creators_name: NOVITA NURDIANA , 1523042041
creators_id: novitanurdiana@gmail.com
type: thesis
datestamp: 2017-12-28 08:43:25
lastmod: 2017-12-28 08:43:25
metadata_visibility: show
title: DESIGNING CONVERGENT AND DIVERGENT TASKS FOR PROMOTING
STUDENTS’ SPEAKING PERFORMANCE AND AUTONOMY
ispublished: pub
subjects: General
subjects: KU
full_text_status: restricted
abstract: The present study aimed at investigating whether convergent and divergent tasks result in
different students’ speaking performance in term of complexity, accuracy and fluency. In
addition, it was aimed at investigating which one of task between convergent and divergent is
able to optimize learners’ autonomy. This research was conducted to 42 students of
Muamalah majoring at Raden Intan University in 2006/2007 academic year in odd semester
which came from two classes. To collect the data, the researcher administered speaking test
and gave questionnaire. Then data were analyzed quantitatively.
The result showed that there was no a significance difference between convergent and
divergent tasks on students speaking performance in term of complexity. The t-test revealed
that t-table was higher than t-value and two tail significance showed that p > 0.05. Referring
to the criteria, H0 was accepted. But in term of accuracy, it was found that there was a
significance difference between convergent and divergent tasks. Convergent group has higher
mean on the posttest of students’ speaking accuracy than the divergent group. Furthermore,
independent t-test revealed that t-value was higher that t-table and the two tail significance
showed that p> 0.05. Referring to the criteria, H0 was rejected. Related to fluency, it could be
seen that there was no significance difference between convergent and divergent tasks on
students’ speaking performance. The t-test revealed that t-table was higher than t-value and
two tail significance showed that p > 0.05. Referring to the criteria, H0 was accepted. The last
but not least, it was found that divergent task is better in optimizing students’ autonomy. The
divergent group (M = 3,25 SD = 0,33) had higher mean on the posttest of students’
questionnaire than the convergent group. Therefore, the researcher recommended English
teacher/lecturers to use convergent and divergent tasks since they may help students for
optimizing their speaking performance and autonomy.
date: 2017-08-16
date_type: published
institution: LAMPUNG UNIVERSITY
department: TEACHER AND TRAINING AND EDUCATION FACULTY
thesis_type: masters
citation:   NOVITA NURDIANA , 1523042041  (2017) DESIGNING CONVERGENT AND DIVERGENT TASKS FOR PROMOTING STUDENTS’ SPEAKING PERFORMANCE AND AUTONOMY.  Masters thesis, LAMPUNG UNIVERSITY.   
document_url: http://digilib.unila.ac.id/29539/1/TESIS%20TANPA%20BAB%20PEMBAHASAN.pdf
document_url: http://digilib.unila.ac.id/29539/2/ABSTRAK.pdf
document_url: http://digilib.unila.ac.id/29539/3/TESIS%20FULL.pdf