SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH

• Main Author: Fitria, Susi (Author)
• Format: Book
• Published: 2013-01-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/4908/1/S_ING_0807334_Title.pdf; http://repository.upi.edu/4908/2/S_ING_0807334_Abstract.pdf; http://repository.upi.edu/4908/3/S_ING_0807334_Table_of_Content.pdf; http://repository.upi.edu/4908/4/S_ING_0807334_Chapter1.pdf; http://repository.upi.edu/4908/5/S_ING_0807334_Chapter2.pdf; http://repository.upi.edu/4908/6/S_ING_0807334_Chapter3.pdf; http://repository.upi.edu/4908/7/S_ING_0807334_Chapter4.pdf; http://repository.upi.edu/4908/8/S_ING_0807334_Chapter5.pdf; http://repository.upi.edu/4908/9/S_ING_0807334_Bibilography.pdf; http://repository.upi.edu/4908/10/S_ING_0807334_Appendix.pdf
• Keywords: Program Studi Pendidikan Bahasa Inggris

Skripsi yang berjudul "Kegiatan Berbicara di Kelas Pembelajar Anak-Anak: Penerapan dari Pendekatan Pembelajaran Berbasis Proyek" bertujuan untuk meneliti jenis-jenis kegiatan berbicara yang digunakan oleh seorang guru Bahasa Inggris yang mengajar di salah-satu sekolah dasar swasta, beserta dengan alasan guru tersebut dalam menggunakannya. Data penelitian ini diperoleh dari hasil wawancara, observasi, dan penilaian dokumen guru yang bersangkutan. Data kemudian diolah menggunakan teori classroom speaking performance Brown (2004). Hasil penelitian menunjukkan bahwa ada 11 jenis kegiatan berbicara yang digunakan oleh guru selama 5 minggu penelitian, yaitu: latihan, respon langsung, melengkapi kalimat/dialog, isyarat gambar, menerjemahkan (dalam wacana pendek), tanya jawab, diskusi, permainan, presentasi lisan, menceritakan kembali cerita, dan bernyanyi. Sementara itu, ada 12 tujuan mengapa guru menggunakan ke-11 kegiatan berbicara tersebut. Alasan-alasan itu kemudian dikelompokan berdasarkan kedua aspek berbicara yang utama, yaitu kefasihan dan ketepatan. Sehubungan dengan aspek kefasihan, guru menggunakan beberapa kegiatan berbicara tersebut untuk memberi arahan kepada siswa dalam berbicara dan membiasakan siswa untuk berinteraksi serta berkomunikasi dengan orang lain. Sementara itu, tujuan yang berkaitan dengan aspek ketepatan adalah untuk mengajarkan siswa pelafalan dan kosa kata. Kata Kunci: pembelajar anak-anak, sekolah dasar, kegiatan berbicara, project-based learning approach, tujuan guru. Abstract This research paper entitled "Speaking Activities in Young Learners Classroom: The Implementation of Project Based Learning Approach" aims at investigating the variety of speaking activities conducted by an English teacher of a private elementary school and the teacher's purposes in conducting the activities. The data were taken from observations, structured interviews, and documents examination. To analyze the data, Brown's (2004) six categories of classroom speaking performances were used. The findings reveal that there were 11 kinds of speaking activities conducted by the teacher within 5 weeks, namely: drilling, directed response, sentence/dialogue completion, picture-cued, translation (of limited stretches of discourse), question and answer, discussion, games, oral presentation, retelling a story, and singing a song. Meanwhile, 12 purposes were stated by the teacher in conducting the activities which were categorized based on two main speaking aspects, namely fluency and accuracy. Regarding to fluency, the teacher conducted the activities to give guideline to talk and to accustom students to interact and communicate with others. Dealing with accuracy, the teacher applied the activities to teach students pronunciation and vocabulary. Keywords: young learners, elementary school, speaking activities, project-based learning approach, teacher's purposes.