DEVELOPING INTERACTIVE TASKS FOR THE FIFTH GRADE STUDENTS OF NOGOPURO ELEMENTARY SCHOOL

Abstrak / Ringkasan

The objective of this research study was to develop a suitable set of
English tasks for the fifth grade students of Nogopuro Elementary School. Four
research questions were on how: (1) the need analysis of interactive tasks was
conducted, (2) the course grid of interactive tasks was organized, (3) the
developed interactive tasks were presented in the material, and (4) the developed
interactive tasks were being implemented, evaluated, and revised.
This study was a Research and Development (R & D). The subjects of
this study were the fifth grade students of Nogopuro Elementary School. The
instruments used in the study were questionnaires and an observation guide. The
data gathered were in the form of quantitative and qualitative. Quantitative data
were obtained by using the questionnaires while qualitative data were obtained by
analyzing the results of the questionnaires and the observation guide. The
procedure of developing tasks in this study consisted of eight steps (1) conducting
needs analysis, (2) writing course grid, (3) developing the first draft of the
interactive tasks, (4) trying out the first draft of the interactive task, (5) evaluating
and revising the first draft of the interactive tasks to produce the second draft, (6)
trying out the second draft of the interactive tasks, (7) evaluating and revising the
second draft of the interactive tasks to produce the final draft, and (8) writing the
final product of interactive tasks.
Four findings are obtained. First, the fifth grade students of Nogopuro
Elementary School need to improve their English. They need to develop their
speaking skills. They need tasks that can provide adequate opportunities to
interact with others. They need group work activities like games with familiar
themes like public places, around the school, and animals. Second, the course grid
of interactive tasks is based on the curriculum 2006 (the standard of competences
and basic competences) and the results of the needs analysis. Third, the
interactive tasks are well developed. The task components (goal, input, activities,
teacher?s role, learners? role, and setting) are built up in the tasks based on the
course grid. Fourth, the interactive tasks meet the requirements of good and
appropriate English learning tasks (The mean scores range from 4.2 to 4.7
meaning good and very good).

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