ABSTRACT
Y. Gatot Sutapa Yuliana: Development of Integrated Task-Based English Language Learning Model for Vocational Technical School. Dissertation, Yogyakarta: Graduate School of State University of Yogyakarta, 2012
The
study was undertaken to: (1) obtain a description of the steps of learning English
through task-based English language learning model (PBTT model) at the technical vocational
school and its improvement on the students’ performance of their English
learning result and (2) know the
effectiveness of the implementation of PBTT model at the technical vocational English learning.
The
method used in this study is research and development (R & D); the research
used to produce a particular product, and test the effectiveness of the
product. The stages of development consists of four phases: (1)
pre-insvestigation, (2) design, (3) validation, test, and revision, (4) the final
product. The resulting product of the phases is validated by the three
validator-reviewer teachers/practitioners and the conceptual experts: a matter
expert, an expert of learning technology, and an expert of design &
evaluation. Assessment was carried out two times: (1) limited testing, and
(2) after extended testing. Limited testing and extended testing are
facilitated by the English language teachers
and a collaborative observer. To measure the level of understanding
between the expertized validators on the assessment of experts, analyzed with
Cohen's Kappa Coefficient and percentage of agreements were used, while to
measure the level of skill competencies that are the focus of the development
of spoken and written skills, used quasi design experiment with pre-test
posttest was employed. The research subjects were the first semester students
and teachers of the class XI, from 4 vocatioanal technical schools and one of
technical industry school with pusposive sampling technique.
The
findings of the research-development are as follows. (1) The model is
significantly can contribute to the development of English vocational technical
competency-focused on spoken and writing skills. Through two stages:
pre-development and development phase, this model is theoretically and
empirically tested. (2) The instrumentative model produced in the learning
instruments (handbook/the manual model, RPP, model materials, evaluation tools)
is contextual-effectively able to
demonstrate comprehensive and optimal result, (3) The model meets the
valid, practical, effective criteria, (4) The responses of students and
teachers are very positive; and, students and teachers objectively say that
this model is effective and works well as an alternative model of development
of English skills both spoken and written for vocational technical school
students. Data judging the results of the learning process by quasi
experiment show group model is significantly faster growing than the
conventional group in competency of spoken and written English. Additionally,
the quantitative data prove that the model is very feasible for use in the
learning of spoken and written skills, and the qualitative data also confirms
that the students can develop their own potential in an integrated and total
progress. The integration of the model provides motivational opportunities
for students to master not only knowledge but also the soft skills and maturity
to be creative in accordance with the orientation of the competence of acting
out; and meets the relevant conditions (real world) with a miniature world of
work -going into. With a degree 100% of
positive experience in learning through the model, students / teachers
consider that the adaptive English competency of learning can be manipulated by
the integrated task-based language learning techniques.
Thnks for this abstract model sir
BalasHapusthis really helpful