IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TASK BASED LEARNING BY USING CREATIVE TASK OF THE FIFTH GRADE OF MI ISLAMIYAH GUMUKREJO TERAS BOYOLALI
| Main Author: | SEPTIRIANY, VILDA EVANS |
|---|---|
| Format: | Karya Ilmiah NonPeerReviewed application/pdf |
| Bahasa: | eng |
| Terbitan: |
, 2011
|
| Subjects: | |
| Online Access: |
http://eprints.ums.ac.id/15574/1/02._ACCEPTANCE.pdf http://eprints.ums.ac.id/15574/2/03._CHAPTER_I.pdf http://eprints.ums.ac.id/15574/3/04._CHAPTER_II.pdf http://eprints.ums.ac.id/15574/4/05._BAB_III.pdf http://eprints.ums.ac.id/15574/5/06._BAB_IV.pdf http://eprints.ums.ac.id/15574/6/07._CHAPTER_V.pdf http://eprints.ums.ac.id/15574/7/08._BIBLIOGRAPHY.pdf http://eprints.ums.ac.id/15574/10/09._APPENDIX.pdf http://eprints.ums.ac.id/15574/ |
| ctrlnum |
15574 |
|---|---|
| fullrecord |
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LEARNING BY USING CREATIVE TASK OF THE FIFTH GRADE OF
MI ISLAMIYAH GUMUKREJO TERAS BOYOLALI</title><creator>SEPTIRIANY, VILDA EVANS</creator><subject>LB Theory and practice of education</subject><description>The objective of this study is to improve students’ speaking skill through teaching using Task Based Learning (TBL) for the fifth grade of MI Islamiyah Gumukrejo Boyolali by conducting the process planning, acting and reflecting, collaborative efforts. This is a classroom action research. The data were collected through observing the teaching learning taking place, interviews, and speaking test. Based on the collected problems, the researcher and the English teacher decided five field problems. The first was that students found difficulty to pronounce the English words correctly. The seconds, student had limited vocabulary. The third, students were not able to speak English with certain pattern. The fourth, there is a lack of practice speaking among the students. The teacher applied the Task Based Learning. The second is task cycle stage, and the third is language focus stage. In this research, the researcher modified those stages by putting language focus in the first stage. It is followed by pre task, and task cycle stage. The researcher grouped students into small groups, applying the TBL and giving useful
classroom language expressions. The result of cycle I shows that students are able to pronounce the words well. They practiced to use simple patterns, which are introduced by the researcher. However their fluency is very low. They need a long time before producing. Some students try to ask and answer the simple questions. In the cycle II, the researcher and the English teacher decide to use and apply TBL again by inserting practicing dialogue, guessing games and matching games. The result of the cycle II is students’ speaking skill is improve. Students are more active, most
of them practiced some given pattern and the practice to ask or answer the questions in English. Their vocabulary is also increase. The students could pronounce the words well.
In conclusion TBL gives good effects to the students’ speaking skill. The effectiveness of creative tasks in TBL can be revealed in all stages – languages focus stage (consisting of introducing new words and practicing pronunciation), pre-task stage (consisting of advance organizing), and task cycle (consisting of listing, ordering sorting and comparing).</description><date>2011</date><type>Other:Karya Ilmiah</type><type>PeerReview:NonPeerReviewed</type><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/1/02._ACCEPTANCE.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/2/03._CHAPTER_I.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/3/04._CHAPTER_II.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/4/05._BAB_III.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/5/06._BAB_IV.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/6/07._CHAPTER_V.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/7/08._BIBLIOGRAPHY.pdf</identifier><type>File:application/pdf</type><language>eng</language><identifier>http://eprints.ums.ac.id/15574/10/09._APPENDIX.pdf</identifier><identifier> SEPTIRIANY, VILDA EVANS (2011) IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TASK BASED LEARNING BY USING CREATIVE TASK OF THE FIFTH GRADE OF MI ISLAMIYAH GUMUKREJO TERAS BOYOLALI. Skripsi thesis, Universitas Muhammadiyah Surakarta. </identifier><relation>A320060115</relation><recordID>15574</recordID></dc>
|
| language |
eng |
| format |
Other:Karya Ilmiah Other PeerReview:NonPeerReviewed PeerReview File:application/pdf File |
| author |
SEPTIRIANY, VILDA EVANS |
| title |
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TASK BASED
LEARNING BY USING CREATIVE TASK OF THE FIFTH GRADE OF
MI ISLAMIYAH GUMUKREJO TERAS BOYOLALI |
| publishDate |
2011 |
| topic |
LB Theory and practice of education |
| url |
http://eprints.ums.ac.id/15574/1/02._ACCEPTANCE.pdf http://eprints.ums.ac.id/15574/2/03._CHAPTER_I.pdf http://eprints.ums.ac.id/15574/3/04._CHAPTER_II.pdf http://eprints.ums.ac.id/15574/4/05._BAB_III.pdf http://eprints.ums.ac.id/15574/5/06._BAB_IV.pdf http://eprints.ums.ac.id/15574/6/07._CHAPTER_V.pdf http://eprints.ums.ac.id/15574/7/08._BIBLIOGRAPHY.pdf http://eprints.ums.ac.id/15574/10/09._APPENDIX.pdf http://eprints.ums.ac.id/15574/ |
| contents |
The objective of this study is to improve students’ speaking skill through teaching using Task Based Learning (TBL) for the fifth grade of MI Islamiyah Gumukrejo Boyolali by conducting the process planning, acting and reflecting, collaborative efforts. This is a classroom action research. The data were collected through observing the teaching learning taking place, interviews, and speaking test. Based on the collected problems, the researcher and the English teacher decided five field problems. The first was that students found difficulty to pronounce the English words correctly. The seconds, student had limited vocabulary. The third, students were not able to speak English with certain pattern. The fourth, there is a lack of practice speaking among the students. The teacher applied the Task Based Learning. The second is task cycle stage, and the third is language focus stage. In this research, the researcher modified those stages by putting language focus in the first stage. It is followed by pre task, and task cycle stage. The researcher grouped students into small groups, applying the TBL and giving useful
classroom language expressions. The result of cycle I shows that students are able to pronounce the words well. They practiced to use simple patterns, which are introduced by the researcher. However their fluency is very low. They need a long time before producing. Some students try to ask and answer the simple questions. In the cycle II, the researcher and the English teacher decide to use and apply TBL again by inserting practicing dialogue, guessing games and matching games. The result of the cycle II is students’ speaking skill is improve. Students are more active, most
of them practiced some given pattern and the practice to ask or answer the questions in English. Their vocabulary is also increase. The students could pronounce the words well.
In conclusion TBL gives good effects to the students’ speaking skill. The effectiveness of creative tasks in TBL can be revealed in all stages – languages focus stage (consisting of introducing new words and practicing pronunciation), pre-task stage (consisting of advance organizing), and task cycle (consisting of listing, ordering sorting and comparing). |
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Agama Ekonomi Farmasi |
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JAWA TENGAH |
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2016-09-22T02:40:17Z |
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