Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T11:24:38ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2017-01-05T02:35:32Z2019-01-30T12:35:40Zhttp://eprints.uny.ac.id/id/eprint/45480This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/454802017-01-05T02:35:32ZUSING COMMUNICATIVE TASKS TO IMPROVE THE ELEVENTH
GRADE SCIENCE STUDENTS’ SPEAKING SKILLS AT MAN
WONOSARI GUNUNGKIDUL IN THE ACADEMIC YEAR OF 2012/ 2013USING COMMUNICATIVE TASKS TO IMPROVE THE ELEVENTH
GRADE SCIENCE STUDENTS’ SPEAKING SKILLS AT MAN
WONOSARI GUNUNGKIDUL IN THE ACADEMIC YEAR OF 2012/ 2013
Written by
Pradityana Lutfatul Azizah
NIM. 06202241011
ABSTRACT
The objective of the research is to improve the speaking skills of the eleventh
grade science students at MAN Wonosari in the academic year of 2012/2013
using the Communicative Tasks.
This study was action research consisting of two cycles and used a qualitative
method. The researcher worked collaboratively with the English teacher, the
collaborator, and the students. The participants of this research were 21 students
of class XI IPA 2 at MAN Wonosari, Gunungkidul, in the academic year of
2012/2013. The data of this study were qualitative. The qualitative data were
obtained by observing the teaching and learning process during the
implementation of the actions and interviewing the students, the English teacher
and the collaborator about the implemented actions. This qualitative data were in
the forms of field notes and interview transcripts.
The results of Cycle I show that the implementation of communicative tasks
and other accompanying actions (i.e. using classroom English, pair work and
group work, giving feedback on students’ pronunciation, etc) were successful in
improving the students’ speaking ability and their involvement during the
teaching and learning process. However, the communicative tasks which were
implemented through group work in retelling story were not successful because
there were some students who were not actively engaged in the tasks/ activities.
Therefore, the researcher improved that action by giving each student a different
responsibility to finish the task. Meanwhile, it was shown in Cycle II that the
implementation of communicative tasks through role plays and other
accompanying actions (i.e. using classroom English, pair work and group work
giving rewards, giving feedback on students’ pronunciation, etc) were successful
in improving the students’ speaking skills and involvement in the English
teaching and learning process.Pradityana Lutfatul Azizah