%0 Journal Article
%A Irmawati, Noer Doddy, Dr.
%A Ahmad, Dahlan
%A University, Yogyakarta, Indonesia,
%D 2015
%F iab_repo:472
%I Institut Aminuddin Baki
%J PROCEEDINGS 3rd REGIONAL CONFERENCE ON EDUCATIONAL LEADERSHIP AND MANAGEMENT
%K Task-Based Learning, Teaching Professional, Management and Leadership
%P 115-129
%T THE INFLUENCE OF USING TASK-BASED LEARNING (TBL)  TOWARDS TEACHING PROFESSIONAL MANAGEMENT AND  LEADERSHIP
%U http://eprints.iab.edu.my/v2/472/
%X 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.