PENERAPAN METODE INTERAKTIF BERBASIS KOMUNIKASI LINTAS BUDAYA UNTUK PEMBELAJARAN BERBICARA

• Main Author: Qun, Wang (Author)
• Format: Book
• Published: 2016-09-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Permintaan mengenai pembelajaran bahasa Indonesia di Tiongkok terus meningkat. Namun, pembelajar BIPA Tiongkok mengalami kesulitan dalam berbicara bahasa Indonesia secara lancar seperti penutur asli Indonesia.Selain itu, pembelajarsering sekali mengalami gegar budaya ketika berbicara bahasa Indonesia atau ketikatinggal di Indonesia. Pembelajar BIPA Tiongkok kurang memahami komunikasi lintas budaya dan kurang mendapat kesempatan berinteraksi di antara dosen dan mahasiswa dengan menggunakan bahasa Indonesia. Penelitian ini bertujuan untuk mengetahui dampak dari metode interaktif berbasis komunikasi lintas budayaterhadapkemampuanberbicara bahasa Indonesia pembelajar BIPA Tiongkok yang mengalami gegar budaya. Penelitian ini berfokus pada kendala-kendala pembelajaran berbicara pembelajar BIPA Tiongkok yang mengalami gegar budaya ketika belajar dan tinggal di Indonesia atau berkomunikasi dengan orang Indonesia. Penelitian ini menggunakan metode subjek tunggal dengan desain A-B-A. Subjek penelitian adalah LYX dan FGZ, yaitu dua mahasiswa dari Tiongkok yang mengalami gegar budaya. Teknik pengumpulan data dalam penelitian ini adalah tes berpidato, wawancara, observasi dan angket. Intervensi penelitian ini dilakukan dalam pembelajaran berbicara khususnya pembelajaran berpidato. Pengajar memberikan topik dan materi pembelajaran. Selanjutnya, pembelajar berdiskusi dan menyimpulkan suatu argumen dari hasil diskusi. Setelah itu, pembelajar diajar struktur dan ungkapan pidato serta berlatih berpidato. Terakhir, pengajar memberikan saran. Berdasarkan hasil penelitian diperoleh bahwa metode interaktif berbasis komunikasi lintas budaya cukup efektif untuk meningkatkan keterampilan berbicara bahasa Indonesia pembelajar BIPA dari Tiongkok, yang terutama pada aspek lintas budaya. Namun, pengajar bahasa Indonesia harus memiliki keterampilan yang tinggi dalam berbicara bahasa Indonesia dan budaya Indonesia, serta lebih baik jika pengajar memiliki latar belakang seperti pernah belajar dan tinggal di Indonesia. Sementara itu, lingkungan belajar harus sesuai dengan minat pembelajar supaya meningkatkan antusiasme dan konsentrasi pembelajar dalam mempelajari bahasa Indonesia. Selain itu, hasil penelitian ini menentang teori Rivers bahwa metode interaktif membutuhkan lingkungan pembelajaran yang nyaman dan menyenangkan. Pada penelitian ini lingkungan yang nyaman dan menyenangkan membuat pembelajar tidak dapat konsentrasi ketika belajar. ;---Nowadays, the demand of Indonesian language learning in China is increasing. Nevertheless, Chinese BIPA (Teaching Indonesian as the Second Language) learners have difficulties in speaking Indonesian as fluently as Indonesian native speakers. Other than that, the said learners always experience culture shock when studying and living in Indonesia. They rarely have cross-cultural communication or chance for having interaction to practice Indonesian orally in between teachers and themselves. This thesis carries out a comprehensive research on the issue of BIPA in China. It aims at getting to know and also to understand the practice of cross-cultural-communication-based interactive teaching method on oral Indonesian. Chinese BIPA students, on a regular basis, have difficulties learning oral Indonesian, especially when it comes to the cross-cultural communication; also they frequently come across culture shock while studying in Indonesia. In this regard, the said teaching method will be applied to the BIPA teaching for Chinese students in order to validate its practicability. The research applied to an A-B-A research design. This research applies single-subject research method, with subjects being two Chinese students, LYX and FGZ, who are two Chinese students that suffer from culture shock. The research data was collected through oral speech tests, questionnaires, interview, observation and tests on oral Indonesian ability. Speech-wised courses were applied to be the intervention in this research. The teacher gives away the speech topics and learning materials. After that, the students discuss then summarize some arguments from the said discussion. Then, students learn the structure and the expressions that are commonly used in a speech. Afterwards, students make a speech one by one. Lastly, the teacher offers suggestions in order to guide and to improve students' speech performance. In the light of the research, a conclusion has been withdrawn that the said teaching method has been proved to be effective in improving Chinese BIPA learners' oral Indonesian ability, especially in the aspect of cross-cultural learning. However, this method requires high demandingness on both the teachers' language proficiency and teaching quality, also, an overseas study background in Indonesia would be adding brilliance. Meanwhile, learning environment has to be set according to learners' preference so to motivate enthusiasm and to draw attention. To add up, the findings in this research is against Rivers' theory that the interactive teaching method has to be applied in a comfortable and delightful environment, which is due to the subjects always found themselves too relaxed and also couldn't concentrate on studying during the learning process.

Item Description

http://repository.upi.edu/27886/1/T_B.IND_1407361_Title.pdf
http://repository.upi.edu/27886/2/T_B.IND_1407361_Abstract.pdf
http://repository.upi.edu/27886/3/T_B.IND_1407361_Table_of_content.pdf
http://repository.upi.edu/27886/4/T_B.IND_1407361_Chapter1.pdf
http://repository.upi.edu/27886/5/T_B.IND_1407361_Chapter2.pdf
http://repository.upi.edu/27886/6/T_B.IND_1407361_Chapter3.pdf
http://repository.upi.edu/27886/7/T_B.IND_1407361_Chapter4.pdf
http://repository.upi.edu/27886/8/T_B.IND_1407361_Chapter5.pdf
http://repository.upi.edu/27886/9/T_B.IND_1407361_Bibliography.pdf
http://repository.upi.edu/27886/10/T_B.IND_1407361_Appendix.pdf