THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING (TBLT) TOWARDS THE READING SKILL OF THE SEVENTH GRADE STUDENTS OF SMP PL DOMENICO SAVIO SEMARANG

Abstract

Sari, Yohana Ika Harnita. 2014. The Effectiveness of Task-Based Language Teaching (TBLT) towards the Reading Skill of the Seventh Grade Students of SMP PL Domenico Savio Semarang. Semarang: Faculty of Humanities, Diponegoro University. Reading is one of the language skills to master in learning English. However, the students of SMP PL Domenico Savio Semarang (especially in the seventh grade) find difficulties in mastering that skill. It is believed that the tasks will motivate them to learn and help them to develop their reading skill. Thus, this study is intended to show the effectiveness of Task-Based Language Teaching (TBLT) for teaching reading the seventh grade students of SMP PL Domenico Savio Semarang in academic year 2012-2013 and to find the factor that supports the effectiveness of teaching reading using Task-Based Language Teaching (TBLT) for the seventh grade students of SMP PL Domenico Savio Semarang in academic year 2012-2013. To fulfill those objectives, the writer employed experimental research, especially quasi-experimental research. There were two groups used in this study: experimental group and control group. The samples were from class 7F as the experimental group and class 7E as the control group. Each of those classes consisted of 35 students. Then, the experimental group was treated using Task-Based Language Teaching (TBLT) while the control group was not treated using that method. Before the treatment, both groups get pre-test and they have post-test after the treatment. After that, the results were analyzed using t-test. The hypothesis (Ha) of this study is that there is significant difference in the results of the post-test between the experimental group and the control group. The experimental group who was taught using Task-Based Language Teaching (TBLT) experienced big improvement; i.e. 12.8 points; since the mean increased from 67.4 (for the pre-test) to 80.2 (for the post-test). In contrast the control group had insignificant improvement, i.e 4.3 points. The mean of the pre-test is 67.8 and the post-test is 72.1. The result of the t-test of the pre-test is that the to is -0.126 (the negative symbol means nothing) and the ttable for Df 68 is 1.664. It means that the to is smaller than the ttable, so the difference is insignificant. On the contrary, the to of the post-test is 2.999 and it is higher than the ttable. It can be concluded that the H0 is rejected; it means the difference is significant. To sum up, the method is effective since teaching reading using Task-Based Language Teaching (TBLT) brings significant difference for the seventh grade students of SMP PL Domenico Savio Semarang in academic year 2012-2013. The effectiveness is supported by some factors. They are readability, suitability of content, and exploitability of the text, students’ motivation, and achievement of learning objectives. Keywords: Effectiveness, Task-Based Language Teaching (TBLT), Reading skill Sari, Yohana Ika Harnita. 2014. The Effectiveness of Task-Based Language Teaching (TBLT) towards the Reading Skill of the Seventh Grade Students of SMP PL Domenico Savio Semarang. Semarang: Fakultas Humaniora, Universitas Diponegoro. Membaca merupakan salah satu keterampilan bahasa yang harus dipelajari dalam pembelajaran Bahasa Inggris. Namun, siswa SMP PL Domenico Savio Semarang (khususnya siswa kelas tujuh) mengalami kesulitan dalam penguasaan keterampilan ini. Tugas-tugas dipercaya dapat memotivasi siswa untuk belajar dan mengembangkan keterampilan membaca mereka. Oleh karena itu, penelitian ini dimaksudkan untuk menunjukkan keefektivitasan dari TBLT terhadap keterampilan membaca dari siswa kelas tujuh SMP PL Domenico Savio Semarang pada tahun pembelajaran 2013-2014 dan untuk mencari faktor yang mendukung keefektivitasan TBLT tersebut. Untuk mencapai tujuan tersebut, penulis melakukan penelitian eksperimental, khususnya penelitian kuasi-eksperimental. Ada dua kelompok yang dilibatkan dalam penelitian ini, yaitu kelompok eksperimental (dari kelas 7F) dan kelompok kontrol (dari kelas 7E). Masing-masing kelompok terdiri dari 35 siswa. Kelompok eksperimental diperlakukan menggunakan TBLT, sementara kelompok kotrol tidak mendapat perlakuan tersebut. Kedua kelompok tersebut mendapatkan pre-test sebelum perlakuan dan mendapatkan post-test setelah perlakuan. Kemudian, hasil dari kedua tes itu dianalisis menggunakan t-test. Hipotesis dari penelitian ini adalah bahwa terdapat perbedaan yang signifikan pada hasil post-test antara kelompok eksperimental dan kelompok kontrol. Kelompok eksperimental yang diajar menggunakan TBLT mengalami peningkatan besar, yaitu 12.8 poin, karena rata-rata nilainya meningkat dari 76.4 (saat pre-test) menjadi 80.2 (saat post-test). Di sisi lain, kelompok kontrol memiliki peningkatan yang tidak signifikan, yaitu 4.3 poin. Rata-rata nilai pre-testnya 67.8 dan rata-rata nilai post-testnya 72.1. Hasil t-test dari pre-test adalah bahwa to senilai -0.126 (tanda negatif tidak berpengaruh) dan ttabel untuk Df 68 adalah 1.664. Hal ini berarti to kurang dari ttabel, jadi perbedaannya tidak signifikan. Di sisi lain, to dari post-test senilai 2.999 dan di atas ttabel. Hal ini dapat disimpulkan bahwa H0 ditolak; hal ini berarti ada perbedaan yang signifikan. Kesimpulannya, metode yang dipakai efektif karena pengajaran membaca menggunakan TBLT membawa perbedaan yang signifikan terhadap siswa kelas tujuh SMP PL Domenico Savio Semarang pada tahun pembelajaran 2012-2013. Keffektivitasan tersebut dipengaruhi oleh beberapa faktor, yaitu keterbacaan teks, kesesuaian isi teks, dan manfaat teks, serta motiasi siswa dan ketercapaian tujuan pembelajaran. Kata kunci: Keefektivitasan, Task-Based Language Teaching (TBLT), Keterampilan membaca