Promoting Learners’ Autonomy Through Presentation in Academic Speaking Class

  • AMERA GITA TRISNAWAN

Abstract

Abstrak

Otonomi siswa memiliki peran yang penting dalam pembelajaran bahasa. Salah satu cara yang dapat dilakukan untuk mempromosikan otonomi siswa adalah dengan melakukan presentasi; baik presentasi yang dilakukan secara berkelompok maupun individu. Namun, siswa sekolah menengah mempunyai sedikit kesempatan untuk menggunakan otonomi mereka. Kebanyakan dari mereka cenderung pasif dalam proses belajar mengajar dan hanya duduk mendengarkan penjelasan guru. Oleh karena itu, penelitian ini bertujuan untuk memberi informasi kepada guru-guru di sekolah menengah tentang bagaimana pelaksanaan presentasi kelompok dan bagaimana presentasi tersebut dapat mempromosikan otonomi siswa. Penelitian ini menggunakan desain kualitatif. Sebagai subjek, peneliti memilih 22 orang mahasiswa di Universitas Negeri Surabaya yang sedang mengampu mata kuliah Academic Speaking kelas A. Selain itu, pengumpulan data dilakukan melalui observasi dan kuesioner. Hasil pengamatan melalui observasi menunjukkan bahwa pelaksanaan presentasi kelompok untuk mengembangkan otonomi siswa di kelas Academic Speaking mencakup empat tahap diantaranya adalah Building the context, Modelling and deconstructing the text, Join construction, and Presentation. Selain itu, hasil kuesioner menunjukkan bahwa pelaksanaan presentasi kelompok dapat digunakan untuk mengembangkan kemandirian siswa. Berdasarkan hasil tersebut, peneliti menyimpulkan bahwa penerapan presentasi grup untuk mengembangkan otonomi siswa di kelas Academic Speaking A sesuai dengan teori meskipun tidak semua kriteria dari otonomi siswa diterapkan, terlbih para siswa juga menunjukkan tanggapan yang positif terhadap kemandirian mereka melalui presentasi kelompok. Peneliti berharap para guru di sekolah menengah dapat menggunakan presentasi kelompok untuk memfasilitasi siswa untuk menerapkan otonomi mereka. Selain itu, penelitian lebih jauh tentang otonomi siswa dan presentasi individu perlu dilakukan oleh peneliti selanjutnya.

Kata Kunci: Otonomi Siswa, Presentasi, Berbicara, Kelas Academic Speaking

Abstract

Learner autonomy has an important role in language learning. One of the ways that can be done to promote learners’ autonomy is through a presentation. Unfortunately, high school learners have limited chance to use their autonomy. They tend to be passive in the class during the teaching-learning process since they mostly only sit and hear the teacher explanation. Thus, this study was aimed to inform the high school teachers about the implementation of group presentation and how it can promote learners’ autonomy. The design of the research was qualitative research. Moreover, as the subject, the researcher chose twenty-two learners in the State University of Surabaya taking Academic Speaking Class A. The data were obtained through observation and questionnaire. The result from the observation showed the implementation of group presentation to promote learners’ autonomy in Academic Speaking Class A covered four stages, those are: Building the context, Modelling and deconstructing the text, Joint construction, and Presentation. Moreover, the questionnaire’s result indicates group presentation can be used to promote learners’ autonomy. From the result, the researcher concludes the implementation of group presentation to learners’ autonomy in Academic Speaking Class A is in line with the theory although the lecturer did not apply all of the basic principles, and the learners have a positive response to the group presentation toward their autonomy. The researcher hoped the senior high school teachers can utilize group presentation to make the learners apply their autonomy. Moreover, further research about learner autonomy is needed to be conducted.

Key Terms: Learner Autonomy, Presentation, Speaking, Academic Speaking Class

Published
2019-07-08
How to Cite
GITA TRISNAWAN, A. (2019). Promoting Learners’ Autonomy Through Presentation in Academic Speaking Class. RETAIN : Journal of Research in English Language Teaching, 7(2). Retrieved from https://ejournal.unesa.ac.id/index.php/retain/article/view/28955
Section
Articles
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