THE IMPLEMENTATION OF TASK BASED LANGUAGE TEACHING (TBLT) IN LISTENING IV CLASS FOR THE FOURTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Paramita, Nadya Rizky |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/37398/1/jiptummpp-gdl-nadyarizky-51105-1-introduc-n.pdf http://eprints.umm.ac.id/37398/2/jiptummpp-gdl-nadyarizky-51105-2-chapteri.pdf http://eprints.umm.ac.id/37398/3/jiptummpp-gdl-nadyarizky-51105-3-chapter-i.pdf http://eprints.umm.ac.id/37398/4/jiptummpp-gdl-nadyarizky-51105-4-chapter-i.pdf http://eprints.umm.ac.id/37398/ |
Daftar Isi:
- Listening is the crucial part in language learning, especially in English. The characteristics of English speech and the notion of listening as a passive skill are the aspects that considered listening as a difficult skill to teach. Thus, it is important to build a meaningful listening activity in the classroom. One of the methodologies that provide such meaningful activity is Task Based Language Teaching (TBLT). The aim of the study of the implementation of TBLT in Listening IV class for the fourth semester students of English Language Education Department of University of Muhammadiyah Malang was to describe the implementation of TBLT along with the strengths and the weaknesses of the implementation. In this study, the researcher used qualitative research design and presented the data in form of descriptive analysis to describe the implementation of TBLT in Listening IV A class for the fourth semester students of English Language Education Department of University of Muhammadiyah Malang. Furthermore, the researcher obtained the data through observation, documentation and interview. The steps of data analysis were familiarizing and organizing, coding and reducing, interpreting and representing, and drawing a conclusion. The result of the study showed that the implementation of TBLT in Listening IV A class for the fourth semester students of English Language Education Department of University of Muhammadiyah Malang was formidable. The tasks sequence was interesting and it also engaged the students in meaningful learning activities. However, the researcher found several deficient aspects of the implementation which were the dominant use of first language, time management problem and repetitive listening. The result of the study implied that for TBLT to be effective, active participation and commitment of both teacher and students are required.