I. INTRODUCTION
1.1 Background Of Problem
The growing need for good communication in English has made English becomes the most popular foreign language studied worldwide. In Indonesia, English has been incorporated into the school curriculum since 1945. Since then, the curriculum has been constantly changing for several times from 1945 to the latest one 2013. However, apart from the steadily revising curriculum, the aim of learning English is still the same, that is to be able to communicate in English both oral and written. It is supported by Zhang (2007) stating that the main goal of learning a foreign language is to be able to communicate. Moreover, the way how to communicate effectively in Foreign Language Learning becomes much more important than reading and writing in that it is through speaking that people send and receive messages effectively and negotiate meaning (Rubin & Thompson, 1994: 30).
As one of language skills that is learned at schools, speaking skill has been learned either in Junior or Senior High School. As shown by the School Based Curriculum, teaching speaking aims to show the students how to use language in context. Along with this, teaching speaking skill at the level of senior high school emphasizes on how students are able to express the meaning of either transactional or interpersonal in daily life context, for example expressing embarrassment and anger/annoyance (KTSP, 2006). It means that the curriculum objective of teaching speaking is to enable students to use the language appropriately accordance with the situation for instance expressing embarrassment and anger/annoyance as well.
In order to meet the curriculum expectation, Heriansyah (2008) asserts that the students are required to master both paralinguistic elements of speech such as pitch, stress, intonation and vocabulary and non-linguistic elements such as gestures and body language/posture, facial expression, and so on. Moreover, Burnkart (1998) states that language learners need to recognize that speaking involves three areas of knowledge namely (1) mechanics of language elements (pronunciation, grammar, vocabulary) emphasizing on the use of right words in the right order with the correct pronunciation, (2) the functions of language (e.g. knowing how to change information and giving the clarity of essential message), (3) the sociocultural norms (such as turn-taking, rate of speech, length of pauses between speakers, relative roles of participants, understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason). By having understood of those essential speech elements may help the students to easily produce the language.
The author’s observation in MAN Model Banda Aceh reveals that there are several problems in the process of teaching and learning speaking skill. First, the students do not have sufficient vocabulary. As a result, they often give a long pause to think of the suitable words they might use. Second, most of the students are shy as well as afraid of making errors. Consequently, they tend to keep quite for the rest of the time. Third, the learners do not have enough time to practice in the class. As a result, only a few of them have the chance to produce the language while the other remains silent.
To solve those problems, therefore, teacher needs to find and use proper strategy or approach to teach speaking skill. One alternate approach which emphasizes on students’ ability to communicate in the target language is Task-Based Learning. Richards (2001: 223, cited in Malihah) states that Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Moreover, Harmer (1988, cited in Malihah 2010) proposes the reason why it is a good idea to give students speaking tasks. They are: 1) Rehearsal: when students have free discussions or conversations inside the classroom they have a chance to rehearse having discussions or conversations outside the classroom; 2) Feedback: engagement in a speaking task which demands for the use of all and any language at the students’ command provides feedback for both teacher and students; 3) Engagement: completing a speaking task can be really motivating and give real satisfaction.
Based on such various statements and research findings of theorists, the author believes that Task-Based Learning enables to solve aforementioned problems through the improvement of teaching and learning process.
1.2 Problem Formulation
Based on the background described above, this research focuses on the following problems, (1) How does the implementation of Task Based Learning improve students’ competence in speaking skill? (2) What are students’ perspective toward the implementation of Task Based Learning in improving their competence in English speaking?
1.3 Research Objective
The research objectives in this study are; (1) to examine whether the implementation of Task Based Learning is able to improve students’ ability in speaking skill, (2) to probe students’ perspective toward the implementation of Task Based Learning in improving their competence in English speaking ability.
1.4 Research Significance
The results of this study are expected to have theoretical significance as well as practical significance. For theoretical significance, this study will give better understanding and additional source to the English teachers particularly in teaching speaking. For practical significance, this study expectably gives positive contribution to the students about how to use Task-Based Learning in improving their competence in English speaking.
1.5 Research Scope
The scope of this research is confined to speaking skill as one of language skills taught for the students learning English. In this study, the author will examine whether the implementation of Task Based Learning is able to improve students’ competence in speaking skill and probe students’ perspective toward the implementation of Task Based Learning in improving their competence in English speaking ability.
1.6. Theoretical Orientation
1.6.1. Definition of Teaching Speaking
Amidon (1967, cited in Rather, 2004) defines that teaching is an interactive process, primarily involving class-room talk which takes place between teachers and pupils and occurs during certain definable activities. While speaking, according to Lado (1964: 240-241) is someone’s ability to transfer their knowledge and to express their idea in real communication by selecting correct words and systematized idea. Therefore, teaching speaking is interactive process between teachers and students in order to transfer knowledge about the way of expressing ideas in real communication.
In teaching speaking, Cameron (2001:40) points out that it is crucial for teachers to take responsibility for checking the students understanding to language being used and the purpose of activities is being carried out. It means that it is very important for the teachers to make students understand in learning speaking skill.
1.6.2 Task Based Learning Applied in Speaking
Task Based Learning is one of approaches used by EFL teachers in teaching speaking. Willis and Willis (2007: 1) points out that the most effective way to teach a language is by engaging learners in real language use in the classroom. They then add that it is done by designing task –discussions, problems, games, and so on—which requires learners to use the language for themselves.
Task based learning (TBL) involves the specification of a sequence of communicative task to be carried out in the target language (Nunan and Charter, 2001:173). In addition, Nunan (1993) defines that communicative task as 'a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form'.
All of those communicative tasks have a purpose in order to encourage the learners to use the language in real situation.
1.7 Research Hypothesis
Based on the research problems above, the author formulates her research hypothesis as follows:
Ha : The implementation of Task Based Learning is able to improve students’ ability in speaking skill.
Ho : The implementation of Task Based Learning is not able to improve students’ ability in speaking skill.
1.8 Operational Definition
1.8.1 Speaking
Speaking is one of two productive skills in language teaching. Nunan (2003:48) point out that speaking is a productive oral skill in which consisted of constructing systematic verbal, utterances to convey meaning.
Unlike writing, speaking must be listened by others. It means that speaker should convey his/her ideas clearly so that those ideas can be well understood by the listeners. It is supported by (Tarigan, 1987, cited in Heriansyah, 2012) who says that speaking is a tool to communicate ideas that are arranged and developed accordance with listener’s need.
1.8.2 Task Based Learning
Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching (Richards and Rodgers, 2001:223). This approach arose from the basic idea that students learn a language by performing task.
II. RESEARCH DESIGN
2.1 Research Method
The research design used in this study is quantitative research with experimental approach. Gay, Mills & Airasian explain experimental approach as follows :
Experimental research is the only type of research that can test hypotheses to establish cause-effect relationship. It represents the strongest chain of reasoning about the links between variable. In experimental research, the author manipulates at least one independent variable, controls other relevant variables, and observes the effect on one or more dependent variables (p.223).
Furthermore, Ary, et al (2006:266) explains that there are three characteristic of an experiment, namely (1) An independent variable is manipulated; (2) all other variables that might affect the dependent variable are held constant; and (3) the effect of the manipulation of the independent variable on the dependent variable is observed.
In dealing with research design, the author will use one of Quasi Experimental Designs called one-group time-series design. Ary, et al (2006:307) state that :
The one-group time-series design involves periodic measurement on one group and the introduction of an experimental treatment into this time series of measurements. As the design indicates, a number of measurements on a dependent variable are taken, X is introduced, and additional measurements of Y are made. By comparing the measurements before and after, you can assess the effect of X on the performance of the group on Y.
Below is the scheme of the one-group time-series design :
Y1 Y2 Y3 X Y4 Y5 Y6
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2.2 Population and Sample
Population of this study is all of the second grade students of MAN Model Banda Aceh. There are ten classes of the second grade. Since this study uses one-group time-series design, therefore the sample of this study one class chosen from ten classes selected by using random sampling. Thus all members of a population have an equal chance of being included within the sample. (Ary et all, 2006: 169). In taking the sample, the author writes A on separate slips of paper. The paper is placed in a container with several empty papers. Then, each representative from ten classes will draw out a slip of paper. The one who get A paper will be the experimental group.
2.3 Research Instrument
In this study, the author will use test and questionnaire as instruments. The test used involves pretest and posttest. For pretest, the material will be about expressing disbelief and surprise. For posttest, the material is about accepting and declining offer/invitation.
1. Validity
In this study, spoken test, particularly role play, will be used. The test that will be used in pre-test and post-test are adopted from Look Ahead for Senior High School Students Year XI book The test is categorized valid, since its content is based on syllabus which is used and its content has been taught by teacher in senior high school (ref. Standard Competence 9 and Basic Competence 9.2). Moreover, its construct is in accordance with concept of speaking and its face is based on pair-work task.
2. Reliability
A realiable test can avoid misleading, so the data gotten are categorized reliable. To test reliability of the test, the test is administrated to the same group with two raters and correlates the two raters’ scores (inter-rater reliability). To find correlation of two raters (inter-rater correlation level), this study uses correlation product moment formula as follow:
rxy =
where :
rxy = inter-rater correlation
å = sum of the scores
X = scores of first rater
Y = scores of second rater
N = number of score
Then, to calculate reliability of the test, this study uses the Spearman-Brown formula as follow :
rxy =
where:
rxy = reliability of the whole test
r = correlation between the two scores (inter-rater correlation) (Ary, et al, 2006, p. 149&261)
Furthermore, the questionnaire used in this study contains questions related to the students’ perspective towards the application of Task-Based Learning, also their response in teaching learning condition and material innovation.
2.4 Technique of Data Collection
The technique of data collection in this study is administrated in the form of speaking test. For scoring, this study uses analytic method. Hughes (1990) explains that analytic method is methods of scoring which require a separate score for each of a number of aspects of a task (p.91). Thus, each students’ speaking product will be scored in term of grammar, vocabulary, comprehension, fluency, pronunciation and task (adapted from Brown, 2001, p. 406-407). Each term is scaled 1-5.
Below is the rubric for rating score :
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