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IMPROVING THE ABILITY OF READING FOR ACADEMIC PURPOSES THROUGH TASK BASED LEARNING

Irmawati, Doddy (2014) IMPROVING THE ABILITY OF READING FOR ACADEMIC PURPOSES THROUGH TASK BASED LEARNING. Technical Report. UAD Press.

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Abstract

Reading is a compulsory subject in Faculty of Literature, Culture and Communication Ahmad Dahlan University. The emphasis is on academic reading. So far, the English achievement of students in this faculty. The low achievement may be caused by (1) low input quality, (2) the weakness of English basic ability, (3) unrelevant syllabus, (4) the conventional of learning method, and (5) students’ attitude toward the difficulty of English. Starting from the problems and the causes mention above, the writer proposes a solution, that is learning English reading academic by using TBL. The problems of the research are (1) Can the use of TBL improve the achievement of academic reading of Faculty of Literature, Culture and Communication Ahmad Dahlan University? If yes, how far is the improvement?, (2) How is the study intensity of the students while the lecturers teach them by using TBL?, (3) What are the benefit and the weakness of TBL method toward the learning of academic reading in Faculty of Literature, Culture and Communication Ahmad Dahlan University?. This research is a classroom action research which was done in Faculty of Literature, Culture and Communication Ahmad Dahlan University from 8th May 2013 up to 31th December 2013. This classroom action research was done by a three cycles performed by (1) planning, (2) preventative steps of performance, (3) observation, and (4) reflection. Each cycle had five times meeting. To get the data researcher did some activities such as observing, interviewing, asking for fullfilling form, giving test, giving questioner, and analyzing document. Data resource triangulation and method triangulation were used to know the validity of the investigation technique. Informant review was also used in data validity test. Reliability estimation to guarantee realibility of data was found by test and observation. To analyze the data researcher used the result of observation which was reflected and the learning result the students which was achieved. The technique of analyzing the data was descriptive statistic technique and critical analysis to know the improvement of the situation in detail and precisely according to the improving of the treatment in each cycle. The result shows the application of TBL can improve the achievement of English academic reading of the students of Faculty of Literature, Culture and Communication Ahmad Dahlan University in some aspect and dimensions, such as (1) aspects of reading ability, (2) aspects of RAP, and (3) aspects of English: vocabulary, grammar, and pronounciation, and improving the dimensions of (1) attitude, (2) profesionalism, (3) motivation and interest, (4) communication, (5) ability of cooperation, colaboration, socialization, sharing ideas, opinion, and suggestion, (6) discipline and timing value ability, (7) reading analysis ability, (8) TBL and its processes can be used as an emotional medium. How far is the improvement can be described as follow: the result of pre-test increased (1st cycle is 57,41, 2nd cycle is 62,41, and 3rd cycle is 66,62) and the result of post-test increased (1st cycle is 65,22, 2nd cycle is 66,27, and 3rd cycle is 75,30). The result of learning also inreased, cognitive aspect is 89,19% (33-37 students got the score above (66). Afective aspect is 89,19%. Psycomotor aspect is 91,89% (34 students got good score above 4). The improvement of students learning intensity such as (1) students interest in learning English, (2) learning enthusiasm, (3) responsibility toward doing the tasks, (4) learning result on cognitive, affective, and psycomotor aspects, (5) speaking effort in English, (6) using time effectively, (7) professionalism awarness, (8) social attude and socialization, (9) leadership, model, and moral value. The weakness are (1) need a long time, (2) must be done at that moment, and moral value. The weakness are (1) need a long time, (2) must be done at that moment together, (3) the result of doing the tasks must be collected at the sama time together, (4) making the weak students become lazy, bored, desperate, and mysterious passanger of success, (5) task is not well and right done, (6) all the answers are not well discussed, (7) egoism makes others emotional, (8) the use of dictionary conliscates learning time, (9) the difficulty of sharing idea becomes discussion blocks, (10) ashamed becomes communication blocks, (11) making bad atmosphere and not so relax.

Item Type: Monograph (Technical Report)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Depositing User: Dr., M.Hum Noer Doddy Irmawati
Date Deposited: 08 Aug 2017 04:17
Last Modified: 08 Aug 2017 04:17
URI: http://eprints.uad.ac.id/id/eprint/7052

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