Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-28T22:04:03ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2016-12-01T01:37:31Z2019-01-30T11:59:58Zhttp://eprints.uny.ac.id/id/eprint/44091This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/440912016-12-01T01:37:31ZDESIGNING COMMUNICATIVE LEARNING TASKS FOR ENGLISH CLUB
FOR THE FIRST GRADE STUDENTS OF SMP MUHAMMADIYAH 10
YOGYAKARTA IN THE ACADEMIC YEAR OF 2011/2012DESIGNING 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.Riefki Fajar G.W.