DESIGNING COMMUNICATIVE LEARNING TASKS FOR ENGLISH CLUB FOR THE FIRST GRADE STUDENTS OF SMP MUHAMMADIYAH 10 YOGYAKARTA IN THE ACADEMIC YEAR OF 2011/2012

Fajar G.W., Riefki (2013) DESIGNING COMMUNICATIVE LEARNING TASKS FOR ENGLISH CLUB FOR THE FIRST GRADE STUDENTS OF SMP MUHAMMADIYAH 10 YOGYAKARTA IN THE ACADEMIC YEAR OF 2011/2012. S1 thesis, FBS UNY.

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Abstract

DESIGNING COMMUNICATIVE LEARNING TASKS FOR ENGLISH CLUB FOR THE FIRST GRADE STUDENTS OF SMP MUHAMMADIYAH 10 YOGYAKARTA IN THE ACADEMIC YEAR OF 2011/2012 By: Riefki Fajar Ganda Wiguna NIM07202244115 ABSTRACT This study aimed at two major goals. First, this study was focusing on identifying the needs of grade VII students of SMP Muhammadiyah 10 Yogyakarta in learning English. Second, this study was focusing on designing appropriate English Club learning tasks for grade VII students of SMP Muhammadiyah 10 Yogyakarta. This research is categorized as Research and Development (R & D) study. The participants of this research were grade VII B students of SMP Muhammadiyah 10 Yogyakarta in the academic year of 2011/2012. The data were collected using questionnaires, observation, and interview techniques. Then, the data were analysed using descriptive statistics and quantitative data analyses. This research developed three units of EC learning tasks. Based on the analysis of the research findings, the English Club learning tasks are appropriate as indicated by the mean values which range from 2.52< ≤ 3.27 (4 point likert scale). The appropriate English Club learning materials should consist of Title, Leadin, Main activities (Listening and Speaking Activities, Reading and Speaking activities, Writing and Speaking Activities, Freer Speaking Activities) Summary, Reflection, List of vocabulary. The units focused on developing the students’ speaking ability through listening, reading, writing, and grammar activities. The tryout data shows that there are some criteria of appropriate learning materials. First, in terms of input text, the appropriate length of the text is about 150 up to 200 words. The text to be easily found in the daily life and they also wanted an explanation about the monolog or dialog which is going to be presented should be given, coloured pictures, phonetic transcription, and grammar explanation. .Second, the appropriate goals of EC learning tasks are those which develop students’ speaking skill through communicative activities which extend fluency but still pay attention to accuracy. In addition to that, the appropriate procedures are matching activity, listening activity, reading activity, answering comprehension questions, grammar exercises, puzzle activity, role-plays and information gap activity. Furthermore, the data also proved that the appropriate settings for EC are pair work and group work. While in terms of learner roles are active participants and performer, the appropriate roles for the teacher are facilitator, prompter, organizer, a resource and feed-back giver.

Item Type: Thesis (S1)
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Fakultas Bahasa, Seni dan Budaya (FBSB) > Pendidikan Bahasa Inggris > Pendidikan Bahasa Inggris
Depositing User: Admin Pendidikan Bahasa Inggris FBS
Date Deposited: 01 Dec 2016 01:37
Last Modified: 30 Jan 2019 11:59
URI: http://eprints.uny.ac.id/id/eprint/44091

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