Students' Perspectives on Task-Based Learning for Basic English Grammar via Online Media, Slides of Mathematics

Download Students' Perspectives on Task-Based Learning for Basic English Grammar via Online Media and more Slides Mathematics in PDF only on Docsity! Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 19 Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 4(1), 2019 www.ijeltal.org e-ISSN: 2527-8746; p-ISSN: 2527-6492 Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text Dwi Astuti Wahyu Nurhayati State Islamic Institute of Tulungagung, Indonesia e-mail: dwiastuti@iain-tulungagung.ac. id Abstract: This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their' perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquring strategy, the experiencing process, the process of acquiring benefits, the pupils' responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyz ing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task. Keywords: online media text, perspective, task-based learning I. Introduction In the English Language, there are four basic language skills such as: speaking, listening, writing and reading. They are completed one each other. The communication in each language in the world has different roles. Public alertness on the emphasis of English as the essential channnel of conversation and connection in this global era has been increasing. In Indonesia, using and learning two or three languages among students and English lectureres, with English as foreign language (FL), Javanese as mother tongue (LI), and Indonesian as a second language or 20 Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 Dwi Astuti Wahyu Nurhayati national language (L2) have received considerable attention. Commonly, the situation and background of English language learning and teaching (ELLT), and the goal of teaching English is to advance conversational appropriateness, that is, to gain consequential qualifucation and capability to correspond or get across in a diversity of communication situation (Nurhayati, et al., 2018). In English, speaking and writing is the major's thing that should be considered. In speaking there are some terms that must be available as vocabulary, pronunciation, and grammar. Vocabulary helps people in arranging the sentence to communicate and it can make the language more variety. While pronunciation is helped people to speak rightly based on the rule of English pronunciation. Grammar also gives a big influence in speaking because it is one of the terms that make the speaker and receiver understand what the mean. It is almost the same as writing. In here grammar is used as a writer to arrange the sentence correctly. Mastering grammar helps students to understand every word when they are reading, speaking, listening, and writing. Supposing that speaking and writing balanced it will build good communication among students. As long as grammar important thing in English, so the students should study hard to learn grammar. To learn grammar in the school or in the outside is better but usually, the students want to study seriously only in the school. It is the responsibility and challenges of the teacher to create an interesting learning form in the class. There are some difficulties of students when study grammar: First is the materials of grammar are complex so the students are difficult to memorize them properly. Next, the students assume that difficult to memorize 16 tenses because it is full of the pattern inside. They should understand one by one well to memorize. It also happens in the part of speech. Part of speech is the material that needs a patient and critical understanding to comprehend. The students should often read some text and understand which include noun, adjective, preposition, verb, adverb, or conjunction. Another difficulty is they hard to analyze phrases and clauses. The students confused to distinguish between phrase and clause because there are many types of them. The appropriate strategy taken by teachers is needed to make students comfortable and fun to study grammar in the class. In this study, the teachers use online media text to attract the students in learning grammar. In fact, English students department felt and got bored to read materials such as module, books, and they got lazy to do some tasks. It is different from online media which provide a lot of materials about grammar to help the students understand it easier. The other benefit when using online media is not only sophisticated but also can make the students enjoy learning and funning. As a result, the lecturer as researcher promotes learning basic grammar through analyzing online media text. The effectiveness of task-based learning is much in demand by Asian peoples, especially in the traditional method. Actually, the authorities have taken the initiative to use a more communicative oral syllabus but there are obstacles such as class size, inadequate finance, and the time the teacher makes this learning problematic. In this study, researchers attempted to overcome this problem by reporting research actions on interactive assignments designed by teachers on a limited budget to be used in middle-class university classrooms in Japan. This describes how the task is used to facilitate interaction and use of a specific grammar form, English articles. (Thompson & Millington, 2012). Choo & Too, (2012) conducted the research which analyzed the teachers' perceptions in using task-based instruction (TBI) for the teaching of Grammar. His study talks about the connection of the theory to practice TBI and it explores teachers' perspective in using TBI in teaching grammar. The researchers being instructor it consists of 8 teachers from Chinese Private School. The first step is given a similar TBI lesson Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 23 Learning Basic Grammar Using Task-Based Learning hypothesize individually and finally be able to experiment. Task-Based Approach to Language allows needs analysis to be tailored to the needs of students identified supported by the findings of class-centered language learning research allow evaluation based on testing that refers to task­ based criteria allows for instructions that focus on form. There are some advantages of TBL such as: Can move the focus of the learning process from teacher to student, helping students to understand language as a tool, not as a specific goal, can bring teaching from abstract knowledge to real-world applications, tasks can help meet student needs and provide a framework for creating attractive classes. TBL structural framework consists of three stages. The first is the pre-task. Pre-task can increase awareness introduction about the subject and assignments. This task used images, posters, and demonstrations. The function of the pre-task is to prepare the students to perform the task in a way that will promote acquisition (Ellis, 2006). The pre-task phase arrange the pupils during generating linguistically authentic definite and correct terms as long as it allows, donates and permits them the opportunities to analyze, examine, evaluate the later phases soon or presently (Yildiz & Senel, 2017). In addition, pre-task draws up them to behave and complete effort or exercises in such manner that bolster and advertise procurement. The second is task cycle which works and uses target language such as making a group working and pair work. Group work exercises can increase the importance of planning, reports, presentations. The task period phase is the phase in which pupils compete or seek to behave or achieve and complete the assignment accustomed to them in an synergism or harmony and reciprocal setting and situation. This phase adderesses and intends to evolve, expand and progress a situation, surroundings in which pupils seek to advance, enhance and upgrade their conversation intelligence (Yildiz & Senel, 2017). Task cycle offers learners to use whatever language they already know to help improve their language under the teacher's guideline when reporting the task. There are three components of a task cycle as well as task, planning, and report. Post Task according to Willis (2001, p. 178) as cited in Yildiz & Senel (2017) as language focus. This task identifies and classifies common words and phrases. Practice languages and phrases in class. The post-task phase affords a number of options. These have three major pedagogic goals: to provide an opportunity for a repeat performance of the task, to encourage reflection on how the task was performed, and to encourage attention to form, in particular to those forms that proved problematic to the learners when they performed the task (Ellis, 2006). Post-task stage also provides an opportunity for students to reflect on their task and encourages attention to form, in particular to problematic forms which Education for the knowledge society. The post­ task phase consists of two aspects; the facilitator must be the corrector and understand the reflections of students. Grammar according to Greenbaum & Nelson (2002) grammar is the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics. So grammar is a structure used in the English language to arrange the sentence. There are some materials that explained in grammar such as tenses, part of speech, gerund, to-infinitive, etc. Online media is the new media that use modern way to share the information they are print media and electronic media. Online media need a computer-based tool and the connection to search and receive information. While online media text is the media that served in the text form such as an article, short story, e-book, 24 Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 Dwi Astuti Wahyu Nurhayati etc. The advantages of using online media text are can make students more attractive to learn and fun. Besides that, the students are able to master digital media by doing this task. 3. Research Methodology To produce learning media especially learning basic grammar using task-based learning, it is necessary to take a research and development approach. Research and development is a method for developing and testing a product. According to Sukmadinata (2003), as quoted in the fields of education, research and development can be used to develop books, modules, learning media, evaluation instruments, curriculum models, learning, evaluation, and others. According to him, in general, there are three steps of research and development, namely, 1) Preliminary studies by reviewing theories and observing existing products or activities, 2) Developing new product or activity programs, and 3) Testing or validating products or program activities that new. This research has been conducted for one semester starting from July 2018 to December 2018. The place for research was in the IAIN Tulungagung campus. The people who are involved in learning activities and have relevant information about research themes are called informants. Informants in this research are taken from students of English programme in semester one. Total informants in this research as many as 45 Indonesian undergraduate students who were majoring in English, and took English Grammar course. Determination of these criteria is seen from the results of the post-observation questionnaire. The tools used for data collection are through the teaching process, observation, spread out questionnaire post observation and interviews using recording devices, and field notebooks. The data in this study were in the form of research subjects, namely the population of the study as many as 45 English Language students. The informants in this study were also the same as the population. The number of informants will be based on the willingness of students to be interviewed. The use of interviews conducted online through recording devices is used by reason of strengthening virtual situations and direct interviews about understanding the material and the impressions obtained from the perspectives on analyzing online media text in the learning basic grammar using task-based learning. Questionnaires were conducted to obtain data about the opinions of informants regarding the learning grammar using task-based learning to conduct the perspective in analyzing online media text, while the dimensions of the research to be obtained through interviews were conducted to confirm the answers in the questionnaire including whether they were able to understand the material through the teaching-learning model and the form of difficulties faced by students. The shortcomings and strengths expressed by students also become one of the data sources that can increase the validity of student perceptions about education English sentence structure giving exercises positioned in training them to practice in analyzing phrases, clauses and sentences. The research was conducted through a qualitative approach. Qualitative research is an approach to explore and understand the meaning of individuals or groups on a problem. Use of a qualitative approach by considering 2 (two) reasons. First, qualitative research is in accordance with the objectives of the research that has a deep understanding; this is reflected in the use of questionnaires, interviews, and observations in understanding data. Through interviews, the researcher can do further questions if the answers given have not been explored. Second, researchers want to get data in accordance with the settings or conditions of participants. Through observation, researchers can capture processes naturally without being covered. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 25 Learning Basic Grammar Using Task-Based Learning Primary data obtained through observation researchers can see the process naturally without being covered. Primary data is obtained through observation, questionnaires, and interviews with students through individual and group assessments. Participant observation was conducted to obtain information about how the understanding was obtained after participating in English Grammar learning through task-based learning. The research dimension to be obtained is the level of understanding of students regarding the teaching-learning model. In addition, a questionnaire was given to find out how participants' perspective of the advantages and disadvantages of analyzing online media text in English Grammar learning. In this case the present research aims to investiagte and explore the pupils' perspective of the benefits or the potency of the media of English teaching-learning in English Grammar course; while the interviews were conducted aimed at gaining a deep understanding of the focus of the research. Interviews are carried out virtually and directly. Virtual and face-to-face interviews between peer tutors are conducted to obtain accurate data. Virtual interviews are chosen with the aim of further strengthening the process in a virtual context. In other words, to answer the first problem formulation, the researcher used a questionnaire given during the post-observation which aimed to capture the perspective on analyzing online media text through giving task in English sentence structure learning. In accordance with the qualitative research methodology, the analysis is inductive so it does not mean to prove the predictions of the researcher. All conclusions or theories that might be developed are formed from all data obtained in the field. The inductive analysis is carried out through activities: 1) analysis in the field together with data collection, 2) analysis in interactive forms and 3) analysis of the coding process. The interactive analysis model is a data analysis technique in qualitative research following an analysis model developed by several experts. The analysis is carried out through three components, namely: 1) data reduction, 2) data presentation, and 3) drawing conclusions and verification. This data analysis activity starts from data collection activities, then data analysis components, namely as follows: At the stage of data reduction, the process of selection, focusing, simplification, and abstraction of all types of information written on the field notes. This process takes place continuously along with data collection. Then the reduction is also carried out codification of data from the results of the analysis of observations and related interviews to facilitate further analysis. The researcher used coding process with 6 component analyzes (Spradley, 2006; Creswell, 2009), namely (1) collecting raw text data (read text data, in this case, the questionnaires of pre­ observation and post-observation), (2) dividing and organizing information segments, (3) reading all data, providing segment codes or parts, and reduce the code or simplify the code which in this context all data taken from questionnaires, observation, and interview were analyzed based on their perspective as the participant in the implementation of online media text in learning grammar ( 4) change the code into themes into four dimensions or themes of research including students' perspective of task based learning by anaylize online media to Basic English Grammar also advantages and disadvantages of the implemented-strategy, (5) connect themes with theory and case studies, in this topic, the data were analyzed related to their understanding of theory of Basic English Grammar and delivering material by analysing online media text, ( 6) interpret or infer the meaning of the four research themes, cultural analysis which was related to students' way in learning influenced by their habit whether as passive or active learners in getting the knowledge, also their experiences in high school phase. 28 Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 0% 10% 20% 30% 40% 50% 60% 70% 80% Learning Process Learning Process Proceeding from the figure above it .:ould he daimed or dsclosed that the learning strategy wh i.:h used hy lecturer has some success method applied hy students. The1·e was some learning strategy used hy the students in learning English basic grammar. 60 % of the 1·e~pondents conceded that tl1ey .:hoo~e to read the hooks in order to learn the materials in h:trd copy or handbooks. This method can en h:rnce stndent' s skill hecause from reading hooks they can find kind.~ of gr:tmmar types. The students used YouTuhe as a media of watcl1ing the video (RO%), the video refers ro l'ngli~h vi,ko hy a native speaker, from the video students .:ould know the right structn re of gr:tm mar :rnd 1won undat.ion of the WOl'ds. · rhe students used module media 01· e-hook (_:n<ii,) in learning grammar. l;rom the c-hook, they could found various ry71es of text. The studenrn prnvided qui1.1.es ( 62%) after explaining the mat.et'ials; it wa~ used to approve the swdcnt' s understanding. The students make a resume (i0%) of the materials. The students m:tdc an exam pie of the text and analpc it ( 80% ), so they .;ould :rn al}'7-C the grnm matical ly of E11gl ish I.ext or the structure of the se11tcnces. 4.3.2 The I.earning Process using Tnl.T • l'igun, 2. The I.earning Process using 'J'Jll.'J' The task-based learning tt,aching method was not used by stud,mts (29%) in English basic grammar learning. The students foe] hard to understand the materials (20%) of English basic grammar. '!'he students are completely amazing (71 %) with the task-bas"d learning teaching method because before they come to the university, their old teacher has not used this method or used traditional teaching method. In this English basic grammar course, the teacher held consultation method ( 40%) and it runs effectively because it appraise the right understanding of the students and also the teacher can guide the students when they faced difficulties in their works. '!'he forum discussion was run well or effectively ( 40%) because the students can share their understanding of the materials also share the difficulties of the materials so they can help each other. The presentation includes the teaching technique run well (42%} because hy implemented task-based learning teaching method the students became a center so they must Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 29 0% 20% 40% 60% 80% A xi s Ti tl e Their Perceptions The Students Responses The students Responses 0% 20% 40% 60% 80% 49% 55% 50% 64% 31% 67% Benefit of TBLT enhance their skill and extension their confiden.:e when they dcl iver the materials of English basic gramma1· ·1.3.3 The Students'Rcsponses • Figure 3: The SLudenL, Responses The responses of the students using the task-based learning leaching method in learning English basic grammar appear some negative responses. The st udenLs are passive and careless ( 60%) in the works. The sLudenls were la:.:y lo come in class (69%) when Lhe English basic grammar course Look place. The sLudenLs e.'(pecLed (70%) Lhal English basic grammar was hard Lo umler,Land. The studenLs felt heavy, sturdy, and beefy with Lhe Lask-based learning Leaching method ( 40%) because during Lhis lime Lhey have noL been using Lhis learning meLhod. The studenLs rnnnoL m1dersLand the English basic grammar maLerials well (20%) with this Lask-based learning Leaching method. 4.3.4 The BeneliLs of Task-Based Leaming Teaching • Figure 4. Tbe Dem.fits of Task-Based L~aming Teadling 30 Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019 Dwi Astuti Wahyu Nurhayati The advantages of using task-based learning teaching method based on the students perspective. The students have the ability to fix the understanding of the materials ( 49%) that have been described from the group discussion or the other friends. The students have good cooperation (55%) between teachers, group discussion or friends. The students have the ability to memorize the sentences, analyze (50%) the online text on module media. The students are able to manage the time (64%) to complete the target and submit it on time. The students are able to identify (31 %) the kinds of English Basic Grammar part. The communication ability of the students could increase (67%) using the task-based learning method. 4.3.5 Evaluating the Pair Up's Performance The result of evaluating the student's performance showed that the students felt charity (40%) for if provided a bad evaluation with their friends. Then the students felt a debt of gratitude to their friends (55%) so as to give a positive evaluation. The students feel reluctant ( 4%) if provide an evaluation that was negative but their friend has to pay the printout. The friend's relationship affects the assessment ( 46%) of the students because they do not want their friends to get the bad value and uncomfortable if provide the bad evaluation. 5. Discussion 5.1 The students' perspective on analyzing online media text seen from the observation Based on the result of the observation, firstly found that 80% of students have very low reading interest especially online media text than in the range 70% of students are not interested in attending the class and do not have the motivation to learn. Then, it discovered that students tend to rely on friends in completing the task in the range 50% and was supported that they only want the instant way in the range 40% where those do not want to understand the materials on their own terms. The lower range is 20%, the students claimed that they were not interested in analyzing the online text because it is not comfortable. Furthermore, this finding was also supported by the theory of reading habit more complete explanation stated by Muawanah, (2014) that several advantages of the reading habit. Those were as follows: (1) helping the mind performs effectively; (2 helping the students to develop some lexical items, (3) providing pattern or routine of reviewing texts loads creative eagerness and interest, ( 4) routine of reviewing texts means intellectual, mental and cognitive execise, (5) boots and encourages bookworms to acquire and admit a decisive and conclusive series of consciousness. So, the low interest in reading also affects students in learning Basic English Grammar should be increased. Reading needs to be developed to increase the students' ability in mastering Basic English Grammar, but some reasons cover it. Donald (2015) explained that "some factors influencing students' reading interest including students' motivation, uncontrolled sophisticated media such as phone & computer, friends, and learning environment." The controlled environment, especially in learning class needs to be conducted to make the learning process run well. Although the attention of the environment is needed, it is also required the learning interest from each student. The motivation in learning particularly reading must be increased. It is also pararrel to Riswanto and Aryani, (2017) who found that the motivation of students in learning extends and maximize the student's achievement in learning. So, it is necessary for students to enhance and widen their motivation to get a better result and high achievement in learning especially Basic English Grammar. 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