THE IMPLEMENTATION OF TASK BASED LANGUAGE TEACHING (TBLT) PROCEDURE AT THE FIRST GRADE OF TOURISM DEPARTMENT IN SMKN 2 BUKITTINGGI
ABSTRACT Fransiska Gustiana,2315021, The Implementation of Task Based Language Teaching (TBLT) Procedure at the First Grade of Tourism Department in SMKN 2 Bukittinggi, A Thesis State Islamic Institude (IAIN) Bukittinggi, 2020. This research was conducted based on the problems which were found by the researcher at the First Grade of Tourism Department in SMKN 2 Bukittinggi. There were some problems that researcher found. First, the teacher immediately asked the students to do the task without ensures whether the student has understood the task or not. Second, the teacher gave the task individually, in fact based on the theory for Task Based Language Teaching task was done in pairs or in a small group. Third, in the learning process the teacher always confused when giving the task because when giving the task the teacher often change the form of the task. The purpose of this research is to find out the Implementation Task Based Language Teaching (TBLT) prosedure at the First Grade of Tourism Department in SMKN 2 Bukittinggi. This research was descriptive qualitative research. The informant of this research was the teacher who taught at the First Grade of Tourism Departmet and some students at the First Grade of Tourism Department that were chosen by using snowball sampling. The data was collected through observation, interview and documentation. The Observation was conducted in four meetings at the First Grade of Tourism Department. Interview was done to the teacher and students. There were five students included in this interview. Then, to support the observation and interview, the researcher used documentation like pictures and videos. The data were analyzed by using flow model of Miles and Huberman in Sugiono. The finding reveals that the teacher generally implements Task Based Language Teaching procedure with process pretask, task, planning, report, analysis, and practice but the teacher did not apply yet all of stages. The first is pre task. It consist of six activities but the teacher did five activities in this stage. The second is task. There are two activities but the teacher did one activities. The third is planning. There are four activities but the teacher did two activities. The fourth is report. There are four activies and the teacher did all of activities. the fifth is analysis. There are five activities and the teacher did all of activities. the sixth is Practice. The teacher did all of activities. Key term: Task Based Language Teaching Procedure, English Learning Process ABSTRAK Fransiska Gustiana, 2315021, Implementasi Task Based Language Teaching Procedure di Kelas 1 Departemen Pariwisata di SMKN 2 Bukittinggi. Skripsi. Institut Agama Islam Negeri (IAIN) Bukittinggi, 2020. Penelitian ini dilakukan berdasarkan masalah yang ditemukan oleh peneliti di kelas 1 Jurusan Pariwisata di SMKN 2 Bukittinggi. Ada beberapa masalah yang peneliti temukan. Pertama, guru langsung meminta siswa untuk melakukan tugas tanpa memastikan apakah siswa telah memahami tugas atau belum. Kedua, guru memberikan tugas secara individual, kenyataannya berdasarkan teori untuk Task Based Language Teaching tugas diberikan secara berpasangan atau dalam kelompok kecil. Ketiga, dalam proses pembelajaran guru selalu bingung ketika memberikan tugas karena ketika memberikan tugas guru sering mengubah bentuk tugas.Tujuan penelitian ini untuk mengetahui penerapan prosedur Task Based Language Teaching (TBLT) pada Kelas 1 Dinas Pariwisata di SMKN 2 Bukittinggi. Penelitian ini adalah penelitian deskriptif kualitatif. Informan penelitian ini adalah guru yang mengajar di Kelas 1 Jurusan Pariwisata di SMKN 2 Bukittinggi dan beberapa siswa yang dipilih dengan menggunakan teknik snowball sampling. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Data dianalisis dengan menggunakan metode analisa Miles dan Huberman yang dikemukan oleh Sugiono. Temuan ini mengungkapkan bahwa guru pada umumnya telah menerapkan prosedur Task Based Language Teaching dengan prosedur: pra tugas, tugas, perencanaan, laporan, analisis, dan praktik tetapi guru belum menerapkan semua tahapan. Pertama adalah pra tugas. Ini terdiri dari enam kegiatan tetapi guru hanya melakukan lima kegiatan pada tahap ini. Kedua adalah tugas. Ada dua kegiatan tetapi guru hanya melakukan satu kegiatan. Ketiga adalah perencanaan. Ada empat kegiatan tetapi guru melakukan dua kegiatan. Keempat adalah laporan. Ada empat kegiatan dan guru melakukan semua kegiatan. Kelima adalah analisis. Ada lima kegiatan tetapi guru melakukan empat kegiatan. Keenam adalah praktik. Guru melakukan semua kegiatan. Kata kunci: Task Based Language Teaching Procedure, Proses pembelajaran bahasa Inggris.