TEACHING NARRATIVE TEXTS BY TASK BASED LEARNING (TBL) METHOD:
A CASE OF THE TENTH GRADE STUDENTS OF MA FUTUHIYYAH 1 MRANGGEN DEMAK IN THE ACADEMIC YEAR 2010/2011
A final project proposal
Submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
by
Syaerozikin
07420464
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2010
TEACHING NARRATIVE TEXT BY TASK BASED LEARNING (TBL) METHOD:
A CASE OF THE TENTH GRADE STUDENTS OF MA FUTUHIYYAH 1 MRANGGEN
IN ACADEMIC YEAR 2010/2011
I. INTRODUCTION
A. Background of the Study
English is an international language in the world. It is the second language after Indonesian in our country. Nowadays, we have to master English well because it is an important language for the purpose of giving or receiving information and for the development of education, technology, and art.
In international world, English is one of languages used in the most country. Many people in the world use English as daily language. They use it for communication where they use it when they are studying, in their business, in their own family and in their social environment.
The use of language in communication is vital. Language plays an important role in communication among people in the world. A language that spread widely as international language is English. For that reason, learning English is important for students, especially in Indonesia. The importance can be seen from the fact that most scientific books are written in English. English was studied in the classroom since early stages in Indonesia. In order to make the students be able to master the language, the teacher should conduct appropriate methods.
Teaching English as foreign language is not easy as the other object. Sometimes some difficulties in learning English are found. Reading English is one of the four language skills which have its own characteristic.
The topic of narrative text is chosen because nearly every day many kinds of narrative are found; it can from written or listening. To make the English teaching successfully some factors such as the quality of teacher, student’s interest and motivation have to be considered. There are many kinds of teaching method; one of them is using Task Based Learning (TBL) method. It is the method which emphasis is on the task rather than the language the teacher just gives the students a bit of language study to clear up some of the problem that the students encountered while completing the task. (Suwarti)
B. Statements of the Problem
The statements of the problem can be formulated as follows:
a. How are the TBL method implemented in teaching narrative texts?
b. What are the advantages of TBL method?
c. What are the problems faced by the tenth grade students of MA Futuhiyyah 1 Mranggen taught narrative texts by using TBL method?
d. What are some possible solutions to overcome the problems?
C. Objectives of the Study
In investigating the research, the writer has some purposes, as follow:
a. To know how task based learning method implemented in teaching narrative texts
b. To know what the advantages of the task based learning in teaching narrative texts.
c. To find out the problems faced by the tenth grade students of MA Futuhiyyah 1 Mranggen taught narrative texts by using task based learning method.
d. To find out some possible solutions.
D. Significance of the Study
After conducting the research, the result of it will be helpful for:
a. The teachers
The teachers are able to know the problems faced by the students and know how to overcome the problems.
b. The students
The students are able to improve ability in reading comprehension in narrative text.
c. The readers
The readers are expected to understand about narrative text and task based learning method.
d. The writer
The writer knows how to teach English well, especially teaching narrative texts.
E. Definition of the Key Terms
To understand the title easily the key of terms are clarified:
a. Teaching
Teaching means to “show somebody how to do something so that they able to do it themselves “(Oxford: 144).
b. Narrative text
Narrative text is a kind of text to retell the story that past tense. The purpose of the text is to entertain or to amuse the readers or listeners about the story.
c. Task Based Learning method
Task-based learning, or TBL, is an approach that use “task” as the basic teaching strategy. TBL is a teaching approach derived from Communicative Language Teaching, or CLT.
Students are not learning language by studying language item one by one, but by completing various kinds of interactive tasks.
d. MA Futuhiyyah 1 Mranggen
MA Futuhiyyah 1 Mranggen is an Islamic senior high school which is located in Mranggen, Demak regency.
II. REVIEW OF RELATED LITERATURE
A. Definition of Text
Text is unit of meaning which is coherent and appropriate for its context ( Entika Fani P. and Siti Musyarokah, 2010 : 7). Something is called a text when it is meaningful. It occurs in context situation
B. Kinds of Text Types
Today, genre is one of the most important and influential concepts in language education. Martin in Ken Hyland (2004: 26) describes the importance of genre like this:
In functional linguistics, genre theory is a theory of how we use language to live; it tries to describe the ways in which we mobilize-how out of all the things we might do with language, each, culture chooses just a few, and enacts them over and over again-slowly adding to the repertoire as needs arise, and slowly dropping things that aren't much use. Genre theory is a theory of the borders of our social word, and thus our familiarity with what to expect the approach to genre influenced by schematic structure and language feature.
Genre, commonly, refers to the text types. Genre consists of two different kinds. They are story genre and factual genre (Entika Fani P. and Siti Musyarokah, language2010: 11). The examples of story genre are as follows:
1. Anecdote
It has function to share with the others an account of an unusual or amusing incident (Linda Gerot and Peter Wignell, 1994:202).
2. Narrative
It has function to amuse, entertain and to deal with actual experience in different ways (Linda Gerot and Peter Wignell, 1994:204).
3. Recount
It has function to retell events for the purpose of informing or entertaining (Linda Gerot and Peter Wignell, 1994:192).
4. Spoof
It has function to retell an event with humorous twist (Linda Gerot and Peter Wignell, 1994:192).
Factual genre presents information, ideas or issues in order to inform, instruct, enlighten or persuade the readers or listeners (Faiza Hawa et all, 2009: 15). The examples of factual genre are as follows:
1. Procedure
It has function to describe how something is accomplished a sequence of action or steps (Linda Gerot and Peter Wignell, 1994:206).
2. Description
It has function to describe a particular person, place, or thing steps (Linda Gerot and Peter Wignell, 1994:208).
3. Hortatory exposition
It has function to persuade the reader or listener that something should or should not be that case (Linda Gerot and Peter Wignell, 1994:209).
4. Analytical Exposition
It has function to persuade the reader that something is the case (Linda Gerot and Peter Wignell, 1994:197).
5. Report
It has function to present factual information about a class of things usually by first classifying them and then describing their characteristic (David Butt, 1995:144).
6. News Item
It has function to inform readers, listener or viewer about events of the day which are considered newsworthy or important (Linda Gerot and Peter Wignell, 1994:209).
7. Explanation
It has function to explain why things are as they are or how things work (David Butt, 1995:144).
8. Discussion
It has function to present (at least) two point of view about an issue (Linda Gerot and Peter Wignell, 1994:214).
9. Review
It has function to critique an art work or event for a public audience (Linda Gerot and Peter Wignell, 1994:214).
C. General Concept of Narrative Text
A narrative is a story that is created in a constructive format (as a work of speech, writing, song, film, television, video games, in photography or theatre) that describes a sequence of fictional or non-fictional events. The word derives from the Latin verb narrare, "to recount", and is related to the adjective gnarus, "knowing" or "skilled". Ultimately its origin is found in the Proto-Indo-European root gnō-, "to know".
The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process called narration.
Narrative is an account of a sequence of events, usually in chronological order. Relating to kinds of text, which student has to complete studying in high school, narrative is a text which retells the story or previous experiences. The purpose of the text is to entertain or amuse readers or listeners about the story.
Narrative is basically story and within this, storytelling, there are many kinds of narrative - comedy, mystery, romance, and horror are some of the commoner types. A poem can also be a narrative if it tells a story rather than just describing something.
According to L. Spencer, in a Step-by-Step Guide to Narrative Writing. Rosen, 2005, In writing a narrative, an author has a chance to make his or her mark on the world by relating a story that only he or she can tell. Whether it comes from a personal experience or is one that the writer has imagined, the point of a narrative is to bring one's subject to life. By using sensory details, the five Ws and H (who, what, where, when, why and how), and basic story structure, any subject can be made exciting
Common forms of narrative text which are studied in high school are:
Narrative is basically story and within this, storytelling, there are many kinds of narrative - comedy, mystery, romance, and horror are some of the commoner types. A poem can also be a narrative if it tells a story rather than just describing something.
According to L. Spencer, in a Step-by-Step Guide to Narrative Writing. Rosen, 2005, In writing a narrative, an author has a chance to make his or her mark on the world by relating a story that only he or she can tell. Whether it comes from a personal experience or is one that the writer has imagined, the point of a narrative is to bring one's subject to life. By using sensory details, the five Ws and H (who, what, where, when, why and how), and basic story structure, any subject can be made exciting
Common forms of narrative text which are studied in high school are:
1. Legend
2. Fable
3. Fairytale
4. And science fiction
a. The generic structure of narrative text:
1. Orientation
2. Complication
3. Resolution
b. Language features of Narrative text
1. Using processes verbs
2. Using temporal conjunction
3. Using Simple Past Tense
D. Definition of Method
Method is an overall plan for the orderly presentation of language materials which are based upon the selected approach. An approach is axiomatic while a method is procedural. (Anthony in Richard and Rodger, 2001:19). With this conception, method can also be inferred as a way of teaching a language, which is based on systematic principles and procedures. Richard refers to the same concept in term of design (Richard, 2001:162) .In this model Richards wants to be more explicit about the roles of learning materials, learners, and teacher in such a process.
E. Kinds of Teaching Method
There are some teaching methods in teaching English. They are as follow:
1. Audio Lingual Method
It is a teaching method which has a characteristic a great deal of oral activity- pronunciation and pattern drills and conversation practice- with virtually none of the grammar and translation found in traditional classes. (H. Douglass Brown, 2000:74)
2. Presentation Practice and Production (PPP)
It is the method in which the teacher introduces the situation which contextualizes the language to be taught. The language then is presented. The students now practice the language using accurate reproduction techniques (Jeremy Harmer 2001:80).
3. Authentic, Restricted use, and Clarification and focus ( ARC)
It is the method which has basic premise authentic use, restricted use and Clarification (Jeremy Harmer 2001:83).
4. Observe, Hypothesis ,and Experiment (OHE)
It is the method that allow students to observe which will then provoke them to hypothesize about how the language works before going on to experiment on the basis of that hypothesis ( Jeremy Harmer 2001 :83).
5. Engage, Study and Active (ESA)
It is the method in which the teacher gets students engaged before asking them to do something (Jeremy Harmer 2001:84).
6. The Communicative Approach
It is the name which was given to a set of beliefs which included not only a re-examination of what aspect of language to teach, but also a shift in emphasis in how to teach (Jeremy Harmer 2001:84).
7. Task- Based Learning
It is the method in which students are presented with a task they have to perform or a problem they have to solve (Jeremy Harmer 2001:86).
8. Community Language Learning
It is the method in which student and teacher join together to facilitate learning (H. Douglass Brow, 2000:103).
9. The Silent Way
The silent way is the name of method of language teaching devised by Caleb Categno ( Ag Bambang Setiyadi, 2006: 75). It rests on more cognitive than affective argument for its theoretical substance (H. Douglass Brown, 2000:106).
10. Suggestopaedia
It is another educational innovation that promised great results if we would simply use our brain power by listening slow music (H. Douglass Brown, 2000:105). There are two basic kinds of suggestion in Lozanow method: direct and indirect. Direct suggestion is means to deal with conscious processes and indirect suggestion to deal with unconscious processes (Ag. Bambang Setiyadi, 2006: 113)
11. Total Physical Response (TPR)
It is found by James Asher that appear to do a lot of listening before they speak, and that their listening is accompanied by physical response (reaching, grabbing, moving, looking and so forth.( H. Douglass Brown 2000:107).
12. Humanistic Teaching
It is the method in which students are encouraged to make use of their own lives and feeling in the classroom (Jeremy Harmer 2001: 90).
13. The Lexical Approach
It is the method based on the assertion that language consists not of traditional grammar and vocabulary but often of multi-word prefabricated ‘chunks’ (Lewis 1997:3).
F. Task Based Learning Method
Task-based learning, or TBL, is an approach that use “task” as the basic teaching strategy. TBL is a teaching approach derived from Communicative Language Teaching, or CLT.
Students are not learning language by studying language item one by one, but by completing various kinds of interactive tasks.
While running a task, student will use language items he knows. He will also try to use unfamiliar items or learn new items from other. Through those tasks, student can improve not only himself, but other students.
TBL also provides variety and a sense of security. A wide range of topics, text, and task types can give students variety. Then student will worry less about he cannot keep up with learning progress during a task cycle because he knows he can explore it on the later task cycle.
The teacher role is a “facilitator”, namely promoter. The teacher has to set up tasks, ensure students understand, get on with them, and end tasks in the right time. While teaching, teacher puts emphasis on fluency and outcome, not accuracy. But teacher must make student’s pronunciation at least understandable to other students. Although students do tasks independently, the teacher still has overall control and a power to stop anything if necessary. After running a task, teacher plays as “language guide.”
He has to explain the overall objective to learner, how the components of task can achieve and sum up what they have achieved during the lesson.
G. Implementation of TBL Method in Teaching Narrative Text.
There are eight principles of TBL. (Richards& Rodgers, 2001)
1. Teachers should emphasize on learning progress, not only the learning result.
2. The base units of TBL are interactive, meaningful, purposeful activities or tasks, not a series of language item.
3. Students learn language through interactive activities.
4. Those activities or missions not only can facilitate learning progress, but can use in student’s daily life.
5. While running a task, student has a chance to input and output the language.
6. TBL schemes should be ordered in terms of to their difficulty
7. The difficulty is depended on student’s background knowledge, task’s complexity and the degree of requirement of a task.
8. A task should arouse one’s learning motivation.
Although recommendations of each researchers have some little differences between each other in general the steps of task is classified as; pre-task, task and language focus.
1. Pre-Task:
As it is easily understood from its name pre-task is the head of the activity. The topic and task are introduced here. At this step teacher is the guide. She gives the key note and goal of the task. According to Richards& Rodgers (1986), learners are made to think on the topic, bring out the vocabulary; make relationship between language and assumption of the topic. To make students issue easier teacher gives the words they would use but here what is important that; there is no teaching something new. In order to give an example of the activity, if necessary, students can sometimes be given a reading or listening.
2. Task cycle:
Task cycle can be considered as the time learners getting on the stage because they have chance to perform, produce whatever they know. By Richards& Rodgers (1986) it is explained as a response to the pre-task activity such as reading a text, hearing a recording Learners work in pairs or group in their target language. They use the target language spontaneously of which is the aim of task cycle. At that moment teacher tries to motivate them to use the target language. More than being a guide teacher is the helper because her aim is to make them produce, for this reason she does not intervene to correct errors of form. As Willis suggests (1996); if mistake blocks the understanding and truth value she takes notes and brings them up without giving the names of the students made mistake. “Never give unasked for advice.”(Finch, 1999: 184)
3. Language Focus:
The outcome of the activity takes place at that moment. Because the real world brought into the classroom becomes some new information about the target language since learners see what they have learnt via some activities. To make learners understand this, teacher gets them sometimes to find a word or a phrase, read, underline, classify the focus which can be a verb tense or an adjective and so on (Willis, 1996: 57). Teacher is the conductor of the classroom because here again she makes learners start and continue on their own. At that time of course she answers all the questions students have. In the end she sums the activity up and helps learners see what they have learnt.
H. Advantages of Task Based Learning Method
Some advantages of task based learning method are:
1. Two fundamental elements, on which this project is based, are the motivation and the commitment of the students and these two elements will make the process much richer.
2. To prepare the students, so that they can face their social reality successfully.
3. Involution of the motivation of the students, because they will be the ones to choose the topics that they are going to work on.
4. To offer opportunities of collaboration to construct knowledge. Because it is evident that we learn more and better together.
5. To increase the social skills and of communication. Since the pupils are going to have to debate, to confirm opinions at the moment of elaborating the project.
6. To increase the skills for the solution of problems. As abovementioned, the students will be capable to relate the knowledge learned in class with his real life.
7. To facilitate the students to relate different subjects.
8. To offer opportunities to the pupils to contribute with his active participation at school or in the community.
9. Increase of the students’ auto esteem; since each one of them will have the opportunity to participate in the project with his/her contribution and, to be taken into account, to be important within the group.
III. METHODOLOGY OF THE RESEARCH
A. Research Design
According to Hadi, method is procedure in carrying out the research dealing with the technique of collecting and analyzing the data. Research method is a way or technique to get knowledge or to solve the problem that will be faced (Ali, 1987: 21)
In this research the writer used descriptive qualitative method, the writer decided to do two activities in doing the research-library research and field research. Ary (1983: 94) states that:
Descriptive research is studies are designed to obtain information concerning the current states of phenomena. They are directed toward determining the nature for situation, ad it exists at the time of study. There is no administration or control treatment as it found in experiment research. The aim is to describe what exist with respect to be variable of condition.
B. Subject of the Research
The tenth grade students of MA Futuhiyyah 1 Mranggen are subject of this research.
1. Population
The tenth grade students of MA Futuhiyyah 1Mranggen are population. It has three classes. The totals of students are 110 students.
2. Sample
There are three classes in the tenth grade students of MA Futuhiyyah 1 Mranggen. They are X A with total of students are 35, X B with total of students are 36, and X C with totals of student are 40. In taking the sample, the researcher used purposive random sampling. He took X C as the sample because the class has good competence and characteristic’s population.
C. Instrument of the Study
According to Arikunto (2006: 149) instrument is equipment in the research using a method. The research instrument is a couple of the data collection used in the research. In this study the writer uses observation sheet and test as instruments of the research.
1. Observation sheet
Observation is either an activity of a living being (such as human), consisting of receiving knowledge of the outside world through the senses, or the recording of data using scientific instrument
(http:// en.wikipedia.org/wiki/observation).
To conduct the observation, the writer uses observation sheet. It is to know the implementation of task based learning method. And this observation just focused to the students
2. Test
To know the students’ achievement, the researcher uses a test.
Brown (2001; 3) defines test is a method of measuring a person’s ability, knowledge, or performance in a given domain.
There are many kinds of the test but the writer uses a written test which is consist of 20 multiple choice items with four options. This test types is chosen because the technique of scoring is easy and more practical for students to answer. And the materials were focused on narrative texts with reading aspect.
D. Techniques of the Data Collection
There are some methods to get the data. The general methods to collect the data are: observation, interview, questionnaire, experiment, documentation, and test. In this study, the writer uses observation, and test to collect the data.
1. Observation
In conducting the observation, the researcher will use the observation scheme to make it more systematic, containing list of activity or happening which might happen. In this research, observation is used to know how the implementation of task based learning in teaching narrative text.
Table of Observation Sheet
| No | Activities | A | B | C | D | E | F |
| 1 | Students’ concern toward teacher’s explanation | | | | | | |
| 2 | Students are active in understanding the material | | | | | | |
| 3 | Students are enthusiastic to find the meaning of the difficult words | | | | | | |
| 4 | Students’ enthusiasm in teaching learning process | | | | | | |
| 5 | Students are active in group discussion | | | | | | |
| 6 | Students are active to present the material | | | | | | |
| 7 | Students are enjoy in doing evaluation | | | | | | |
Note:
A : All Students D : Many Students
B : Most of Students E : Few Students
C : Half of Students F : None
2. Test
In collecting data, the researcher uses written test which is consist of 20 multiple choice items with four options. It is to know the students’ achievement in understanding narrative text after taught by using task based learning method.
E. Technique of Data Analysis
According to Wardhani and Wihardit (2001: 189) data analysis is an effort which is done by teacher and researcher to embrace the data accurately. To analyze the data the writer used the percentage descriptive qualitative analyze.
1. Measuring the Student Achievement
In measuring students’ achievement, the researcher uses this formula:
(Slameto, 2001: 189)
And to know the students category, the researcher uses the following table:
| Category | Interval |
| Excellent | 86-100 |
| Very good | 76-85 |
| Good | 56-75 |
| Fair | 35-55 |
| Bad | 0-35 |
2. Measuring Mean
The mean score of the class can be searched by using this formula:
(Arikunto, 2006: 264).
Mean=total score: the number of student
This mean is to know the average score on reading comprehension test in X A. and the researcher categorized the class competence with the following table:
| Category | Interval |
| Excellent | 80-100 |
| Very good | 75-79 |
| Good | 55-74 |
| Fair | 31-54 |
| Bad | 0-30 |
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