Disertasi

Technology enhanced-tblt to promote efl students’ communicative performance with online audience: preparation, performance, perception / Oktavia Widiastuti

Abstrak
SUMMARY Oktavia Widiastuti 2024. Technology Enhanced-TBLT to Promote EFL Students rsquo Communicative Performance with Online Audience Preparation Performance Perception. Doctoral Dissertation English Language Teaching Doctorate Program Universitas Negeri Malang. Advisors (1) Prof. Bambang Yudi Cahyono Ph. D. (2) Prof. Dr. Nur Mukminatien M.Pd. (3) Francisca Maria Ivone S.Pd M.A. Ph.D. Keywords ADDIE model communicative performance EFL students online audience speaking task technology. One of pedagogical approaches that help students focus on language use for communication purposes is task-based language teaching (TBLT). As technology has become an important element in educational settings technology-mediated tasks can offer new opportunities for English learning and promoting students rsquo communicative performance. Therefore this study aims to develop a technology-enhanced speaking task suitable for use in learning activities. The study employed a research and development approach to produce a technology-speaking task model. Specifically it employed the ADDIE research and development model designed for a student-centered rather than the traditional teacher-centered approach to instruction so that more effective learning can take place. This means that every component of the instruction is governed by the learning outcomes which have been determined after a thorough analysis of the students rsquo needs. The participants comprised 40 students selected using the purposive sampling technique. The instruments used for collecting data were questionnaires and live monologue speaking tests as the students rsquo pretest and post-test. The statistical analyses used for analyzing the collected data were descriptive statistics i.e. percentage mean and standard deviation as well as inferential statistics using the t-test. At the analysis stage the study used students rsquo needs analysis questionnaire at the design stage a document study was employed at the development stage an expert questionnaire was used to collect data at the implementation stage students rsquo pretest and post-test were used and at the evaluation stage students rsquo questionnaire on their learning perception were used to collect data. Some research findings are derived from this study. First this study described students rsquo learning process in creating technology-speaking task. The learning process indicated that the developed task was qualified and reliable so that it could be implemented. It was revealed on analysis design and development stages. Second pre and post-test scores in the implementation stage informed that technology-speaking task improved students rsquo communicative performance significantly. It gave students opportunity to have authentic online audience and real-life communication on YouTube platform. The synergy between the task and technology promotes mutual benefits the task can be enhanced by the affordances of the technologies and technology can be uniquely useful for language learning. The last finding gained from the evaluation stage students rsquo questionnaire on their learning perception concluded that the students have positive learning experiences and perceptions on technology-speaking task. As the findings showed that technology-speaking task with online audience on YouTube enhanced students rsquo independency self-reflection and creativity in learning develops the students rsquo communicative performance and created a meaningful interaction for the students through YouTube publication and sharing (viewers likes dislikes and comments). The reality that their performance is uploaded on YouTube and watched by thousands of online audiences motivated them to practice speaking more and revealed their finest communicative performance. Based on the results of the study some suggestions are offered to speaking teachers and future researchers. For speaking teachers assigning students with technology enhanced-TBLT in speaking class should be taken into consideration since it provides some benefits in improving students rsquo speaking skill and communicative performance. This study found that when teachers used technology-speaking task to facilitate learning students improved not only in their ability to communicate but also their capacity to use English in real-world contexts and in face-to-face online interactions. Meanwhile future research can examine how the technology affordances affect the design of speaking tasks. For example how or to what extent the affordances of technologies facilitate the design of certain speaking tasks over other types of tasks. In addition a possible investigation along this line would examine the new literacies that students would require to learn or display when technology-speaking task are integrated in the syllabus or language curriculum. All in all technology-speaking task as a strategy to foster students rsquo communicative performance offer a real-world context to practice speaking and self-assess their communicative performance. Alongside the study found that the affordances of the technology utilized (YouTube) facilitated the implementation of the task in a seamless process where the use of English focused on making meaning and limiting technical difficulties that could have interfered in achieving the communicative learning outcome. Lastly this study proposed re-envisioning the design of technology-speaking task to maximize language learning while facing real-life interactions.

Informasi Detail

DDC

Rd 420.83 WID t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiii, 149 lembar : ilus. ; 30 cm

Bahasa

No Reg

00094/RD/24

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2024

Subjek

1. BAHASA INGGRIS - BERBICARA - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - BERBICARA - MEDIA PEMBELAJARAN
3. ENGLISH - SPEAKING - STUDY AND TEACHING

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.;2. Prof. Dr. Hj. Nur Mukminatien, M.pd;3. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas