Designing Convergent And Divergent Tasks For Promoting Students Speaking Performance And Autonomy

Novita Nurdiana, Bambang Setiyadi, Mahpul Mahpul

Abstract


Penelitian ini bertujuan untuk mengeksplorasi apakah antara tugas konvergen dan divergen menghasilkan kinerja berbicara siswa yang berbeda dan menyelidiki manakah diantara kedua tugas tersebut yang mampu mengoptimalkan kemandirian siswa. Penelitian ini dilakukan kepada 42 mahasiswa jurusan Muamalah Universitas Islam Raden Intan pada tahun akademik 2016/2017.Untuk mengumpulkan data, peneliti memberikan tes bicara dan membagikan kuesioner. Kemudian data dianalisis secara kuantitatif. Hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan antara tugas konvergen dan tugas divergen pada kinerja berbicara siswa dalam hal kompleksitas dan kelancaran kecuali akurasi. Selain itu, ditemukan bahwa tugas divergen lebih baik dalam hal mengoptimalkan otonomi siswa dari pada tugas konvergen. Oleh karena itu, peneliti merekomendasikan agar guru bahasa Inggris / dosen sebaiknya menggunakan tugas konvergen maupun tugas divergen selama tugas tersebut dapat membantu siswa untuk mengoptimalkan kinerja berbicara serta kemandirian mereka.

The present study was aimed at exploring whether convergent and divergent tasks resulted in different students speaking performance and investigating which one of task between convergent and divergent was able to optimize learners autonomy. This research was conducted to 42 students of Muamalah majoring at Raden Intan Islamic University in 2016/2017 academic year. To collect the data, the researcher administered speaking test (realibility of pre test convergent: 0.97403, posttest convergent: 0.89481, pretest divergent: 0.95714, posttest divergent: 0.99058) and gave questionnaire. Then data were analyzed quantitatively. The result showed that there was no significant difference between convergent and divergent tasks on students speaking performance in term of complexity and fluency except accuracy. In addition, divergent task was better for promoting students autonomy rather than convergent task. Therefore, the researcher recommends English teacher/lecturers to use convergent and divergent tasks since they give benefits to students.

Keywords: Convergent task, divergent task, speaking performance.


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References


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