies, text type, and vocabulary targets.

Meanwhile, a slightly different syllabus is suggested by Nunan (2004). His

syllabus design takes real world tasks and transforms them into pedagogical tasks

(P. 19). This term is closer to the concept of TBA. Real world tasks are defined as

anything gathered from the need analysis and something that turns out to be

important and useful in the real world while pedagogical tasks do not necessarily

reflect real world tasks (Nunan. 2004, p. 19 – 22).The basis of pedagogical tasks is

more on the second language acquisition. Thus, all of those aspects can be

combined to form unity.


15

Figure 2.1: A framework of TBLT suggested by Nunan (2004), p. 25

In the same light, Willis (1996) suggested three main components of a TBLT

syllabus design. The main components are pre-task, task cycle, and language focus.

Those three parts will be divided further into small parts.

1) Pre-task

This part covers topic and task introduction. Teacher guides learners to

explore the topic, highlights useful words, helps learners understand the task

instruction and help the learners to do task preparation.

2) Task Cycle

This is a combination of three activities. The first activity is task. Learners

do the task and teacher monitors from a distance. The second is planning. Learners

reports to the whole class how they did the task and what they have discovered. The

presentation is delivered orally or in a form of writing. The third activity is report.

Technically, each group reports the finding to other group and compares results.

Enabling Skills

Language

Exercise Communicative

Activities

Pedagogical

Real World

Rehearsal Activation


16

3) Language Focus

It consists of two activities: analysis and practice. Learners analyse specific

language features of the materials (text or transcript of a recording), then, teacher

asks the learners to practice the new language features, i.e. new words, phrases or

patterns. The practice may come before or after the analysis.

2. Principles for Task-Based Language Teaching

According to Nunan (2004, p. 35), there are seven principles suggested for

the teacher in the implementation of Task-Based Approach. The seven principles

are as follows.

a. Scaffolding

The teacher should provide a supporting framework in which the learning

can take place. This is to make sure that the learners encountered the “chunks” of

the language holistically. However, one should know when to remove the

scaffolding in order to let the learners maintain the use of the language

autonomously.

b. Task Dependency

The tasks given should form an instructional sequence which shows how a

task is interconnected to the previous task. Nunan (2004) illustrates it as

“pedagogical story” in a way that leaners are led step by step to the point where

they are able to carry out the final pedagogical task from the sequence.


17

c. Recycling

This principle is based on the idea that a lesson and/or a particular linguistic

item needs to be reintroduced to the learners over a period of time. This principle

enables learners to engage the target language item in a range of different

environment, linguistics and experimental. The principle also allows learners to see

how a particular language item correlates with other items and how it functions in

different content areas.

d. Active Learning

This principle is based on the idea that learners learn best through doing

and/or through an active construction of their own knowledge. This principle also

suggests that the class time should be devoted mostly on giving opportunities for

learners to use the language. This is to say that it is the learners who should do the

work, not the teacher. The teacher, however, is still given a place to give input,

explanation, and other necessary guidance.

e. Integration

The teacher is supposed to make clear to learners the relationship between

linguistic form (grammar), communicative function, and semantic meaning. This

happens due to a split of opinions between the proponents of form-based

instructions and proponent of meaning-based instructions.

f. Reproduction to Creation

The tasks are intended to create a basis for creativity in using the language.

The learners are expected to be able to recombine familiar elements in a new and


18

original way, rather than copying the models provided by the teacher, the textbook

and others.

g. Reflection

Refection encourages the learners to become reflective learners who are

aware of what they have learned and how well they are doing. It is to say that

learners are encouraged to be aware that the focus is moving from language content

to monitor their own learning processes.

3. Communicative Competence and Communicative Language Teaching

In second language acquisition, communication, communicative

competency and communicative language teaching are all key concepts. There is

no uniform interpretation of the meaning of these concepts (Ohno, n.d.). This

section will deal with several theoretical communicative concepts and their

application in second language teaching. The first section discusses Hymes’ (1972)

notion of communicative competence. The next section discusses Widdowson’s

concepts of communicative language teaching. The third section discusses a

theoretical framework of communicative competence proposed by Canale and

Swain. Finally the last section deals with theories of basic communication skills.

a. Hymes’ (1972) Notion of Communicative Competence

His idea of communicative competence derived from Chomsky’s distinction

between competence and performance. Chomsky makes a weak and strong

definition of competence and performance. In weaker sense, competence refers to


19

knowledge of grammar and other aspects of language while performance refers to

the actual use of language in concrete situation.

We thus make a fundamental distinction between competence (the speaker-

hearer’s knowledge of his language) and performance (the actual use of

language in concrete situations)…. In actual fact, it [performance] obviously

could not directly reflect competence. A record of natural speech will show

numerous false starts, deviations from rules, changes of plan in mid-course,

and so on. (as cited in Canale & Swain, 1980, p. 3).

Thus, competence refers to knowledge of grammar while performance

refers to actual use. In a stronger sense, Chomsky claims that competence refers to

the linguistic system (or grammar) of a given language while performance includes

psychological factors that are involved in perception and production of speech such

as perceptual parsing strategies (separating sentence into grammatical parts),

memory limitations and the like (Canale and Swain, 1980, p. 4).

Performance can never directly reflect competence except under the ideal

circumstances – the ideal speaker-listener knows and uses language perfectly

without making any mistakes (Ohno, n.d., p. 2). Another factor that hinders

performance to be part of linguistic theory [competence] is that it involves too many

performance variables such as memory limitation, distraction, shifts of attention

and interest, and errors. Hence, Hymes (1972) describes performance as “imperfect

manifestation of the underlying system” (as cited from Ohno, n.d., p. 2).

Hymes, then, believes that Chomsky’s notion of communicative

competence is too narrow for heterogeneous community. Hymes believes that a

linguistic theory must be able to deal with heterogeneous speech community,

differential competence, and the role of sociocultural features (Ohno, n.d., p. 2). He

believes that one should be concerned with performance and not to an idealized


20

speaker-listener situation in completely homogenous speech community. He, then,

makes a distinction between linguistic competence that deals with producing and

understanding grammatically correct sentences, and communicative competence

that deals with producing and understanding sentences that are appropriate and

acceptable to a particular situation.

This notion is supported by Campbell and Wales (1970) by stating that “by

far the most important linguistic ability is that of being able to produce or

understand utterances which are not so much grammatical but, more important,

appropriate to the context in which they are made.” (Canale & Swain, 1980, p. 4).

To conclude his notion, Hymes (1972) mentions that “there are rules of use without

which the rules of grammar would be useless” (Canale & Swain, 1980, p. 4). He

deems that “social factors interfere with or restrict grammar use because the rules

of use are dominant over the rules of grammar” (as cited in Ohno, n.d., p. 2). He

claims that the rules of speech are controlling factors for linguistic forms as a whole.

We have then to account for the fact that a normal child acquires knowledge

of sentences, not only grammatical, but also as appropriate. He or she

acquires competence as to when to speak, when not, and as to what to talk

about with whom, when, where, in what manner… (as cited in Canale &

Swain, 1980, p. 5).

Both Hymes (1972) and Campbell and Wales (1970) propose that

communicative competence includes not only grammatical competence but also

contextual or sociolinguistic competence which refers to the actual use of the

language (Canale and Swain, 1980).


21

b. Widdowson’s Concept of a Communicative Language Teaching

Language learning is not merely about acquiring the knowledge or the rules

of grammar but also acquiring the ability to use the language to communicate. In

short, how sentences are used to communicate. “We do not only learn how to

compose and comprehend correct sentences as isolated linguistic units of random

occurrence; but also how to use sentences appropriately to achieve communicative

purposes.” (as cited in Ohno, n.d., p. 3). Widdowson adds that six or more years of

instructions of English do not guarantee normal language communication. From

this statement, he agrees that it is not right to say that if one acquires the linguistic

competence, he or she will be able to communicate well in the actual world.

Widdowson suggests that communicative abilities have to be developed at

the same time as the linguistic skills, otherwise the mere acquisition of linguistic

skills may inhibit the development of communicative abilities (Ohno, n.d.). This

idea is influenced by Hymes’ notion that children do not only acquire the

knowledge of grammar but also the knowledge of appropriateness. Thus, he

strongly suggests that communicative competence needs to be taught along with

linguistic competence.

Widdowson makes distinction between “usage”, that makes obvious the

extent to which the language user demonstrates his knowledge of linguistic rules,

and “use”, that makes obvious the extent to which the language user demonstrates

his ability to use his knowledge of linguistic rules for effective communication (as

cited in Ohno, n.d., p. 3). Hence, Widdowson suggests that classroom presentation

of a language must ensure the acquisition of both competences by providing


22

linguistic and communicative context. Linguistic context focuses on the “usage”

while communicative context focuses on the "use".

c. Theoretical Framework of Communicative Competence

Canale and Swain (1980) make a brief distinction between grammar-based

approach and communication-based approach. Grammar-based approach is

organized based on linguistic basis (e.g. grammatical forms, syntax, and lexical

item) while communication-based approach is organized based on communicative

functions (e.g. apologizing, describing, inviting, promising, and the like). The

former emphasizes on the ways the forms are combined to form grammatical

sentences whereas the latter emphasizes the ways in which grammatical forms may

be used to express this function appropriately (p. 9).

Canale and Swain (1980) add one point in the definition of communicative

competence purposed by Hymes (1972) and Campbell and Wales (1970) which is

that communicative competence does not only include grammatical competence but

also contextual or sociolinguistic competence (the knowledge of the rules of

language use). The third aspect to this basic definition is general psycholinguistic

factors (e.g. memory, perceptual strategies, and the like). Psycholinguistic factors

are added with regards to communicative performance. This is based on

consideration that the psychological factors are normally thought of as general

psychological constraints on the actual production and comprehension of sentences.

This third aspect will later be called as strategic competence (p.9).

Not many communicative competence theorists put much attention to

communicative strategies that speakers employ to handle communication


23

breakdowns. By communication breakdowns, Canale and Swain (1980) mention

things such as false starts, hesitations and other performance factors, avoiding

grammatical forms that have not fully mastered, addressing strangers when unsure

of their social status, and keeping the communicative channel open (Ohno, n.d., p.

5). They claim such strategies to be important that it must be integrated with the

other components of communicative competence. Thus, they propose a broader

domain of communicative competence which includes three main competencies:

grammatical, sociolinguistic and strategic competence.

Grammatical competence is to provide learners with knowledge of how to

determine and express literal-meaning utterances accurately. Sociolinguistic

competence includes two set of rules: (1) rules of use and (2) rules of discourse.

They believe that knowing these rules is crucial in interpreting utterance for social

meaning, especially where there is a low level of transparency between literal

meaning of an utterance and the speaker’s intention. Whereas strategic competence

is consisted of verbal and non-verbal communication strategies which may take into

action to compensate for communication breakdowns due to performance variables

or to insufficient grammatical competence (Ohno, n.d.).

d. Theories of Basic Communication Skills

Canale and Swain (1980) state that there are regularities of a user’s

knowledge of language use that can be studied independently from grammar use

such as the appropriateness of a speaker’s intended meaning in a given

sociolinguistic context regardless how this meaning is expressed verbally.


24

They refer to the skills needed in (mostly) oral communication to cope with

the most common second language situations the learners are likely to face.

Savignon (1972) states that the basic communicative skills are those of what are

needed to get one’s meaning across, to do things in second language, and to say

what one really wants to say (as cited from Canale & Swain, 1980, p. 11).

Meanwhile, Van Ek mentions the general objective of this basic level is for the

learners to be able to survive temporary dialogs with foreign language speakers in

everyday situations and for the learners to be able to establish and maintain social

contacts (as cited from Canale & Swain, 1980, p.11).

Canale and Swain (1980) consider all of the notions can specify a minimum

level of communicative skills and that “the more effective second language learning

takes place if emphasis is put from the beginning on getting one’s meaning across,

and not on the grammaticalness or appropriateness of one’s utterance” (p.12).

Grammatical competence is important to get the literal meaning of an

utterance but does not necessarily convey the speaker’s intended meaning. Canale

and Swain (1980) also mention that there might be a tendency that learners will

adapt what they did to learn their first language in learning a second language.

“With respect to emphasis on meaning over grammaticalness, it is quite reasonable

to assume that since in acquiring a first language the child seems to focus more on

being understood than on speaking grammatically, then second language

acquisition might be allowed to proceed in this manner.” (p. 13). Thus, emphasis

on delivering the intended meaning rather than grammar accuracy provides a decent

and reasonable ways for second language acquisition for [because “… similarities


25

might be expected to exist in acquiring first and second language …” (p. 13). This

is simply to say that being understood is more important than to be precise in

grammar.

4. Perception

Gibson et al. (2012) define perception as a cognitive process of organizing

information of experiencing an event. The organization of the information makes

sense of a particular event so that it is called as perception. Perceptions allow

individuals to select, organize, store, and interpret stimuli into a meaningful and

coherent picture of the event (p. 94). Therefore, different individuals see the same

thing differently. The experience stimulates the five senses of individuals and

allows them to make perception at any moment. The experience is pertinent.

Overall, perception involves receiving stimuli, organising them, and interpreting

the organized stimuli to influence behaviour and the forming of an attitudes. The

whole processes forms a cycle as follows.


26

Figure 2.2: The Perceptual Process, Gibson et al. (2012), p. 94

5. Review of Related Research

In this section, the researcher includes review of some other researches with

more or less the same topic with the study that the researcher conducted. The

following researches give supports to this study.

a. Evaluating TBLT: The Case of a Task-Based Spanish Program

Lloret and Nielson (2014) conduct a research which aimed to evaluate the

implementation of Task-Based Approach in a Spanish for Specific Purposes

Program. The majority of their evaluation program is to make a comparison of the

oral proficiency of students in a grammar-based course and a TBLT course in the

same setting; to make an analysis of the performance of learners in the TBLT

program on a standardized proficiency test; and to do a discussion on learner and

alumni self-report data about the TBLT course. The subject of the research is

students from the U.S. Border Patrol Academy (BPA). These agents use Spanish

on a daily basis to assist injured people, communicate with immigrants who have

been abandoned by smugglers, calm detained families, explain legal rights and

Stimuli

Observa

tion of

the

stimuli

Factors

influencing

the

perception

The

evaluation

and

interpretation

of reality

Response

Attitudes

Formed


27

immigration procedures, reunite parents with children, and resolve conflicts with

minimal risk and damage (p.5). The very specific purposed of the evaluation

program was to investigate TBLT effectiveness as well as to add to the emerging

body of empirical research on program evaluation.

Their research is under the same topic with the researcher which is an

evaluation on Task-Based Approach implementation. Their research gives the idea

of slightly different methods of evaluation which was by comparing students’

performance in grammar-based group with the students’ performance in TBLT

course on an oral narrative task. They wanted to find out whether or not the students

in TBLT course outperform students in the grammar-based group by the

measurement of fluency, lexical complexity, and syntactic complexity.

In the data analysis, they were comparing the results of the three

measurements and found out that the students’ in TBLT course outperformed the

students’ from the grammar-based group. Despite the fact that TBLT often lacking

in grammatical accuracy, the results showed that students from TBLT course were

not only more fluent and exhibited more structural complexity in their oral

production, but they also did it with almost the same level of grammatical accuracy

as those who had engaged exclusively in grammar exercises. The rest of the result

will not be presented here.

In short, Lloret and Nielson (2014) suggest using comparison between two

group performances which uses two different approaches to help the researcher with


28

the program evaluation. They also suggest using the assessment result to compare

the outcomes.

b. Investigating The Implementation of Ignatian Pedagogy in Interpreting Classes

of the ELESP Sanata Dharma University by Megani

The research conducted by Megani (2015) suggests more on the research

methods. Megani choose to conduct research on the implementation of Ignatian

Pedagogy, while the researcher conducts a research on the implementation of Task-

Based Approach. The main topic of the researches are more or less the same. The

subject of the research is about evaluating or investigating the implementation of a

learning pedagogy/technique/method/approach. Because of this similarity, the

researcher includes Megani’s research in this section.

Megani (2015) uses mixed method research as her research methodology.

This is more or less the same with the research method used by the researcher of

the present study. In general, Megani (2015) provides a guide of conducting the

research which mostly will be used in this research. Part of her research which

inspired the researcher in conducting this research is the use of data gathering

instrument: questionnaire and interview for evaluating Task-Based Approach.

Megani (2015) finds out more information about how deep the lecturer

know about Ignatian Pedagogy and she uses interview to get any information from

the lecturer regarding the Iganatian Pedagogy. In accordance to the aim of her

research, she also distributes questionnaire to the students. The questionnaire is

more about the students’ perception on the implementation of Ignatian Pedagogy.


29

It includes general introduction (question no 1-4), the lecturer’s act in implementing

Ignatian Pedagogy (question #5-9), the students’ perception on the implementation

of 3C as the product of Ignatian Pedagogy (question #10-17), the students’ attitude

towards reflections (question #18-20). The way that Megani (2015) constructed the

data gathering instrument has inspired the researcher in making her own questions

in the data gathering techniques.

B. Theoretical Framework

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

research. This research is aimed to find out the implementation and students’

perception of Task-Based Approach in the teaching-learning process. In this case,

the researcher chooses Bahasa Inggris 1 Class as the subjects of the research. The

theories suggested by Nunan (2004) and Willis (1996) are used mainly to correlate

the theories of implementation of Task-Based Approach with the actual

implementation of TBA in the class. In order to seek whether or not the outcomes

desired are achieved, the researcher uses theory of communicative competence

suggested by experts to analyse how communicative competence is achieved.

The Task-Based Approach theories suggested by Nunan (2004) and Willis

(1996) help the researcher understand the concept, the goal, the input, the procedure,

the type of tasks, the teacher-learner roles, and the setting of Task-Based Approach

in the actual implementation. The researcher focuses on how the lecturer

implemented TBA in Bahasa Inggris 1 Class. The cycle of TBA suggested by


30

Willis (1996) is used to help the lecturer conduct the teaching-learning process. The

type of tasks is used by the lecturer to define the best tasks that suit the production

of the desired outcomes. The various kinds of task given can help the lecturer to

help the learners survive the target language learning. In this case, the lecturer does

not introduce TBA to the learners directly. The learners might know indirectly

about TBA from the various tasks given in class.

All of the theories and description that have been stated by the researcher

will be used as the basic for making the questions of the data instruments. In the

same light, it will also help the researcher to answer the two research questions of

this research namely: first, the implementation of TBA in Bahasa Inggris1 Class

and second, whether tasks have helped students in achieving learning goals. In order

to make it clearer, the researcher formulates the following diagram to help the

readers understand this research theoretical framework.

Figure 2.3: The diagram of the theoretical framework

Research Question 1:

Task Based Approach

Implementation

TBA Theory

suggested by

Nunan (2004) and

Willis (1996)

Research Question 2:

Have the tasks help

students achieve

learning goal?

Communicative

Competence Theories

Investigation on the use of tasks in Task

Based Approach Implementation


31

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses about the methodology of the

research. This chapter contains subtitles which include research method, research

setting, research participant, instrument and data gathering, data analysing

technique, and the research procedures.

A. Research Method

Considering the two objectives of this research, the researcher decided to

combine two methods of data gathering and data analysis: quantitative method and

qualitative method. The researcher used quantitative method to seek the answer for

the first research question: how Task-Based Approach is implemented in the class

compared to the theory. The researcher considered that the answer to research

question one should be showed with numeric data. Thus, quantitative method was

chosen. Whilst for the second research question, whether tasks still have been

perceived as functional to obtain the learning goal, the researcher considered that

numeric data would not be suitable to provide the answer to an abstract question.

The researcher also considered that there would be no exact data to tell how deep

one’s communication skill was. Therefore, the researcher considered using

qualitative method for this second research question. The use of this multi-methods

were supposed to make sure that this research provides adequate data and clear

analysis to answer the research questions.


32

The combination of two methods allowed researchers to do triangulation.

Triangulation is the concept of combining two or more methods to complete each

other. According to Jick, triangulation is the concept of covering one method flaws

with the other method strengths (as cited in Tashakkori & Teddlie, 2010, p. 68).

There are four types of triangulation: (1) data triangulation, (2) researcher

triangulation, (3) theory triangulation, (4) methodology triangulation. Data

triangulation is the use of various data instrument in one research. Researcher

triangulation is the use of experts’ researches in one study. Theory triangulation is

the use of many perspectives in interpreting the results of a study. Methodology

triangulation is the use of various methods in the problem analysis of a study. The

triangulations allowed the researcher (1) to combine some techniques to gather the

data for this research, (2) to use some experts’ researches as reference, (3) to

combine some theories in the theoretical framework, and (4) to combine two

methods in one research.

This research is a multi-method research. Ary, Jacobs, Sorensen, and

Razavieh (2010) define multi-method research as a combination of two or more

methods in one research. Through the aforementioned considerations, the

researcher chose to combine qualitative research and quantitative research methods.

By combining both methods in creative ways, the goal of a multi-method research

is to use the strengths of both methods to obtain the answers to the research

questions (p. 559). Triangulation allows the researcher to use two different data

collection techniques to support in-depth analysis. According to Greene et al.

(1989), such combination could result (a) to an integration of the results of both


33

methods (triangulation data), (b) to complement the research though quantitative

and qualitative perspective analysis, (c) to initiate a fresh perspective towards

academic phenomena, (d) to develop sequential method from the result of the first

method, and (e) to enlarge the scope of possible relevant researches.

The organisation of this multi-method research could follow two designs:

(1) equivalent [bentuk sepadan], and (2) dominant – less dominant [bentuk

dominan] (Tashakkori & Teddlie, 2010). This categorisation could clearly be seen

in the following table:

Table 3.1 Organisations of Multi-Method Research

Style of Organization

Equivalent [sepadan] Dominant – less dominant

Serialized [Berurutan] (a) QUAL/QUAN

(b) QUAN/QUAL

(a) QUAL/quant

(b) QUAN/qual

Paralleled

[sejajar/berbarengan]

(a) QUAL+QUAN

(b) QUAN+QUAL

(a) QUAN + qual

(b) QUAL + quan

*quan = quantitative, qual = qualitative

The organisation of this research follows the paralleled equivalent type (b).

The research begins with a qualitative method at the first phase and followed by a

quantitative method at the second phase. Both methods have the same importance

in gathering the data and data analysis. Both methods are conducted at more or less

the same time. Hence, the first cycle of this research started with a combination of

quantitative and qualitative methods. The data gathering techniques related to this

first cycle could be seen in the following sub-heading.


34

This first phase of the methods suggested that the researcher do some more

data gathering to support answering the second research question: Compared to the

theory, has TBA been implemented as it is supposed to be? The researcher

considered that personal approaches towards respondents were needed especially

to dig more about personal communicative skills and its practices in the class.

Hence, the researcher conducted another phase for the research using qualitative

methods. The researcher assumed that qualitative method would be best to gather

information on personal experiences.

In other words, this research is a multi-method research which combines a

quantitative method and a qualitative method. Thus for the organisation, this

research was conducted in two phases. The first phase of the research followed the

equivalent paralleled pattern (see table 3.1) which considered both methods as equal

accounts. After knowing the result of the first phase, the researcher took

consideration to conduct a second phase using qualitative method in order to seek

clear data to answer the second research question.

B. Research Setting

The study took place in Bahasa Inggris 1 class of the Indonesian Literature

study program of Sanata Dharma University. The class was a compulsory course

which must be taken in order to pass the Tes Kemampuan Berbahasa Inggris

(TKBI) as one of the requirements to graduate in the non-English department of the

university. The class was held every once a week for about three credits long, from


35

2 p.m. until 5 p.m. The class was taught by one of the lecturers from English

Education Study Program (ELESP).

The lecturer used task-based approach in the class. Observation is

unavoidable since the researcher was in the class, being the teaching assistance from

September 2, 2015 to the 12th meeting on November 4, 2015. From the unavoidable

observation and from reading some theories, the questionnaire was compiled and

given to the students at the last meeting on December 8, 2015.

Before distributing the questionnaires, the researcher held an interview with

the lecturer on December 4, 2015. Then, the researcher continued to interview some

of the students later on the exact time. The researcher took two days to interview 6

students. The interviews were on December 11th to December 12th during the

students’ free times. After that, the researcher made transcripts of the interviews

which could be seen in the appendix.

C. Research Participants

Forty students were given questionnaires. They all attended the Bahasa

Inggris 1 class of the Indonesian Literature study program in Sanata Dharma

University. They came from the same batch, 2015. Six out of 40 students were

selected randomly to do the interviews. The interviews with the students were

conducted to seek some clarification and some details supporting the research

finding from the questionnaire. An interview is also been conducted with the


36

lecturer. It was conducted to get more information about the implementation of task

based approach. Besides, this interview could help the research triangulation.

The selection of this research participants was based on the concept of

purposive sampling. Purposive sampling allows the researcher to select the sample

based on their judgment and typicality. In this way, the selected sample is

satisfactory to the researcher specific needs (Cohen et al, 2000, p. 103).

D. Instruments and Data Gathering Techniques

In this research, the researcher used some instruments and data gathering

techniques which suit the research methodology, multi-method research. They were

used to get further information to answer the research questions. The following are

the instrument and data gathering techniques used in this research.

1. Questionnaire

Ary et al. (2010) define questionnaire as, “an instrument in which

respondents provide written responses to questions or mark items that indicate their

responses.” (p. 648). The researcher provided two types of questions in the

questionnaire namely close-ended questions and open-ended questions. The close-

ended questions were used to make it easier for the researcher to collect quantitative

data from the participants, while the open-ended questions were arranged to know

further about the students’ perception on the function of tasks as learning supports

to achieve the learning goal.


37

The compilation of the questionnaire followed the combination of

quantitative and qualitative methods. The quantitative method was compiled into

twenty numbers of close-ended questions and the qualitative method had roles in

the open-ended questions. The open-ended section consists of three questions

mainly discussed about students’ perception on the advantages and disadvantages

of the tasks given in class.

The questionnaire allowed the participants to mark items and provide

written responses. Therefore, the researcher provided some scales which represent

the participant’s choices and responses, especially for the close-ended secession.

The scales allowed the participants to degree their responses (Cohen et al., 2000).

One type of the rating scales used in this research was Likert scale. Likert scale

provides a degree of responses to a given question or statement (ibid). The degree

can be of like-dislike, bad-good, important-unimportant, or agree-disagree. In this

research, the degree went from Strongly Disagree (SD), Disagree (D), Neither

Agree or Disagree (U), Agree (A) and Strongly Agree (SA) for each statement in

the close-ended session. After that, the data were tabulated in the form of tables.

The distribution of the questionnaire marked the first phase of this research.

2. Interview

Interview was used as a complementary instrument for the questionnaire.

Interview contains opinions, beliefs, and feelings that the participants have about

the situation. Interview provides more data that cannot be obtained through

observation.


38

The interviews were conducted not so long after the questionnaire. First, the

researcher interviewed the lecturer then the researcher interviewed six respondents

randomly. The results of this interviews were typed into transcripts and coded based

on qualitative method. The interviews marked the second phase of this research.

The transcripts of the interviews were coded into two letters E and G. Code

E refers to the results of interview with the lecturer. Any data presented with the

code E will be followed by a certain number indicating the line to which the

researcher referred the discussion to. For example, E1 means the researcher refers

to the data from an interview with the lecturer and specifically refers to the first line.

Code G refers to the results from interviews with the students. Any data

presented with the code G will be followed by two certain numbers. The first

number indicates to which student the statements are from. The second number

indicates specifically to the line the researcher refers the discussion to. For example,

G1.3 means the researcher refers to the statement given by student 1 and the

discussion is specifically referring to student 1’s statement on line 3.

E. Data Analyzing Technique

This part contains descriptions on how the researcher presented and

analysed the findings. The data from the questionnaires are presented in the form

of tables. The data of the close-ended questions are counted and displayed in the

form of percentage. Each tables are labelled based on themes in order to make it

easier for discussion.


39

The data from the open-ended questions went through a system where 10%

of random sample from the answers were taken for generating a range of frequency

similarities of responses as the preliminary of the coding classification. The

preliminary process was done to make it easier to get the essential information from

the open-ended question answers (Cohen, 2000, p. 282).

To answer the first research question, the researcher seeks clarification on

the belief and principles of implementation of TBA and the kinds of implementation

elements of TBA. The data from the interview with the lecturer and the data from

the questionnaires were used carefully in the analysis. For the analysis, the

researcher makes a comparison between those data of implementation to theory of

Task-Based Approach implementation purposed by Nunan (2004). Only by then,

the researcher could make conclusion on whether Task-Based Approach has been

implemented well.

To answer the second research question, the researcher used theory of

communicative competence purposed by some experts. The theories were used to

set some indicators of communicative competence that the students might have

perceived as the results of the learning. The answer of the second research question

is mainly the results of the analysis of the interviews with the students. The

researcher assumes that if there is a resemblance of these indicators in the students’

interviews, then the tasks might still have its function as the medium to obtain the

learning goal.


40

F. Research Procedure

This research had gone through some stages. From the very beginning, the

researcher decided to choose a topic study with regard to educational world. The

researcher began to think of finding the right participants. After finding where to

conduct the research, the researcher sought for permission, from the chairperson of

the Indonesian Letters study program and from the lecturer. The research began

with small steps of class observations and reading theory of Task-Based

Implementations. These were the basis to make the questionnaire and interview

questions.

Then, the researcher began to collect the data. Firstly, the researcher was

interviewing the lecturer. Secondly, the researcher distributed the questionnaires to

the students. At last, the researcher conducted interviews with the students. Having

gathered both the quantitative and qualitative data, the researcher tabulated the data

in the form of tables and written transcripts. Finally, the researcher began to analyse

and interpret the data. After analysing the data, the researcher made a conclusion

based on the analysis and interpretations.


41

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the elaboration of the research findings, analysis, and

discussion. There are two major parts discussed in this chapter. Each part contains

the analysis and discussion of the two research questions. The first part discusses

how Task-Based Approach is implemented in Bahasa Inggris 1 Class. The other

part discusses the goal of the learning as perceived by the students.

A. The Implementation of Task-Based Approach in Bahasa Inggris 1 Class

This part is to answer the first research question which is to find out whether

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

Nunan’s (2004) theory of Task-Based Approach, elements, and principles of Task-

Based Language Teaching. This first 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 the elements of implementation of

Task-Based Approach in the class.

1. The Beliefs and Principles for Implementing TBA

Upon investigating the implementation of TBA in Bahasa Inggris 1 class of

the Indonesian Letters, the researcher collected some information regarding the

lecturer’s belief and principles of implementing TBA in the class. The lecturer came

out with a clear statement that TBA was meant to help learners develop skills

language skills through the accomplishment of some tasks (see appendix E, line 4).


42

TBA is an approach which is based on the use of tasks as the core units of

planning and instructing language teaching (Richard & Rodgers, 2001). In general,

there are some characteristic of Task-Based Language Learning. The most

important is tasks. The second is the kind of tasks. The third is the skills that the

tasks cover. Other include whether there is a limitation upon completing the tasks.

Table 4.1 seeks the existence of these general characteristic based on students’

perception. Q1 related with the intensity of tasks received. Q2 related to the kind of

tasks the students received in general. Q3 and Q4 showed the relation of the tasks

received with students’ English skills development. Q5 related to the time limitation

to finish the task.

Table 4.1 General Characteristic of Task-Based Language Learning

No Statements SD DA N A SA NA

1 I received a lot of task

from my English

Lecturer. 0 0 39.53% 44.19% 11.63% 4.65%

2 The tasks are related to

daily life. 0 6.98% 34.88% 39.53% 13.95% 4.65%

3. The tasks are

educational and

beneficial for my

English skill

development.

0 0 6.98% 53.49% 39.53% 0

4 The tasks focus on the 4

skills of English. 0 0 6.98% 53.49% 39.53% 0

5 The task is finished on

the same day the task is

assigned. 0 25.58% 46.51% 16.28% 9.30% 2.33%

SD: Strongly Disagree; DA: Disagree; N: Neutral; A: Agree; SA: Strongly Agree; NA: No Answer


43

Nunan (2004) states that tasks have become the primary focus of language

acquisition. The students were mostly agree that they received a lot of tasks from

the class (44.19% agree and 11.63% strongly agree). The tasks in TBA are different

from the concept of tasks in general term. Tasks in TBA must be related to of those

students will face in real world. 53.38% of the students (39.53% agree and 13.95%

strongly agree) agree that the tasks they received from class are related to their daily

life.

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

Through carrying out the tasks, students could get the experience to use the

language in real life. From the interview, the lecturer agreed and mentioned about

similar thing (see appendix E, line 28).

“Perannya jelas untuk memberikan mereka real world experience. Jadi gini,

di dalam kelas itu ada 4 tembok yang mengelilingi. Tapi kita harus menerapkan

prinsip 3 tembok. Apa maksudnya? Yang satu itu tidak ada tembok karena kita

harus menggabungkan dengan dunia luar. Jadi ada bagian dari dunia luar yang

dibawa masuk ke dalam kelas.” (E28)

Task-Based has a clear role which is giving students real world experience.

The thing is that there are four walls surrounded the class. However, we need to

apply the three walls theory. It means that the one missing door is what connects

the class with the outside world. This is to say that there are parts of the outside

world brought in class. (own translation)

The data showed that both the students and the lecturer recognized the

importance of bringing some of real world experiences into the class. When it is

brought into a class, the task became a pedagogical task. Nunan (2004) mentioned

real world task as anything gathered from the need analysis and that turned out to

be useful in real world, whereas pedagogical task did not necessarily reflect real

world task.


44

In the real world, the language is used in many form of communication. It

covers not only spoken communication. Therefore, it is important to know the area

of skills the tasks received in class cover. In the table 4.1 point 4, most of the

students (53.49% agree and 39.53% strongly agree) agreed that the tasks they

received in the class covered mostly the four skills of English.

From the previous general view, the researcher considered the importance

of understanding the principles underlying the implementation of TBA in the class.

In Chapter II, the researcher had given a brief explanation of seven principles of

implementing Task-Based Approach. The seven principles were scaffolding, task

dependency, recycling, active learning, integration, creation, and reflection (Nunan,

2004).

Based on the interview with the lecturer, the researcher found out that there

are some major principles which mostly influenced the implementation of TBA in

Bahasa Inggris 1 class.

1. Task Dependency

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

in order to carry out a final pedagogical task. The researcher was participating in

the class as an observer. The researcher observed that the lecturer begins the class

with brain-storming regarding an issue about healthy life of college students. The

brainstorming is conducted in a big group, and then the lecturer will divide the class

into small groups.

In the small group, the students are asked to think of a program to persuade

college student to live healthily. After the discussion, the students are asked to make


45

a brochure about the program and to try persuading others to follow the program by

presenting it in front of the class. This showed that the lecturer took task

dependency as one of the principles underlying the implementation of TBA in the

class. The final pedagogical task is for the students to use the language to persuade

others.

2. Active Learning

Nunan (2004) mentions that the class should be devoted mostly on giving

opportunities for the students to use the language. The teacher, however, is still

given a place to give input, explanation, and other necessary guides. This principle

is shown from the types of task that frequently assigned in the class. The tasks are

sharing opinions, writing paragraphs, doing presentation, making brochure, making

posters, and making videos about job interview.

3. Integration

Nunan (2004) mentioned that learners should be taught the relationship

between linguistics form, function, and meaning (p. 37). The corrective feedback

of grammar that the lecturer gave in the class put a strong emphasize towards this

principle. During the interview, she gave an example of the event (see appendix E,

line 16).

“Well, grammar makes them frightened. Jadi secara tidak langsung saja

grammarnya. […] feedback grammar-nya lebih pada apa yang sudah mereka

utarakan. Saya memberika komen terhadap apa yang keluar di dalam kelas.” (E16)

Well, grammar makes them frightened. So, the grammar explanation comes

indirectly. Any feedbacks about grammar come after what the students’ had

expressed in class. I give comments about what popped up during the class. (own

translation)


46

An emphasis on using the language to complete a task is important. However,

knowledge about language form and function would be perfect for assisting

students’ language production skills. Giving a little hints about grammar is also

meaningful. On the interview, the lecturer gave an example of grammatical

knowledge (see appendix E, line 16).

“Misalnya kayak a common mistake: comfort and comfortable itu beda dan

bagaimana penggunaanya secara tidak langsung. Tidak saya persiapkan, saya

memberikan komen terhadap apa yang keluar di kelas.”(E16)

The example is like a common mistake: comfort and comfortable are two

different things. I used to tell them indirectly about that things, usually without

preparations. I give comments about what popped up during the class. (own

translation)

Task-Based is an approach that focus on learning a language from doing some

tasks. Therefore, the students’ efforts to use the language to complete a task is more

important than producing grammatical sentences. However, in using the language

students need assistance and correction for the language form and function.

2. The Elements of Task-Based Approach in The Implementation

This section mainly discusses the elements of implementation of Task-

Based Approach. The elements are based on Nunan (2004) categorization. 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

Goal is the general intention behind any learning task (Nunan, 2004, p. 41).

It tells the answer why a teacher might give a particular task to be undertaken by

the learners in the class. Based on the interview, the goal of the learning was to get


47

learners more communicative in using English. The extent of being communicative

here was to express themselves in the target language communicatively and how

they could express their opinion about some general issue in life.

“Kemampuan bahasa inggris mahasiswa Sanata Dharma itu ada

standarnya. Standarnya adalah CEFR, standar internasional. […] Standar

mahasiswa kita adalah level B1, intermediate. […] Intinya di level B1 ini yang

pertama mereka bisa mengekspresikan diri mereka sendiri, yang kedua

mengutarakan opini mereka terhadap sebuah issue.” (E10-14)

English Learning in Sanata Dharma University has a standard, i.e. CEFR.

The recent standard is on the B1 level, intermediate. In this level, the students have

to be able to express themselves using the language. The second is for the students

to give their own opinions towards some issues. (own translation)

To be able to use a language communicatively means two things. The first

is to “know about” the language forms – verb forms, vocabulary items, basic

grammatical patterns and the like. The second is to “know how” to use the language

in a conversational exchange (Lubis, 1998; Widdowson, as cited in Ohno, n.d.).

Table 4.2 The Elements of Task-Based Approach (1)


6 During the

accomplishment of a

task, I focus on the

meaning rather than

grammar.

0 9.30% 37.21% 37.21% 11.63% 4.65%

7 The goal and the

outcome of the task is

clear. 0 2.33% 32.56% 55.81% 9.30% 0

8 Media is used for the

input. 0 2.33% 20.93% 55.81% 20.93% 0

9 How to do the task is

explained by the

lecturer. 0 0 18.60% 60.47% 20.93% 0

10 The lecturer makes sure

that the instruction is

clear. 0 2.33% 25.58% 44.19% 27.91% 0



48

Table 4.2 point 6, most of the students (37.21% agree and 11.63% strongly

agree) agreed that in the accomplishment of the tasks they focused on delivering

meaning rather than producing grammatically correct sentences. This gave the idea

that the class give them freedom to express the express themselves

communicatively. Knowing how to use the language in conversational exchange

indicated that the general goal of Task-Based Approach is practically functioned.

One of the requirements to be an independent user of a language is having the

opportunities to practice using the language without being restricted strictly to

grammar.

2. Outcome

After knowing the learning goal, the type of tasks given, and what their

significance towards the goal achievements is, the researcher wonders about what

outcomes are expected from giving those tasks to the learners in relation with

achieving the learning goal.

“Lebih aktif yang pertama, yang kedua lebih berani karena mungkin

kendala bagi anak-anak yang baru belajar Bahasa Inggris terutama ini dari non-

English department adalah percaya diri. Mereka masih kurang dalam hal

confidence. Yang pertama harus PD dulu, trus yang kedua memang mereka harus

lebih aktif di kelasnya. Tidak hanya mendengarkan tapi juga harus memproduksi

bahasa tersebut. Terus yang ketiga, outcome yang diharapkan itu ya mereka bisa

menggunakannya untuk komunikasi dua arah.” (Appendix E, line 30)

I want them to be more active, that’s the first. The second one, they have to

be more confident because often learners from non-English department’s

confidence is lacking. First of all, they have to be confident. Second of all, they

have to be active in class. Listening is not enough, they have to produce the

language. And third of all, they have to be able to use the language for 2-way

communication. (own translation)


49

Giving a task will not be meaningful without an outcome. The statements

above gave clear picture of the outcomes expected from every task given in the

class. The lecturer expected that the tasks would make the learners more confident

in producing the target language which is related to the second expectation, to be

more active in class. After becoming more productive and more active in the target

language use, she wanted them to be able to use the language for its natural purpose,

for communication.

3. Input

Before giving a task, a teacher usually gives input and/or exposures 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, however, might be something

that the teacher made herself or something taken from other sources. In table 4.2

point 8, most of the students (55.81% agree and 9.30% strongly agree) agreed that

media is used as an input of the learning. From the interview, the lecturer gave

further information about the type of media she usually used in class.

“Kalau saya pribadi lebih suka membuat, saya suka crafting. Tapi itu pun

terkendala waktu karena tugas dosen tidak hanya mengajar karena itu saya

biasanya mencari buku-buku yang fotocopy-able atau cari bahan di internet yang

sudah jadi. Tapi itu pun masih harus kita persiapkan.” (Appendix E, line 44)

Personally, I prefer making the media my own. I like crafting. But, to do so

really takes time. My job is not only teaching, there are also others. In this case, I

prefer using resources from some books and from the internet which, of course,

need to be adjusted before I use them for the class. (own translation)

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

appropriate input for the learning. Even though limited by time, the lecturer still

could prepare the media well.


50

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.

Therefore, a clear procedure is a basic need for the success of a Task-Based

Language Teaching. In this section, how clear the procedure in teaching-learning

process can be clearly be seen in table 4.2 point 9 and 10. Table 4.2 point 9, most

of the students (60.47% agree and 20.93% strongly agree) agreed that the lecturer

had given a clear directive guide to do a task. Most of them (44.19% agree and

27.91% strongly agree) also agreed that the directions were to be made even clearer

when the lecturer did a recast (point 10).

Table 4.3 The Elements of Task-Based Approach (2)


11 The lecturer facilitates

task accomplishment with

group discussion. 0 0 11.63% 55.81% 32.56% 0

12 There is an introduction to

the topic before task is

given. 0 0 2.33% 69.77% 27.91% 0

13 The lecturer leads the class

in finding words related to

the topic through

brainstorming.

0 6.98% 20.93% 51.16% 20.93% 0

14 The lecturer shows the

procedures for

accomplishing tasks. 0 0 46.51% 34.88% 16.28% 2.33%


5. Task Type

From the previous discussion, we know that the tasks covers the four skills

of English, namely speaking, listening, reading, and writing. During the research,


51

the researcher asked the respondent to list the type of the tasks they had ever

received in class. Below is the most to the least task types that can be remembered.

Table 4.4 The Most to The Least Task Types Remembered

No. Type of Task Votes

1 Job Interview (Video) 36

2 Doing Presentation 35

3 Making Poster 34

4 Making Brochure 34

5 Writing Task 13

6 Sharing opinions 10

The tasks in Task-Based Language Learning are supposedly giving students

opportunities to use the language communicatively. The lecturer made sure that the

type of the tasks given in class provide the same opportunity.

“Kalau grammar mungkin tidak menjadi penekanan saya ya karena kendala

tuntutan materi yang banyak sekali sehingga membuat saya jadi berfikir ulang

untuk menyampaikan materi tentang grammar. Well, grammar makes them

frightened. Jadi secara tidak langsung saja grammar-nya. Misalnya dengan mereka

praktek menulis, saya akan berikan feedback grammarnya. Dengan mereka praktek

speaking saya akan berikan feedback grammarnya.”(Appendix E, line 16)

(I don’t really put much attention for grammar because I have to catch up

with a bunch of teaching materials that should be undertaken. I will take second

thought before giving grammar lessons on the class. Well, grammar makes them

frightened. If I was about to give grammar lesson, then it shall be indirectly. I will

give grammar feedback on their written and spoken practices, for example.) (own

translation)

The statements gave the idea that grammar was not the main focus of the

tasks. However, it was still possible to give slight grammar feedback for every task

in the class. From the interview, the grammar feedback came after the learners

finished a task. She continued:


52

“Biasanya tidak dalam ya, hanya berupa penggunaan noun dan adjective

itu harus berbeda dan seperti apa pembedaannya. Misalnya kayak, common

mistake: comfort and comfortable itu beda dan bagaimana penggunaannya. Secara

tidak langsung, lebih kepada apa yang sudah mereka utarakan, jadi bukan saya

yang berikan secara langsung dan sudah saya persiapkan gitu. Tapi lebih kepada

saya memberikan komen terhadap apa yang keluar didalam kelas.” (Appendix E,

line 16)

(The grammar feedback usually is not very deep. I put more attention into

the different use of noun and adjective and how they are used differently, such as

in a common mistake, comfort and comfortable. I show them how the words should

be used differently. I gave comments on grammar indirectly, just for what shows

up in class.) (own translation)

She explained how grammar corrective feedback was given in the class. She

also mentioned that she never intended to teach grammar lessons directly. The

researcher also found out that giving direct grammar lesson would not help the

lecturer to catch up with all the teaching materials for the whole learning process.

To investigate further about the type of tasks given in the class, the

researcher asked the lecturer what kind of tasks she usually gave to the learners with

specific concerns to each skill. First of all, for listening the lecturer liked to give

videos.

“Kalau listening saya suka memberikan mereka video karena selain

mengasah kemampuan audio, tampilan yang ada di video itu juga dapat membantu

pemahaman dan membantu mereka lebih fokus pada latihan tersebut. Kemudian

dengan saling mendengarkan kelompok lain dan memberikan komen itu juga sama.

Itu juga mengasah kemampuan skill listening mereka juga.” (Appendix E, line 18)

For listening, I like to give them videos because they do not only develop

leaner’s audio skill but the display also helps them focus on the exercise. They can

also develop their listening skills from listening and giving comments inter group.

(own transation)


53

From the statements above, the lecturer also took advantage from the class

setting to get learners develop their listening skills. As for reading skills, the lecturer

mentioned that the reading materials were already provided in the workbook.

“Bahan bacaannya sudah tersedia di buku. Sebelum bahan bacaan

biasanya ada latihan vocab kemudian setelah bahan bacaan ada comprehension

questions, true or false”. (Appendix E, line 20)

(The reading materials usually are provided in the workbook. Before reading,

there always be a vocabulary exercise and after the reading there are comprehension

questions, true or false.). (own translation)

The statement gave a clear picture how reading skills was developed in the

class. It started with vocabulary exercise, reading the text, and closed with

comprehension questions. They were meant to help learners understand the reading

text and to evaluate learners’ understanding. For the third skill, writing, the lecturer

mentioned that she would give a prior explanation on how to make a good writing.

“Biasanya dari teori writing yang pernah saya sampaikan kemudian

mereka mempraktekan bagaimana menulis paragraph yang baik gitu. Tapi

memang karena keterbatasan waktu dan tenaga karena jumlah mahasiswa

yang sangat banyak di prodi ini, saya lebih suka memberikan project untuk

writing. Misalnya seperti membuat brosur atau poster”. (Appendix E, line 24)

(From the theory of writing a good paragraph I have ever gave to them

before, they usually will practice writing a good paragraph. Because of the time

limitation and energy, I like to give project for them to practice their writing skills.

Making brochure or poster, for example.). (own translation)

In the class, writing skills was developed in a form of practices. The learners

usually made a good paragraph based on the theme they were discussing. However,

the lecturer mentioned that she did not really have time and energy to manage all

the corrections. Therefore, she would like to give them group projects such as


54

making brochure or poster. She also said that by doing so she would give direct

feedback on vocabulary or grammar mistakes on the brochure or poster making

process.

“Kalau speaking banyak ya. Saya pernah melakukan presentasi, sharing

dengan temannya, membuat innovative product sesuai imajinasi mereka yang

berhubungan dengan kehidupan sehari-hari. Naa.. trus mereka buat itu dan

mempresentasikannya. Kalau terhadap issue, mereka membuat program. Membuat

brosure yang isinya adalah program untuk persuade college students to live

healthily seperti itu. Role play juga pernah.”(Appendix E, line 26)

(For speaking, there are a lot I think. I have ever made them do presentations,

sharing their ideas, and making innovative products according to their imagination

and daily life issues. They make something and then they present it. As for

responding towards daily issues, they made a program. They made a brochure

which content is to persuade college students to live healthily. I have ever made

them to do role play also.) (own translation)

The statements showed the type of tasks the lecturer ever given in class

regarding the development of speaking skills. The tasks given had communicative

purpose. They were given to make learners use the target language. They were also

given with regards to real life experiences. The researcher then asked about what

the significant of the tasks given towards the achievement of the learning goal was.

The lecturer explained:

“Perannya jelas untuk memberikan mereka real world experience.

Istilahnya gini kalau Ki Hajar Dewantara dulu pernah didalam sebuah bukunya

menyampaikan bahwa didalam kelas itu ada 4 tembok yang mengelilingi. Tapi kita

harus menggunakan prinsip 3 tembok. Apa maksudnya? Yang satu itu tidak ada

tembok karena kita harus menggabungkan dengan dunia luar. Jadi ada bagian dari

dunia luar yang dibawa masuk ke dalam kelas. Jadi istilahnya kelas adalah

simulasi dari apa yang akan terjadi di dunia luar gitu.” (Appendix E, line 28)

(The significant is clearly for giving learners real world experiences. Long

ago, Ki Hajar Dewantara had written that in a class there are four walls. However,

teachers should see them as three walls. What does it mean? It means that the other

wall joined into the real world. There are parts of the real world which we brought

into the class. So, a class is like a simulation of what will happen in the real world.).

(own translation)


55

From the statements above, the lecturer perceived tasks as a media to give

learners real world experiences which may lead to the goal of the learning, to

become more communicative in English.

6. Teacher and Learners’ Roles

Based on the interview, the lecturer also mentioned about the things that

became her roles in the class. Task-Based Approach is a sort of communicative

approach in which leaners are the centre of the learning.

“Saya lebih ke fasilitator. Kalau mengajar mungkin tidak banyak. Saya

memberikan mereka tugas walaupun tetap ada pengajaran. Mereka memahami

materi yang saya sampaikan melalui tugas-tugas yang saya berikan. Kemudian

saya biasanya akan masuk ke kelompok-kelompok dan feedback yang saya berikan

biasanya lebih bersifat personalized.” (Appendix E, line 38)

(I am more like a facilitator. I do not do much teaching. They got the

learning materials from the tasks I gave. I like to assign them into group tasks so

that I could give them more personalized feedback.). (own translation)

From the statements above, the lecturer mentioned that the first role she had

was as a facilitator. As a facilitator, she was not the centre of the learning. She said

that she was not doing a lot of talking or explanation in front of the class. Instead,

she would make the learners do some tasks to get the learning materials. In other

words, she facilitated the learning to happen instead of conducting the learning

herself. She continued:

“Peran terbesar adalah membangun prior knowledge tentang topik yang

akan dibahas hari itu. Topik terakhir adalah tentang health. Saya mengarahkan

mereka untuk berfikir sebenernya apa sih permasalahan kesehatan yang ada di

sekitar mereka. Kita brainstorming dulu, kalau mereka sudah connect, sudah satu

frekuensi, baru saya akan memberikan tugas. Prior knowledge yang tadi bukan

berupa teori, tapi lebih kepada membangun interest mereka terhadap topik yang

akan dibahas.” (Appendix E, line 38)


56

(The biggest role actually is to build the prior knowledge about the topic

that will be discussed, about health for example. I will guide them to think what

health problems we might have in daily life. We will do brainstorming together and

then after we have been connected, we have been in the same frequency, then I will

give them the task. The prior knowledge here means more into building their

interest in the topic.). (own translation)

The lecturer mentioned the third role she bear, mood builder. She started

with doing brainstorming together and sharing what problems or ideas the learners

have regarding the topic. Getting their attention and interest, she wanted them to be

ready to do the tasks.

On the interview, the lecturer also mentioned about some roles that she

would expect from the learners. She expected the learners to be (1) more confident

in using and producing the target language; (2) more active to engage in classroom

activities; (3) to use the target language for 2-way communication. These roles

became the outcomes expected from every task in the class.

Table 4.5 Students’ Perception towards the Implementation of TBA


15 In accomplishing a task,

I am able to participate

both in individual and

group works.

0 0 32.56% 53.49% 13.95% 0


I feel that the task

doable and that I can do

it well.

0 11.63% 58.14% 27.91% 2.33% 0


I can express my

opinions, creations, and

innovations.

0 4.65% 20.93% 67.44% 9.98% 0

18 The tasks give me

opportunities to use the

language

communicatively.

0 0 25.58% 53.49% 20.93% 0



57

In the implementation, learners ought to have some roles. The first role is to

adapt themselves in classroom work. They need to adapt not only to the task but

also to the setting. The data in table 4.5 point 15 showed that the learners did

adapting themselves well in individual or group works. This is one of the proofs of

a well implemented Task-Based Approach.

Learners must use the target language freely (Willis, 2003). Therefore, they

must individually become an innovator in developing their linguistic and contextual

clues, asking for clarification, and consulting with other learners. Point 17 in table

4.5 represents the sort of freedom that the students received during the teaching-

learning process. The tasks also had given them freedom to speak communicatively

(see point 18). Being an innovator means they must individually become an

innovator in developing their linguistic and contextual clues, asking for clarification,

and consulting with other learners. It requires them to make use of their receptive

skills and production skills. The statements in table 4.6 proved that most students

used their receptive skills and productive skills in the teaching-learning process.

Table 4.6 Skill Development in the Implementation of TBA


19 The tasks allow me to

use my receptive skills

through listening and

reading.

0 0 11.63% 65.12% 23.26% 0

20 The tasks allow me to

be productive

(production skill) in

using the language

through speaking and

writing.

0 0 23.26% 60.47% 16.28% 0



58

7. Setting

Setting refers to the classroom arrangement implied in the tasks. It is the

consideration whether the task is to be carried out wholly or partly outside the

classroom. A practical condition such as the class size might be considered to

arrange the settings for task-based learning. From the interview, the researcher

found out that the lecturer was more convenience with group works. It was also

suitable for a class of 43 students. From the observation, the lecturer usually divided

the class into 8 smaller groups consisting of 5-6 students.

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

to be in the class. There are no big difference between the theory and the actual

implementation of the seven elements of Task-Based Approach. All of the elements,

namely the goal, input, outcome, the type of the task, procedure, the roles of the

teacher-learners, and setting had been carefully accomplished that they all represent

a successful teaching.

B. Tasks as Functional Learning Supports to Obtain the Learning Goal

This is the analysis and discussion to obtain the answer to the second

research question which is to investigate whether the tasks function as learning

supports to obtain the learning goal. From the previous discussion, we know that

the goal of Task-Based Learning in the class is to get more communicative. In order

to gain the answer to the second research question, the researcher set some

indicators of communicative competence. Those indicators are generated from

theories of communicative competence in Chapter II.


59

Hence, the sub-section of this section will follow the name of each indicator.

The indicators are understanding (1) the concept of being communicative, (2)

meaning over form, (3) the strategy and hindrance of communication. The last

section discussed the key of communication based on the students’ perception.

1. Meaning of Being Communicative

First of all, the researcher asked whether the interviewees know what being

communicative means. Almost all respondents had similar answers. They said that

being communicative is being able to transfer the meaning they intend to tell to

audience and their audience could receive the same meaning. “Being

communicative is, for example, if my friend says A, and I also receive A. So there

is no miscommunication” (G2.4). Another interviewee mentioned,

“Communicative means easy to communicate, to speak and tell something which

could be understood easily by other people.” (G4.4). One interviewee mentioned a

broader concept, “I think communicative is when a speaker talks to an audience,

there is an effective meaningful conversation in which they understand each other.

It is easy to response one to another and there is a kind of harmony in it.” (G3.6).

Hymes (1972) believes that in communication one should concern with

performance and not the idealized speaker-listening situation. He also mentions that

communicative competence deals with producing and understanding sentences that

are appropriate and acceptable to a particular situation (as cited in Ohno, n.d.). The

students’ statements give the idea that being communicative is the art of transferring

our intention that the other speaker receives the same. It is about making things

clear that there is a simultaneous responses one to another. These statements have


60

some sort of intention that communication should be based on delivery or

conveying meaning rather than grammar accuracy.

Those statements gave a clear idea that the students know well about how

to be communicative. The researcher then dug further into the application [or

implementation] in the class by asking them which task/tasks is/are the most

communicative. The respondents mentioned various tasks from their previous class

(see table 4.4).

After knowing the concepts of being communicative, the researcher

wonders which tasks make them most communicative. Nunan (2004) defines task

as classroom work that involves learners in comprehending, manipulating,

producing, or interacting in the target language while the focus is on mobilizing

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

to convey meaning rather than to manipulate form (p.4). Based on the interview,

the students consider making brochures, making poster, role playing (drama), and

job interview as the most communicative tasks. They mentioned those tasks as the

most communicative ones because mainly the tasks got them to select their own

topic of interest, speak a lot using original composed sentences, explaining things,

presenting them, persuading people to do something, being creative and

spontaneous. [See Appendix G]

“Making poster. I have forgotten the theme that my group got but we have to design

the poster as we like and present it in front of the class. In fact, the pictures we put there

already told the stories but not all. So, we still needed to explain. My group and I use simple

words to present them though our grammar was not really good, but still it could be

understood.” (Student 5, G5.8).

“One that made me speak a lot is making poster because we have to present it to

our friends. The theme was about ecology. My team and I made something to persuade

people put go-green into action. We were persuading people to ride a bike to campus to

help reduce global warming.” (Student 6, G6.10)


61

“Drama. Honestly, I’ve rarely played in dramas before. My group and I had to

modify the given script and work on it. It was folklore. What I saw is that we were capable

to improvise in English and it was not written on the script. When we practiced, there were

some improvised dialogs that sometimes are said.” (Student 3, G3.12).

Campbell and Wales (1970) mention also communicative tasks should be of

those which could make students produce utterances which may not so much

grammatical but more importantly appropriate to the context in which they are

made (as cited in Canale & Swain, 1980). From the statements that the three

students mentioned, it is clear that the tasks get them to produce utterances which

may not have correct grammatical accuracy but have some correlation to the context

the utterances were made. In short, it is clearly shown that the tasks the learner’s

received are communicative tasks that get them to produce the language freely and

appropriately to the context being discussed.

2. Meaning over Form

In Task-Based Learning, language form and function [grammar knowledge]

is not the primary focus. The focus is more into the performance, how the students

use the language. During the interview sections with the students, the researcher

tried to seek their clarification on the concept of meaning over form.

The result shows that some students had some sociolinguistic competence

(the appropriateness of the language used to the context of communication) which

influenced their concern about grammar in communication. Students seemed to

maintain their grammar in matters of to whom (the person) they are having the

conversation with and in any form of formal written communication.


62

“It depends on to whom I am speaking to. If I communicate with friends, I pay

less attention on grammar and emphasize on delivering meaning. In a case like doing job

interview [one of the tasks], we are communicating with someone of a higher position like

our boss or someone with a position, I would not frankly speak out in a way I talk to my

friends. So, yeah, I think grammar is important to use with whom we considered as in a

higher position than we are.” (Student 5).

“In my opinion, grammar does not really matter in daily conversation. The more

important is to make people understand what you are saying. Whatever the words you use,

in any ways, they can understand and respond to you. Otherwise, in formal situations such

as writing essays, articles, and the like, grammar does matter. Formal situations need formal

language, more or less like that.” (Student 4).

Linguistic competence deals with producing and understanding

grammatically correct sentences while communicative competence deals with

producing and understanding sentences that are appropriate and acceptable to a

particular situation. Hymes (1972) mentions that “there are rules of use without

which the rules of grammar would be useless”. He deems that “social factors

interfere with or restrict grammar use because the rules of use are dominant over

the rules of grammar” (as cited in Ohno, n.d.).

Based on the interview, the interviewee used different attitude towards

different audience and different situation. The attitudes are based on to whom they

are speaking to as what Student 5 stated. Student 6 also agreed that emphasizing on

meaning is more important than emphasize on correct grammar in friend-to-friend

communication [see appendix G]. This statement gives the idea that students tend

to pay attention on grammar when they are asked to speak or write to someone they

honour. This sort of attitude is also applied on written communication and formal

situation as what Student 4 stated. According to Student 4, grammar becomes

crucial in formal situations. The more formal a language is used, the more respect

[acceptance] they got.


63

Hymes’ (1972) concept of rule of use overrides rule of grammar did applied

in students’ communication style. The rules to whom and in what situation they

must maintain grammar accuracy is the proved. In their case, grammar strongly

emphasized in formal written and spoken circumstances such as in letter of job

application, writing educational papers, essays and the like. However, the students

tend to drop this grammar accuracy when they speak to friends and in some other

less formal situation such as class presentation.

3. Students’ Strategy and Hindrance in Communication

Using the language is important in communicative performance (Canale &

Swain, 1980). Thereby, one has to acquire the basic communication skills. Next,

the researcher discussed further on how their communication goes on. This is to

discuss further on the ways they deliver their intension and how they comprehend

what others are trying to say. Then, the researcher took liberty to seek the students’

communication strategy and the type of obstacle that might hinder them in

communication.

“If you want to say A, just mention A without beating around the bush. That will

only cause confusion and miscommunication.” (Student 1, G1.10).

“I will not use difficult vocabulary. And if my audience still does not understand,

I prefer to use synonyms. Using simple vocabulary is the key” (Student 2, G2.16).

The basic communication skills, as Savignon (1972) states, concern mainly

on getting one’s meaning across, to be able to do things using the language, and to

say what one really wants to say (as cited in Canale & Swain, 1980). Student 1

mentioned that to communicate is to tell what one wanted to say. Student 1 tried to


64

emphasize on the idea on straightforwardness in communication and to avoid

misunderstanding.

Widdowson (1978) mentions that language learning is not merely about

acquiring grammatical rules but also acquiring the ability to use the language to

communicate (as cited in Ohno, n.d.). In getting meaning across, Widdowson

(1978) puts concerns in how sentences are used to communicate. Student 2

mentioned the use of simple words, simple vocabulary in his communication. He

shows an interesting way to get his meaning across. He would construct his

sentences with simple vocabulary arrangement but still get the communicative

purpose achieved.

Others interviewees such as Student 5 and Student 6 also agreed that using

simple vocabulary is key in delivering meaning just like what Savignon (1972) has

mentioned above [see appendix G5.8 & G6.16]. To get one’s meaning across, using

every day-related vocabulary proved to be convenience in delivering message based

on the practices they did in the class. Student 6 added that he got his simple

vocabulary repertoire from songs and movies that he often watched and listened to

[G6.48].

After discussing about the ways the students deliver and received message,

the researcher digs further on any problems of communication during their

engagement in the class. Four out of six interviewees mentioned that they have ever

had difficult situation during a communicative act. Two other interviewees stated

that they did not have significant problem in communication.


65

According to Chomsky (1965), language performance includes

psychological factors that are involved in perception and production of speech such

as perceptual parsing strategies (separating sentence into grammatical parts),

memory limitations and the like (as cited in Canale & Swain, 1980, 4). Canale and

Swain (1980) describe these psychological factors as general constrains to language

production and comprehension of sentences. They elaborate those general

psychological constraints to be false start, hesitations, other performance factors,

avoiding grammatical forms that not fully mastered, addressing strangers when

unsure of their social status, and problems in keeping the communication channel

open (as cited in Ohno, n.d.).

The problems raised are lack of vocabulary, lack of production skills, and

lack of confidence. One example of lacking vocabulary is mentioned by Student 6.

She told the researcher about her experience during a presentation. Student 6

confessed that when she did not know one English word, she prefers to switch into

Indonesian directly and then switch to English again to continue the presentation.

According to Canale and Swain (1980), the case of Student 6 might be

problems with grammatical forms which she has not fully mastered. Hence, Student

6 chose to code-switch into his/her first language. Based on the statement, such

occurrence is scarcely happened and if it is happened, she tried not to use L1

dominantly to the L2 by code-switching back into target language.

Another case of un-mastered grammatical form happened to Student 1 but

instead of code switching into Indonesian, she preferred to simplify the difficult

word into some words but still maintains the same meaning.


66

“When I did not know what a word means in English, I prefer to keep on the

explanation [did not show that I am in trouble] and try to give the definition of word into

simplified words.” (Student 1).

In linguistics, we know it as the art of paraphrasing. Despite his/her problem

with vocabulary [difficult words], Student 1 mentioned vocabulary as an important

aspect of communication. From the interview, the researcher assumes that

knowledge about vocabulary is what keeps the communication going on. The more

your vocabulary bank, the more you can say in English. This assumption is made

despite the existence of grammar.

Canale and Swain (1980) mention that communicative competence includes

not only the knowledge of grammar and knowledge of language use, but also

strategy competence. Based on students’ communication constraints, grammar did

matter to help conveying meaning, proved with lack of vocabulary as the first

communication breakdown to be raised. Canale and Swain (1980) mention

vocabulary (lexical item) as one part of grammar knowledge. To be able to use

sentences to communicate as stated by Widdowson, knowledge of vocabulary

becomes crucial in term of flexibility of communication.

The second problem raised is problem with production skills. Student 5

mentioned that “The words are right in the head. When it comes to the mouth, it

becomes difficult to say.” Problems with production skills are common in second

language students. It can be caused by many things. In this case, it might be related

to the third problem – lack of confidence. “When I say something during the task,

there were doubts in me saying ‘Am I saying it right?’ On the inside, I am not

certain whether I say things right.” (Student 5, G5.22).


67

Canale and Swain (1980) mention things like hesitation as one of the

communication breakdowns. This might happen because Student 5 was in doubt

and uncertain with his/her own capabilities to communicate and/or lack of

confidence in using the target language. This may lead to hesitation and pausing in

the language production. It could also because of memory loss due to lack of

confidence.

“I considered myself arrogant. At that time, I was unfortunately too arrogant.

When I did my presentation, I spoke in English arrogantly. I eventually became kagok

[having difficulties to pronounce a word] and ngeblank [having his mind blocked by

anxiety]. It might be because I did not use the grammar right.” (Student 3, G3.22).

The case in student 3 gives the idea that sometimes overconfidence might

also be some sort of problem in communication. These two communication

problems would be considered as other performance factor breakdowns.

4. Keys to Successful Communication

At last, the researcher asked the interviewees to reflect on how much their

communicative skills have developed during the semester. All of the interviewees

said that the class helped them to become more communicative. This makes the

researcher wonders what might become their key of success in communication. The

discussion of this section will be mainly about students’ perception.

“I was raised in Bali and I often observed the less educated people confidently

speaking English. They were trying to sell their goods and persuade people to buy. I think

it had been embedded in my mind to be confident to use English. Without lots of thinking,

I just try and speak. Speak out my words no matter how. And it is okay to be wrong.”

(Student 3, G3.30).

From this statement, Canale and Swain’s psychological factors may not be

a problem. Instead, it has grown a positive attitude in the student’s behaviour


68

towards second language learning. The case of Student 3, psychological factors

such as bravery proofed to promote motivation in using the language. The next

interviewee mentions something rather unique. The point is to keep the audience

attention to us. In the production of a language, keeping audience attention is crucial.

“Being aware of the most updated trend in life could help us in our communication,

if we use it creatively. Lho, it is true loh. We can always follow this trend in some social

media, and if we want to we could use them as intermezzo. This is important to keep

audience’s attention on our presentation [referring to verbal communication]. If the trend

is related to the topic that we discussed, we could use them as matters of promotion for

people to buy my product [referring to verbal communication].” (Student 2, G2.26; 28).

This statement gives the idea that being attractive matters for speakers to

make sure that their audience stay focus on them. He also mentioned about inserting

intermezzo during long communication process. The researcher think of this as a

clever idea in case of the audience gets bored during the process of communication

which often occurred in class sessions. Such strategies might be speakers’ attempt

to maintain the communication channel open (Canale & Swain, as cited in Ohno,

n.d.).

In conclusion, based on the students’ interview results and comparison to

the indicators of communicative competence, it seemed that tasks in Task-Based

Learning still functioned as learning supports that help students to be more

communicative. From the sample in Bahasa Inggris 1 class, tasks were perceived

as useful and practical as they fulfilled the indicators of communicative competence.

Tasks made them use the language freely to express themselves. Moreover,

producing the language, tasks made them realise the importance of emphasizing on

meaning over grammatically correct sentence. At last, tasks made the students

aware of their own strategy and hindrance in communication.


69

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter is to sum up the research by providing the conclusions and some

recommendations related to the study. There are two parts in this chapter, namely

conclusions and recommendations. The first part is to conclude the findings and

discussion which have been presented in the previous chapter related to the research

questions. The second part is to provide some suggestions to the readers pertaining

to the research.

A. Conclusions

In conclusion, Task-Based Implementation in Bahasa Inggris 1 class of the

Indonesian Letters had been conducted appropriately, compared to the theory. The

implementation was based on the general underlying principles of TBA and it

contained the seven elements of implementation. Each element had been carried out

properly as they are supposed to be, compared to the theory.

The use of tasks in language learning confirmed to be functional. Tasks were

perceived as useful and functional as the aids of learning to helps students becoming

more communicative. Based on students’ perception, the tasks they had been

through made them achieved the indicators of communicative competence. They

were (1) able to use the language freely, (2) emphasizing on meaning rather than

form in communication and (3) aware of their own communication strategy and

communication break downs.


70

B. Recommendations

It is suggested to conduct more studies concerning how to embed knowledge

about grammar and others language forms into task-based learning by still

maintaining learner’s freedom to use the language in communication. The

researcher suggests lessons on everyday vocabulary and pronunciation to be

enriched. The researcher believes that to be able to use the language to communicate

starts with vocabulary acquisition and knowledge on how to say the words.

Enriching learner’s vocabulary can help better production skills and reduce

psychological constraints related to confidence, uncertainty, and hesitation in the

actual interaction and the actual production of the language.


71

REFERENCES

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Introduction to Research in Education (8th ed.). Belmont: Wadsworth.

Barzun, Jacques & Graff, Henry F. (1962). The Modern Researcher. New York:

Harbinger Books.

Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education

(5th ed.). London: RoutledgeFalmer.

Canale, M. & Swain, M. (1980). Approaches to Communicative Competence:

Occasional Papers No. 14. Singapore: Seameo Regional Language Centre.

Crystal, David. (2003). English as a Global Language (2nd ed.). Cambridge:

Cambridge University Press.

Ellis, Rod. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford

University Press. [Electronic Version]

Gibson, James L., Ivancevich, John M., Donnelly Jr., James H., & Konopaske,

Robert. (2012). Organizations: Behaviour-Structure-Process (14th ed.).

New York: McGraw-Hill.

Lloret, Marta G. & Nielson, Katherine B. (2014). Evaluating TBLT: The Case of a

Task-Based Spanish Program. Retrieved on October 13, 2015, from

http://journals.sagepub.com/doi/pdf/10.1177/1362168814541745

Lubis, Yusnaini. (1998). Developing Communicative Proficiency in the English as

a Foreign Language (EFL) Class. Jakarta: Departemen Pendidikan dan

Kebudayaan.

Megani, Tamara Gita. (2015). Investigating the Implementation of Ignatian

Pedagogy in Interpreting Classes of the ELESP Sanata Dharma

University (Undergraduate Thesis). Sanata Dharma University.

Nunan, David. (2004). Task-Based Language Teaching: A Comprehensively

Revised Edition of Designing Tasks for the Communicative Classroom.

Cambridge: Cambridge University Press.

Richards, J.C., and Rodgers, T.S. (2001). Approaches and Methods in Language

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

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Talk, Text, and Interaction. London: Sage Publication Ltd.

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Tashakkori, Abbas, and Teddlie, Charles. (2010). MIXED METHODOLOGY:

Combining Qualitative and Quantitative Approaches. Yogyakarta: Pustaka

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Willis, Jane. (1996). A Framework for Task-Based Learning. Edinburg: Pearson

Education Limited.


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APPENDIX A

Blueprint of the Questionnaire

No. Categories Theories Statements Total

1 General beliefs and

principles of the

implementation of

Task-Based

Learning

Task-Based Approach is

based on the use of tasks as

the core units of planning

and instructing language

teaching (Richard &

Rodgers, 2003).

I received a lot of

tasks from my

English lecturer.

5

TBA learning takes real

world tasks and transform

them into pedagogical tasks

(Nunan, 2004).

The tasks are

related to daily

life.

Real world tasks are

anything gathered from the

need analysis and are

something that turns out to

be important and useful in

the real world, while

pedagogical tasks do not

necessarily reflect real

world tasks. The basic of

pedagogical tasks is more

on the second language

acquisition. (Nunan, 2004).

Tasks as classroom

works involve learners

in comprehending,

manipulating, producing

or interacting in the

target language while

the focus is on

mobilizing their

grammatical knowledge

in order to express

meaning in which the

intention is to convey

meaning rather than to

manipulate form

(Nunan, 2004).

The tasks are

related

educational and

beneficial for my

English skill

development.

Tasks cover language

structures, functions,

topics and themes, macro-

skills (reading, writing,

listening, and speaking),

competencies, text type,

and vocabulary targets.

(Richard & Rodger, 2003).

The tasks focus

on the 4 skills of

English.


74


Every task has specified

objective that must be

achieved in a given time

(Willis, 1996).

The task should be able

to stand alone as a

communicative act

which has beginning,

middle and ending

activity (Nunan, 2004).

The task is

finished on the

same day the task

is assigned.

2 Elements of Task-

Based Learning

There are seven

elements to be

discussed. They are

goal, input, outcome,

procedure, task types,

teacher-learner’s

roles, and setting

(Nunan, 2004).

9

Goal is the general

intention behind any

learning task (Nunan,

2004).

The goal of an

implementation of TBA

is for communicative

purpose (Willis, 1996).

During the

accomplishment

of a task, I focus

on the meaning

rather than

grammar.

Every task has specified

objective that must be

achieved in a given time

and that all tasks should

have an outcome (Willis,

1996).

Tasks are goal oriented.

The goal is for related to

communicative

purposes (Willis, 1996).

Outcome is an essential

feature of a task. It

refers to what the

learner has achieved

after completing a task

(Ellis, 2003).

The goal and the

outcome of the

task is clear.


75


Input refers to the

spoken, written, and

visual data given by

the teacher for the

learners to work with

upon completing a task

(Nunan, 2004, p. 47).

Media is used for

the input.

A teacher should

become a monitor and

motivator for the

leaners to use the

target language

(Willis, 1996).

How to do the

task is explained

by the lecturer.

A teacher facilitates

the task completion,

and necessarily

providing partial

demonstration of the

task procedures

(Richards & Rodgers,

2001).

The lecturer

makes sure that

the instruction is

clear.

Teachers need to selects,

adapt, and/or create tasks

themselves and then

make a sequential

instruction based on that

matters to keep with

learners’ needs, interest,

and language skill level


2001).

The lecturer

facilitates task

accomplishment

with group

discussion.

Teacher needs to do pre-

task preparation and

cuing which include

topic introduction,

clarifying task

instruction, helping

learners learn or recall

useful words and

phrases facilitating the

task completion, and

necessarily providing

partial demonstration of

the task procedures


2001).

There is an

introduction to

the topic before

task is given.

The lecturer leads

the class in

finding words

related to the

topic through

brainstorming.

The lecturer

shows the

procedures for

accomplishing

tasks.


76


3 Receptive and

productive skills

development

Tasks cover language

structures, functions,

topics and themes,

macro-skills (reading,

writing, listening, and

speaking),

competencies, text

type, and vocabulary

targets. (Richard &

Rodger, 2001).

The tasks allow

me to use my

receptive skills

through listening

and reading.

2

The tasks allow

me to be

productive

(production skill)

in using the

language through

speaking and

writing.


77

APPENDIX B

The Questionnaire

Nama :

Nomor Mahasiswa :

No. Telepon dan email :

KUISIONER TENTANG THE STUDENTS’ PERCEPTION

OF THE IMPLEMENTATION OF TASK-BASED APPROACH IN

BAHASA INGGRIS 1 CLASS OF THE INDONESIAN LETTERS

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

Peneliti dari kajian ini adalah salah satu mahasiswa dari jurusan Pendidikan

Bahasa Inggris Universitas Sanata Dharma yang melakukan riset untuk

skripsinya. Penelitian ini tentang persepsi mahasiswa terhadap pelaksanaan

pembelajaran bahasa berbasis tugas (Task-Based Approach) di kelas Bahasa

Inggris 1 jurusan Sastra Indonesia, Universitas Sanata Dharma.

Peneliti mengharapkan partisipasi Anda sebagai responden untuk penelitian ini.

Kuisioner ini dirancang untuk para mahasiswa yang telah mengikuti pembelajaran

bahasa berbasis tugas.

Tujuan dari kuisioner ini adalah:

1. Menganalisis pelaksanaan metode pendekatan berbasis tugas (Task-Based

Approach) dalam aktifitas belajar-mengajar di Kelas Bahasa Inggris 1.


78

2. Mengetahui bagaimana tanggapan mahasiswa tentang pelaksanaan metode

pembelajaran berbasis tugas terhadap peningkatan kemampuan berbahasa

Inggris di Kelas Bahasa Inggris 1.

Kuisioner ini terdiri dari 2 bagian, yaitu close-ended question dan open-ended

question. Bagian A, close-ended question, terdiri dari 20 soal. Sedangkan bagian

Bagian B, open-ended question, terdiri dari 2 soal. Isilah kuisioner ini dengan

jujur karena hasil dari kuisioner ini tidak akan mempengaruhi nilai Anda.

Part A

Berilah tanda centang () pada kolom jawaban yang sesuai dengan pilihan Anda.

STS = Sangat Tidak Setuju

TS = Tidak Setuju

N = Netral

S = Setuju

SS = Sangat Setuju

No. Pernyataan STS TS N S SS

1. Saya menerima banyak tugas dari dosen

saya.

2. Tugas-tugas yang diberikan berkaitan

dengan kehidupan sehari-hari.

3. Tugas-tugas yang diberikan berunsur

(bermakna) mendidik dan mendukung

pembelajaran Bahasa Inggris saya.

4. Tugas-tugas yang diberikan berfokus

pada keempat kemampuan dasar

(berbicara, menulis, mendengarkan dan

membaca) berbahasa Inggris.


79


5. Tugas-tugas yang diberikan umumnya

diselesaikan pada hari yang sama ketika

tugas diberikan.

6. Melalui tugas-tugas yang diberikan, saya

berfokus pada penyampaian

maksud/makna (meaning) daripada

ketepatan ketatabahasaan (grammar).

7. Maksud dan tujuan dari tugas yang

diberikan jelas.

8. Dosen menggunakan media seperti video,

rekaman suara, handout, workbook atau

media lain sebagai masukan (input)

sebelum pelaksanaan tugas.

9. Dosen memberi arahan tentang langkah-

langkah penyelesaian tugas.

10. Dosen memastikan bahwa instruksi tugas

yang diberikan jelas dan dapat

dimengerti.

11. Dosen memfasilitasi mahasiswa dalam

penyelesaian tugas dengan adanya diskusi

kelompok.

12. Dosen mengenalkan topik bahasan

sebelum pemberian tugas.

13. Dosen membimbing mahasiswa untuk

menemukan kata-kata yang berkaitan

dengan topik bahasan (useful words)

melalui kegiatan brainstorming sebelum

pemberian tugas.


80


14. Dosen memberikan demonstrasi

pelaksanaan tugas (jika perlu).

15. Dalam pelaksanaan tugas, saya dapat

berpartisipasi dalam kelompok maupun

secara individual.

16. Dalam melaksanakan tugas, saya merasa

tugas yang diberikan tidak terlalu sulit

dan saya bisa mengerjakannya.

17. Dalam melaksanakan tugas, saya bebas

mengutarakan pendapat, berkreasi dan

berinovasi.

18. Tugas-tugas yang diberikan memberi saya

kesempatan untuk menggunakan Bahasa

Inggris untuk tujuan komunikatif

(language use).


kesempatan untuk menggunakan daya

reseptif saya dalam mendengarkan dan

membaca (receptive skills).


kesempatan untuk produktif dalam

penggunaan Bahasa Inggris dalam

berbicara (speaking) dan menulis

(writing).

PART B

1. Di bawah ini adalah daftar tugas-tugas apa saja yang pernah saya terima di

kelas Bahasa Inggris 1 (min. 3). Contoh: Presentasi, membuat brosur, dll.

a. _______________________ f. _______________________

b. _______________________ g. _______________________

c. _______________________ h. _______________________


81

2. Apa saja manfaat tugas-tugas diatas bagi peningkatan kemampuan

berbahasa Inggris Anda? Sebutkan dan jelaskan! (min. 3).

Contoh: Tugas membuat poster membantu saya untuk melatih skill menulis

Bahasa Inggris dan melatih vocabulary.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

______________________________

3. Menurut pendapat Anda, apa kekurangan dari metode pembelajaran

berbasis tugas (Task-Based Approach) ini?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

_____________________________________________

----- Thank You, Good Luck for Your Final Test ----


82

APPENDIX C

Results of the Questionnaire

No Statements 1

SD

2

DA

3

N

4

A

5

SA

6

NA

1. Saya menerima banyak

tugas dari dosen saya.

0%

(-)

0%

(-)

39.53%

(17)

44.19%

(19)

11.63%

(5)

4.65%

(2)

2. Tugas-tugas yang

diberikan berkaitan

dengan kehidupan

sehari-hari.

0%

(-)

6.98%

(3)

34.88%

(15)

39.53%

(17)

13.95%

(6)

4.65%

(2)

3. Tugas-tugas yang

diberikan berunsur

(bermakna) mendidik

dan mendukung

pembelajaran Bahasa

Inggris saya.

0%

(-)

0%

(-)

6.98%

(3)

53.49%

(23)

39.53%

(17)

0%

(-)

4. Tugas-tugas yang

diberikan berfokus pada

keempat kemampuan

dasar (berbicara,

menulis, mendengarkan

dan membaca)

berbahasa Inggris.

0%

(-)

0%

(-)

6.98%

(3)

53.49%

(23)

39.53%

(17)

0%

(-)

5. Tugas-tugas yang

diberikan umumnya

diselesaikan pada hari

yang sama ketika tugas

diberikan.

0%

(-)

25.58%

(11)

46.51%

(20)

16.28%

(7)

9.30%

(4)

2.33%

(1)

6. Melalui tugas-tugas

yang diberikan, saya

berfokus pada

penyampaian

maksud/makna

(meaning) daripada

ketepatan

ketatabahasaan

(grammar).

0%

(-)

9.30%

(4)

37.21%

(16)

37.21%

(16)

11.63%

(5)

4.65%

(2)

7. Maksud dan tujuan dari

tugas yang diberikan

jelas.

0%

(-)

2.33%

(1)

32.56%

(14)

55.81%

(24)

9.30

(4)

0%

(-)

8. Dosen menggunakan

media seperti video,

rekaman suara, handout,

workbook atau media

lain sebagai masukan

(input) sebelum

pelaksanaan tugas.

0%

(-)

2.33%

(1)

20.93%

(9)

55.81%

(24)

20.93%

(9)

0%

(-)


83

No Statements 1

SD

2

DA

3

N

4

A

5

SA

6

NA

9. Dosen memberi arahan

tentang langkah-langkah

penyelesaian tugas.

0%

(-)

0%

(-)

18.60%

(8)

60.47%

(26)

20.93%

(9)

0%

(-)

10. Dosen memastikan

bahwa instruksi tugas

yang diberikan jelas dan

dapat dimengerti.

0%

(-)

2.33%

(1)

25.58%

(11)

44.19%

(19)

27.91%

(12)

0%

(-)

11. Dosen memfasilitasi

mahasiswa dalam

penyelesaian tugas

dengan adanya diskusi

kelompok.

0%

(-)

0%

(-)

11.63%

(5)

55.81%

(24)

32.56%

(14)

0%

(-)

12. Dosen mengenalkan

topik bahasan sebelum

pemberian tugas.

0%

(-)

0%

(-)

2.33%

(1)

69.77%

(30

27.91%

(12)

0%

(-)

13. Dosen membimbing

mahasiswa untuk

menemukan kata-kata

yang berkaitan dengan

topik bahasan (useful

words) melalui kegiatan

brainstorming sebelum

pemberian tugas.

0%

(-)

6.98%

(3)

20.93%

(9)

51.16%

(22)

20.93%

(9)

0%

(-)

14. Dosen memberikan

demonstrasi pelaksanaan

tugas (jika perlu).

0%

(-)

0%

(-)

46.51%

(20)

34.88%

(15)

16.28%

(7)

2.33%

(1)

15. Dalam pelaksanaan

tugas, saya dapat

berpartisipasi dalam

kelompok maupun

secara individual.

0%

(-)

0%

(-)

32.56%

(14)

53.49

(23)

13.95%

(6)

0%

(-)

16. Dalam melaksanakan

tugas, saya merasa tugas

yang diberikan tidak

terlalu sulit dan saya

bisa mengerjakannya.

0%

(-)

11.63%

(5)

58.14%

(25)

27.91%

(12)

2.33%

(1)

0%

(-)

17. Dalam melaksanakan

tugas, saya bebas

mengutarakan pendapat,

berkreasi dan

berinovasi.

0%

(-)

4.65%

(2)

20.93%

(9)

67.44%

(29)

6.98%

(3)

0%

(-)

18. Tugas-tugas yang

diberikan memberi saya

kesempatan untuk

menggunakan Bahasa

0%

(-)

0%

(-)

25.58%

(11)

53.49%

(23)

20.93%

(9)

0%

(-)


84

No Statements 1

SD

2

DA

3

N

4

A

5

SA

6

NA

Inggris untuk tujuan

komunikatif (language

use).



kesempatan untuk

menggunakan daya

reseptif saya dalam

mendengarkan dan

membaca (receptive

skills).

0%

(-)

0%

(-)

11.63%

(5)

65.12%

(28)

23.26%

(10)

0%

(-)



kesempatan untuk

produktif dalam

penggunaan Bahasa

Inggris dalam berbicara

(speaking) dan menulis

(writing).

0%

(-)

0%

(-)

23.26%

(10)

60.47%

(26)

16.28%

(7)

0%

(-)

SD : Strongly Disagree

DA : Disagree

N : Neutral

A : Agree

SA : Strongly Agree

NA : No Answer


85

APPENDIX D

Lecturer’s Interview Protocol

No Category Questions

1 Perception Belief and principles

of implementing TBA

Bagaimna pemahaman anda

tentang TBA?

Mengapa anda

mengimplementasikan TBA

didalam kelas Bahasa Inggris 1

Program Study Sastra

Indonesia?

2

Components

of TBA

Implementation

Goal of the learning

Apa tujuan pembelajaran yang

ingin dicapai dari pembelajaran

bahasa Inggris di kelas ini?

Types of tasks and

related skills

Tugas2 apa saja yg anda

berikan untuk mengasah skill

listening?



reading?



writing?



speaking?

The functions of tasks

towards achieving the

goal

Apa fungsi tugas-tugas tersebut

terhadap tercapainya tujuan

pembelajaran?

The expected

outcome from the

learning

Pencapaian/keluaran apa saja

yang anda harapkan dari

mahasiswa setelah

menyelesaikan suatu tugas?

The relations of the

outcome towards

achieving the goal

Menurut anda, apa fungsinya

mengetahui learning outcome

mahasiswa bagi pencapaian

tujuan pembelajaran?

Teacher’s role in the

learning

Dlm implementasi TBA, peran

apa saja yang anda miliki

didalam kelas? Bagaimana

interaksi anda dg mahasiswa?


86

No Category Questions

3 Perception Problems and benefits

of the implementation

Kesulitan apa saja yang anda

hadapi dalam implementasi

pembelajaran bahasa berbasis

tugas?

Keuntungan apa yang anda

dapat dari implementasi TBA

bagi pembelajaran Bahasa

Inggris?


87

APPENDIX E

Results of the Lecturer’s Interview Protocol

Line Source Statements

1 Researcher: Selamat pagi Ms. Terima kasih untuk waktunya untuk

diinterview. Eee.. iya oke, mari kita langsung saja.

2 Lecturer: No, no. Sekarang hari jumat..

3 Researcher: Yak, sampek jam 11. Oh! Sekarang, iya! Sekarang hari

jumat tanggal 4 Desember 2015 jam 10. Ok, langsung

saja Ms. Bagaimana pemahaman anda tentang task

based approach? ……(belief of implementing TBA)

4 Lecturer: TBA seperti yg kita pahami, mereka mengerjakan

tugas… sebentar.. mereka memahami suatu materi

bukan dari teori, bukan dari mendengarkan teori,

tapi lebih kepada mengerjakan tugas-tugas. Tugas-

tugasnya bisa berbentuknya macem-macem, tidak

hanya menulis di meja mereka masing-masing tapi

juga bisa berupa sebuah performance. Mereka

membuat sebuah performance atau presentasi seperti

itu.

5 Researcher: Ok. Yang kedua, mengapa anda

mengimplementasikan TBA didalam kelas Bahasa

Inggris 1 prodi sasindo? … (reason for

implemenatation)

6 Lecturer Yang pertama adalah krn, emmm.. tujuan dari kelas

Bahasa Inggris 1 di prodi ini memang utk

membuat mereka lebih bisa communicative. Mereka

tau fungsi Bahasa Inggris itu adalah untuk

berkomunikasi maka… maka sebiasa mungkin saya

mencoba untuk memberikan, eee… tugas-tugas


88

yang berkaitan dengan bagaimana sebuah bahasa

itu dipergunakan dalam kehidupan sehari-hari

seperti itu. Jadi lebih sifatnya supaya mereka lebih

produktif yang pertama. Yang kedua lebih kepada

memberikan pengalaman secara langsung kepada

mereka. Kemudian yang ketiga juga untuk

membuat kelas itu lebih dinamis supaya mereka ga

bosen 3 SKS hanya duduk di kursi yg terjadi mereka

akan hanya mengantuk apalagi itu adalah kelas jam 2,

mereka pasti akan hanya mengantuk kemudian

mengobrol dengan kanan kirinya. Tapi dengan Task

Based itu mereka betul-betuk melakukan

pekerjaaan dan memahami sebuah materi dengan

lebih maksimal.

7 Researcher: Ok. Yang ketiga, ee... apa tujuan pembelajaran

yang ingin dicapai dari pembelajaran bahasa

inggris di kelas ini? … (the goal of the learning)

8 Lecturer Ok, ya seperti yang tadi sudah disampaikan tujuan

pembelajarannya yaitu lebih kepada

communicative. Lebih pada mereka memahami tidak

hanya teorinya tapi prakteknya secara langsung dan

mereka tau apa sih kegunaannya dan mengapa mereka

harus mempelajari itu di dalam kelas.

9 Researcher: Ok, ini tujuan dari universitas atau tujuan dari Ms.

sendiri?

10 Lecturer:

Emmm… dari universitas. Oiya, mungkin perlu

disampaikan sedikit historynya kenapa ada program

bahasa Inggris.1. Tadinya kelas bahasa.Inggris itu

dibedakan setiap prodinya. Tadinya kalau bahasa

Inggris di sasindo ya khusus English for Indonesian


89

letters gitu.. maka materinya akan disesuaikan dengan

itu, jadi lebih kepada ESP gitu. Kemudian, emm..,

kemudian ada pertimbangan, waktu itu ada rapat

antara para kaprodi terutama yg Inggris Department,

disitu ada Pak K, ada Bu R, ada Bu A, ada Bu N,

kemudian mereka menyepakati bahwa kemampuan

bahasa.Inggris mahasiswa Sanata Dharma harus

memiliki standard. Dan standardnya itu harus

mengikuti CEFR.

11 Researcher: CEFR, apa itu Ms?

12 Lecturer: CEFR itu adalah standard international yang

digunakan. Jadi misalnya kalau beginner itu, emm…,

beginner itu levelnya itu ada A1, A2, A3, A4, B1, B2

C1 C2. And then this one is the expert one. Kemudian,

sepertinya standard untuk, ee… mahasiswa Sanata

Dharma adalah B1, jadi intermediate. Bagaimana

kita mendorong kemampuan/potensi bahasa inggris

kita sampai ke level B1. Mungkin kamu bisa googling

tentang CEFR dan melihat rubric B1 ini apa saja

komponen-komponennya.

13 Researcher: Ok, yak.

14 Lecturer: Intinya sih utk level B1 ini mereka bisa

mengekspresikan diri mereka sendiri yang pertama

dan yg kedua opini mereka terhadap sebuah issue.

Jadi, sepertinya itu tidak akan terjadi kalau saya hanya

memberikan teori tanpa adanya praktek, tugas,

memberikan kasus misalnya. Kasusnya juga bukan

kasus yg berat tp lebih kepada pemahaman mereka

tentang kasus, issue itu sendiri. Misalnya seperti kasus

kesehatan yg mereka alami sebagai mahasiswa,


90

sebagai anak kos. Gitu kan, Mereka cenderung makan

makanan yang tidak sehat, na itu bagaimana mereka

menanggapi issue itu dan mengungkapkannya dalam

bahasa inggris gitu.

15 Researcher: Ok, emmm… dalam pembelajaran ini Ms. juga

menekankan pada Language form and function

atau grammar gitu ga sih Ms? …(focus on grammar)

16 Lecturer: Kalau grammar mungkin tdk menjadi penekanan

saya ya utk ini krn emm, sebenernya, kendalanya adl

tuntutan materi yg banyak sekali shg membuat

saya, eemm, ketika mau menyampaikan sebuah materi

ttg grammar itu saya berfikir ulang gitu. Karena.

Well, grammar makes them frightened. Jadi secara

tdk langsung saja grammarnya itu, misalnya dg

mereka praktek menulis saya akan memberikan

feedback grammarnya. Dg mereka praktek

speaking itu jga saya akan memberikan

grammarnya. Biasanya hanya mungkin tidak

dalam ya, hanya berupa misalnya penggunaaan

noun, adjective itu harus berbeda, seperti apa

pembedaannya. Misalnya kayak, seperti common

mistake: Comfort & comfortbale itu beda itu bgmn

penggunaanya gitu, secara tdk langsung. Lebih

pada.. lebih pada apa yg sudah mereka utarakan, jd

bukan saya yg memberikan secara.. langsung saya

persiapkan gitu. Tapi saya memberikan komen

terhadap apa yg keluar didalam kelas.

17 Researcher: Nah, kalau tentang pengasahan skill tugas-tugas apa

saja yang sudah Ms. berikan untuk mengasah skill

listening? …. (the kind of tasks)


91

18 Lecturer: Kalau listening, saya suka memberikan mereka video.

Emmm… krn selain mengahsah kemampuan utk

skill audio dan tampilan yg ada di video itu dpt

membantu pemahaman dan membantu mereka lbh

fokus pada latihan tsb. Itu untuk listening.

Kemudian dg saling mendengarkan kelompok lain

dan memberikan koment itu juga sama, itu juga,

mengasah kemampuan skill listening juga.

19 Researcher: Ok, aaa.. Bagaimana dengan skill reading? (the kind

of tasks)

20 Lecturer: Ok kalau reading itu biasanya memang, eemm..,

Bahan bacaannya sudah tersedia di buku. Disitu

juga setelah bahan bacaan, oh, sebelum bahan

bacaannya biasanya ada latihan vocab, kemudian

setelah bahan bacaan ada comprehension

questions. True and false, dan mereka biasanya akan

berlomba-lomba menjawab tentu dg sedikit trigger.

Sedikit Trigger berupa point. Tapi, well, sebenernya

pointnya itu adl mereka paham itu adl sebuah point

tersendiri yg tdk kelihatan. Point itu tdk melulu berupa

nilai gitu. Tapi dg mereka paham, mereka berani itu

sebenernya scr tdk langsung mereka itu mendapatkan

point thdp diri mereka sendiri.

21 Researcher: Bukan point penilaian ya?

22 Lecturer: Bukan

23 Researcher: Ok, lalu bagaimana dengan skill writing? (the kind of

tasks)

24 Lecturer: Skill writing.. Biasanya saya dari terori writing yg

pernah saya sampaikan, kemudian mereka

mempraktekkan bagaimana menulis paragraph yg


92

baik gitu. Tapi memang krn keterbatasan waktu dan

tenaga krn jumlah yg sangat banyak di prodi sasindo

ini, saya sebenernya memang kesulitan utk mengoreksi

writing gitu. Saya lbh suka memberikan sebuah, apa

ya, klo disebut project mungkin, eee.. untuk writing

ini misalnya seperti brosur, pembuatan brosur atau

poster. Dan ketika saya menemukan misalnya ada

vocab/part of speech yg salah/ grammar yg salah itu

bisa saya perbaiki saat itu juga dg amount tulisan yg

tdk tll banyak tp menurut saya cukup efektif dlm

membrikan feedback yg berkaitan dg writing.

25 Researcher: Ok, nah, skill yg terakhir speaking. Tugas-tugas apa

saja yang biasanya diberikan? (the kind of tasks)

26 Lecturer: Ok klo speaking banyak yaa.. klo speaking itu bisa…

saya pernah melakukan presentasi, pernah sharing

dg temennya juga, pernah membuat innovative

products jd berkaitan dg imajinasi mereka. Kalau

mereka bisa…., klo mereka punya unlimited resource

itu sebenernya mereka pingin membuat apa sih, naa

untuk kehidupan manusia sehari-hari. Trus, na mereka

membuat itu mempresentasikannya, menggabungkan

dg imajinasi mereka dan pernah jg klo thd issue

misalnya seperti mebuat program, membuat

brosure yg isinya adl program utk persuade college

students to live healthly seperti itu. Role play juga

pernah…

27 Researcher: Sebenernya apa sih dampak atau peran dari tugas-

tugas tadi terhadap pencapaian tujuan

pembelajaran? …(the general purpose of the tasks)


93

28 Lecturer: Ok, perannya jelas memberikan mereka real world

experience. Jadi apa yg memang mereka akan temui

di luar kelas itu, istilahnya gini, kalau ki hajar

dewantoro dl pernah di dlm sebuah bukunya itu pernah

menyampaian bahwa didalam kelas itu ada 4 tembok

yg mengelilingi. Tapi kita harus menggunakan prinsip

3 tembok. Apa maksudnya? yg satu itu tidak ada

tembok krn kita harus menggabungkan dg dunia luar.

Jd ada dunia, ada bag dr dunia luar yg dibawa

masuk ke dlm kelas. Jadi istilahnya kelas itu adl

simulasi dr apa yg akn terjadi di dunia luar gitu. Tp

bukan secara harfiah kita harus merobohkan satu

tembok. He~

29 Researcher: Pertanyaan selanjutnya, outcome atau pencapaian

apa saja yang anda harapkan dari mahasiswa

setelah menyelesaikan suatu tugas?

30 Lecturer: Lebih aktif yg pertama, yg kedua lbh berani krn

mungkin kendala bagi anak2 yg baru belajar terutama

ini jd dr non ED adl PD. Mereka masih kurang dlam

hal confidence. Istlahnya mengungkapkan suatu kata

dlm bhs inggris itu aja udah kayak sesuatu yg wah,

berat gitu bagi mereka. Na, itu pertama yg mau saya

capai. Yg pertama memang harus PD dl, trus yg kedua

memang mereka harus lbh aktif di kelasnya jd tdk

hanya mendengarkan tp juga mereka

memproduksi bhs tsb. Terus yg ketiga, Outcome yg

diharapkan itu ya mereka bisa, menggunakannya

utk komunikasi dua arah.

31 Researcher: Ok, sebenernya apa sih pentingnya mengetahui

mahasiswa sudah mencapai learning outcome-nya


94

kaitannya dengan pencapaian tujuan

pembelajaran?

32 Lecturer: Penting, itu sangat penting krn ini kaitannya dg

pengalaman saya dulu waktu PPL. Waktu itu ada

dosen yg mengobservasi saya dan ada masukan bahwa

ketika mengajar kita hrs memulai dr tujuan. Dan ketika

saya mencapaikan t7an didlm kelas harapannya adla

mereka jd tau mengapa mereka hrs mempelajari ini.

Harapannya itu adl mereka akn lbh termotivasi,

ooo iya ya bsk saya akn membutuhkan itu maka

saya harus belajar ini, mereka tau kenapa mereka

mempelajari itu.

33 Researcher: Kalau kaitannya dengan penilain and progress

bagaimana Miss?

34 Lecturer: Oiya, klo kaitannya dg penilaian,eemm, saya biasanya

menyediakan rubric yg saya pakai bersama asisten

juga. Jd kami tau betul apa yg mjd kriteria dlm

penilaian. Itu akn mempermudah kami dlm

menyamakan standard krn saya tdk bekerja sendiri,

istilahnya saya hrs mempunyai SOP. SOP didlm kelas

itu bentunya adl rubric penilaian. Walaupun standar

penilaian orng pasti beda memang, tp disitu ada

komponen2 yg bisa dibaca. Dari situ komponen tsb

ketika dlm menilai mahasiswa, diharapkan saya

maupun asisten saya bisa memberikan feedback yg

memang dibutuhkan oleh setiap mahasiswa.

35 Researcher: Hmm.. itu bisa untuk monitoring progress juga ya

Miss?

36 Lecturer: Iya, betul.

37 Researcher: Ok, kalau di dalam kelas apa peran anda?


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38 Lecturer: Ok. Saya lebih ke fasilitator. Eeee.. Klo misalnya

mengajar mungkin tdk banyak yaa.. krn saya

membuka kelas langsung dg tugas walaupun tetap

ada pengajaran. Jadi mere mencoba memahami

materi yg saya sampaikan itu dg melalui tugas2 yg

saya berikan gitu. Eem, kemudian saya biasanya

akn masuk ke kelompok-kelompok dan feedback yg

saya berikan biasanya lbh bersifat personalized.

Lebih berfokus kepada apa yg mereka butuhkan,

bukan sesuatu yg umum. Biasanya saya, ummm..

peran terbesar adl membangun prior knowledge

tentang topic yg akan disampaikan pada hari itu.

Misalnya topic yg terakhir itu adl ttg health. Saya

mengarahkan mereka utk berfikir sebenernya apa sih

permasalah kesehatan yg ada di sekitar mereka, kita

brainstorming dlu, klo mereka sudah connect sudah

satu frekuensi baru saya akn memberikan tugas. Tapi

itu bukan berupa.. ee.. maksudnya yg prior

knowledge tadi bukan berupa teori tp lbh kepada

membangun interest mereka terhadap topic yg

akan dibahas.

39 Researcher: Ok, pertanyaan selanjutnya kesulitan apa saja yang

anda hadapi dalam implementasi TBA?

40 Lecturer: Ok, persiapannya yg pertama adl dlm hal …

41 Researcher: Kesulitan, Miss..

42 Lecturer: Kesulitan, sorry. Kesulitan yg pertama adl dlam hal

persiapan. Krn yg namanya TBA… harapan kita adl

membuat student mjd lbh dinamis maka kegiatan2 yg

dilakukan di dlam kelas juga harus dinamis. Na itu

require more time, require more energy to think about


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creative activity that we can do in class. Berbeda dg yg

tdk menggunakan TBA, mungkin yang penting

sebagai guru saya punya materi, saya menyampainkan

terserah mahasiswa mau mendengarkan atau tidak. Itu,

mungkin klo bukan TB mungkin akan seperti itu

keadaannya. Tp kalau TBA persiapan harus

matang, kadang media juga diperlukan. Harus

gunting2 kertas utk menentukan topic atau lottre

begitu. Yg kedua berkaitan dg jumlah mahasiswa

yg cukup banyak, Jmlh mahasiswa (55) tll banyak

krn sulit dan lelah utk memberikan penilaian. Tp

saya masih bersyukur krn ada asisten yg membantu jd

kadang kita memecah kelas mjd kelomk2 yg lbh kecil

dan mereka berperan sbg fasilitator dan juga

memberikan komen dan feedback.

43 Researcher: Yak, kalau kaitannya dengan media yang dipakai di

dalam kelas, Ms. biasanya menggunakan media yang

sudah tersedia atau lebih suka membuat sendiri?

44 Lecturer: Kalau saya pribadi memang saya suka membuat, saya

suka crafting. Tp itu pun jg terkendala oleh waktu krn

tugas dosen tdk hanya mengajar tp saya juga bertugas

utk yg lain2 seperti penelitian dan pengabdian

masyarakat. mengabdian masyarakan dan research2.

Saya mencari buku-buku yg memang fotocopiable

atau cari bahan di internet yg memang sudah jadi tapi

memang harus tetap kita persiapkan.

45 Researcher: Keuntungan apa yang didapat dr implementasi

TBA?

46 Lecturer: 1. Yg paling jelas terlihat adlah Kelas menjadi

dinamis. Ini adlh kelas yg mungkin bagi mereka itu


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tdk gampang kern basic mereka adl Indonesia.

Walaupun mereka punya , kelas yg bagi mereka tdk

gampang krn basicnya Indonesia.sastra Indonesia. Tp

tdk serta merta mereka dpt acquire EL dg cepat juga

gitu. Krn kesulitan yg mereka hadapi tentunya mereka

akan cenderung merasa bosan, tp dg TB itu membantu

saya utk membangun mood krn mereka memahami

dari usaha mereka sendiri, lbh dr usaha mereka sendiri.

Semakin kecil usaha yg mereka buat semakin kecil

juga pemahaman mereka. Semakin benyak usaha

mereka utk mencoba memahami, maka semakin

banyak pemahaman yg mereka dapat. Jadi kelas mejd

dinamis tdk membosankan dan mereka jg bisa

mengukur dr usaha mereka sendiri.

2. terus feedback juga menjadi lbh personalized, krn

saya lbh cenderung masuk ke kelompok2 utk

memberikan feedback.

3. Kemudian mereka juga punya pengalaman

langsung. Tidak hanya duduk tp juga membuat sebuah

performance dan membuat sebuah product.

47 Researcher: Yak, the last question, hahaha..

48 Lecturer: Ok. Finally..

49 Researcher: Iya, hahaha… Apakah TBA itu membantu

pembelajaran bahasa di kelas ini kaitannya dengan

pencapaian tujuan pembelajaran?

50 Lecturer: Sangat membantu, TB ini sangat membantu krnt7 saya

td membuat mereka krn membuat kelas lbh aktif, lebih

dinamis kelasnya, lbh communicative dan itu sangat

membantu. Itu tdk mungkin saya capai kalau saya

hanya memberikan materi kemudian mereka


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mengerjakan, materi-mengerjakan. Tidak ada

komunikasinya sama sekali. Tapi ini sangat membantu

saya dlm meneliti dan melihat proses pembelajaran.

Terkadang mereka tdk hanya bhs inggris yg mereka

dapat tapi teamwork itu jg mereka dptkan, product yg

kelihatan jg mereka hasilkan, terlihat creativity

mereka. Creativity itu juga salah satu pencapaian yg

mau saya bangun. Di salah satu materi ini jg ada crea,

materi pertama. Mungkin tujuan pembuatan modul ini

pun mungkin adlh utk membuat mahasiswa mjd lbh

kreatif dm berfikir. Krn menurut saya, kreatif adl

gambaran dr otak yg bekerja. Semakin kreatif kita

berarti itu mebuktikan bahwa otak kita terus bekerja

utk menciptakan sesuatu yg baru kayak gitu.

51 Researcher: Ok, this is the end of our interview. Thank you very

much for your help. Kalau ada apa2 boleh ya kontak2

lg Ms?

52 Lecturer: Okay. Silahkan. Terima kasih bantuannya ya selama

ini.

53 Researcher: Cieee..

54 Lecturer: Cieee..


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APPENDIX F

Students’ Interview Protocol

Question Category Statements

1

Perception

General opinion

about being

communicative

Menurutmu menjadi

komunikatif itu

seperti apa?

2

The most

communicative

task

Tugas mana yang

membuatmu paling

komunikatif? Bisa

diceritakan?

3 Strategy to

deliver meaning

Bagaimana caramu

mengkomunikasikan

ide/gagasanmu kepada

orang lain?

4

Strategy to

comprehend

meaning

Bagaimana caramu

memahami maksud

orang lain?

5

Communication

constraints

Pernah mengalami

kemcetan

komunikasi? Apa

penyebabnya?

6

Bagaimana mengatasi

kemacetan itu agar

komunikasi tetap

berjalan?

7

Factor that

supports

communication

Faktor apa yang

mempengaruhi

komunikasi dikatan

lancar?

8 Grammar in

communication

Menurutmu grammar

dalam komunikasi

penting atau tidak?

Bisa dijelaskan?

9

Self-efforts to

better acquire

communicative

skills

Adakah usaha-usaha

mandiri untuk

menjadi lebih

komunikatif?

10 Reflection

Apakah membelajaran

yang lalu membuatmu

semakin komunikatif?


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APPENDIX G

Results of Students’ Interview Protocol

Student 1


1 Researcher Selamat siang saat ini saya bersama dengan [student’s

name] dari sasindo. Sebelumnya saya mau

mengucapkan terima ksih dl atas kesediannya menjadi

respondent bwt pengumpulan data skripsi say. Jumat,

tgl 12 desember 2015 12.51. Pengantar…

Jadi komunikatif itu seperti apa?

2 Student 1 Jadi mungkin bisa lebih lues gitu ngomongnya dalam

bahasa ingris. jadi biasanya kan kalau anak2 itu

menganggap kalau bahasa ingris itu susah untuk diajak

ngomong dlam bahasa inggris itu mereka masih ragu2

gitu lho. Jd lebih komunikati itu maksudnya jadi

lebih bisa mengekspresikan diri gitu aja lewat kata2

tanpa perlu mikiin itu bentuknya bener atau engga

bahasa inggrisnya.

3 Researcher Ok, mennurutmu apa yg menjadi faktor komunikasi

yg efektif?

4 Student 1 Komunikasi itu lancar asal kedua belah pihak itu bisa

menangkap apa yg dimaksudkan satu sama lain gitu.

5 Researcher Jd menurutmu jd komunikatif itu bisa menggunakan

bahasa dengan lues dan bisa menyampaikan dan

menangkap makssud dengan baik. Dr tugas2 itu yg

mana yg paling ngena proses komunikasinya?

6 Student 1 Paling lancar komunikasinya di tugas brosure. Soalnya

kalau di tugas brosure itu kita dapat topic ini, terus yg

kamu presentasiin itu kan yg kamu pilih sendiri gitu.

Jadi nanti kamu merancang kata2nya sendiri gitu

kan. lha kalau drama sama job interview itu kan harus

ke kedua belah pihak. jadinya kadang kita paham tapi

mungkin pihak lain tug a paham gitu. jadi nanti bisa aja

waktu di pelaksanaannya itu malah kayak ga nyambung

gitu satu sama lain. Tapi kalau brosure kan yg satu

pihak itu hanya menerima saja dia ga menganggapi apa2

gitu jd kan apa yg kamu ungkapkan itu ya udah terserah

kamu gitu kan.

7 Researcher Jd menurutmu brosure itu lebih tersampaikan karena

bentuknya tertulis gitu ya?


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8 Student 1 Iya.

9 Researcher Komunikasi … gimana caramu mengkomunikasikan

ide/gagasanmu biar orang lain menangkap maksud

yang sama seperti yang mau kamu maksudkan?

10 Student 1 Kalau menurutku sih ya udah kamu ungkapin aja

sih, kalau kamu mau ngomong A ya udah

ngomongin A tanpa perlu bertele-tele gitu. Bisa

jadikan kalau bertele-tele tu orang lain tu malah

bingung kan maksudnya tu kamu mau ngomong

apa, soalnya malah dibumbu-bumbui sama yg lain

kan. Jadi kayak straight forward aja gitu..

11 Researcher Kalau dari kamu sendiri, ada strategi tersendiri

untuk membuat lawan bicara mengerti apa yang

kamu maksudkan?

12 Student 1 Biasanya ditambahai gesture gitu, karena kalau pakai

gesture kan misalnya bisa.. kalau mau ngomong kotak

gitu kan tangannya bisa dibentuk kotak gitu kan jadi

orang lain bisa lebih ngerti gitu.. misalnya dia ga ngerti

bahasa inggrisnya kotak itu apa, tapi karena tanganmu

gesturenya kayak gitu jadi dia bisa lebih paham gitu.

13 Researcher Bagaimana caramu mengangkap yang mau

dimaksudkan orang lain?

14 Student 1 Eee.. yang lebih utama sih dari itu kata-katanya.

pertama kan dipahami kata-katanya. Terus kalau

semisal masing kurang paham gitu, ya kita lihat

keseluruhan dulu sih. Jadi lihat keseluruhan gesturenya

dia nyambung apa engga, terus mungkin kalau ada topk

yang dibicarakan bisa disambung-sambungin. Oh, dia

ngomongin soal ini, jadi mungkin kata yang dimaksud

itu seperti ini, gitu.

15 Researcher Melihat dari keseluruhan yaa.. Ok. Dalam

komunikasimu sendiri, ada mengalami kemacetan

komunikasi ga?

16 Student 1 Ya sering sih kayak gitu, apalagi kalau misalnya

langusng verbal gitu kan. jadikadang itu mau ngomong

ini tapi terus lupa apa istilahnya apa dalam bahasa

inggris gitu. Kadang lupa vocabnya gitu.

17 Researcher Terus biasanya apa yang kamu lakukan agar

komunikasi itu tetap berlangsung?

18 Student 1 Biasanya sih ya udah tetep dijelasin. Misalnya ga tau

kata itu apa, terus tetep jelasin dalam penjabaran gitu.

19 Researcher Contohnya bagaimana? Menjabarkan dengan

menggunakan bahasa yang sederhana gitu?

20 Student 1 He’em.

21 Researcher Jadi kamu mencoba untuk menjelaskan maksud yang

sama tapi dengan kata-kata lain gitu?


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22 Student 1 He’em, iyaa.. Pokoknya se.. seingetnya aja.

23 Researcher Ok. Menurutmu adakah faktor lain selain bahasa

yang bisa membuat suatu komunikasi itu dikatakan

lancar?

24 Student 1 Eee.. dari vocab. Vocabnya yang penting. Soalnya kalau

verbal itu kan biasanya di grammar itu ga terlalu

penting kan kalau komunikasi lisan, berbeda dengan

tulisan gitu. Jadi yang penting kamu tau vocabularinya,

jadi kayak apa.. Subject predicate objectnya gitu aja

udah lumayan cukup. Biasanya mereka kan ga pakai I

want to eat gitu, tapi I eat gitu. Naa.. itu kan kayak

orang lain juga udah paham gitu kan.

25 Researcher Jadi menurutmu penguasaan vocab adalah kunci

lancarnya suatu komunikasi ya?

26 Student 1 Ya.

27 Researcher Ok. Mm.. tadi disebutkan kalau grammar itu tidak

terlalu penting di lisan. Apakah benar penalaman dari

semester lalu seperti itu? Jadi apa sih yang menjadi

titik berat dalam komunikasi? Apakah lebih ke

penyampaian makna, yang penting mereka dong

atau kamu harus betul-betul perhatikan grammar

begitu?

28 Student 1 Kalau bagi saya sih, penyampaian maknanya. Soalnya

kan anak-anak juga banyak yang masih belum lancar

gitu kan. naa itu biasanya mereka juga, apa, grammar

seadanya gitu lho.. tapi juga kayak dosen dan anak-anak

lain tu kan juga udah ngerti gitu apa maksudnya. Jadi

yang penting itu penyampaian maknanya.

29 Researcher Jadi lebih baik memastikan kalau orang lain itu paham,

daripada sibuk dengan grammar gitu ya?

30 Student 1 Ya.

31 Researcher Ada usaha untuk bisa jadi lebih komunikatif dalam

bahasa inggris?

32 Student 1 ee.. apa ya. hahaha.. Eee.. ya mungkin banyak-banyak

berlati aja sih. Soalnya banya oran itu yang mereka

karena banyak practicenya jadi lebih lancar gitu kan.

Mungkin kalau dalam tulisan mereka ga terlalu lancar,

tapi kalau dalam lisan mereka itu bisa cas cis cus gitu

lho.. Jadi yang penting tu berlatihnya, bisa sama temen

yang lumayan mahir gitu. Atau sama native gitu bisa

lebih bagus lagi.

33 Researcher Ok, jadi practice speaking kuncinya. Kamu tambah

komunikatif ga sih?

34 Student 1 Ada sih, soalnya biasanya kalau kelas bahasa inggris tu

banyak yang lebih fokusin ke grammar, menulisnya itu

kan. Na, tapi di semester 1 ini lebih banyak di


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practicenya gitu untuk berlatih berbicara gitu. Mungin

bagi anak-anak yang belum bisa itu malah apasih kok

banyak ngomongnya. Jadi mereka lebih kesusahan gitu

kan, tapi mungkin karena dipaksa berlatih itu mereka

jadi ya udah mau gamau kan harus ngomong gitu. Kan

dari situ juga bisa berlatih kayak pronunciationnya yang

bener itu kayak gimana gitu kan.

35 Researcher Menumbuhkan motifasi yang penting ngomong gitu

ga?

36 Student 1 Iya, itu juga jadi motifasi untuk lebih berani lagi gitu

aja.

37 Researcher E: Jadi lebih berani memakai bahasanya gitu ya.. Ok,

terima kasih (student’s name). Selamat melanjutkan

aktifitas.

38 Student 1 Iya, sama-sama.


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STUDENT 2


1 Researcher Sekarang saya bersama dengan (nama mahasiswa) dari

prodi sasindo yg menjadi interviewee saya. Sekarang

hari Kamis, 11 Desember 2015 jam 13.33. Halo apa

kabar?

2 Student 2 Iya baik.

3 Researcher Disini saya minta waktunya untuk diinterview untuk

pengumpulan data skripsi saya. Jadi begini

(introduction

Kamu tau ga kosep jadi komunikatif itu seperti apa?

4 Student 2 Jadi komunikatif itu yay g penting tu konsepnya tu,

ee… misalnya temensa ini dia ngomongnya A dan

aku nangkepnya juga A begitu. Jadi nggak slang,

geseh.

5 Researcher Jadi makna yang mau disampaikan itu tersampaikan?

6 Student 2 Iya, bobotnya tu pas.

7 Researcher selama di semester lalu, sudah menerima banyak tugas

ya dari dosen? masih ingat ngga tugas-tugasnya apa

saja?

8 Student 2 Ya seingat saya ya, it utu bikin poster, terus tu drama,

terus job interview, terus menawarkan produk, kayak

itu seinget saya.

9 Apakah menurutmu tugas-tugas itu membuatmu

semakin komunikatif dalam bahasa Inggris?

10 Student 2 Iya, saya sangat senang karena di semester ini

keliatannya dosennya kurang enak tidak membuat saya

lebih komunikatif.

11 Bisa diceritakan pengalam komunikatif yang dimaksud

yg bagaimana? mungkin dengan contoh dr salah satu

tugas gitu?

12 Student 2 Kalau yg kemarin tu seperti drama itu kan saya harus

berkomunikasi dengan penonton, begitu. Terlebih

waktu menawarkan produk. Saya harus tau bagaimana

membuat konsumen atau penonton itu percaya bahwa

produk saya itu terpercaya dan handal.

13 Researcher mengkomunikasikannya sendiri itu pakai bahasa

inggris?

14 Student 2 Iya.

15 Researcher Nah, aku mau tanya gimana sih caramu dalam

mengkomunikasikan ide atau intisari dari apa yang

mau kamu sampaikan ke temen-temen. Tadi kamu

menyebutkan kalau komunikatif itu tersalurkannya

ide/gagasan dan ditangkap dengan baik oleh


105

pendengar. Nah, kalau disini gimana caramu agar

pedengar menangkap apa yg kamu maksudkan?

16 Student 2 Ya, saya tidak pakai vocabulary yang terlalu sulit

dan mudah ditangkap aja. Ga usah terlalu, eee..,

kan bahasa inggris tu ada satu kata yg sinonimnya

banyak kan, na makanya tak pakai yang mudah-

mudah aja. Bahasa keseharian dalam artian

bahasa keseharian yang sering didengar dalam

film, lagu atau apapun.

17 Researcher Hmm, jadi pakai bahasa/pilihan kata yg ada sehari-hari

gitu ya jadi biar orang lain juga tau.

18 Student 2 He’em. Soalnya itu kan pakai bahasa inggris to. kalau

saya pakai bahasa-bahasa yang misalnya bahasa

inggris tapi kosakatanya terlalu puitis, na, kan, mumet.

Mumet ndase. Aku ra dong kono yo ra dong.

19 Researcher Hahahaha… Ok. Mmm.. Oiya, kamu sendiri pernah ga

pas suatu ketika lg melaksanakan suatu tugas lagi

dalam proses komunikasinya, kamu mengalami

kemacetan komunikasi?

20 Student 2 Kalau tugas kelompok tak garap dewe iii..

21 Researcher Maksudnya ketika kamu lagi presentasi kamu

terhambat komunikasinya karena ga tau apa

arti/vocabnya atau gimana cara ngomongnya dalam

bahasa inggris.

22 Student 2 Ya kebetulan saya orangnya terencana ya, jadi itu

kalau ada yg seperti itu macet, saya langsung ganti ke

temen saya yang satunya lagi yang lebih pintar dalam

mengolah kata-kata.

23 Researcher Lho makakne koncone, hahaha

24 Student 2 Lho, bukan makakne koncone, emang kerja team.

Teamwork kan seperti itu.

25 Researcher E: Ok, ok. Mmm.. Tadi kamu sebutkan kalau

berkomunikasi dg bahasa inggris lebih memilih

menggunakan kosakata sehari-hari, nah, kalau selain

dg memperatikan vocabulary sendiri, menurutmu

ada tidak faktor lain yg perlu diperhatikan utk bisa

berkomunikasi dg lancar?

26 Student 2 Eee… yang saya perhatikan itu faktor kekinian.

27 Researcher Hahaha..

28 Student 2 Loh itu bener lho karena faktor kekinian itu kan

nyambung dengan apa yang mau saya sampaikan.

sehingga ada intermezzo.

29 Researcher Faktor kekinian yang dimaksud itu seperti apa?

30 Student 2 Yang terupdate, misalnya, eeee… video viral dari

youtube yang kebetulan nyambung dengan produk


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yang mau saya tawarkan. Naa, kan jadi bisa dipakai

jadi bahan promosi gitu lhoo..

31 Researcher Ooo.. jadi pakai apa yang sekiranya sedang jadi

hotnews begitu.

32 Student 2 Aaa.. begitu.

33 Researcher Eeee… untuk apa lagi itu?

34 Student 2 Biar mereka fokus

35 Researcher Aaa.. untuk menjaga atensi mereka ke kamu gitu yaa.

36 Student 2 Yes, you’re right.

37 Researcher Eee.. sekarang gimana sih caramu bisa menangkap ide

yg disampaikan orang lain?

38 Student 2 Ok, eee.. pertama saya orangnya itu bisa nangkep

maksud orang saat ngomong pakai bahasa inggris tapi

saya itu ga bisa membalasnya secara langsung. Jadi

kalau orangnya ngomong itu saya udah bisa nangkep,

dong dan paham kalau pakai bahasa inggris. Terlebih

kalau pakai bahasa Indonesia atau bahasa jawa itu

mudah. Kalau pakai bahasa jepang atau bahasa Korea

itu saya ga bisa nangkep. Jadi bisanya itu ya kalau

pakai bahasa inggris. Dia ngomong apa atau dia nulis

apa itu saya bisa pahami.

39 Researcher Ok. Jadi ga ada masalah dalam hal resepsinya,

maksudnya dalam hal memahami yg dimaksudkan

sama orang lain, tapi muncul masalah ketika harus

membalas.

40 Student 2 Makanya, seperti yang saya bilang tadi, kalau dalam

bahasa inggris saya plot dulu alurnya biar saya ga

bablas.

41 Researcher Mmmm.. kalau pas harus memberikan response dan

kamu ga tau harus gimana, kamu melakukan apa?

42 Student 2 Ya, tak balas pakai bahasa Indonesia. Lha piye

meneh.. eee… pakai bahasa tubuh, ya kadang plegak-

pleguk. Plegak-pleguk indonesiane opo yo? (tersendat-

sendat), tersedat-sendat dan akhirnya bahasanya

campur-campur Indonesia inggris, Indonesia inggris,

jowo dengan aksen Javanese. Inggris aksen Javanese.

43 Researcher Menurut kamu pribadi, faktor2 lain seperti

mimic,gerak tubuh, gesture, kejelasan suara, kontak

mata itu penting ga dlm komunikasi? Kalau iya,

penting yg kayak gimana?

44 Student 2 Ya, penting. Karena kalau dengan omongan tok kan

orang itu ga mesti, katakanlah, fokus. Fokus tu paling

di menit2 awal, setelahnya itu ambyar. hahaha…

makanya penting bwt menjaga kontak mata, gerak

tubuh, ekspresi, itu penting karena, ee.. ga ada

kejenuhan mata. Teori baru ini, ada di retorika.


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45 Researcher Jadi kamu melakukan semua itu utk mejaga atensi

mereka, gitu ya. Dari dosen kamu sendiri ngasih

motivasi ga bwt kamu sendiri untuk ngomong pakai

bahasa inggris di kelas?

46 Student 2 Ya, kan masih semester satu jadi dia masih mentolerir.

Kalau yg sekarang dosennya agak ketat. Saya kemarin

dapat peringatan “You can speak English or drop out!”

Ooooo… F***. Begitu.

47 Researcher Errrr.. jangan sampai dikeluarkan yaaaa.. Apakah

macam2 tugas yang diberikan itu menghampatmu

untuk berkomunikasi dengan bebas?

48 Student 2 Ooo, ndak sih. Malah terbantu. Dr konteksnya sendiri

yang lebih flesibel. Mungkin karena bahasa inggris

kemarin itu memang dirancang untuk humanisme.

49 Researcher One last question, apakah menurutmu grammar itu

penting dalam komunikasi?

50 Student 2 Hmmm.. saya lebih suka yang penting maksud saya

tersampaikan. Grammar membatasi kreatifitas.

51 Researcher Ok, that’s all. Terima kasih untuk waktunya (nama

mahasiswa)

52 Student 2 Iya, sama2.


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STUDENT 3


1 Researcher Selamat siang, kali ini saya bersama (nama mahasiswa)

dari sasindo. Hari ini kamis, 11 Desember 2015 jam

13:51. Selamat siang (nama mahasiswa), bagaimana

kabarnya?

2 Student 3 Siang, Miss. Alhamdullilah, baik.

3 Researcher Sebelumnya terima kasih untuk kesediannya sudah mau

jadi interviewee dalam pengumpulan data skripsi saya.

4 Student 3 iya, sama2.

5 Researcher Introduction. Kamu tau ga konsepnya menjadi

komunikatif itu yg seperti apa?

6 Student 3 Menurut saya komunikatif adalah ketika seorang

pembicara berbicara dengan lawan bicaranya terjadi

suatu pembicaraan yg efektif yang tidak sia-sia.

7 Researcher Maksudnya efektif dan tidak sia-sia itu yang bagaimana?

8 Student 3 gampangnya, mereka saling mengerti, mudah saling

berbalas-balasan, dan harmonis.

9 Researcher Masih ingatkah kamu dg tugas-tugas yg diberikan di

kelas?

10 Student 3 beberapa ya kalau ga salah itu ada drama, pakai nari-nari

itu berantem. Job interview, berkesan banget itu. Tugas2

presentasi produk, terus ada juga mempresentasikan ttg

suatu teknologi. Writing dan listening.

11 Researcher Wah, banyak yaa. Berbicara ttg komunikasi dalam bahasa

inggris, dari tugas2 itu kira2 yg mana yg bisa

membuatmu paling bisa berkomunikasi?

12 Student 3 Ada 2 sih, yg drama sama yg video pendek job interview

itu. Jujur di SMA itu saya ga pernah main drama

pakai bahasa inggris itu, jarang banget. Waktu itu

garap sama temen2, ttg cerita rakyat, kami

melahirkan naskah. Yang saya lihat dari temen2

adalah mereka mampu mengimprovisasi dialog

bahasa inggrisnya diluar naskah, Jadi, walau pun

kami sudah membuat naskah, tapi ketika kami

latihan, kami berdialog, sering banget muncul dialog2

diluar naskah dg bahasa inggris. Itu sih.

13 Researcher Kalau dari kamu sendiri, waktu berdrama itu gimana

kamu membuat orang paham dengan apa yg mau kamu

komunikasikan?

14 Student 3 Eee.. kalau waktu itu, jujur saya ga bisa bahasa inggris,

susah banget ngafalin bahasa inggris. Akhirnya saya

ngakalinnya dengan cara cari poin dari bacaan saya. Saya

poin terus pas praktek itu selalu kata2 itu yang paling

banyak saya ulang, mungkin itu cara penyampaian saya


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ke orang banyak, ke penonton. Misalnya waktu itu saya

jadi Ajisaka, kalau ga salah, marah dan ingin berantem

dengan musuh saya, saya bingung mau ngomong apa. Yg

paling saya inget itu pokoknya fight, fight aja pokoknya.

Pokoknya saya harus fight, marah gitu udahlah pokoknya.

Dan begitu juga dari sebelumnya, atau sesudahnya, satu

kata atau beberapa kata itu sering banget saya ulang untuk

menjelaskan apa yg sedang terjadi di depan.

15 Researcher Oo.. jd taktikmu tu dengan mengulang kata2 yg sama jadi

orang menangkap yg kamu maksudkan.

16 Student 3 Aaa..a.. a… hahahaha..

17 Researcher Untuk memahami maksud dr orang lain, apa strategimu?

18 Student 3 Pertama liat, ini sih, situasi. Dalam artian saya sedang

berada dimana terus melihat gesture atau apapun, bahasa

tubuhnya. Karena jujur, kamus perbahasa inggrisan saya

di otak itu minim.Jadi harus ngeliat dulu settingnya.

Bahkan ketika saya praktek di luar, ada orng pakai bahasa

inggris ngomong. Saya itu agak susah menangkap, tapi

saya baca situasi saya ketika saya di jalan atau dimana

saya langsung menduga oh ini mungkin gini maksudnya.

Ketika udah melihat settingnya, saya perhatikan setiap

ucapannya. Kalau semisal dia nanyak jalan, saya perhatiin

jalan apa yang dia tanya, jalan apa yg dia tanya gitu..

kalimat apa yg akan dia ucapkan dalam bahasa inggris

maksudnya. Oh pasti dia akan mengatan kata ini, gitu aja

sih.

19 Researcher Oo.. jadi dengan observasi setting kejadian kamu bisa

lebih memahami mereka gitu ya.

20 Student 3 Iya

21 Researcher Pernah alami kemacetan komunikasi?

22 Student 3 Pernah, sering banget Miss. Saya itu sialnya adalah

orang yg terlalu percaya diri. hahah.. terlalu PD,

terlalu sok-sokan tapi ga punya apa2. jadi ketika maju

presentasi, sombong sekali saya waktu itu Miss. Saya

pakai bahasa inggris tapi akhirnya kagok gitu. Sering

sih saya kayak ngeblank gitu. Sekali pun udah tau

vocabnya, sering sih aturan2 bahasa inggris itu yg ga

tepat penggunaannya. Itu sih paling.

23 Researcher Nah, saat ada kemacetan apa yg kamu lakukan untuk

melanjutkan komunikasinya?

24 Student 3 Cara paling gapangnya, nyeleneh, nyeletuk pakai bahasa

Indonesia gitu karena ga tau. Tapi pada saat2 tertentu saya

mati2an banget mikir bahasa inggrisnya apa. Sebenernya

mungkin kendalanya mengahafal sih, Miss. Kita terlalu

sering menghafal-menghafal tapi lupa akhirnya. Akhirnya

lupa dan ketika presentasi malah blank gitu. Tapi ketika


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saya dengan percaya diri mengatakan saya sudah

menguasai ini, pasti saya inget.

25 Researcher Kalau dg gesture gimana?

26 Student 3 Wah, saya terlalu lemah gemuali. Ga sadar sih kalau

dengan tangan, tapi kalau yg dengan menggebu-gebu

mungkin engga Miss. Saya kan orangnya pendiem

aslinya.

27 Researcher Tatapan mata, gesture, mimic, dan faktor2 lain penting ga

untuk menjaga komunikasinya?

28 Student 3 Penting banget malah, Miss. Saya baru kerasa setelah

belajar pengantar linguistic atau apa itu, ternyata bahasa

atau komunikasi itu ga selalu dengan verbal. Dengan

lisan, bahkan dg semiotika atau dg bahasa tubuh pun itu

telah menjelaskan suatu teks gitu. Kayak orng yg sedang

merokok pun kita telah mengerti tanpa dia bilang

merokok. Jadi mereka sangat membantu.

29 Researcher Ok. Grammar penting gad lm komunikasi?

30 Student 3 Ini, apa yaa.. mungkin karena latar belakang saya sih

Miss. Karena saya dari Bali itu jujur sering banget

memperhatikan orang2 yg pendidikannya kurang tapi

mereka sangat percaya diri untuk mencoba

menggunakan bahasa inggris. Ada perjuangan utuk

menawarka sesuatu. Itu entah mengapa ter-mindset

sendiri sih Miss dalam diri saya bahwasanya ga usah

mikirin yg lain dulu. Kamu maju berani dulu, asal

ngomong gpp. tapi ternyata semakin kesini, ternyata

grammar itu penting. Karena se-PD apapun saya

ngomong di depan itu, pasti banyak banget kesalah di

grammar saya. Waktu di writing pun, wah,

sembarangan. Tapi itulah yg sebenernya terjadi. Saat

suruh nulis atau ngomong itu saya PD banget. Tapi

entah mengapa, penguasaan saya dlm kaidah2nya

(grammar) selalu kurang. Makanya beruntung sih

sampai semester2 berikutnya masih ada bahasa

inggris.

31 Researcher Mmm… Jd menurutmu grammar itu penting, tapi lebih

penting buat maju dl, berani dulu gitu ya?

32 Student 3 karena kebetulan saya adl orng yg seperti itu (orang kecil)

jd mungkin penting, Miss. Ke-PDan saya yg membantu

komunikasi saya.

33 Researcher Darimana kamu tau kalau orang lain dong apa yg kamu

maksudkan?

34 Student 3 Dengan tertawa lalu menganggukkan kepala. Yes, yes,

alright. I see, I see.

35 Researcher Hahaha.. Ok, the last question..

36 Student 3 All right!


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37 Researcher Konteks tugas-tugas menghambat komunikasi?

38 Student 3 Membantu, karena itumungkin bagian dari strategi dosen,

mengkonteks-kontekskan lewat tugas atau apapun itu.

Tapi tanpa saya sadari juga ketika di sehari-hari mala itu

berpengaruh banget. Jadi seperti terealisasikan pelajaran

yg saya dapat itu. Dari drama itu, itu saya iseng banget

entah buat naskah pakai bahasa inggris atau justru

ngomong sendiri pakai bahasa inggris gitu. Semuanya

malah menantang dan sangat mendukung gitu sih.

39 Researcher Ok. Terima kasih untuk waktunya sudah mau diinterview.

40 Student 3 Iya, sama-sama.


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STUDENT 4


1 Researcher Selamat siang, kali ini aku bersama dg (nama

mahasiswa). Saat ini Kamis, 11 desember 2015 jam

14.53. Halo, bagaimana kabar?

2 Student 4 Halo, baik.

3 Researcher Terima kasih sudah bersidia menjadi interviewee ku. E:

Menjadi komunikatif itu apa?

4 Student 4 Komunikatif itu berarti gampang berkomunikasi,

jadi lebih mudah berbicara, menyampaikan sesuatu

dan dapat dipahami dengna mudah dan juga dapat

memahami orang lain dengan lebih mudah.

5 Researcher Iya, jd dapat menyampaikan dg baik, dipahami dg baik

dan dapat memahami dg baik. Masih inget tugas?

6 Student 4 Kebanyakan tu tugas berkelopok sih, salah satu yang

paling diinget itu tugas bikin drama. jadi kita dalam

kelompok itu, eee, ada sebuah teks drama yg diambil dr

cerita rakyat lalu kita mengolahnya dan menampilkannya

di depan kelas.

7 Researcher dlm drama, gimana caramu berkomunikasi?

8 Student 4 Dg membuatnya menjadi sandiwara boneka tangan. Jd

kami bikin boneka tangan dari kain flannel lalu eee kmai

bercerita sambil menggunakan boneka tangan itu. Jd dg

itu lebih mudah dan lebih menarik perhatian.

9 Researcher Jd menggunakan media agar menarik. kalau dr

penggunaan bahasanya sendiri?

10 Student 4 Karena kita konteksnya sandiwara boneka tangan untuk

anak2, jd kita menganggap penonton itu adalah anak2

anak. Jd kita menggunakan bahasa yang lebih mudah

dipahami oleh anak2 gitu. Akan lebih mudah bagi kami

kalau memakai vocab yg simple2.

11 Researcher Iya.. kalau dr semua tugas ada kah yg paling bisa

membuatmu komunikasi dg bahasa inggris?

12 Student 4 Mmm… salah satunya drama itu sih karena disitu bener2

ngomong, praktek gitu. Dan penontonnya satu kelas

harus memahami gitu dan kita juga harus memahami

critanya jadi kita tau yg kita sampaikan.

13 Researcher Menurutmu pribadi, faktor apa yg penting dlm

komunikasi?

14 Student 4 Mmmm.. apa ya. Ya kita harus tau seberapa tingkat

pemahamannya lawan bicara kita. Kalau dia paham

dengan bahasa yg sulit ya kita bisa menggunakannya.

Tapi kalau dia hanya bisa mengerti dengan bahasa yg

sederhana ya kita menyesuaikan gitu.


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15 Researcher Ok, jadi kamu mempertimbangkan faktor dr pendengar

juga yaaa. Dalam memahami, gimana caramu paham

omongan orang?

16 mmm.. maksudnya? Mungkin lebih ke pilihan kata-kata,

gitu sih. lalu jga dr ekspresi.

17 Researcher jd dr pilihan kata yg dia pakai sama dr ekspresi yg

ditunjukan ya? Pernah ada kemacetan komunikasi?

18 Student 4 Kalau secara umum aku paham karena dlm bahasa

inggris itu bwt aku itu cukup simple. tapi ga tau dengan

teman2 lain gimana. Rasanya ga ada kesulitan yg berarti

sih.

19 Researcher Wow, jd kamu bisa tackle it all, ya. Mmm… baiklah,

kalau semisal ada kemacetan kamu mau gimana?

20 Student 4 Kalau seumpamanya kesuliatn itu dalm hal vocab gitu,

aku punya kebiasaan kalau aku ga tau sesuatu aku nyari

atau bertanya kepada penajarnya maksudnya apa gitu.

21 Researcher kalau dalam presentasi?

22 Student 4 kalau ga tau suatu istilah, kita selalu bisa menggunakan

istilah lain yang lebih simple gitu. atau pakai istilah lain

yg lebih kita pahami gitu.

23 Researcher Ah, jd pakai sinominnya kalau ga tau gitu ya. Eemm…

Menurutmu apa faktor komunisai yg efisien?

24 Student 4 Ya gunakan vocab sesimple mungkin gitu. karena ga

semua orang ngerti.

25 Researcher Hmm.. jadi semakin simple bahasa yg digunakan

semakin mudah dimengerti gitu ya, ok.

Grammar penting ga bwt komunikasi?

26 Student 4 eeem.. tergantung sih. kalau menurutku utk bahasa

inggris yg sehari-hari gitu, itu ga terlalu penting karena

lebih penting orang itu mengerti apapun caranya, apapun

kata2 yg kita gunakan. Tapi kalau untuk siatuasi yg

formal, bahasa yg formal, ya grammar itu penting.

misalnya saat kita menulis essay, artikel, atau apapun itu

penting. Kurang lebih begitu.

27 Researcher Ok. Kalau selama kelas kemarin grammar penting ga?

28 Student 4 Kayaknya ga terlalu sering dibahas sih, gak terlalu

banyak.

29 Researcher Konteks dr tugas2 di kelas menantang atau

menghambat?

30 Student 4 Tugas2nya melatih komunikasi bahasa iggris sih. Ga

membatasi karena kita jd belajar bagaimana membahas

topic yg sedang ditugaskan itu dg bahasa inggris. jd

menurut aku ga membatasi juga sih. jd kita jga bisa

mendalami topic itu sendiri.


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31 Researcher Ok. Final question, menurutmu kamu jd tambah

komunikatif ga?

32 Student 4 Mmmmmm… iya sih, sedikit banyak tambah

komunikatif karena juga kan dr tugas2nya tugas

kelompok jadi bagaimana berkomunikasi dengan

kelompok supaya tugas2nya berhasil gitu. Terus ada

banyak presentasi jga kan, jd banyak belajar ngomong di

depan umum gitu.

33 Researcher ada exposure utk berkomunikasi dlm bahasa inggris?

34 Student 4 Iya sih, kayak misalnya pas kita lagi ngobrol pakai

bahasa Indonesia terus disuruh ngomong pkai bahasa

inggris misalnya kayak gitu.

35 Researcher Ok, thank you for your time. Nice to meet you, sampai

ketemu lagi


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STUDENT 5


1 Researcher Selamat siang, saat ini saya sudah bersama (nama

mahasiswa) dari sasindo, saat ini Jumat, 12 Desember

2015 jam 12. 33 sudah bersedia untuk menjadi

responden saya Oleh karena itu saya mau

mengucapkan terima kasih dulu sama (…) atas

kesediaannya untuk diinterview. Halo, bagaimana

kabarnya?

2 Student 5 Halo, alhamdullilah kabarnya baik, sehat.

3 Researcher (pengantar). Masih ingat tugas-tugas apa aja yg

pernah diberikan di kelas?

4 Student 5 Drama, buat poster, job interview, brosur,

5 Researcher Apa arti menjadi komunikatif menurutmu?

6 Student 5 Menjadi komunikatif itu adl antara pembicara dg

mitra bicaranya itu sama2 mengerti maksud atau

pesan yg ingin disampaikan. jadi menangkap

pesannya itu, apa… , paham gitu lho. udah paham dg

apa ygdisampaikan oleh mitra bicaranya jadi pesan

itu tersampaikan dengan baik gitu.

7 Researcher Hmm.. Ok, jd komunikaif menurut kamu itu apa yg

disampaikan diterima dengan baik. Bisa kasih contoh

dr tugas semester lalu?

8 Student 5 Seperti saat membuat poster. kami mengusung

tema tentang baca apa ya, saya agak2 lupa. Na itu

kami mendesign terus menjelaskan apamaksud

poster itu. Nah, tanpa penjelasa yg saya berikan

juga di gambar poster itu juga sudah menjelaskan

tapi belum semuanya sih, tapi udah udah lebih

menjelaskan. Lalu kami menjelaskannya dengan

bahasa yg semudah mungkin cuman grammarnya

yg ga begitu tertata tapi bisa dimengerti jugak

sama temen2. Saya rasa mereka sudah mengerti

apa yg kami maksudkan.

9 Researcher Ok, jd menjadi komunikatif selain menyampaikan

pesan dan dapat diterima dg baik juga, juga dengan

menggunakan bahasa yg sederhana juga ya?

10 Student 5 He’em

11 Researcher Naa.. emm… dari pengalaman kamu mampu

berkomunikasi dg bahasa inggris ga?

12 Student 5 Eee… sedikit banyak sih sudah

13 Researcher Ada contoh komunikasinya?

14 Student 5 Kayak kemarin ada tugas drama itu terus kita harus

membuat ide alur ceritanya sendiri, bahasanya

sendiri. pokoknya kita hanya disuruh utk membuat


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drama berkelompok. Nah dari situ kita berkelompok,

menyatukan ide atau bercerita dan bagaimana kita

membuat bahasa ingrisnya itu menjadi lebih mudah

dan lebih bisa dipahami oleh temen2 dan juga

menggunakan bahasa yg sudah kita pahami gitu.

dengan bahasa yang sederhana.

15 Researcher Ok. Emmm.. Komunikasi tidak hanya received saja,

tapi juga harus bisa paham dg respon dr mitra bicara..

Apakah kamu sendiri bisa memahami orang yg

berkomunikasi dg bahasa inggris?

16 Student 5 Saya rasa saya sudah mendapatkan point atau inti

dari yang mreka bicarakan. Tapi ee mungkin aaa cara

komunikasi mereka agak berbeda seperti yg di

drama. Ada yg beberapa ornga masih menggunaka

{terpaut} teks dalam memainkan drama sehingga

para penonton mungkin sedikitterganggu dg ketidak

fokusannya dalam menampilkan drama. Padahal

drama itu adalah sesuatu yg harus disampaikan

melalui bahasanya. Tapi kalau mereka masih

membaca itu menurut saya masih kurang

komunikatif. Tapi saya memang sudah lumayan

mengerti point2 yg mereka bicarakan.

17 Researcher Dr kamu pribadi, gimana caramu untuk memahami

orng lain?

18 Student 5 Caranya dengan benar2 menyimak apa yg mereka

bicarakan. harus bener2 memperhatikan apa sih yg

mau mereka sampaikan. Kan komunikasi itu tidak

hanya dengan bahasa yg dituturkan tapi gaya bahasa

dia mimic muka atau bahasa tubuhnya juga. jadi

bener2 harus melihat gesture tubuh juga gitu.

19 Researcher Ok, ada faktor lain ga yg mempengaruhi lancar

tidaknya seseorang berkomunikasi?

20 Student 5 Jelas ada. seperti saya, kepercayaan diri ata self

confidence dr seseorang itu kan berbeda.

pengetahuan dr seseorang itu kan juga masing2

berbeda. Jadinya itu mungkin bisa menjadi kendala

dalam berkomunisasi. KP yg kurang bisa

menghambat atau pengetahuan mereka miliki seperti

grammarnya yg kurang atau vocab atau spellingnya

mungkan jadi ga pede. Jadi mikir ih salah gay a kalau

pronunciationnya ini kayak gini gitu. Jadinya

mungkin itu yg bisa menghambat orang dlm

komunikasi.

21 Researcher Pernah ada kemacetan dlam komunikasi?

22 Student 5 Pernah, waktu dulu presentasi. Antara di otak itu

udah ada kata2 yg mau diomongkan tapi ternyata


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pas sampek mau ngomong itu susah ditambah

kurang PD aja gitu. Masih ragu2 gitu ih bener gay

a bener gay a gitu.

23 Researcher Jadi lebih ke nervous/grogi itu ya. Topik2 tugas

menghambat komunikasi atau tidak?

24 Student 5 Menurut saya topik2 yg diangkat sudah apa ya bukan

bebas tapi juga tidak mengikat. Jadi kayak biar ada

yg baru yg bisa kita bahas, pengetahan2 baru gitu

kan. Per topic tu pasti beda pembahasan dan pasti

beda gaya bahasa yg akan digunakan, eee…

maksudnya kata2nya kan pasti beda. seumpama kita

membahasa folkore bahas cerita rakyat gitu kan pasti

bahsa yg digunakan kayak beda gitu lho sama waktu

kita speaking untuk presentasi. Seumpama pas kita

bahas job interview otomatiskan apa yg kita bahas

juga beda untuk job interview. Jadi menurut saya itu

sudah baik sih untuk topik2 itu, digunakannya beda2.

25 Researcher Eee.. jadi bisa dikatakna kalau topik2 yg beda itu

justru membantu kita berkomunikasi dalam hal yg

lebih bervariasi gitu ya.

26 Student 5 Iya

27 Researcher Ok. Mmm.. Nah, grammar penting ga dalam

komunikasi?

28 Student 5 Klau menurut saya sih tergantung mitra bicaranya

juga sih. kalau seumpama Cuma sama temen gitu sih

ga perlu gitu menguasai grammar yg penting kita

paham itu ga masalah . Tapi berbeda lagi kalau

seumpama kita, kayak contohnya kemarin job

interview kita mau berbiacara dg bos/atasan/yg siapa

gitu yg ada jabatan kan gita ga mungkn langsung

ceolas-ceplos pakai bahasa yg apa yg biasa kita pakai

dengan teman. Ya menrut saya sih grammar itu ya

penting juga utk berbicara dg yg kita ajak bicara.

29 Researcher Kamu lebih memberatkan ke grammar yg benar atau

ke penyampaian makna/maksud?

30 Student 5 Kalau karena di kelas dan temen2 juga sama2 belajar,

penyampaian maksud itu jadi lebih penting karena

utk apa grammar2 kita itu bagus2 tapi nati teman2

kita ga tau gitu lho. Apalagi kita kan sasindo ya tau

sendirilah bahasa inggrisnya itu ya ga seberapa,

maksudnya ga sampai yang wuahh cus cus cus cus

cus gitu. Jadi dg kita menyampaikan maksud yg kita

ignkan aja udah cukup baik gitu lho, menurut saya.

31 Researcher Ok, jd menurutmu asal mereka tau apa yg kamu

maksudkan itu lebih bagus gitu ya daripada

mengutamkan ketepatan grammar. Ok. Pernah


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mencoba, dg usahamu sendiri untukmenjadi lebih

komunikatif?

32 Student 5 Eeee… pernah sih. Apa eee… chattingan sama temen

coba pakai bahasa inggris. ya meskipun jadi rada2

aneh gitu. Tapi ternyata beda ya rasanya antara kita

pengucapan kita ngomong bahasa inggris dengan

teks. Ya gitu sih saya nyobanya. Kadang nyoba

ngomong sama temen pakai bahasa inggris juga gitu.

33 Researcher Aman ngomong atau written?

34 Student 5 Kalau menurut saya pas ngomong itu lebih enak,

karena kita ngomong kayak ya udah sih aku

ngomong aja. gitu,lho tau kan. Tapi kalau written tu

kayak harus tau eh ini bener ga ya, kayak yg past

tense yg present tense. itu kan saya berasa malah

susah gitu lho. Kalau ngomong kan bisa langsung

ngejeplak aja. langsung jeplak gitu aja.

35 Researcher Jadi lebih merasa free kalau pas ngomong..

36 Student 5 Iya lebih merasa free tapi kalau sama temen kan udah

lebih kenal.

37 Researcher Kmau merasa tambah komunikatif ga?

38 Student 5 Sedikit lebih banyak bisa sih. kayak teman2nya juga

enak diajak ngobrol terus paham juga terus bisa

membantu juga bwt ngoreksi kalau ada yg salah.

jadinya kayak lebih enak aja gitu. Lebih komunikatif.

[lingkungannya yg komunikatif]

39 Researcher Ok, thank you for your time. Bye-bye…

40 Student 5 Bye~


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STUDENT 6


1 Researcher Selamat siang hari ini sudah bersama (nama mahasiswa).

Sebelumnya aku mau mengucapkan terima kasih atas

kesidiaannya menjadi respondent guna mengumpulkan

data chapter 4 skripsi saya. Sebelumnya apa kabar

pelvine?

2 Student 6 Baik, mb. Baik kok, baik iya.

3 Researcher [Pengantar]. Menjadi komunikatif menurutmu itu seperti

apa?

4 menjadi komuniatif menurut saya tu yg penting ketika

kita bicara lawan bicara kta tu ngerti apa yg kita

maksudkan. apa tujuan kita ngomong, jadi dia tu ngerti

sepenuhnya apa maksud kita.

5 Researcher Jadi dia tau maksud dan merespon kita gitu kah?

6 Student 6 Iya

7 Researcher Masih ingat ga tugas-tugas yg pernah diberikan di kelas?

8 job interview, bikin poster, terus brosure, terus eee..

drama, banyak deh pokoknya.

9 Researcher kira2 mana yg membuatmu paling komunikatif?

10 Student 6 Yg paling bikin aku banyak ngomong bahasa inggris

itu yang brosur, eh, bukan. bukan. yang poster jadi tu

kan kita harus mempresentasikan poster itu ke

temen2. Na, ya dari situ lebih banyak ngomong sih

ngejelasin apa isi poster itu ke temen2 dan itu kan

harus pakai bahasa inggris. Na itu mau gam au saya

harus ngomong pakai bahasa inggris terus.

11 Researcher Tema dari posternya sendiri apa?

12 Student 6 eee.. waktu it utu kayakya tentang lingkungan hidup sih.

Gerakan go green, go green gitu yang kayak bukti nyata

go green gitu deh. Aku harus ngajakorang buat naik

sepeda sih waktu itu. Jadi mendukung pencegahan

pemanasan global, jadi aku ngajak temen2 buat naik

sepeda ke kampus.

13 Researcher Ok, jadi pakai bahasa inggris buat persuade people buat

naik sepeda ke kampus gitu ya. Dari pengalaman pibadi,

mampu menyakinkan orang untuk melakukan itu ga?

14 Student 6 kalau yg kemarin sih sepengalamanku mampu ya.

Soalnya temen2 tu ngerti apa yg ku maksud. Apa yg ada

di poster itu, jd mereka tu paham apa yg aku maksud

gitu.

15 Researcher Ok, nah, trik komunikasi apa yg kamu pakai untuk

membuat lawan bicara mengerti maksudmu?


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16 Student 6 kalau kemarin itu lebih pakai kata2 yg sederhana

gitu sih. jd biar mereka cepet nangkep apa yg mau

kita sampaikan.

17 Researcher kata sederhana disini tu yg bagaimana ya?

18 Student 6 Sederhana yg gampang dimengerti sama mereka sih.

19 Researcher Bisa dicontohkan?

20 Student 6 Mmmm.. apa ya. Ya seumpama kita mbarengin kata2

sama bahasa tubuh jd biar mereka tu gampang ngerti.

Terus pakai gambar gitu2 sih. jadi cepet nangkepnya.

21 Researcher eeee..

22 Student 6 ya kata2 yg itu yg sering dipakai di komunikasi sehari-

hari. Di kelas kan pakai bahasa inggris, na itu pakainya

yg sederhana2 gitu.

23 Researcher Yg vocabnya ga terlalu susah dan lebih ke yg dipakai

sehari-hari gitu ya?

24 Student 6 Iya

25 Researcher Nah, gimana caramu bisa memahami maksud orang lain?

26 Student 6 Pertama lihat konteksnya dulu, kita bicara tentang apa.

Terus abis itu gimana cara menyampaikannya. Jadi tu

kalau menurutku tu lebih ke pakai kata2 yg sederhana yg

gampang di kita ngerti. Kalau engga minta penjelasan

ulang sama missnya kalau misalkan masih ga ngerti apa

maksudnya. Jadi missnya tu kasih contoh atau cari kata2

yg lebih sederhana yg gampang kita (murid) pahami.

27 Researcher Jd dari pilihan katanya yg diucapkan, cara dia (dosen)

ngomong, sama dari konteksnya ya.

28 Student 6 iya

29 Researcher Ee… dr pengalaman, pernah ga ada kemacetan saat

komunikasi?

30 Student 6 Kalau aku sih masalahnya, kalau orang ngomong sama

aku aku bisa tau maksud mereka apa. Cuma kadang aku

kayak ngerasa takut aja kalau mau mbales. Karena aku

merasa takut salah. Jd apa yg mereka maksudkan dan

tangapanku tu ga sama apa yg mereka mau.

31 Researcher kalau dari kamu sendiri gimana?

32 Student 6 Iya, tiba2 lupa apa yg mau diomongin terus kadang

bingung juga kata2 apa yg mau dipakai buat menjelaskan

ke temen2.

33 Researcher Kalau macet, apa yg kamu lakukan biar komunikasinya

tetep berjalan?

34 Student 6 Langsung dicampur pakai bahasa Indonesia..eee. apa

namanya, jd kata2 yg kita ga tau itu diganti pakai bahasa

Indonesia. Tapi abis itu dilanjutin pakai bahasa inggris

lagi.


121

35 Researcher OK, jadi ketika macet untuk menjaga komunikasi tetap

berjalan biasanya langsung switch ke bahasa Indonesia

gitu ya.

36 Student 6 Heém kalau engga stop dulu dan cari arti bahasa

inggrisnya itu apa baru dilanjutin.

37 Researcher hehehe.. tapi kan ga mungkin kita pas lagi presentasi

terus kita brenti dan cari dictionary terus lanjut

ngomong.

38 Student 6 ya biasanya langusng switch ke bahasa Indonesia.

39 Researcher Pernah pakai bantuan gesture gitu?

40 Student 6 Pernah! jadi sering banget. jadi tu kalau misalnya lupa tu

mau ngomong apa jadi tu kayak nunjukin it utu bnetuk

apa.

41 Researcher misalnya kata apa?

42 Student 6 Kata apa yaa.. misalnya kita mau ngomong word gitu

kita anuin (bentuk) bulet2 gitu

43 Researcher aahh.. jadi kamu mencoba merealisasikan kata itu

dengan gerakan2 gitu yaa. Grammar penting ga?

44 Student 6 kalau aku sih engga sih, kecuali kalau nulis. Jadi kalau

semisal ngomong itu asal ngejeplak aja yg penting dia tu

tau maksud kita tu apa. jadi ga terlalu memperhatikan

grammar.

45 Researcher Jd mengutamakan tersampaikannya maksudnya?

46 Student 6 Iyaa

47 Researcher Ok. Ada usaha mandiri utk jadi lebih komunikatif?

48 Student 6 Kalau aku sih biasanya dengerin lagu luar, sama film

barat gitu. Terus nanti kalau ada kata yg aku ga tau

maksudnya apa nanti aku tulis terus cari di kamus.

Terus abis itu eeee.. dari satu lagu itu aku coba nebak

maksud lagu itu apa. Jadi yg paling sering aku lakuin

setiap hari tu itu sih.

49 Researcher Ok, kalau latianmu tiap hari tu dr dengerinlagu2 barat.

Cari makna lagunya apa, sama mencacatan vocab yg

susah terus dicari gitu ya.

50 Student 6 Iya

51 Researcher jadi lebih ke peningkatan vocabnya gitu ya?

52 Student 6 Iya

53 Researcher Kamu tambah komunikatif ga?

54 Student 6 kalau itu sih iya. Sebenernya di semester 1 kan baru

dapat bahasa inggris lagi, jadi masih takut ngomong,

masih ga berani gitu tapi sekarangkan udah melwatin 3

semester lagi itu jadi sekarang lebih berani ngomong sih.

Lebih berani mengkomunikasikan misalnya dg

percakapan sederhana yg ada di kelas itu udah mulai

sering dipakai (bahasa inggrisnya).


122

55 Researcher hmm.. jadi sekarang udah jadi lebih berani ya memakai

bahasa inggris buat komunikasi, udah ga takut salah

lagi?

56 Student 6 Ya kadang2

57 Researcher Ok ini akhir dr sesi interview ini. Sebelumnya (nama

mahasiswa), terima kasih buat waktunya.


123

APPENDIX H

Bahasa Inggris 1 Syllabus

Silabus

Mata Kuliah : Bahasa Inggris

SKS/JP : 3 / 14.00 – 16.30

Semester : 1

Mata Kuliah Prasyarat : -

Dosen : Mega Wulandari, S.Pd., M.Hum.

Contact: Phone 0822-2686-2244, email

[email protected]

Deskripsi Singkat Mata Kuliah:

Mata kuliah ini memberikan bekal kepada mahasiswa tentang ketrampilan membaca

teks berbahasa Inggris yang berhubungan dengan multi disiplin ilmu (psikologi,

kesehatan, teknologi, pendidikan, dsb), menuliskan pendapat sederhana dalam

Bahasa Inggris yang berhubungan dengan bacaan dan mempresentasikannya dengan

Bahasa Inggris. Oleh karena itu, dalam perkuliahan ini mahasiswa juga belajar kosa

kata yang berhubungan dengan bidang ilmu yang dipelajari maupun kosa kata umum

yang mendukung mahasiswa untuk menyampaikan pendapat sederhana secara

tertulis maupun lisan.

I. Standar Kompetensi: a. Competence

Setelah mengikuti maha kuliah Bahasa Inggris I, mahasiswa:

1. Memahami kalimat bahasa Inggris sederhana, 2. Menguasai sejumlah vocabulary yang berhubungan dengan multi disiplin

ilmu 3. Menguasai ketrampilan dasar untuk membaca teks 4. Menulis pendapat sederhana terkait bacaan, 5. Mempresentasikan pendapat mereka terkait bacaan.


mailto:[email protected]

124

b. Conscience

1. Mampu melakukan sesuatu dengan lebih teliti (conscience), 2. Memiliki tanggung jawab terhadap tulisan sendiri (conscience),

c. Compassion

1. Mampu mendengarkan dan menghargai pendapat orang lain tentang tulisannya maupun presentasinya(compassion).

2. Mampu menghargai orang lain yang memiliki pendapat yang berbeda.

Minggu

ke-

Tanggal Unit Pokok Bahasan

1 28 Agst Unit 1: Creative

People (1) Reading : Who Are Creative People? Writing : Introduction to Paragraph Writing

2 4 Sept Unit 1: Creative

People (2) Listening : Note-taking Speaking : Presentation on “Creative Product”

3 11 Unit 2: Freedom (1) Reading : Freedom in Education Writing : Topic sentence & supporting sentences

4 18 Unit 2: Freedom (2) Listening: Listening to details Speaking: Expressing opinion

5 25 Unit 3: Folktales (1) Reading : Biography of an author Writing : Narrative Writing

6 2 Okt Unit 3: Folktales (2) Listening : Listening to a classic story Speaking : Drama (Role-play performance)

7 9 REVIEW

8 16 PROGRESS TEST

9 23 Unit 4: Job

Interview (1) Reading : How to do well on a job interview Writing : Biography of a classmate

10 30 Unit 4: Job

Interview (1) Listening : Job Interview and Resume Speaking : Job interview

11 6 Unit 5: Save the

Earth (1) Reading : Global Warming Writing : Poster Writing

12 13 Unit 5: Save the

Earth (2) Listening : Recycling Speaking : Persuasive Speech – Campaign

13 20 Unit 6: Health (1) Reading : Reading with Strategies Writing : Cohesive Devices

14 27 Unit 6: Health (2) Listening : Identifying key words and specific information

Speaking : Giving Suggestion 15 4 Des REVIEW


125

Minggu

ke-

Tanggal Unit Pokok Bahasan

16 FINAL TEST (Individu)

IV. Strategi dan Media Metode yang dipakai adalah pembelajaran kolaboratif di mana mahasiswa

saling bekerja sama memberikan masukan kepada teman. Diskusi, presentasi dan

role-play juga menjadi alternatif strategi yang digunakan. Media yang dipakai adalah

buku modul, video dan Edmodo (Code: u8y22n).

V. Penilaian/evaluasi Berikut adalah alat penilaian/evaluasi untuk mengukur ketercapaian standar

pembelajaran.

a. Bentuk penilaian adalah tertulis yang dicapai melalui tugas mingguan; tertulis maupun lisan, Mid Test, dan UAS. Selain itu ada pula porsi kehadiran yang menjadi salah satu unsur penilaian.

b. Bobot dan jenis evaluasi:

No Jenis Evaluasi Bobot

1. Mid Test 30%

2. UAS 40%

3. Tugas (kelas & online) 25%

4. Kehadiran 5%

Total 100%

c. Apabila nilai akhir yang didapat mahasiswa adalah minimal C, maka akan dinyatakan lulus dari TKBI.


the implementation of task-based approach as … · kesimpulannya, pembelajaran berbasis tugas...

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