Megawati Febriyani, 2016
PENERAPAN METODE DEMONSTRASI BERBASIS MEDIA TIGA DIMENSI DALAM MENINGKATKAN KEMAMPUAN BERBICARA BAHASA PERANCIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Febriyani, Megawati. 2016. Penerapan Metode Demonstrasi Berbasis Media Tiga Dimensi dalam Meningkatkan Kemampuan Berbicara Bahasa Perancis.
Skripsi UPI Bandung: Tidak diterbitkan.
Megawati Febriyani, 2016
PENERAPAN METODE DEMONSTRASI BERBASIS MEDIA TIGA DIMENSI DALAM MENINGKATKAN KEMAMPUAN BERBICARA BAHASA PERANCIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Kata kunci: metode demonstrasi, berbicara, DELF Niveau A1 du CECRL
ABSTRACT
This research examines the use of three-dimension-based demonstration method in improving students’ French speaking skill. This research systematically aims at investigating detail information on: (1) the learning process of French speaking skill utilizing three-dimension-based method; (2) the level of students’ French speaking skill before and after the application of three-dimension-based demonstration method; and (3) students’ responses regarding the application of three-dimension-based demonstration method in learning French speaking skill. The method used in this research is pre-experiment with one group pretest and posttest design. The sample is the French speaking skill competency level of third-grade students majoring in Office Administration in SMK Negeri 3 Bandung academic year 2015/2016 which refers to the common reference of European languages that is known as Cadre européen commun de reference pour les langues (CECRL) junior level A1 DELF. The instruments in this research are test, questionnaire, and observation. In applying three-dimension-based demonstration method, the researcher undergoes several stages, namely: (1) Kindly requesting the students to rearrange their seats to form U shape; (2) Introducing three-dimension-based demonstration method and explaining the application procedures; (3) Stimulating the students by asking them questions referring to a noun or verb regarding the theme of the subject being studied i.e. les loisirs; (4) Asking the students to note the simple utterances their pairs said during the demonstration process; (5) Providing them examples of how to apply dimension-based demonstration method; (6) Asking the students to practice the three-dimension-based demonstration method so they can actively participate in the teaching process; and (7) Evaluating the three-dimension-based demonstration method together. Results show that students’ pretest and posttest mean scores are 16 and 19.2 respectively. The score improvement reaches 3.2. The findings suggest that there is a significant improvement before and after the application of three-dimension-based demonstration method of teaching French speaking skill. Analysis of the questionnaire allows the researcher to discover the strengths and the weaknesses of this teaching method. The students find this method interesting and fun; helps them develop this sentences; and motivates them to speak in French. On the other hand, the weakness of this method is that it needs a relatively long time, comprehensive planning, and complicated demonstrative tools. Reffering to these research, the researcher, then, recommends the use of demonstration method as an alternative teaching method.
