Pengaruh Tugas Kesenjangan Pendapat, Penalaran, dan Informasi terhadap Keterampilan Berbicara
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Published:
Apr 24, 2023
Keywords:
task-based teaching, opinion gap, information gap, reasoning gap, speaking ability
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Abstract
The purpose of this study was to test the effectiveness of applying the three gap tasks, namely the gaps of reasoning, opinion, and information in improving middle-level students' speaking skills. The research method used in this research is quasi-experimental. The research participants totaled 200 students who were divided into two groups, namely experimental and control. Participants were divided into three experimental groups and one control group. The students' initial ability in each group was tested to ensure that the students' initial speaking ability did not differ much. The treatment of the three gap assignments was given to the experimental group. The results showed that the three experimental groups that received the intervention for gaps in reasoning, opinions, and information experienced a more significant increase in their speaking ability than the control group. Improvement of students' speaking skills can be seen from various aspects both verbally and nonverbally. It can be concluded that these three gaps of opinion, reasoning, and information tasks are more effective than traditional methods in improving students' speaking skills. The implication of the research is that teachers can choose these three gap tasks to train students in speaking as well as organize their talk.
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Mulyani, S., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2023). Pengaruh Tugas Kesenjangan Pendapat, Penalaran, dan Informasi terhadap Keterampilan Berbicara . Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(2), 467-482. https://doi.org/10.30872/diglosia.v6i2.681
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Xu, L., & Clarke, D. (2019). Speaking or not speaking as a cultural practice: analysis of mathematics classroom discourse in Shanghai, Seoul, and Melbourne. Educational Studies in Mathematics, 102(1), 127–146. https://doi.org/10.1007/s10649-019-09901-x
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Asratie, M. G., Wale, B. D., & Aylet, Y. T. (2023). Effects of using educational technology tools to enhance EFL students’ speaking performance. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11562-y
Aubrey, S., King, J., & Almukhaild, H. (2022). Language Learner Engagement During Speaking Tasks: A Longitudinal Study. RELC Journal, 53(3), 519–533. https://doi.org/10.1177/0033688220945418
Bagheri, M., & Mohamadi Zenouzagh, Z. (2021). Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-020-00103-0
Cao, C., & Meng, Q. (2019). Mapping the Paths from Language Proficiency to Adaptation for Chinese Students in a Non-English Speaking Country: an Integrative Model of Mediation. Current Psychology, 38(6), 1564–1575. https://doi.org/10.1007/s12144-017-9708-3
Cappelli, P. H. (2015). Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. Industrial and Labor Relations Review, 68(2), 251–290. https://doi.org/10.1177/0019793914564961
Ellis, R. (2004). Tasked-based language learning and teaching. Oxford: Oxford University Press.
El Majidi, A., de Graaff, R., & Janssen, D. (2021). Debate as a pedagogical tool for developing speaking skills in second language education. Language Teaching Research. https://doi.org/10.1177/13621688211050619
Gazibara, T., Wiltshire-Fletcher, M., Maric, G., Kozic, D., Kisic-Tepavcevic, D., & Pekmezovic, T. (2019). Self-confidence and clinical skills: the case of students who study medicine in English in a non-English speaking setting. Irish Journal of Medical Science, 188(3), 1057–1066. https://doi.org/10.1007/s11845-018-1947-2
Ghahderijani, B. H., Namaziandost, E., Tavakoli, M., Kumar, T., & Magizov, R. (2021). The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF). Language Testing in Asia, 11(1). https://doi.org/10.1186/s40468-021-00144-3
Grimm, R. P., Solari, E. J., & Gerber, M. M. (2018). A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population. Reading and Writing, 31(3), 559–581. https://doi.org/10.1007/s11145-017-9798-1
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021a). Enhancing scientific argumentation skill through partnership comprehensive literacy. Journal of Physics: Conference Series, 2098(1). https://doi.org/10.1088/1742-6596/2098/1/012015
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021b). The role of multimodal text to develop literacy and change social behaviour foreign learner. International Journal of Instruction, 14(4), 85–102. https://doi.org/10.29333/iji.2021.1446a
Hadianto, D., S. Damaianti, V., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1), 0–13. https://doi.org/10.1080/2331186X.2021.2016040
Homayouni, M. (2022). Peer assessment in group oriented classroom contexts : on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning. Language Testing in Asia. https://doi.org/10.1186/s40468-022-00211-3
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.
Liao, X., Zhu, X., & Cheong, C. M. (2021). Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing, 34(10), 2529–2557. https://doi.org/10.1007/s11145-021-10152-7
Mahdi, D. A. (2022). Improving Speaking and Presentation Skills through Interactive Multimedia Environment for Non-Native Speakers of English. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079811
Miles, K. P., McFadden, K. E., & Ehri, L. C. (2019). Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners. Reading and Writing, 32(7), 1681–1704. https://doi.org/10.1007/s11145-018-9919-5
O’Grady, S. (2019). The impact of pre-task planning on speaking test performance for English-medium university admission. Language Testing, 36(4), 505–526. https://doi.org/10.1177/0265532219826604
Qaddumi, H. A. (2021). A study on the impact of using Edmodo on students’ achievement in English language skills and retention. Education and Information Technologies, 26(5), 5591–5611. https://doi.org/10.1007/s10639-021-10510-6
Ran, C., Wang, Y., & Zhu, W. (2022). Comparison of foreign language anxiety based on four language skills in Chinese college students. BMC Psychiatry, 22(1), 1–10. https://doi.org/10.1186/s12888-022-04201-w
Reed, V. A., & Trumbo, S. (2020). The Relative Importance of Selected Communication Skills for Positive Peer Relations: American Adolescents’ Opinions. Communication Disorders Quarterly, 41(3), 135–150. https://doi.org/10.1177/1525740118819684
Roza, Z., & Rustam, S. (2023). Digital storytelling to facilitate academic public speaking skills: case study in culturally diverse multilingual classroom. Journal of Computers in Education, 0123456789. https://doi.org/10.1007/s40692-023-00259-x
Teferi, H., Ahmed, K., & Al, A. (2023). Cultivating EFL learners’ productive skills by employing dynamic and non dynamic assessments : attitude in focus. Language Testing in Asia. https://doi.org/10.1186/s40468-023-00228-2
Terzioğlu, Y., & Kurt, M. (2022). Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System. SAGE Open, 12(2). https://doi.org/10.1177/21582440221099937
Willinger, U., Deckert, M., Schmöger, M., Schaunig-Busch, I., Formann, A. K., & Auff, E. (2019). Developmental Steps in Metaphorical Language Abilities: The Influence of Age, Gender, Cognitive Flexibility, Information Processing Speed, and Analogical Reasoning. Language and Speech, 62(2), 207–228. https://doi.org/10.1177/0023830917746552
Xu, L., & Clarke, D. (2019). Speaking or not speaking as a cultural practice: analysis of mathematics classroom discourse in Shanghai, Seoul, and Melbourne. Educational Studies in Mathematics, 102(1), 127–146. https://doi.org/10.1007/s10649-019-09901-x
Yeh, H. C., Chang, W. Y., Chen, H. Y., & Heng, L. (2021). Effects of podcast-making on college students’ English speaking skills in higher education. Educational Technology Research and Development, 69(5), 2845–2867. https://doi.org/10.1007/s11423-021-10026-3
Youman, M., & Mather, N. (2020). Cognitive Correlates of Basic Reading Skills in Spanish-Speaking English Language Learners: Implications for Dyslexia Assessment. Contemporary School Psychology, 24(4), 406–418. https://doi.org/10.1007/s40688-019-00255-y