Fine Tuning Pragmatic Classes Towardslearning Tasks: a Reflective Study  

Oleh:

Hidayati, Maria

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 8-14.
Topik: experiential learning; task-based language teaching; learning tasks
Fulltext: hal 8.pdf (10.99MB)

Isi artikel

Having been assigned to teach two Pragmatic classes for the first time in this even semester 2014/2015, I felt the challenge and the urge to overcome my worries if I can make students not only understand the lesson but also provide them skills and information on issues to do with pragmatics. That description is provided in the English Department Catalogue (2014) in which the course equips the students with information on issues to do with pragmatics that is dynamically related to and is applicable in real life situations. As the course deals with ‘(un)intentional manipulation of social norms in real time spoken and written discourse’, I tune my two Pragmatic classes by exercising learning tasks in which the students would have experiential learning (Nunan, 2004). The appeal of this concept is taking ‘the learners’ immediate personal experience as the point of departure for the learning experience’ so that they can engage in the process of learning by doing the tasks. To draw on the experiences of tuning my two pragmatic classes towards learning tasks; consequently, this article is aimed at (1) describing the learning tasks that I exercise in my two Pragmatics classes and (2) elaborating the students’ responses on the learning tasks exercised through questionnaires and in-depth interview to several students in my Pragmatic classes.

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