Laili Mukarromah


This study purpose  to describe the planning of learning conversational
skills, implementation of learning speaking skills, and the factors that affect the
implementation of learning conversational skills in class XI state senior high
school 5 Yogyakarta. The approach used is qualitative descriptive.
The subjects were students of class XI IPA 2, XI IPA 4, XI IPS 1 and IPS
XI 2, and Bambang Mintaraga S.Pd as Indonesian teachers teaching the class. The
object of this study is the implementation and planning of learning and the factors
that affect the implementation of learning conversational skills in class XI. Setting
research in state senior high school 5 Yogyakarta in March to May 2016. The data
were collected by observation techniques without the participation of the
instruments of observation guidelines and field notes, interview with the
instrument interview, and document analysis.  Data analysis techniques include
stage data reduction, data presentation, and conclusion. Credibility were tested
with perseverance observation and triangulation of data collection.
The results of the study are as follows planning includes the preparation of
learning conversational skills learning that consists of making the syllabus and
lesson plans. Making the syllabus and lesson plans in accordance with the format
and the principle of making the syllabus and lesson plans based on the curriculum
KTSP. Implementation of learning to speak is seen from learning components: (1)
the purpose of learning taken from the indicator every SKKD competency talk; (2)
the material learning as presentation materials about dna characterization in drama
and discussion; (3)  learning strategies used are self-contained, structured; (4)
learning methods used include lectures, discussion, presentations, discussions, and
demonstrations/reenactment models; (5) instructional media used are recording
video, internet, journals, slide  shows, books, and libraries; (6) evaluation of
learning is done by ratings perfomansi through practice with assessment rubrics
(7) students serve as the subject of active learning, creative, and independent; (8)
the teacher acts as a facilitator, motivator, mentor and evaluator. Factors that affect
the implementation of learning to talk is the factor of teachers, students, facilities
and infrastructure,  and environmental organization social classes and
psychological climate.

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