Agnes Widyaningrum, 0201610013 (2018) THE EFFECTIVENESS OF COGNITIVE TASK BASED APPROACH APPLIED IN GREEN ADVENTURES IN TEACHING READING AS REFLECTED IN CHARACTER BASED ENGLISH SYLLABUS. Doctoral thesis, Universitas Negeri Semarang.

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Abstract

Widyaningrum, Agnes. 2018. The Effectiveness of Cognitive Task Based Approach Applied in Green Adventures in Teaching English as Reflected in Character Based English Syllabus. Doctor English Education Program, State University of Semarang. Prof. Mursid Saleh, M.A., Ph.D; Prof. Dr Warsono, Dip. TEFL, M.A.; Dr. Djoko Sutopo, M.Si Keywords: Cognitive Task Based Approach, Green Adventures, Reading, Character Based English Syllabus. This study is aimed to develop character based English syllabus by implementing cognitive task based approach applied in Green Adventures book five series in teaching reading for third graders. It applies the research and development method which consists of three stages: the exploration, the development and the field testing stage. The objectives of the study are: First, to explain the existing model of English syllabus and the need to redesign English syllabus. Second, to analyze the students’ perception toward teache’r roles. Third, to examine the effectiveness of cognitive task based approach in teaching reading.The first objective is broken down into into two specific aims: (1) to analyze the existing English syllabus and (2) to redesign the character based English syllabus based on the need analysis. In the scond stage, the prototype of the model of character based English syllabus was redesigned. The model consists of KePLan values as character values and cognitive task based as an approach. The KePLan values are the representation of Catholic religious values, local wisdom derived from Indonesian culture also the 18 character traits published by the government. The cognitive task based approach is known as problem based learning in the syllabus. The character based English syllabus using cognitive task based approach was evaluated by experts and tried-out in one school. In the last stage, the model was implemented in one private Elementary school under YPL in Semarang. The study applied one group pretest-posttest design. A focus group discussion with the teachers about the character based English syllabus using cognitive task based approach was conducted at the end of the experiment. The findings showed CTBA availabe in GA was effective in teaching reading to improve learners’ reading competence. Most of tasks available in GA showed random access instruction and top-down instruction which reflected teaching modes based on children’s cognitive psychology. Teacher’s roles as tutors and recource could help learners gain knowledge cognitively. GA tasks which showed intercultural competence were tasks having authentic as well as created situation and tasks which allowed students to work in a group like role playing and discussion known as problem based learning. The result of expert judgement showed that the expert consider the draft model as very good syllabus applied cognitive task based approach for teaching reading to third graders, though it required some revisions. After tried-out another revision was made. The result of the field test indicated that the approach was effective for improving learners’ reading competence. This study suggests that the character based English syllabus using CTBA is appropriate for teaching reading in Elementary school.

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