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THE IMPLEMENTATION OF TASK-BASED LEARNING METHOD TO IMPROVE GERMAN LANGUAGE SPEAKING SKILLS

This paper explains the implementation of a task-based learning method to improve the German language speaking skills of the 10-grade students of MIPA 1 in the first semester of 2019-2020 school year at SMA Negeri 1 Baros. Researchers corresponding to the purpose of the study purposively chose the subjects. The purpose of the study is to determine the process and results of the improvement of German speaking skills. The action research model used in this study refers to the Kemmis & Mc Taggart model, which describes a learning cycle, consists of 1) planning 2) acting 3) observing and 4) reflecting. The collecting data method includes observation sheets, and speaking skills performance. On the qualitative data analysis stage, the writer takes notes, collects, sorts, classifies, synthesizes, and makes conclusions. Data analysis with descriptive statistics is presented in the form of tables or graphs to find out the significance of the difference between German speaking skills before and after the action. The results of the study at the pre-action stage illustrate the 72% of student learning outcomes are incomplete, and only 28% get a complete score. The cycle 1 phase described an increase of 47% of students not completing, and 53% complete. In cycle 2, there was a much better improvement, namely 86% complete and 14% incomplete. The mastery value of students, which reached 86%, shows that the task-based learning method can improve students' skills in speaking German.


INTRODUCTION
Speaking skills (Sprechen) is one of the language skills that emphasize the skills of articulating sounds or words to express, state and utter opinions or thoughts and feelings to a person or group verbally, whether face to face or at a distance. seems difficult to pronounce for beginner level learners, causing them to be afraid of saying the correct word. The unwillingness of the students to speak is due to many factors such as being ashamed of being laughed at by classmates for making mistakes, lacking the courage to speak, or because educators give so little opportunity to speak in class.
These factors make students' speaking skills low and not well developed.
The low speaking skills of students in speaking German is also affected by the incompatibility between learning methods and the material being taught. Educators have so far used conventional methods in German speaking learning, namely the lecture, and question and answer method. The conventional method emphasizes the interaction that occurs between educators and students is one-way (teacher-centered), the center of learning is at the teacher and puts students as objects in learning.
Educators in this case act as versatile people and learning sources.
Additionally, in the classroom learning process, educators do not create much creativity by not preparing varied tasks to do while learning to speak German. The learning outcomes using conventional methods for the students can be seen in the lack of their language skills.
Learning foreign or second languages, in this case, German, is not like learning the first language, because learning the second language is influenced by many factors, including psychology, physical, and sociological as well as differences in the structure of the second language and the first language (Fromkin et al., 2018). Chaer (2003)

Stephen Kemmis and Robin
Mc Taggart developed this model in 1988. They use four components, namely planning, action, observation, and reflection in a spiral cycle that is interrelated (Sukardi, 2003). It consists of four components, including 1) planning, 2) Action, 3) Observation, and 4) reflection. After the cycle has been implemented and reflected, then it is followed by the replanning, which is carried out in the form of a separate cycle. The most important thing in the planning stage is to prepare a good learning plan, as stated by (Mulyaningsih, 2020) which states that the preparation of a learning plan is a must, a mandatory to get a general description of learning.

Concept
Speaking is one of the language skill aspects, which is a process of communication, the process of changing the form of thoughts or feelings into meaningful sounds or speech that is conveyed to others.

C. Relevant Researches
There are many results of research on the task-based learning approach to improve students' speaking skills, including: A study entitled Task The third is the conclusion, which is   The results in Figure 2 show that students' speaking skills in each aspect increase for each cycle.
Starting from the pronunciation aspect, it increased from the initial skill, which was an average of 3.11, in cycle 1 and cycle 2, each increased to 3.81 and 4.08. In the vocabulary aspect, during the initial test students obtained an average of 3.00, and then increased to 3.58 in cycle 1 and 3.92 in cycle 2. Furthermore, the aspect of fluency, the average on the initial test was 2.58, in cycle 1 it became 3.06, and in cycle 2, an increase of 3.67. In the aspect of understanding also increased in each cycle, the mean preaction was 2.72, in cycle 1, it increased by 3.53 and in cycle 2 it became 3.97. Therefore, it can be concluded that the task-based learning model is effective in improving students' speaking skills.  Students' speaking skills in each cycle show good improvement results. This can be seen from the students' average score, which has also experienced an increase. The average results of each action can be seen in Based on the results of the graph above, it can be seen that the process of action in each cycle progresses.
The success of the action in the second cycle can be seen in the completeness chart, which reaches 86%. Although there are 14% ie 5 students who are still below the mastery score, the increase that occurs in other students is fairly good.

Recommendations
In the early stages of learning, the application of task-based methods will make students feel difficult to speak in German, therefore teachers need to innovate and variations in the themes of discourse used in learning.
Learning to speak requires varied and challenging tasks as an exercise to improve German speaking skills.
Therefore, teachers should arrange varied tasks well and fully prepared.