TY  - JOUR
ID  - eprints15235
UR  - http://digilib.unila.ac.id/15235/
A1  - 0723011037, JUNI HARTIWI
Y1  - 2012/11/27/
N2  - Penelitian ini bertujuan untuk menganalisis (1) desain perencanaan pembelajaran  keterampilan berbicara Bahasa Inggris melalui teknik information gap tasks (2) proses pelaksanaan pembelajaran keterampilan berbicara Bahasa Inggis melalui teknik information gap tasks, (3) hasil pembelajaran keterampilan berbicara Bahasa Inggris  melalui teknik information gap tasks, (4) evaluasi pembelajaran keterampilan berbicara Bahasa Inggris melalui teknik information gap tasks.
 
Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan 3 siklus. Siklus 1, tindakan dilakukan berupa saling bertukar informasi dalam pair group yang diperoleh melalui media gambar. Siklus II, aktifitas pembelajaran dikembangkan dengan bekerja dalam small group work (4-5 orang) bertukar informasi diperoleh melalui media gambar. Siklus III, aktifitas pembelajaran kembali dalam bentuk pair work mahasiswa saling bertukar informasi melalui gambar dalam aktifitas bermain peran (role play).Data dikumpulkan melalui tes (tes keterampilan berbicara) dan non tes (observasi, dokumentasi), dan data dianalisis secara deskriptif kualitatif. 

Hasil penelitian ini menunjukkan bahwa:  (1) Perencanaan pembelajaran didesain menggunakan teknik information gap tasks dengan sintaks sebagai berikut;  mahasiswa membentuk kelompok berpasangan kemudian mahasiswa diminta untuk membuat deskripsi tentang gambar yang dikemas dalam sebuah dialog, yang kemudian dialog tersebut dilakukan dalam bentuk role play dengan sebuah topik. siklus kesatu mendapat nilai 3,2 siklus kedua 3,7 dan siklus ketiga 4. (2) Aktifitas mahasiswa dalam pembelajaran baik dalam pair group work, maupun small group work meningkat pada setiap siklus baik pada indikator keaktifan, perhatian, kerjasama juga tanggung jawab. Adanya peningkatan aktifitas belajar mahasiswa dikarenakan mereka termotivasi dan percaya diri untuk telibat dalam pembelajaran. (3) Sistem evaluasi siklus menggunakan tes keterampilan berbicara lisan diperoleh nilai validitas termasuk kategori cukup, reliabilitas kategori cukup. (4) Prestasi belajar siswa yang tergolong tuntas pada siklus pertama sebesar 20%, pada siklus kedua sebesar 50%, dan untuk siklus ketiga sebesar 86%.  

  
Kata Kunci: keterampilan berbicara, information gap task.





The aims of this research are to analyze (1) the lesson  plan of teaching speaking through information gap tasks, (2) the implementation of teaching speaking through information gap tasks, (3) the evaluation system of teaching speaking through information gap tasks, (4) the increase of students? speaking using information gap tasks.

This is a classroom action research which lasted in 3 cycles. The subject of research was ABA students, class  D3BI1 consisting of 30 students 2011/2012 academic year. In the 1st cycle, the learning activity was done by sharing the split information in pair group work using picture. In the 2nd cycle, the learning activity was done by sharing information in small group work (4-5 students) using picture. In the 3rd cycle, the learning activity was done in pair group work to share the split information using picture by doing a role play. The data was collected by test, observation note and documentation. The data was analyzed into qualitative descriptive.

The result of the research shows that; (1) the lesson plan was designed by using information gap technic with the procedure as follows; the 1st cycle every pair group work was asked to decribe and to tell about the picture, then they had an interview about the information. The 2nd cycle, students were asked to make small group work of 4-5 students, then by the representative, they chose one series picture, and they told the members about the picture, finally they told about their own activity. The 3rd cycle they were asked to have a pair group work and had a role play to perform the dialogue . The score for 1st cycle was 3.2, for 2nd was 3.7 and 3rd was 4. (2) The activity of the students increased every cycle for the indicators of activity, attention, cooperation, and responsibility, working in pair group and small group making them to be more motivated and confident to be involved in learning activity. (3) Evaluation system of 1st cycle using speaking skill obtained bad validity, fair reliability. The 2nd cycle using speaking skill test obtained good validity and reliability. And the 3rd cycle using speaking skill test obtained good validity and good reliability. (4) Students? speaking skill of the 1st cycle was 20%, the 2nd was 50 % and the 3rd was 86 %. It means the students? speaking skill increased.

Key Words : speaking skill, information gap tasks


JF  - Digital Library
TI  - PENINGKATAN KETERAMPILAN BERBICARA BAHASA INGGRIS PADA MATA KULIAH SPEAKING 3 MELALUI TEKNIK INFORMATION GAP TASK PADA MAHASISWA SEMESTER 3
ABA DCC BANDAR LAMPUNG

AV  - restricted
ER  -