DIFFERENT TASK TYPES IMPLEMENTED IN LISTENING SKILL AT
UNIVERSITY OF MUHAMMADIYAH GRESIK
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Institusion
Universitas Muhammadiyah Gresik
Author
NURITA, NURITA (13431012)
Subject
English Education
Datestamp
2019-08-22 02:59:22
Abstract :
Extensive research has examined the effectiveness of different task types on language learning, especially listening. This study discussed the task types used by the lecturer in teaching listening and their implementation. To achieve the objective of this study, they were to know the task type implemented in listening skill and describe their implementation, the researcher used descriptive qualitative as the research design. The researcher took the lecturer at University of Muhammadiyah Gresik who had been teaching intermediate listening skill as the subject of this study. The researcher used observation and interview to collect the data. To analyze the data have obtained the researcher used data reduction, data display, and drawing conclusion. The result of this study revealed that the lecturer had implemented four types of task, those were listing task, comparing task, sharing personal experience and creative task. The lecturer used listing task by asking the learners to mention the information they had got from the short video. The lecturer provided short and simple video in applying listing task because she used listing task as brainstorming for the learners before entering the main activities in teaching listening. The lecturer also applied comparing task which was used to assess the learners? listening comprehension. Comparing task was implemented by asking the learners to match the information between the video and what they had got. In sharing personal task, the lecturer applied it by asking the learners about their personal experience that was related to the material discussed.The last task was creative task. The lecturer?s objective of applying creative task was based on students centered learning which meant the teaching learning process should be focused on the learners participation. The learners should be able to find their own problem, solve the problem and present or retell the learner?s way to solve the problem. The lecturer applied creative task by asking the learners to find their own video about the topic they had decided and asked the learners to present their video in front of class by telling the audience about the content of the video. The researcher found that the combination of different task types with visual aid, that is video, were useful to be applied as it could attract learners attention more. The current study also reveals that the lecturer?s implementation of different task types in listening skill are not applied as the pyramid of Revised Bloom Taxonomy. Even, the implementation still run effectively. As the conclusion, it can be assumed that in designing the task types the lecturer should consider the objective of the task, the material?s level of difficulty and the learners? capability.
Extensive research has examined the effectiveness of different task types on language learning, especially listening. This study discussed the task types used by the lecturer in teaching listening and their implementation. To achieve the objective of this study, they were to know the task type implemented in listening skill and describe their implementation, the researcher used descriptive qualitative as the research design. The researcher took the lecturer at University of Muhammadiyah Gresik who had been teaching intermediate listening skill as the subject of this study. The researcher used observation and interview to collect the data. To analyze the data have obtained the researcher used data reduction, data display, and drawing conclusion. The result of this study revealed that the lecturer had implemented four types of task, those were listing task, comparing task, sharing personal experience and creative task. The lecturer used listing task by asking the learners to mention the information they had got from the short video. The lecturer provided short and simple video in applying listing task because she used listing task as brainstorming for the learners before entering the main activities in teaching listening. The lecturer also applied comparing task which was used to assess the learners? listening comprehension. Comparing task was implemented by asking the learners to match the information between the video and what they had got. In sharing personal task, the lecturer applied it by asking the learners about their personal experience that was related to the material discussed.The last task was creative task. The lecturer?s objective of applying creative task was based on students centered learning which meant the teaching learning process should be focused on the learners participation. The learners should be able to find their own problem, solve the problem and present or retell the learner?s way to solve the problem. The lecturer applied creative task by asking the learners to find their own video about the topic they had decided and asked the learners to present their video in front of class by telling the audience about the content of the video. The researcher found that the combination of different task types with visual aid, that is video, were useful to be applied as it could attract learners attention more. The current study also reveals that the lecturer?s implementation of different task types in listening skill are not applied as the pyramid of Revised Bloom Taxonomy. Even, the implementation still run effectively. As the conclusion, it can be assumed that in designing the task types the lecturer should consider the objective of the task, the material?s level of difficulty and the learners? capability.
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