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Abstrak :
ABSTRAK
Tesis ini membahas hubungan antara strategi komunikasi dan keterampilan berbicara peserta program Bahasa Indonesia untuk Penutur Asing BIPA level madya. Penelitian ini berancangan kualitatif. Data penelitian diambil dengan merekam tuturan peserta dalam ujian berbicara. Taksonomi D rnyei dan Scott 1997 serta tahapan keterampilan berbicara Corder 1973 digunakan untuk menganalisis data penelitian. Hasil penelitian menunjukkan bahwa keterbatasan perbendaharaan kata merupakan hambatan komunikasi utama bagi peserta selain tekanan waktu, performa peserta, dan performa kawan tutur. Selain itu, keterampilan berbicara peserta dapat dijelaskan berdasarkan strategi komunikasi yang mereka gunakan.

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ABSTRACT
This thesis examines the corelation of communication strategies and speaking skills of the Indonesian Foreign Speakers program BIPA at intermediate level. This study implemented a qualitative method. Data were colected by recording their speech in the speaking test. D rnyei Scott rsquo s 1997 taxonomy and Corder rsquo s 1973 speaking skills stages were used in this research. The research findings indicate that the limited vocabulary is the main communicative barriers. In addition, the other problems are the pressures of time, the participants performance, and the adresse performance. Thus, the speaking skills of participants can be explained based on their communication strategies.

Abstrak :
You've been there. You are about to deliver a presentation to a group of people. As you arrange your notes, your knees suddenly begin shaking. Then the strange muscle spasms begin. One eyelid twitches uncontrollably. The presentation you spent hours memorizing vanishes from your head. That's unfortunate. Oral expression--together with its nonverbal components--is the most important communication skill you can have. Think about it. In school, at home, at work you probably speak hundred of times each day, ....

Abstrak :
This paper is a teaching note on the case of teaching Thai language speaking skills to Japanese students using task-based language teaching approach. Subjects included 17 second year Japanese students in the "Communication in Daily Life" course, a full academic year course. The course met 90 minutes once a week for 15 weeks per semester. The course objectives were for the students to be able to ask and answer questions in daily life situations; to be able to communicate with native speakers on various topics; and both communicative situations and complicated grammatical structure are emphasized. In task-based language learning, the primary focus of classroom activities was the task, and language was used as a tool to complete the meaningful tasks through authentic communication. Task-based language teaching provided opportunities for students to share ideas on an individual, pair and group basis. Each task was organized in 3 steps which proposed by Willis (1996) : pre-task, during task and post task. In the last week of semester 1, the students were asked to complete a questionnaire on students' self-assessment. The students reported the effectiveness of learning vocabulary from the tasks. In the students' view, authentic task materials such as pictures and VDO provided by the teacher in pre-task were very useful for them in the stage of planning the tasks. However, the students also reported difficulties in speaking fluently because of their inadequate vocabulary. Results from the students' self assessment indicated their satisfaction with the teaching approach employed in this course. It has been widely concluded that Japanese students tend to be shy and have nothing to say in class because of the fear of making mistakes. However, Japanese students in this class can communicate effectively in public with no fear and shyness. There were many reasons for the success of task-based learning approach in promoting speaking skills among Japanese students. Real world topics, authentic materials, classroom atmosphere and good relationship among the students play important role in the improvement of students speaking ability.