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THE APPLICATION OF TASK-BASED ACTIVITY ( TBA )TO IMPROVE STUDENTS MOTIVATION AND SPEAKING SKILL AT BAITURRAHMAH MIDWIFE ACADEMY OF PADANG

Erwin Pohan, Prof. Zainil.,P.hD., Rusdi Thaib, P.hD.

English Lecturer at The Teacher Training and Education Faculty of

Maritim Raja Ali Haji University Jalan Politeknik Senggarang Tanjungpinang, Kepulauan Riau 29100

Telp. 0771-7001550, fax. 0771-7038999 Website: http://fkip.umrah.ac.id E-mail: fkip@umrah.ac.id E-mail: epohan08@yahoo.com, Mobile phone: 081372104449

Abstract

Based on the researchers experience and observation during learning and teaching process, most of the students were not active. For example, when they were asked questions or to answer or give comment / suggestion, most of them kept silent or just smiled. only few students who could do those even though with simple utterances. These indicated that most of them had low motivation to speak English and their speaking skill was also poor. There were few students who were good and very good , but no one was excellent.

Because of the problem above, the researcher tried to solve this with doing research, that was, Classroom Action Research (CAR) through applying Task-Based Activity (TBA). The purpose of this research was to find out the extent of applying Task-Base Activity (TBA) could improve students motivation and speaking skill.

This research was conducted at the second semester students of Baiturrahmah Midwife Academy of Padang. The participants were 40 students. The research procedure used by three cycles (cycle 1, 2, 3). The time was 100 minutes per meeting and once a week. The data were collected by observation, questionnaires, and interview.

When the research and data analysis finished, the result showed that there were a significant improvement of the students motivation and speaking skill (from cycle to cycle). In other words, their participation and interaction were increased after doing the action even though with simple utterances. But, there were sub-categories of during-task and post-task phases that could not be used here because of the limited time and students level of knowledge. It meant that there was a chance to continue this CAR and deeper research through experimental research.

Key Words: Task-Based Activity (TBA), speaking, motivation, Classroom Action Research (CAR)

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A. Introduction Motivation has an important role in learning English language particularly. Learner who has high motivation to learn English such as reading, writing, listening, and speaking, etc, will almost always be successful in the learning itself. Teacher who has high motivation to teach English well, of course, will almost always be successful in the teaching itself. Research has found that when people are motivated by their own wants and needs they are almost always successful (Brown, 2002). It means that having motivation internally or externally is very important in learning and teaching English. Therefore, the students should have high motivation to learn English in order to master that language ideally. For example, to improve their speaking skill, they should motivate themselves to practice English orally whenever and wherever they are. In addition, the teacher / lecturer also should be a model of English speaker to their learners. In other words, students motivation to learn and to improve speaking skill are supported each other. It is impossible to have a motivation to do something without motive and / or to improve speaking skill without a strong motivation to do it. However, based on the writers experiences in teaching English at Baiturrahmah Midwife Academy of Padang, Most of the students were passive, low initiative to have good participation and interaction with friends and teacher while learning and teaching processes happened.

Moreover, He had been using multi skill strategies in teaching English. For example, the materials were given to the students, then they could leant at home and making discussion in the classroom. In discussion session, he asked them to find signs, problems, and solutions of a certain of problem of women in the group. After that, they asked to ask each other dealing with those items in pairs in their groups (speaking class). And, at the same time, they also taught about structure, reading, listening, and vocabulary. But based on his observation during the learning and teaching processes, he found some problems such as the students low motivation: passiveness, blaming someone or something else for their poor performance, and having few interactions with friends and teacher; and for the students speaking skill: most of students could not respond voluntarily to the teachers question, most of the students could not produce some good simple utterances, and most of the students were not able to look for another similar words or phrases when they forgot something while speaking. For the students problems, most of them had low interaction during discussion session. They were shy when they were asked to speak such asking and answering question, giving comment, and suggestion to their friends performance of conversation. When they were asked why they did like that, their answers were they had low vocabulary mastery. They also seldom had discussion the material in the classroom with other non-English lecturers; most of the lessons were

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explained by them through OHP media. So, when they arranged to be a creative students in learning, most of them were not familiar with the activities. Probably, they had been familiar with spoon feeding style with the non-English lecturers. The second problem was the teachers strategies in teaching English. As, he said before, he used multi skills: giving the material to the students; asking them to read at home and discussed in the classroom later on; the, asking them to make some simple question to ask each other in the groups; identifying the structure of the sentences, a certain vocabulary, and difficult words from the text studied. They learnt those at the same time from one topic of the same material. He just explained when they asked for clarification. In fact, only few students could do this. In other words, this technique could not help the students much on participation or interaction. It meant that it was not effective yet to improve the students motivation and speaking skill. Therefore, to solve the problems, the researcher tries to apply Task-Based Activity (TBA) with three phase strategies: pre-task phase, during-task phase, and post-task phase. In this case, there are some options in applying this (see more on Ellis, 2000 in chapter II). In addition, there are some advantages of applying TBA such they are used step by step based on the students level of knowledge, they can improve students motivation, speaking skill, and vocabulary acquition. The TBA is flexible and can produce the language use in nature. Beglar and Alan (2002:102)

say that one of the greatest strengths of task-based teaching is the fact that much, or all, language use occur in a natural, communicative context. Also, Richards and Willy (2002:20) say that proponents of task-based language teaching point out that SLA research shows that successful language learning involves learners in negotiation of meaning. In the process of negotiating with a speaker of the target language, the learner receives the kind of input needed to facilitate learning. It proposed that classroom tasks which involves negotiation of meaning should from the basis of the language teaching curriculum, and the tasks can be used to facilitate practice of both of language forms and communicative function. In other words, theoretically, task-based teaching is one of the best techniques to improve learners and teachers language proficiency. Because it is communicative/an offshoot of CLT, goal-oriented activity, systematic, variety and flexible (see more on chapter II). Therefore, the writer would like to overcome or minimize his English teaching problems : low motivation and speaking skill at the second semester students of Baiturrahmah Midwife Academy of Padang through applying task-based activity (TBA). In order to have a focus on this study, the writer formulates the problem of the research. It is as follow:

To what extent can Task-Based Activity (TBA) improve students motivation and speaking skill at the second semester students of

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Baiturrahmah Midwife Academy of Padang?

The purposes of the study are to improve the students motivation and speaking skill through applying task-based activity. And, the innovation that will be produced from this classroom action research (CAR) is the application of task-based activity (TBA) on several kinds of tasks to improve students motivation and speaking skill at the second semester students of Baiturrahmah Midwife Academy of Padang. B. Review of the Related Theories The Concept of Task Before discussing the TBA in more details, it is better to see the concept of task first because it is as the base of the TBA. Nunan (2006) defines a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interpreting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. Similarly, the task has a sense of completeness, is able to stand alone in a communicative act: beginning, middle, and end. Oxford (2006) defines task as : (1) an imposed tax, duty, or piece or work, (2) an everyday piece of work, (3) a job responsibility, (4) a general activity or exercise for L2 learners, (5) an outcome-oriented L2 instructional segment, (6) a behavioral framework for research, (7) a behavioral framework for classroom learning. The Concept of Task-Based Activity (TBA)

Dealing with the topic of the research study, there are some important theories that can improve students motivation and speaking skill through task-based activity (TBA) such as the concept, the specific of this theory, and the application and strategies in teaching and learning process. According to Stone in Yeh (2003), the concept of task-based activity (TBA) is the use of target language contextually through situational activities. And the role is to provide learners to use the target language contextually through that activities. For example, the students are asked to perform various tasks that require the use of all four-language skills: listening, reading, writing and speaking with emphasis on performing communicative activities. Furthermore, based on the concept, criteria and characteristics of the task as the base of the TBA above, there are some indications of the TBAs application and strategies in learning and teaching process such as comprehending, manipulating, producing or interpreting the target language (see Nunan, 2006), processing the language pragmatically (Ellis, 2006), behavioral framework for classroom learning (Oxford, 2006), etc. It means that the application of the activities are done step-by-step through three phases: pre-task, during-task, and post-task (the strategies). Yeh (2003) divides the TBA into three phases: pre-online chat, during-chat, and post-online chat activity. But, in implementing the activity, she has four steps: Pre-Online Chat

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(10-15 minutes), During-Chat: Voice Conference with Students (1 hour), Offline Post-Chat Activity (1 hour), and Offline Post-Chat Activity (1 hour). The Concept of Motivation Brown (2002) defines motivation as having a real purpose in learning English, or really wanting to learn English for a reason. Similarly, Norris-Holt (2001) defines motivation as the learners orientation with regard to the goal of learning a second language. Weinstain (2006) differentiates students into two groups of motivation: a. The students who have high

motivation are as follows: 1) Understand how succeeding

in college fits with their own personal, academic, social, and occupational goals.

2) Focus on goals to help them stay committed to putting forth the effort and doing what is necessary to benefit from college.

3) likely to work hard at participating in their classes and at learning the material presented.

4) likely to keep working in the face of difficulties when trying to understand a concept or complete a long, complex assignment.

5) Tend to see success as a function of their effort.

6) Understand that there are factors they cant control, and focus on the factors that are controllable.

b. The students who have low motivation are as follows:

1) usually not clear about how college fits with their own personal, academic, social, and occupational goals.

2) easily distracted when listening to their teacher or completing assignments on which they are working.

3) difficult to get started on their homework or other class projects.

4) difficult to participate in class and to stay focused on learning the information being taught.

5) likely to blame someone or something else for their poor performance, such as the teacher or the difficulty of the test, rather than accepting responsibility for not studying enough or for not studying the right material.

6) often less successful because they may not accepted responsibility for their performance. They are generally not interested in completing assignments, and are likely to put forth less effort on challenging tasks.

1. The Concept of Speaking Brown (2001) defines speaking as an interaction process of constructing meaning that involves producing and receiving and processing information. Richards (2002:201) describes seven types of speaking: (1) casual conversation: to make social contact with people to establish rapport, to engage in the harmless chitchat that occupies much of the time we spend with friends; (2) giving instruction or getting things done; (4) describing things; (5) complaining about peoples behavior; (6) making polite requests; (7) entertaining people with jokes and anecdotes.

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Brown (2004) describes the Test of Spoken English (TSE) Rating Scale: Table 1: TSE Rating Scale (adapted from Brown, 2004:166)

Scale Description

60 Communication almost always effective: task perform very competently; speech almost never marked by non-native characteristics

50

Communication generally effective: task performed competently; successful use of compensatory strategies; speech sometimes marked by non-native characteristics.

40

Communication somewhat effective: task performed somewhat competently, some successful use of compensatory strategies; speech regularly marked by non-native characteristics.

30

Communication generally not effective: task generally performed poorly, ineffective use of compensatory strategies; speech very frequently marked by non-native characteristics.

20

No effective communication: No evidence of ability to perform task, no

effective use of compensatory strategies; speech almost always marked by non-native characteristics.

Then, to present these in the assessment of speaking, they can be addressed to elicit oral production in various discourse categories. They can be seen from the following content specification for the TSE:

1. describe something physical

2. narrate from presented material

3. summarize information of the speakers own choice

4. give directions based on visual materials

5. give instructions 6. give opinion 7. support opinion 8. compare/contrast 9. hypothesize 10. define (Brown, 2004:163)

And, these indicators can be classify into four categories to indicate the improvement of the students speaking skill: (1) grade 60 is for E (excellent), (2) grade 50 is for VG (very god), (3) grade 40 is for G (good), (4) grade 30 and 20 is for B (bad). For example, when the first meeting, the result of the students speaking skill is bad, the next meeting she has good at speaking. It means that there is an improvement of her speaking skill. It can be done through observation, and interview.

Review of the Related Findings The relationship or effect of applying the task-based activity (TBA) to improve students

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motivation and speaking skill especially in learning and teaching English language can be seen from the related findings. Yeh (2003) in her article telling true stories: blending multimedia in a task-based activity (TBA) indicated that the main activity was the use of computer laboratory and internet access. She created the learning situation into meaningful activities such as asking the students at Taiwan University to have a chat with native speaker of English through internet. She divided the activities into three phases: pre-online chat, during chat, and post-online chat activity. Her time allocation in these activities were 3 hours and 15 minutes more or less. As a result, the students oral communication by giving them flenty of opportunities to use the English language in an authentic manner were enhanced. And by combining a blended approach to learning EFL, offers not only the crossing of boundaries and cultural dimensions but it also creates a different milieu that cannot be recreated in a regular classroom. Based on the related findings above, the researcher sees that the application of task-based activity (TBA) to improve students motivation and speaking skill is not investigated yet. Conceptual Framework In this research, there are two main problems that are being faced by the students: most of the students are shay to speak because of lack of vocabulary and have low motivation to participate such asking and answering questions. So, to solve the problems, the writer tries to use a tool to overcome or minimize the

students problems through applying task-based activity (TBA). They can be seen from the diagram below. C. Research Methodology

Kinds of Research Dealing with the research problems, where they are derived from students who have low motivation to take part in communication orally and their problem in using English in spoken, of course, learning and teaching processes will not run well. So, the suitable kind of research to this, is classroom action research (CAR). Gay (2000 says that action research is a process in which individual or several teachers collect evidence and make decision about their own knowledge, performance, beliefs, and effects in order to understand and improve them. In other words, action research is not only to test a treatment, but also has the truth believing of the effectiveness of the treatment. Setting of Research This research is done at the Baiturrahmah Midwife Academy of Padang, West Sumatera. The participants are the second semester students on the academic year 2006 - 2007. There are three classes with 40 students / class (all women): class A, B, and C. The Classroom Action Research (CAR) is conducted in the class C. Because the students in this class have the lowest motivation to speak in English. For example, only two or three dominant students want to speak in English. Meanwhile, the others have more than four students want to take part in communication orally. The learning and teaching process is once a week with 100 minutes / meeting.

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Research Procedure This CAR follows three cycles as seen in the following diagram:

Instrumentation In the classroom action research (CAR), the instruments will be used are the researcher himself, interview, observation, and questionnaires. The researcher is the key instrument in interpretation of data have been collected and involves in all of the learning and teaching processes in the classroom. Then, the Interview is the next tool to get information about the students motivation and speaking skill before and or after doing action. Next, the Observation is also the tool to get information about the students motivation and speaking skill before and or during doing the action. And, the questionnaires are the tool to get information about the students motivation in speaking skill before and or after doing action.

Technique of Data Collection In This CAR, the data will be collected through, observation, questionnaire (anonymously), and interview. The observation is used to collect the data about the improvement of the students motivation and speaking skill. He observes the process of learning and teaching through applying tasks from the beginning until the end Here, he observes the students motivation and speaking skill before doing an action. In this case, he has got the previous data of the students: the student who has high, and low motivation; excellent, very good, good, and bad at speaking English. Then, he goes on the observation during doing action and the end of action to see the both of motivation and speaking skill improvement.

Planning

Cycle I

Observing

Acting Reflecting

Planning

Cycle II Acting Reflecting

Observing

Planning

Cycle III

Acting Reflecting

Observing

?

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Then, the categories of this observation is used on the questionnaires to see the improvement of the students motivation to speak English. The students answer on that questionnaires are observed again to see the improvement. And, the result of observation and questionnaires (the students performances and answers) are asked to them to see the improvement. And, the researcher interviews the students to see the improvement of the their speaking skill. Interview, here, is meant to test the students speaking skill. As a result, the improvement can be seen from before CAR, and after doing action in every cycle (from cycle 1 to cycle 2 and cycle 3).

Technique of Data Analysis The data will be analyzed through Reading, describing, classifying, and interpreting (Gay, 2000:239). Reading: becoming familiar with the data and identifying main themes in it. It means that the researcher reads all the data gathered from observation, questionnaires and interview and then identifies the data into two main themes: motivations categories-high, and low; and speaking skills categories-excellent, very god, good, and bad in before / during / after doing action. Describing: examining the data in depth to provide detailed descriptions of the setting, participants, and activities. It means that the researcher describes the setting, participants, and activities of the third instruments to know the improvement of the students motivation and speaking skill.

Classifying : categorizing and coding pieces of data and physically grouping them into themes. Here, the researcher classifies the students who have improved the motivation and speaking skill based on their categories through the three instruments.. He categorizes and codes the data into H (high), L (low) for students motivation and E (excellent), VG (very good), G (good), and B (bad) for students speaking skill. Interpreting: interpreting and synthesizing the organized data into general conclusions or understandings. It means that the researcher interprets and synthesizes the data from the third instruments. So, the result of the research can be understood from the interpretation. For example, we can see the process effect of TBA to improve students motivation and speaking skill through the interpretation of the third instruments categories such as the students who have or have not improved their motivation and speaking skill can be seen from the process of applying TBA and through the third instruments. D. Findings and Discussion

Findings Based on the research question, this action research was conducted to find out whether the students motivation and speaking skill of the second semester students of Baiturrahmah Midwife Academy of Padang improve or not through applying task-based activity (TBA). This research was divided into three cycles. Each cycle consists of planning, acting, observing, and reflecting. This findings start from before CAR, cycle 1, cycle 2, and

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cycle 3. Here, the research findings from the cycles will be discussed. Before the research done, the researcher gave the preliminary questionnaires to the students and analyzed them. It was about the students first opinions of using dialogue completion as the part of Task-Based Activity (TBA) in learning and teaching speaking. The results showed that (1) almost all of the students indicated that the English teacher seldom gave them a dialogue text to be practiced as a model in the classroom, (2) almost all of the students indicated that the English teacher never gave them the dialogue completion to be discussed and completed before being practice it, (3) in post-task, almost all of the students indicated that the English teacher seldom ask them to repeat a dialogue task that had performed in pre-task. For the preliminary questionnaire of the students motivation, the researcher found some information: (1) almost all of the students seldom understand how succeeding fit with their own personal and academic goals, (2) almost all of the of the students indicated that they seldom had a commitment to learn English through learning time as well as possible, (3) Almost all of the students tended to pocus on grade rather than process of effort to understand and practice English, (4) almost all of the students seldom asked, answered questions, gave suggestion, additions, comments, and critics while learning English, (5) almost all of the students were not responsible to the result of their poor performance, (6) almost all of the

students were not motivated to face difficult learning work materials. Then, the researcher found some valuable inputs from the students preliminary interview of speaking: (1) all of the students could not speak English excellently (utterances of sentences), (2) almost all of the students could not ask and answer complex questions orally, (3) almost all of the students could produce few English midwifes terminologies orally such as menstrual, swelling, and pregnant issues, (4) almost all of the students had few interaction with friends and teacher in spoken language. In first cycle, the improvement of the students motivation and speaking skill were not increased yet. It seemed that there were some of them who did not care to the work activity in group and kept silence while having time to give comment, suggestions, questions and answers. In the second cycle, there was a significance change particularly on paying attention to their groups activity, teacher explanations. It can be seen from the quantity of their speaking in groups were increased. But, there were still few students tried to ask and answer and give comment to their friends performance on the dialogue. In other words, not all students in each group (representative one) took a participation in the discussion session. In the third cycle, there was a significance change on students behavior in speaking. It can be seen from the number of students to take part in communication orally were well-increased enough. Most of them (representative group member) took

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part in the discussion session through asking and answering, giving comment and suggestions to their friends task performance. It meant that most of them were active to speak in English. Discussions

The effect of TBA for the students motivation and speaking improvement can be seen on the previous findings. Where the weaknesses of the students motivation and speaking skill before CAR could be minimized in the first cycle. Then, the weaknesses happened in the cycle 1 could be solved in the cycle 2. Finally, almost all of the weaknesses that were in the

cycle 2 could be solved significantly in the third cycle ( see more on findings above).

Based on the findings above, the researcher finds that the effectiveness of TBA to improve the students motivation and speaking skill can be elaborated from the figure below. Figure 1: The Improvement percentages of the students motivation and speaking kill.

Before applying CAR through TBA, the students motivation were low such as their understanding to the colleges succeeding fits to their own personal goals, having commitment to take benefit from college, working and participating in learning the material being

presented, working in the face of difficulties learning materials, seeing success as the function of their effort, and focusing on the factors that are controllable. The percentage was about 50.0 %. Meanwhile, after CAR or cycle 1, the improvement happened to the all items above. The percentage was about 60.0 %, then on the cycle 2, it was about 80.0 %, and on the cycle 3, it was 86.0 %. The criteria to see the students motivation referred to the Weinstains (2006) categories of high motivation (see the concept of motivation, on chapter II).

Also, almost all of the students speaking skill were poor/bad before conducting the CAR such as illustrating the English midwifes terminologies, describing menstrual experiences, describing the solution of menstrual problems, and stating the knowledge of pregnant and swelling, saying the number of midwife workers in their village, and indicating their goals after studying. It was about 50,0 %. However, after cycle 1, there were a n improvement, that was, 59,95 %. Then, after cycle 2, it was about 66,32 %. And, at the end of cycle 3, it was about 75,37 %. The criteria to measure the improvement referred to the TSE rating scale components (see the concept of speaking, on chapter II).

As a result, all of the students were good at saying status, location of study, the goals after studying, the number of midwife in their village, the number of their menstrual period, describing solution while facing menstrual problems, and stating their knowledge of pregnant and swelling through applying TBA: dialogue completion. But, there were few

0

20

40

60

80

100

BeforeCAR

Cycle1

Cycle2

Cycle3

Motiv ation

Speaking skill

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students who were not good at illustrating the English midwifes terminologies, their menstrual experiences, and stating their knowledge of pregnant and swelling. The improvement of the students motivation and speaking skill were based on the assumption that: 1. TBA through discussion to

complete the dialogue completion gave a lot of time to think and perform the language in spoken or written form.

2. TBA provided the learner to use the English through situational activities such as discussing and talking about the English terms of midwife. Because they were midwife students. In other words, the materials related to their field or and support the other lessons in which most of the materials are English.

3. TBA through dialogue completion were precise to their level of knowledge, that is, simple dialogue.

4. TBA through discussion, question and answer to complete the dialogue completion encouraged the students to interact orally with friends and teacher.

5. TBA through peer feedback form while practicing the dialogue completion prepared the students to be more serious in communication orally or in written form. In addition, by applying the TBA

from cycle 1 till cycle 3, it could not help the students to be an excellent in speaking through dialogue completion. But, it could improve the students speaking skill from poor to good to very good. And, the

students motivation could improve from low to high. It could be seen from their performance in doing the task either in groups or in front of the class.

Moreover, the TBA is a tool to help students low motivation and speaking skill. It applied through discussion, question and answer to complete and practice the dialogue completion. It means that they can increase students motivation and speaking skill. Taylor (2002:399) states the effective of group work for several reasons: 1. to increase actual participation

and thus language learning opportunities

2. to improve the quality, or naturalness, of students talk, so that it is closer to genuine interaction

3. to help individual instruction 4. to promote a positive affective

climate 5. to increase students motivation

Then, the other expert, Wahjosumidjo (1984:177), states that performance is the result of interaction between motivation, capability, and perception about himself/herself. For example, a student who has high motivation , but he has low capability, will result low performance. Also, the student who has low motivation and capability will produce the low performance. So, the ideal one is the student who has high motivation and capability will result high performance.

So, the effectiveness of applying TBA above is relevant to what Lochana and Gitoshree (2006) who created textbook into meaningful task in pre-task stage. And the result

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showed the students were active working through it in the group.

In conclusion, the application of TBA to the students through choosing the appropriate sub-categories from pre-task, during-task, and post-task phase to the level of the students background knowledge, the learners and teachers role are clear with the communicative material can improve their motivation (the willingness to speak) and speaking skill (from bad to good, and to very good). E. Conclusions

After doing the action research in the classroom through applying the TBA to improve the students motivation and speaking skill at the second year student of Baiturrahmah Midwife Academy of Padang, the researcher analyzed them. And, the interpretations could be concluded as follows: 1. By applying TBA through three

phases strategies had made the improvement of the students motivation and speaking skill. The most important thing was that this task had increased their understanding of meaning and interaction. In other words, they were not only encouraged to talk something with their friends, but also to interact in nature.

2. TBA through dialogue completion helped the students to be more confident to speak English even though with the simple utterances.

3. The use of TBA: dialogue completion as the teachers teaching strategies could improve the effectiveness of teaching and learning speaking. Because the

teachers and students roles in applying TBA were clear.

4. By applying the TBA: dialogue completion step by step could minimize the students passiveness either in group or in the classroom.

5. The students were responsible to the result of their poor performance and motivated to face difficult learning work materials. These also supported their speaking skills improvement such as interaction with friends and teacher, and known more about the English terms of midwife. And, few of them could produced complex sentences through repeating the same dialogue with changed condition.

6. TBA through dialogue completion, discussion and question and answer had provided the students to use the English language based on their field of activities.

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