S’ AND TEACHER S PERCEPTION OF TASK-BASED LANGUAGE ... · perpustakaan.uns.ac.id digilib.uns.ac.id THESIS commit to user STUDENTS’ AND . TEACHER ’ S PERCEPTION OF. TASK-BASED

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STUDENTS’ AND TEACHER’S PERCEPTION OF TASK-BASED

LANGUAGE TEACHING AND THE IMPLEMENTATION

IN LISTENING CLASS

(Case Study at English Education Department of IKIP-PGRI

Pontianak in the Academic Year of 2015/2016)

THESIS

Submitted to fulfill one of the requirements for obtaining

graduate degree in English education

By

SAHRAWI

S891408039

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

SURAKARTA

2016


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MOTTO

“Say: Indeed the guidance of Allah is the only guidance”

(Qur’an, 6: 71)

“The best human being is someone who is the most beneficial to

others”

(Hadith)

“You can achieve anything you want in life if you have courage to dream it, the intelligence to make a realistic plan, and the will to see that plan through to the end.”

(Sidney A. Friedman)


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DEDICATION

This thesis is whole-heartedly dedicated to those who support me keep struggling

to get better future:

My beloved Mother and Father

Patiyeh and Aksar

My beloved brother, and sisters who give support in my life.

Rusdi, Rusdeh, Rusmiyeh, and Munipah

All people that have helped and supported me

“Thank you very much”


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ACKNOWLEDGEMENT

I would like to thank to Allah SWT for his loving grace, provisions and

blessing to accomplish this thesis.

I also would like to express the gratitude to those for having given their

guidance, inspiration, and support to write this thesis:

1. The Dean of Teacher Training and Education Faculty for his legalization.

2. Dr. Ngadiso, M.Pd., the Head of English Education Department of Graduate

Program for his support and approval for this thesis.

3. Prof. Dr. Joko Nurkamto, M.Pd., as the first consultant, for his great guidance

and advice.

4. Dr. Sujoko, M.A, the second consultant, for her great guidance, and

patience.

5. The head of English Department of IKIP-PGRI Pontianak for her permission to

conduct this research.

6. The lecturer and the first semester students who have been participated in this

research.

I realize that this thesis is still far from being perfect. I welcome criticism and

suggestion for the improvement. Finally, the I hope this thesis may be useful to

develop English language education.

Surakarta, 2016

Sahrawi


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ABSTRACT

Sahrawi. S891408039. 2016. Students’ and Teachers’ Perception of TBLT and the

Implementation in Listening Class. Thesis. English Education Department.

Graduate School. Sebelas Maret University of Surakarta. First Consultant: Prof.

Dr. Joko Nurkamto, M. Pd.; Second Consultant: Dr. Sujoko, M.A.

The objectives of this study are (1) to find the students’ and the teacher’s

perception about TBLT in the listening class, to identify their perspective and the

practices in teaching listening by using TBLT method. (2) to discover the ways of

the teacher in giving the task and the clarity of the instruction. (3) to find the ways

of the students in perceiving and accomplishing the tasks in the listening class. (4)

to disclose the existing problems in the implementation of TBLT in the listening

class.

The research method is qualitative study in which the design is case study. It

was conducted towards twelve college students and one lecturer of IKIP-PGRI

Pontianak in the academic year of 2015/2016. The techniques of collecting data

were interview, observation, and documentation. The data were in the forms of

interview transcripts, fieldnotes, and documents. The data were analysed by using

ground theory to generate the theory that emerges from the reality where the theory

is developed from.

The findings of the study show that: (1) the students and the teacher have

high understanding about TBLT. They believed that it helps them in the process of

teaching and learning become more effective. The students and the teacher

assumed that TBLT motivates students to be more active by using the actual use of

target language. TBLT helps students understand the materials much easier where

the learners as the centered in the class activities. The perception and the practices

in the listening class by using TBLT method has brought to a) the learners and the

teacher have good impressions toward TBLT. b) the process of teaching and

learning is suitable with their needs. (2) the teacher claimed that the task has

delivered clearly and optimally in the form of spoken and written by using english.

(3) each student perceived and accomplished the task in different way. (4) the

problems that appear such as students’ vocabulary mastery and the lack of teaching

learning facilities. The implication of this study is that the students’ and the teacher’s

understanding toward TBLT as well as their roles in the class influences their

learning outcomes. The clarity of the instruction also plays important part in

fulfilling the task. The students’ understanding toward the instruction effect them

to accomplish the task successfully. Therefore, the students and the teacher have to

take a part actively toward the implementation of TBLT method.

Keywords: Perception, TBLT, Listening


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TABLE OF CONTENTS

Approval ....................................................................................................... i

Legitimation .................................................................................................. ii

Pronouncement ............................................................................................. iii

Motto ............................................................................................................. iv

Dedication ..................................................................................................... v

Acknowledgment .......................................................................................... vi

Abstract ......................................................................................................... vii

Table of Contents ........................................................................................... viii

List of Appendices ........................................................................................ x

List of Table .................................................................................................. xi

CHAPTER I: INTRODUCTION

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

B. Research Questions .................................................................................. 8

C. Research Objectives ................................................................................. 9

D. Research Significance .............................................................................. 9

CHAPTER II: LITERATURE REVIEW

A. Listening ................................................................................................... 11

1. Definition of Listening.................................................................................... 11

2. Teaching Listening ............................................................................... 12

3. Process of Listening .............................................................................. 13


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4. Types of Listening ................................................................................ 15

5. The Importance of Listening ................................................................ 16

6. The Difficulty of Listening .................................................................. 17

B. Tasks-Based Language Teaching ............................................................. 18

1. Definition of TBLT .............................................................................. 18

2. TBLT in Language Learning ................................................................ 20

3. Stages of TBLT .................................................................................... 23

4. TBLT in Listening Class ....................................................................... 26

5. Advantages and Disadvantages of TBLT ............................................ 27

C. Students’ and Teacher’s Perception .......................................................... 29

1. Definition of Perception ....................................................................... 29

2. The Importance of Students’ and Teacher’s Perception ...................... 30

3. Types of Perception .............................................................................. 31

D. Review of Relevant Studies ...................................................................... 33

CHAPTER III: RESEARCH METHODOLOGY

A. Research Context ..................................................................................... 41

B. Research Method ...................................................................................... 42

C. Sources of Data ........................................................................................ 44

D. Technique of Collecting Data ................................................................... 45

E. Trustworthiness ........................................................................................ 49

F. Technique of Analyzing Data ................................................................... 51


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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings .................................................................................... 53

1. The students’ and Teacher’s Perception of TBLT in Listening Class .... 53

2. The Teacher’s Ways in Delivering the Task to the Students in the

Listening Class ..................................................................................... 75

3. The Students’ Ways in Perceiving and Accomplishing the Task in

Listening Class ..................................................................................... 84

B. Discussion ................................................................................................. 96

CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESSTION

A. Implication ............................................................................................... 115

B. Implication ............................................................................................... 117

C. Suggestion ................................................................................................ 118

REFERENCES ............................................................................................. 120

APPENDICES .............................................................................................. 134


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LIST OF APPENDICES

Appendix 1 Interview Transcripts ................................................................. 134

Appendix 2 Filednote ..................................................................................... 167

Appendix 3 Lesson Plan ............................................................................... 194

Appendix 4 Surat Keterangan Penelitian ...................................................... 266

Appendix 5 Surat Keterangan Ijin Penelitian ............................................... 267


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LIST OF TABLES

Table 2.1 Phases of TBLT ............................................................................. 25

Table 2.2 Phases of TBLT ............................................................................. 26

Table 3. 1 The schedule of Study .................................................................. 41


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118

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S’ AND TEACHER S PERCEPTION OF TASK-BASED LANGUAGE ... · perpustakaan.uns.ac.id digilib.uns.ac.id THESIS commit to user STUDENTS’ AND . TEACHER ’ S PERCEPTION OF. TASK-BASED