Irmawati, Noer Doddy, Dr. and Ahmad, Dahlan
(2015)
THE INFLUENCE OF USING TASK-BASED LEARNING (TBL)
TOWARDS TEACHING PROFESSIONAL MANAGEMENT AND
LEADERSHIP.
PROCEEDINGS 3rd REGIONAL CONFERENCE ON EDUCATIONAL LEADERSHIP AND MANAGEMENT.
pp. 115-129.
Abstract
TBL (Task-Based Learning) which was applied in an English class to improve
students’ academic reading achievement which gives influence to teaching
professional management and leadership. It was a result of classroom action
research which was conducted by three cycles of teaching learning process to 42
students in Faculty of Letters Ahmad Dahlan University Yogyakarta Indonesia
academic year 2010/2011. The objectives of the research were: (1) Can TBL improve
the students’ academic reading achievement; (2) Are there some influences of using
TBL toward teaching professional management and leadership; (3) some benefits of
using TBL in the teaching learning process. TBL is used because learning using taskbased
learning method consists of the process of working class, which makes learners
can master, harness, using the target language with the main purpose to control the
meaning or significance of the mastery of the form. Task focused on learning
languages and performed in a single process in the classroom to produce a product
or output that increased academic English reading achievement. Learning actions
implemented through three cycles of action, each cycle of cycle 1, cycle 2, and cycle 3
using evaluation and reflection to look for the strengths and weaknesses as a basis
for consideration in the next cycle. The activities were analysis, fact-finding,
conceptualization, planning, implementation, additional fact-finding, evaluation, and
reflection. Naturalistic approach by using the technique of "participant-observation"
of the development of ethnographic which was done collaboratively, as well as
incorporate the characteristics of the case study methodology of Belanger. So there
was a rolling process from cycle to cycle, until the end, and there were some side
effects. Its essence was to solve problems encountered in the learning process and
improve the system, so there were changes such as increasing the low reading
achievement of the students in English Letters Department Faculty of Letters,
University of Ahmad Dahlan Yogyakarta. The results (Noer Doddy Irmawati, 2012)
showed some significant discoveries, as follows: (1) increasing the English students’
academic reading achievement, (2) increasing the intensity and awareness of
significant learning, (3) changing and improving significantly the students’ attitudes,
(4) increasing significantly the professionalism of lecturers, (5) increasing
motivation and student interest in learning, (6) increasing effectively of
communications among students, (7) increasing ability to cooperate, collaborate, and
socialize, (8) increasing the ability to understand the vocabulary, grammar, and
pronunciation, (9) increasing the ability to analyze the reading aspect of reading
academic purposes, (10) increasing the ability to express opinions, ideas, and suggestions, (11) increasing the discipline and ability to appreciate time, (12) the
learning process becoming a means of emotional therapy. All of them can be
classified into 5 main themes, namely: (1) The application of TBL improves the
English reading academic achievement, (2) It increased the intensity of student
learning, (3) It increased personal awareness of attitude and professionalism, (4) It
increased in social skills and (5) It increased in leadership, exemplary and moral
values. There were also the strengths and weaknesses of using TBL in the teachinglearning
process of academic reading. So there were some influences of using TBL
toward teaching professional management and leadership.
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