UPAYA MENDORONG BERBICARA DALAM BAHASA INGGRIS SECARA SPONTAN DALAM SISTEM PEMBELAJARAN DARING

  • Perwi Darmajanti Politeknik Perkapalan Negeri Surabaya
  • Rini Indarti Politeknik Perkapalan Negeri Surabaya
Keywords: keterlibatan, berbicara spontan, pembelajaran daring

Abstract

Pengajaran bahasa Inggris lisan kepada pembelajar EFL telah menjadi isu penting dalam konteks TESOL. Namun, beberapa penelitian yang mencari tahu bagaimana pelajar EFL, terutama pada mahaiswa, didorong untuk berbicara bahasa Inggris secara spontan masih terbatas. Belajar berbicara bahasa Inggris secara spontan dalam sistem pembelajaran daring mengundang kreatifitas pengajar serta kemauan yang kuat dari pembelajar karena keterbatasan media dan ruang yang berpotensi menyulitkan interaksi dan praktik langsung dalam mengembangkan kemampuan berbicara. Merespon keadaan ini, artikel ini memberikan penjelasan empiris tentang bagaimana metode balajar mengajar diterapkan untuk meningkatkan keterlibatan belajar mahasiswa, yang selanjutnya mendorong mahasiswa untuk berbicara secara spontan. Data dikumpulkan dari kuesioner terbuka dan hasil observasi kelas. Data dianalisi secara kualitatif. Temuan penelitian menunjukkan bahwa para mahasiswa akhirnya mampu berbicara secara spontan dalam merespon kegiatan komunikasi yang melibatkan mereka dalam pertemuan virtual yang komunikatif. Studi ini memberikan implikasi pedagogis tentang bagaimana meningkatkan keterlibatan mahasiswa dalam kegitan belajar, khususnya dalam pembelajaran berbicara.

References

Aliakbari, M., & Jamalvandi, B. 2010. The impact of role play on fostering EFL learners' speaking ability: A task-based approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29. Al-Mahrooqi, R., & Al-Aghbari, K. 2015 Exploring the use of English in Omani students' everyday conversations and its Influence on their spoken Arabic. Journal of English as an International Language, 10 (2), 34-48. Bickman, L., & Rog, D. J. 2008. The Sage handbook of applied social research methods (2nd edn.). Thousand Oaks, CA: Sage.
Al-Mahrooqi, R., & Al-Aghbari, K. 2015. Exploring the use of English in Omani students' everyday conversations and its Influence on their spoken Arabic. Journal of English as an International Language, 10 (2), 34-48. Bickman, L., & Rog, D. J. 2008. The Sage handbook of applied social research methods (2nd edn.). Thousand Oaks, CA: Sage.
Brocki, J., & Wearden, A. 2006. A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and Health, 21(1), 87-
Chan, W. M., Chin, K. N., & Suthiwan, T. 2011. Foreign language teaching in Asia and beyond: An introduction to the book. In W. M. Chan, K. N. Chin, & T. Suthiwan (Eds.), Foreign language teaching in Asia and beyond: Current perspectives and future directions (pp. 1-28). Berlin: Walter de Gruyter
Clarke, C. 2009. An introduction to interpretative phenomenological analysis: A useful approach for occupational therapy research. The British Journal of Occupational Therapy, 72(1), 37-39. Davis, H. A., Summers, J. J., & Miller, L. M. 2012. An interpersonal approach to classroom management: Strategies for improving student engagement. Thousand Oaks, CA: Corwin Press. Dorathy, A. A., & Mahalakshmi, S. N. 2011. Second language acquisition through task-based approach–role-play in English language teaching. English for Specific Purposes World, 33(1), 1-7.
Gan, Z. 2013. Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34, 231-248. doi: 10.1080/01434632.2013.768622 Goh, C. C. M., & Burns, A. 2012. Teaching speaking: A holistic approach. New York: Cambridge University Press.
Goh, C. C. M. 2014, October. Foregrounding metacognition in second language oracy: A call for visible learning of listening and speaking. Keynote Address, International Conference on English Language Teaching, Ho Chih Minh City, Vietnam. Hong, B. T. M. 2006. Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal, 14(2). Retrieved from https://www.asian-efl-journal.com/1871/teaching-articles/teaching-speaking-skills-at-a-vietnamese-university-and-recommendations-for-using-cmc/#squelch-taas-tab-content-0-3.
Savignon, S. J. 2017. Communicative Competence. The TESOL Encyclopedia of English Language Teaching, 1-7. doi: 10.1002/9781118784235.eelt0047
Widodo, H. P. 2015. Designing and implementing task-based vocational English materials: Text, language, task, and context in Indonesia. In M. Thomas & H. Reinders (Eds.), Contemporary task-based language teaching in Asia, (pp. 291-312). London: Bloomsbury.
Widodo, H. P. 2015b. The development of vocational English materials from a social semiotic perspective: Participatory action research. (Unpublished doctoral thesis) University of Adelaide, Australia.
Widodo, H. P. 2016a. Engaging students in literature circles: vocational English reading programs. The Asia-Pacific Education Researcher, 25, 347-359. doi:10.1007/s40299-015-0269-7
Willis, D. 2015. Conversational English: Teaching spontaneity. In M. Pawlak & E. Waniek-Klimczak (Eds.), Issues in teaching, learning and testing speaking in a second language (pp. 3-18). Heidelberg: Springer. Zhou, N. 2015. Oral participation in EFL classroom: Perspectives from the administrator, teachers and learners at a Chinese university. System, 53, 35-46. doi: 10.1016/j.system.2015.06007.
Published
2022-01-14
Abstract viewed = 2 times
PDF downloaded = 0 times