EFEKTIVITAS DIRECT METHOD DALAM PENINGKATAN KEMAMPUAN BERBICARA BAHASA INGGRIS MAHASISWA
The purpose of this research is to find out how the ability of students to speak English before and after the experiment of the direct method and whether the students’ speaking ability improve by approaching the direct method directly through mastering grammar, vocabulary and pronunciation by, (Villalobos, 2010). And the experimental research model used is one group of pre-test and post-test experimental design (Cohen, Manion & Morrison, 2007), experimental (O1 X O2) Methods of data collection are consist of observation, interview and recording. Data analysis through grouping and comparison by category; unsatisfied category (US), fair category (F), good category (G), very good category (V) and excellent category (E). The results of the research base on the pre-test were included in the US category = 10 students, F = 26 students, G = 15 students, VG = 2 students and E = 0, no result found and post-test student learning outcomes US = 0, no result found, F = 7 students, G = 22 students, VG = 20 students and E = 4 students. Then the positive effect of using the direct method results is the students' ability in speaking English increased higher, refers to the pre-test results the student ability category found in US categories and no found the same category in the post-test results, the students ability category no result found in category E and the US category.
Barker, A. (2010). Improve your Communication Skills. India: KoganPage.
Baumgarten, N. (2016). L2 English Academic Speaking Development: Insights from a Multilingual University Context. Procedia - Social and Behavioral Sciences, 232(April), 145–153. https://doi.org/10.1016/j.sbspro.2016.10.039
Berg, B. L. (2001). Qualitative Research Methods for the Social Sciences (Fourth Edi). United States of America: Allyn and Bacon.
Brown . (2001). Teaching by Principles: An Interactive Approach to Language
Pedagogy. Second Edition. White Plains. NY: Pearson Education
Cameron, Lynne. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press
Cohen, L., Manion, L., Lecturer, P., & Morrison, K. (2007). Research Methods in Education (Sixth Edit). London and New York.
Creswell, J. L. (2002). Research Design (Third Edit). United States of America: Sage.
Harmer, Jeremy. (2001). How to Teach English. England : Pearson Education limited
George, B. (2005). Teaching English to the world. London: Lawrence Erlbaum Associates.
Khan, Nadeem & Ali, A. (2010). Improving the speaking ability in English : The students ’ perspective. Procedia Social and Behavioral Sciences, 2(2), 3575–3579. https://doi.org/10.1016/j.sbspro.2010.03.554
Lumturize, I. M. & B. (2016). Information Gap Activities to Enhance Speaking Skills of Elementary Level Students, 232, 612–616. https://doi.org/10.1016/j.sbspro.2016.10.084
Manurung, K. (2015). Improving the speaking skill using reading contextual internet-based instructional materials in an EFL class in Indonesia. Procedia - Social and Behavioral Sciences, 176, 44–51. https://doi.org/10.1016/j.sbspro.2015.01.442
Nunan, David. (2004). Research Methods in Language Teaching. Cambridge: Cambridge University Press.
Patel, M. . and J. P. M. (2008). ENGLISH LANGUAGE TEACHING. Jaipur: Sunrise.
Richards, Jack C; Renandya, Willy A., (2002). Methodology In Language Teaching, New York: Cambridge University Press
Spratt, Mary., Pulverness, Alan., Williams, Melanie. (2005). The TKT Course. Cambridge: Cambridge University Press
Villalobos, 2010. Rubric A Use Tool For Assesing Students’s Performance, Published on Sep 9, 2010, in Aguascalientes, Mexico. https://www.slideshare.net/lavillal/rubrics-presentation cited in April 2017.