DIALOGIC TEACHING IN A SPEAKING CLASSROOM: A Study of An English Education Program At A University in Sumedang

Laser Romios, - (2024) DIALOGIC TEACHING IN A SPEAKING CLASSROOM: A Study of An English Education Program At A University in Sumedang. S3 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian menunjukkan bahwa Pengajaran Dialog meningkatkan keterampilan berbicara siswa. Namun, hanya sedikit perhatian yang diberikan pada penggunaan Pengajaran Dialog untuk meningkatkan keterampilan berbicara mahasiswa tingkat tinggi yang topiknya dinegosiasikan oleh dosen dan mahasiswa. Oleh karena itu, penelitian ini menyelidiki penerapan Pengajaran Dialog untuk meningkatkan keterampilan berbicara mahasiswa di sebuah universitas di Sumedang, Jawa Barat. Penelitian ini juga melihat persepsi siswa terhadap penerapan Pengajaran Dialog. Dengan menggunakan desain penelitian metode campuran, penelitian ini melibatkan 22 siswa sebagai subjek penelitian kuasi-eksperimental dalam kelompok untuk mengumpulkan data kuantitatif dan FGD untuk data kualitatif. Strategi Dialogic Teaching yang dikemukakan oleh Alexander (2018) digunakan untuk memberikan ruang bagi dosen untuk menegosiasikan topik dengan mahasiswa, mahasiswa memperoleh kesempatan untuk membedah topik yang diberikan, dan dosen terlibat dalam diskusi mahasiswa. Kegiatan kelas ini memenuhi lima prinsip Pengajaran Dialogik, yaitu kolektif, timbal balik, suportif, kumulatif, dan terarah. Selain itu, FGD yang melibatkan enam peserta dari tiga peringkat kinerja, yaitu rendah, sedang dan tinggi, digunakan untuk mengetahui persepsi siswa terhadap penerapan Dialogic Teaching. Temuan dari data kuantitatif menunjukkan bahwa keterampilan berbicara siswa, yang mencakup kefasihan, kosa kata, tata bahasa dan pengucapan, telah meningkat. Prinsip-prinsip Pengajaran Dialog meningkatkan keterampilan berbicara. Temuan dari data kualitatif mengungkapkan beberapa kecenderungan, termasuk: (1) ada dua prinsip Pengajaran Dialog yang paling bermanfaat, yaitu suportif dan terarah. (2) siswa lebih termotivasi ketika berada dalam tekanan; (3) kepercayaan diri siswa meningkat; (4) siswa memperoleh kreativitas dalam mengemukakan gagasan; (5) siswa terlibat dalam diskusi dialogis; (6) siswa menginginkan aktivitas kelas yang seimbang; dan (7) siswa yang ingin melakukan kegiatan belajar di luar ruangan. Beberapa rekomendasi untuk guru dan peneliti masa depan juga dibahas lebih lanjut dalam makalah ini. Kata Kunci: pengajaran dialogis; keterampilan berbicara; pengajaran bahasa Inggris; mahasiswa tersier; studi metode campuran Research has suggested that Dialogic Teaching improves students’ speaking skills. However, little attention has been paid to the use of Dialogic Teaching for improving tertiary students’ speaking skills in which the topics are negotiated by the lecturer and students. Thus, this study investigates the implementation of Dialogic Teaching to enhance speaking skills of students at a university in Sumedang, West Java. This study also looks into students’ perceptions of Dialogic Teaching implementation. Employing mixed methods research design, this study involved 22 students as the subject of within-group quasi-experimental study to garner the quantitative data and an FGD for qualitative data. The Dialogic Teaching strategy proposed by Alexander (2018) was used to make way for the lecturer negotiating topics with the students, students obtaining opportunity to dissect the given topics, and the lecturer engaging in the students’ discussion. This classroom activity satisfied the five principles of Dialogic Teaching, including collective, reciprocal, supportive, cumulative and purposeful. Additionally, an FGD involving six participants from three performance ranks, i.e. low, medium and high, was used to elicit students’ perceptions of the Dialogic Teaching implementation. Findings from the quantitative data show that the students’ speaking skills, which include fluency, vocabulary, grammar and pronunciation, have improved. The principles of Dialogic Teaching improved speaking skills. Findings from the qualitative data revealed some trends, including: (1) there are two most helpful principles of Dialogic Teaching, including supportive and purposeful. (2) students being more motivated when under pressure; (3) students earning confidence boost; (4) students acquiring creativities in presenting ideas; (5) students engaging in a dialogic discussion; (6) students wanting a balanced classroom activity; and (7) students aspiring to have outdoor learning activities. Some recommendations for teachers and future researchers are also further discussed in this paper. Keywords: dialogic teaching; speaking skills; English language teaching; tertiary students; mixed-methods study

Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?user=HeI0LBUAAAAJ&hl=en ID Sinta Dosen Pembimbing Bachrudin Musthafa: 5991800 Nenden Sri Lengkanawati: 5991826
Uncontrolled Keywords:	pengajaran dialogis; keterampilan berbicara; pengajaran bahasa Inggris; mahasiswa tersier; studi metode campuran dialogic teaching; speaking skills; English language teaching; tertiary students; mixed-methods study
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-3
Depositing User:	Laser Romios
Date Deposited:	05 Sep 2024 02:54
Last Modified:	05 Sep 2024 02:54
URI:	http://repository.upi.edu/id/eprint/123131

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